Social Studies Teachers Research Articles

Upaya Pembentukan Nilai Karakter Peduli Sosial Melalui Pembelajaran IPS pada Siswa Kelas VIII di SMP Negeri 2 Sumbergempol Tulungagung

This research is motivated by the decline in the value of social care character among adolescents as evidenced by the many cases of juvenile delinquency, namely lack of association, lack of caring, bullying, fighting and lack of sense of help in SMP Negeri 2 Sumbergempol Tulungagung. The existence of this background requires efforts and attention from social studies teachers in shaping social care attitudes in students. The research focus is: 1) How is the formation of social care character values through social studies learning of VIII grade students at SMP Negeri 2 Sumbergempol Tulungagung, 2) What are the supporting and inhibiting factors in the formation of social care character values through social studies learning of VIII grade students at SMP Negeri 2 Sumbergempol Tulungagung, 3) How is the impact of the formation of social care character values through social studies learning of VIII grade students at SMP Negeri 2 Sumbergempol Tulungagung. The objectives of this study are 1) To explain the formation of social care character values through social studies learning of grade VIII students at SMP Negeri 2 Sumbergempol Tulungagung, 2) To find out the supporting and inhibiting factors in the formation of social care character values through social studies learning of grade VIII students at SMP Negeri 2 Sumbergempol Tulungagung, 3) To determine the impact of the formation of social care character values through social studies learning of grade VIII students at SMP Negeri 2 Sumbergempol Tulungagung. This research uses a qualitative research approach with a descriptive type. Descriptive research is presented through words that are described, presented, analyzed and conclusions are drawn. The object of this research is the school and students of class VIII SMP Negeri 2 Sumbergempol Tulungagung. The data collection techniques used are interviews, observation and documentation.The results of this study indicate that the formation of social care character values through social studies learning is that teachers incorporate social care character values into lesson plans and develop syllabi and integrate social care character values through social studies learning. Supporting factors in shaping the character value of social care are exemplary teachers, school routine activities, and facilitating social activities and inhibiting factors are student awareness, family environment, cafes and parking lots and technological developments. The impact in forming the character value of social care has a positive impact, namely students will have an attitude of empathy, students have an attitude of helping and helping each other when in trouble, the creation of mutual cooperation activities at school, the creation of size and togetherness at school, the formation of a harmonious family, eliminating differences in social status between others.

Persiapan Pelaksanaan Pembelajaran Kurikulum Merdeka Belajar dalam Pembelajaran IPS di SMP Negeri 2 Kademangan

The independent learning curriculum is one of the Ministry of Education and Culture's policies with the aim of creating a pleasant and happy learning atmosphere for both teachers and students. In independent learning, teachers and students have the freedom to determine the right learning system to determine the talents and interests of students. The aims of this research are (1) To explain the preparation for the implementation of independent learning curriculum learning in social studies learning at SMP Negeri 2 Kademangan, (2) To explain what factors are obstacles in preparation for implementing independent learning curriculum learning in social studies learning at SMP Negeri 2 Kademangan. This research is qualitative descriptive research. The data collection techniques used in this research are observation, interviews and documentation. Respondents in this research were school principals, head of curriculum, and social science subject teachers. The results of this research show that preparations for implementing the independent learning curriculum in social studies learning at SMP Negeri 2 Kademangan start from the readiness of the teachers first and the social studies teachers take part in training regarding the independent learning curriculum and prepare learning tools according to the provisions of the independent curriculum. Then the factors that are obstacles are (1) Insufficient digital capabilities of teachers, where there are still many teachers who are limited in mastering technology, (2) They are comfortable with the previous curriculum and have no experience in independent learning, (3) lack of facilities and infrastructure to support the learning process, (4) Financial constraints.

