High School Social Studies Teachers Research Articles

Analysis of Junior High School Social Studies Teachers' Strategies in Facing the Demands of the Society 5.0 Curriculum Era (A Study in the City of Banda Aceh)

This research aims to describe the implementation of junior high school social studies (IPS) learning in the era of Society 5.0 in Banda Aceh City in facing curriculum demands, analyze the strategies of junior high school IPS teachers in enhancing their own competencies, and describe the solutions that junior high school IPS teachers employ to overcome challenges in facing the curriculum demands of the Society 5.0 era. This research utilizes a qualitative approach with a case study design. Data collection techniques include interviews and documentation. Data analysis techniques include data reduction, data presentation, verification, and drawing conclusions. The results of the research indicate that the models and methods of IPS learning in junior high schools in Banda Aceh City during the Society 5.0 era demonstrate creativity by implementing various learning models and integrating technology, such as discovery learning, project-based learning (PBL), and discussions using media such as Canva, picture and picture, and employing a differentiation approach, among others. Junior high school IPS teachers enhance their competencies through activities such as MGMP (Teacher Subject Study Group), FORGIPSI (Forum Guru IPS Indonesia), and online self-learning, focusing on collaboration, technology integration, and the development of critical thinking skills. Solutions that junior high school IPS teachers can take include active participation in training activities, webinars, seminars, and collaboration among teachers. Despite limitations in IT facilities, teachers continue to make efforts to create an effective learning environment while motivating themselves to adapt to the future development of students.

Examining The Impact of Social Science Teachers’ Technological Pedagogical Content Knowledge (TPACK) on Acceptance of Online Teaching and Learning

This research examines junior high school social studies teachers' technology pedagogy content knowledge (TPACK) and how this knowledge influences acceptance of technology in online teaching and learning. In this study, the quantity approach was applied, while the type of research is descriptive explanatory. A total of 875 social science teachers were surveyed in East Java Province. Structural Equation Modelling (SEM) with AMOS version 20 software was used during data analysis. Perceived utility (PU) and perceived ease of use (PEU) are highly impacted by TPACK. Moreover, PEU substantially affects PU, which has been demonstrated to impact behavioural intention to use (BIU) and an attitude toward use (ATU) significantly. As a result, TPACK is essential to adopting online teaching and learning, and its PU is crucial to instructors' attitudes regarding and continuous use of it. It is possible that the characteristics of this sample do not accurately reflect Indonesian social science educators. Research on the potential effects of additional variables, like self-efficacy or social science teacher performance, would be interesting. The integration of TPACK and TAM is examined in this study to generate a conceptual framework based on empirical data.

Factors Influencing Formative Assessment Practices of Junior High School Social Studies Teachers

The study investigated factors that influence formative assessment practices of Social Studies in the Techiman Municipality of the Bono East Region of Ghana. A quantitative approach with a descriptive survey research design was employed for the study. For the target population, all eighty-four public junior high school (JHS) Social Studies teachers in the Techiman Municipality of the Bono East Region of Ghana were chosen for the study. All the Social Studies teachers in the public JHSs in the Techiman Municipality were sampled for the study. The census sampling technique was employed to select the population for the study. Because the population was homogenous, all the Social Studies teachers, comprising ninety-five (95) teaching the subject at the JHS in the municipality, were selected for the study. The primary data collection instrument for the study was a twenty-two (22) five-point Likert itemized questionnaire used for the collection of data. Descriptive statistical tools were employed in analyzing the quantitative data. The quantitative figures were prearranged into frequency tables, simple percentages, weighted mean, and standard deviation for easy interpretation. The findings revealed that most teacher assessments are mainly influenced by external factors such as the nature and demand of the West Africa Examination Council’s (WAEC) questions and requirements set by the Municipal Director of Education or the school district. Therefore, the National Council for Curriculum and Assessment (NaCCA) should consider introducing interventions in teacher training universities and colleges that help improve classroom practices, including formative assessment practices.

Exploring the Relationship between Classroom Assessment Practices and Social Studies Curriculum Objectives among Teachers in Junior High Schools: A Case Study of the East Mamprusi Municipality in Ghana's North-East Region

The study examined the relationship between Junior High School social studies teachers’ classroom assessment practices and the curriculum objectives of social studies in the east Mamprusi municipal. Sixty (60) Junior High School Social Studies teachers were involved in the study. Data were collected through the administration of questionnaires, interviews and observation with a mixed-method design employed in the study. Results from the study showed that teachers had a negative attitude towards classroom assessment even though they had a positive attitude towards some assessment techniques; the results also revealed that the teachers preferred to use both traditional and alternative assessment practices in their instructions. It was also revealed that teachers do not align their classroom assessment practices with the curriculum objectives of social studies. It was recommended that teachers’ attitudes towards classroom assessment and their assessment practices should be improved (especially regarding assessing attitudes and values). It was also recommended that refresher courses should be organized for teachers already on the field to upgrade their knowledge and skills in educational assessment based on the curriculum objectives.

Exploring Effective Teaching Strategies Employed by Social Studies Teachers: A Comprehensive Study

Teaching is a profession that plays a vital role in the learning, social, cultural, and economic development of children and young people. It is responsible for instilling fundamental social values, including democracy, equality, tolerance, cultural understanding, and respect for fundamental freedoms. This study aimed to determine the teaching strategies utilized by high school Social Studies teachers in Ozamiz City Division. The researchers used a questionnaire to collect data from twelve (12) Social Studies teachers from four (4) different schools. The findings showed that most teachers employed collaborative strategies encouraging active participation, such as a community-based approach, cooperative learning activity, and inquiry approach. These strategies were employed to make Social Studies more engaging and interesting to students, maximizing their participation and involvement in class. In addition, using these strategies helped eliminate the perception that Social Studies is a boring subject

Technology Integration in Science Learning Areas in the Kenyan Competency-Based Curriculum

This study assesses the pedagogical content knowledge of Senior High School Social Studies teachers in the Accra Metropolis, Ghana. A sample size of 86 teachers was chosen using a multi-stage (purposive, convenience) sampling approach. Questionnaires and semi-structured interview guides were the primary data-gathering tools. The study's findings revealed that a substantial number of teachers met the minimum academic qualification for teaching social studies at the Senior High School level in Ghana, with the majority of teachers holding a B. Ed/BA in Social Studies. Again, the majority of instructors believed that their academic experience influenced their social studies teaching. The study recommends that the Ghana Education Service should only recruit teachers with the required academic background in social studies to teach the subject. Also, the teachers without the required academic background should be taken through in-service training to provide them with the appropriate social studies Pedagogical Content Knowledge.

Assessing the Pedagogical Content Knowledge of Social Studies Teachers in Schools within the Accra Metropolis

This study assesses the pedagogical content knowledge of Senior High School Social Studies teachers in the Accra Metropolis, Ghana. A sample size of 86 teachers was chosen using a multi-stage (purposive, convenience) sampling approach. Questionnaires and semi-structured interview guides were the primary data-gathering tools. The study's findings revealed that a substantial number of teachers met the minimum academic qualification for teaching social studies at the Senior High School level in Ghana, with the majority of teachers holding a B. Ed/BA in Social Studies. Again, the majority of instructors believed that their academic experience influenced their social studies teaching. The study recommends that the Ghana Education Service should only recruit teachers with the required academic