Children’s learning for sustainability in social studies education: a case study from Taiwanese elementary school

IntroductionThe primary aim of social studies education is to convey knowledge about cultural and social systems while fostering inquiry, participation, practice, reflection, and innovation. Social studies education plays a pivotal role in raising awareness about various ethnic groups, societies, localities, countries, and the world at large. Furthermore, it instills in students a sense of responsibility, leading them to embrace diversity, value human rights, and promote global sustainability. The current elementary social studies curriculum in Taiwan strongly aligns with these principles and is a vehicle for sustainable development in society.MethodsThe researcher used qualitative research methods and adopted a case study design to review the pedagogical design of the elementary social studies curriculum in Taiwan as a means of sustainability education and enriching children’s cultural learning in the context of sustainability. Children’s learning related to sustainability in an elementary school was investigated, and a social studies teaching design was developed. Finally, the developed teaching approach was implemented in a classroom setting.Results and discussionThe study yielded the following findings: (1) The social studies curriculum development in Taiwan is connected to the pulse of life, a sense of care for local communities, and cultivation of local thinking. (2) This social studies curriculum adopts a child-centered and problem-oriented approach and integrates students’ interests and the local environment into the learning process. (3) It effectively enhances students’ sustainability-related competencies and skills. These findings offer valuable insights for teachers and can enable them to shape the direction of their social studies courses and cultivate children’s concept of sustainable development for their living environment.

Plowing New Fields of Scholarship in Social Studies: Planting New Seeds With Civic, Economic, and Geographic Thinking

This manuscript is the introductory article for the special issue of the Journal of Social Studies Research titled Teaching Disciplinary Thinking, Literacy, and Argumentation Skills. In it, the authors provide an historical overview of disciplinary thinking as outlined by Edwin Fenton and Sam Wineburg. They talk about how the C3 Framework is a melding of a focus on disciplinary thinking outlined by Fenton and Wineburg with the emphasis on preparing K-12 students for their future roles as democratic citizens as stressed by scholars like Shirley Engle. Then, the focus of the manuscript shifts to highlight the underdeveloped areas of disciplinary thinking in civics, geography, and economics. The authors define economic, civic, and geographic thinking and provide habits of mind for each of these disciplines along with classroom activities for each. They close with arguments for why K-12 social studies teachers and social studies education scholars should focus on developing K-12 students’ civic, economic, and geographic thinking skills.

Effects Integrating Personalized Learning Environment On Students’ Achievement in Social Studies in Secondary Schools in Imo State

This study is aimed at determining the effects integrating Personalized Learning Environment on students’ achievement in social studies in secondary schools in Imo State, Nigeria. A Qusi-experimental research design with non-equivalent intact groups, pre-test and post- test was adopted in this study. The population of the study comprised the entireUpper Basic( Junior Secondary School) students of 94,963 with 47,481 male and 48,481 female in the 68 secondary schools in Owerri Zone 1 of Imo State. Purposive sampling technique was used as the sample techniques. 39 Jss 2 students (19 male and 20 female) in one school were in treatment one (personalised learning environment) group, while 43 Jss 2 students (21 male and 22 female in the school were in treatment two (lecture method) group. The instrument for data collection was Researcher Made Social Studies Achievement Test (RMSSAT). The items in the instrument were subjected to content and face validation by five specialists, three specialists from Educational Measurement and Evaluation and two from Educatonal technology. The reliability of the research instrument was established using Kuder-Richardson (K-20) and this gave a reliability coefficient of 0.86. Mean and standard deviation were used to answer the research questions while the hypotheses were tested using Analysis of Covariance (ANCOVA) F- test statistics at 0.05 level of significance was used to interpret the result. From data analysed, the findings from study are: Personal Learning environment is effective in the improvement of students’ academic achievement and also revealed that personal learning is more effective on the male students than on the female students. The study recommended among others that: since the use of personalized learning environment has been found to enhance achievement in social studies, teachers of social studies should employ this technologically enriched method to teach students in the classroom more ewspecially those abstract to topics.

Socio-scientific reasoning of science, social studies and primary teachers

ABSTRACT Background Teachers should have a reasonable socio-scientific reasoning (SSR) level, both because they are intellectual members of society and because of their duty to teach reasoning skills to their students, who will become responsible citizens of the future, as indicated in the curriculum. Purpose The study aims to examine the SSR level of science, social studies and primary teachers and determine the effect of different variables on SSRquantitatively. Sample The participants were composed of 297 primary teachers, 80 scienceteachers and 53 social studies teachers (430 teachers in total) who worked in official institutions affiliated with the Ministry of National Education in Turkey. Design and method The descriptive survey model, a quantitative research method, was used to achieve the research goal. The research data were obtained via the Socio-Scientific Reasoning Scale (SSRS). Results and Conclusion Results show that the SSR of the science, social studies and primary teachers are at a medium level and there is no statistically significant difference between the teaching branches. In the sub-dimensions of SSR, the highest level of reasoning was obtained by all the teachers from three different branches for the sub-dimension of perspective. Science and primary teachers had the lowest level of reasoning for the sub-dimension of complexity; social studies teachers had the lowest level of reasoning for the sub-dimensionof inquiry. While education level does not affect SSR, SSR varies statistically significantly depending on the variables of branch, gender and professional experience. Suggestion Practices should be implemented to improve teachers’ SSR, which can be conducted through in-service training opportunities. In addition, our results can be used while determining the composition of the teachers who will participate in the training.

An Evaluation of the Implementation of the Social Studies Curriculum in Ghana: A Case Study of the Asante Akim North District

The purpose of this study was to evaluate the Social Studies Curriculum for Senior High Schools in Ghana to determine whether the subject has attained its goal(s). The study took place in the Asante Akim North District. The population for study were all Social Studies teachers and students in the district. The multi-stage sampling technique was adopted for the study and the sample size was 120, made up of 100 students and 20 teachers. The concurrent mixed method approach was adopted. The main instruments used for collecting data were questionnaires, interviews (focus group and semi-structured interview) guide, observation and documentary analysis. Quantitative data were tabulated, organized, analysed and interpreted to draw sound conclusions and generalizations. The data were presented in the form of tables and percentages. Words were used to interpret the tables and percentages for easy understanding. The qualitative data responses were described and explained in the form of themes. Sometimes responses were quoted verbatim to authenticate claims made. The study revealed that most of the teachers who are the curriculum implementers have forgotten the subject's general objectives. Therefore, they teach the subject without any cognizance of the attainment of these objectives. Concerning the findings of the study, it is recommended that the district education directorate should organize periodic workshops, in-service training and seminars for teachers teaching the subject. This will help Social Studies teachers acquire the relevant knowledge and the pre-requisite skills needed to effectively implement the Social Studies curriculum in the Asante Akim North District.”

Making the virtual historical using primary sources

PurposeThis paper seeks to demonstrate the pedagogical potential of incorporating virtual reality (VR) and primary sources in social studies education. It seeks to highlight how VR can enhance student engagement, foster critical thinking and provide immersive contextualization for historical events. Despite acknowledging challenges, this paper advocates for the purposeful adoption of VR technology in the classroom to enrich the teaching and learning of history.Design/methodology/approachThis paper explores the integration of virtual reality and primary sources in social studies education by providing a detailed lesson plan that could be used as a model for this type of teaching, as well as other resources and opportunities to do so. It highlights the potential of VR to enhance engagement, historical thinking and historical empathy.FindingsIntegrating virtual reality and primary sources can support student engagement, critical thinking and historical empathy. There are also challenges that can be mitigated through careful planning.Practical implicationsThis paper provides teachers with a pedagogical model and resources for integrating VR and primary sources, along with challenges and methods for mitigating those, in their secondary social studies classroom.Originality/valueThis paper offers a unique model for combining virtual reality and primary sources for secondary social studies educators. It provides an example lesson plan exemplifying its application and emphasizing VR’s potential to support teaching and learning.

IMPLEMENTASI KURIKULUM MERDEKA BELAJAR PADA IPS TERPADU DI SMP PANCA SETYA 2 SINTANG

The education system in Indonesia has undergone several curriculum changes over time, one of which is the implementation of the “Merdeka Belajar” curriculum as an evaluation of its predecessor, the 2013 curriculum. This curriculum was designed to adapt to the educational needs during the COVID-19 pandemic. This research aims to elucidate how the “Merdeka Belajar” curriculum is implemented in the integrated social studies subject for eighth-grade students at SMP Panca Setya 2 Sintang. The research methodology employed is qualitative descriptive with data collection techniques including observation, interviews, and documentation. Primary data were obtained from interviews with the school principal, vice principal of the curriculum, social studies teachers, and eighth-grade students, while secondary data included reading materials and documents. Data analysis followed the interactive model proposed by Miles and Huberman, encompassing data collection, reduction, display, and verification. The research findings indicate that the implementation of the “Merdeka Belajar” curriculum is progressing well, although teachers require assistance in its execution. Challenges encountered include difficulties in fostering creative learning processes, limited references, unequal access to learning, and time management issues. Recommendations to address these challenges include utilizing the “Merdeka Mengajar” platform and enhancing digital access for all stakeholders involved in the learning process.

Exploring Students' Perceptions of Mobile Game-Based Social Studies Learning Model

This research explores students' perceptions of mobile game-based learning models in social studies instruction. A descriptive quantitative design was used, with a questionnaire survey given to 31 students with experience with mobile game-based learning models. The research results show that students generally have a positive perception of mobile game use in Social Studies learning, with the majority agreeing that mobile games increase their engagement and motivation. The study also identified several factors influencing student engagement and motivation, such as the relevance and quality of game content, the level of interactivity and feedback provided, and integration with the curriculum. The findings show that the mobile game-based learning model can potentially increase students' enthusiasm for learning social studies, especially for Generation Z students accustomed to using digital devices in their everyday lives.

A Call to Combat the Climate Crisis Through Sustainability in Social Studies Education

A Call to Combat the Climate Crisis Through Sustainability in Social Studies Education

Development of higher order thinking skill assessment instruments in social studies learning

<span lang="EN-US">Higher order thinking skill (HOTS) in social studies learning are still often ignored by teachers despite the need for students to acquire these skills. The purpose of this study is to develop her HOTS assessment in a social studies classroom to help teachers improve their students’ thinking skills. This kind of research is research and development with 4D models. Validation was performed by two social studies learning assessment specialists and three social studies teachers. The HOTS test was administered to 112 students in class VIII (second grade) of Yogyakarta junior high school. Data analysis consisted of validity, reliability, difficulty, selectivity, and distractor index. Explanatory factor analysis (EFA) pathway analysis was used for data analysis of small trials and confirmatory factor analysis (CFA) pathway analysis was used for large trials. The multiple-choice HOTS assessment tool consisted of 30 items, and the effectiveness results of this HOTS questions on material, structure, and language aspects by two social studies learning assessment experts where it was valid and suitable for our application. Effective results for three social studies teachers indicated that the assessment tool was valid and applicable. HOTS in social studies learning helps improve quality and learning outcomes, enabling students to examine information critically, develop creativity, and improve problem-solving skills.</span>

Pengaruh Teknik Pictorial Riddle terhadap Kreativitas Mata Pelajaran IPS Kelas V SDN 104215 Sudirejo

The aim of this research is to enhance students' learning creativity by applying the pictorial riddle model in social studies education. The study uses a qualitative method. The subjects in this study are all fifth-grade students at SDN 104215 Sudirejo, Namorambe District, Deli Serdang Regency, totaling 23 students. The data source in this study is all fifth-grade students at SDN 104215, and the student data collected is in the form of learning test results. The teacher, as the researcher, focuses on the teacher's activities in teaching and the interaction between the teacher and the students in the learning process. The results of this study show that the application of the pictorial riddle model (the key to success) in social studies education can improve students' learning outcomes and creativity. The pretest data before using the pictorial riddle model showed an average score of 72.52, while based on the posttest results after using the pictorial riddle model, there was an average score of 87.39, indicating an improvement. This is also evidenced by the number of students who achieved the minimum passing grade before the research was conducted.

Historical empathy in the paradigm of social studies teachers in Palembang City

This research is based on the need to address the lack of historical empathy in Indonesia through social studies education. It highlights the importance of promoting the concept of historical empathy, which is currently not widely recognized in the country. The study focuses on the perspectives of 15 junior high school social studies teachers in Palembang City regarding historical empathy. Data was collected through questionnaires, with respondents answering various questions about historical empathy, including its definition, significance, relevant topics, suitable learning resources, methods, challenges faced, and recommendations for teaching it effectively. The findings indicate that there are misconceptions among teachers regarding historical empathy, particularly in distinguishing it from sympathy and understanding its psychological and historical aspects. Despite these challenges, the teachers acknowledge the importance of integrating historical empathy into social studies education. This research provides a foundational understanding of teachers' perspectives on historical empathy in Indonesia.

Reconceptualizing Global Citizenship in Turkish Social Studies Textbooks With a Focus on Social Justice

This study examines the integration of global perspectives in the social studies textbooks used in Grades 4 to 7 in Turkey using content analysis as a methodology. The analysis focuses on seven mandatory textbooks distributed across the country and the big ideas and themes reinforced as official knowledge promoted by the state. The findings reveal both strengths and weaknesses in the textbooks’ content and approach to teaching about global connections. While the textbooks aim to promote global citizenship, cultural understanding, and economic relationships, they also perpetuate nationalistic perspectives, stereotypes, and biased coverage of various forms of inequality and social injustice. Failure to critically analyze diverse cultures, perpetuation of biased views, negative portrayal of Western culture, and a lack of comprehensive coverage of inequality are some of the arising issues and emerging themes identified. Additionally, the textbooks neglect explicit discussions about equity and social justice and connections to the civic engagement of citizens. These findings promote passive citizenship and underscore the need for greater attention to inclusivity, cultural understanding, and comprehensive coverage of global issues and social justice in social studies education in Turkey and beyond as it relates to international relations.

The Effects of Learning Style-Based Differentiated Instructional Activities on Academic Achievement and Learning Retention in the Social Studies Course

Today, individuals should adapt themselves to the rapidly changing and developing information age and have learning skills. It is only possible by adopting new approaches and strategies instead of traditional teaching methods and techniques. Different learning and teaching approaches are characterized by various methods and designs, such as differentiated instruction. The primary purpose of differentiated instruction is to employ teaching activities depending on students’ learning styles and interests. This study aimed to determine the effect of learning style-based differentiated instructional activities on 4th-grade students’ academic achievement and learning retention in the social studies course. This study draws attention to the differences between differentiated teaching activities based on learning style and traditional teaching practices and proposes practical solutions for effective social studies teaching. In this study used a quasi-experimental model with pretest-posttest control group designs. The study group consisted of 62 4th-grade primary school students. The experimental group completed learning style-based differentiated instructional activities in the study, while traditional teaching methods were used in the control group. The data were collected with an academic achievement test and interview forms developed by the researchers. The quantitative data were analyzed using arithmetic means, frequency, independent group t-test, and dependent group t-test, and the qualitative data obtained from interviews were examined using descriptive and content analysis approaches. A significant difference was found in the experimental group students’ academic achievement in the social studies course, in which learning style-based differentiated instructional activities were applied. There was a significant difference in the retention scores between the experimental group, in which learning style-based differentiated instructional activities were applied, and the control group, in which the traditional teaching methods were preferred. The difference was in favor of the experimental group. Learning style-based differentiated instructional activities allowed students to participate in the activities actively, facilitated classroom management, and offered an entertaining and well-prepared learning atmosphere where individual differences and learning paces are welcomed. The teacher-centered teaching approach based on traditional methods and the direct transfer of information to students should be replaced with student-centered approaches responsive to learning styles, individual differences, interests, and potentials. Social Studies Course Curriculum and educational materials should be enriched with differentiated instructional activities. Social Studies Course Curriculum and materials (e.g., textbooks, lesson plans, and printed materials) should be enriched with differentiated instructional activities.

MODEL PEMBELAJARAN IPS BERBASIS CASE METHOD DALAM MENINGKATKAN PEDAGOGI KRITIS PESERTA DIDIK

The learning model has a central role in the learning process of students and requires a touch of teacher creativity pedagogy in developing learning. The purpose of this study is to examine the application of the cash method-based social studies learning model as an effort to improve the critical pedagogy of students, and to determine the advantages of the cash method-based social studies learning model in improving the critical pedagogy of students. The research method used is the library research method by involving searching, researching and analyzing literature relevant to the research. Data analysis techniques use a content analysis model with steps to determine the design, search for basic data, and search for consequential knowledge. The results showed that the application of the case method-based social studies learning model as an effort to improve the critical pedagogy of students in junior high school was carried out by social studies teachers with three stages being the organization stage, group work, evaluation and the awarding stage. The advantages of the case method model are: training analytical and problem-solving skills, improving critical thinking skills, collobirative learning, helping to link theory with practice and developing communication skills. This research is expected to be the basis for social studies teachers in developing students' critical pedagogy in real terms and providing opportunities to improve students' skills, namely creative skills, critical thinking skills, communication skills, dan collaboration skills.

Knowledge, Attitude and Practice of Social Studies Teachers Towards Promoting Safe Spaces in the Academia: Basis for a Guide

Safe space has become an imperative task for teachers because of its vital role in the teaching-learning process. Its meaning has developed over time due to its application in different instances. In academia, safe space is categorized as physical space, social space, and virtual space. Thus, this study aims to describe the knowledge, attitude, and practice of social studies teachers towards promoting safe spaces. The study utilized a descriptive quantitative approach consisting of 20 teachers as respondents from Ramon Magsaysay High School, Batasan Hills National High School, and Ilaya Barangka Integrated School. Findings indicate that the knowledge of the teachers in promoting safe space in three aspects is at a high level with a mean of 3.19 and a standard deviation of 0.66. Most of the time they practice promoting safe space in terms of physical space with a mean of 3.16 and standard deviation of 0.60, social space with a mean 3.28 and standard deviation of 0.69, and virtual space with a mean of 2.96 and standard deviation of 0.66. In terms of physical space, teachers give importance on routinary activities that ensure class and school are safe for the students. Further, in terms of social space, teachers practice values integration in their lessons on topics about respect for others regardless of their individual differences. Also, teachers are being held accountable for modeling this to the students such as avoiding discrimination and bias. Lastly, in terms of virtual space, teachers prepare students to be accountable for their actions online by reteaching the netiquette or dos and don’ts when using the internet. Findings of this study could be used as a guide by educational institutions when promoting safe space.

한국과 미국의 사회과 교육과정에 나타난 난민 교육 내용 분석

This study aims to explore the representation of refugee-related content in the social studies curricula and textbooks of South Korea and the United States and to draw implications for social studies curriculum development. The study conducted a qualitative analysis of the 2015 Revised Social Studies Curriculum, 2022 Revised Social Studies Curriculum, “Social Studies”, and “Integrated Social Studies” textbooks of South Korea. It also examined the social studies curricula of 50 states in the U.S. and high school social studies textbooks from major U.S. publishers. The findings are as follows: first, refugees are scarcely mentioned in both the Korean and the U.S. social studies curricula. Second, in South Korean curricula, refugees were predominantly addressed in the context of international problems and global population movements. In contrast, U.S. curricula covered refugees concerning U.S. security, U.S. history, and global and domestic population movements. Third, refugees were commonly depicted as a group requiring support from the international community. While there were some efforts in South Korea to incorporate learning materials depicting the lives of refugees and in the U.S. to highlight the contributions of refugees to society, there is a limited number of contents addressing the human rights and lives of refugees in both countries' curricula. Based on these findings, the study suggests increased attention to refugee education in social studies, emphasizing in-depth discussions on the content of refugee education. Furthermore, the study recommends shifting the direction of refugee-related education in social studies toward education 'with' refugees.

Effect of PowerPoint Instructional Package on Secondary School Students’ Academic Achievement in Social Studies in Njikoka LGA, Anambra State, Nigeria

Objective: Over the years, there has been a decline in academic achievement in social studies among students, both in external and internal examinations. This decline may be attributed to the continued reliance of social studies teachers on conventional teaching methods. Therefore, this study aimed to investigate the impact of PowerPoint Instructional Package (PIP) on the academic achievement of secondary school students in social studies in Njikoka Local Government Area (LGA), Anambra State, Nigeria. Methods: The study utilized a quasi-experimental design with a 2×2 factorial design. The sample consisted of 81 Junior Secondary School two students, including 42 males and 39 females, who were studying social studies in Njikoka LGA. A co-educational school was selected for the study, and intact classes were used. The data collection instrument, social studies Achievement Test, was validated by three experts, and its reliability coefficient was established as 0.78 using the Kuder-Richardson 20 method. Data analysis involved calculating means and conducting an Analysis of Covariance. Results: The result revealed a significant difference on the mean achievement scores of students taught social studies using PIP and those taught using conventional teaching favoring PowerPoint (PPT) group. Gender had no significant effect in the achievement of students in social studies, indicating that the use of PPT is gender-friendly. Additionally, there was a significant interaction effect between teaching method and gender on students’ achievement. Conclusion: The use of PIP had a positive impact on students’ achievement in social studies. As a recommendation, it is suggested that secondary school administratorsorganize seminars and workshops to train social studies teachers in the effective use of PIP for instructional delivery.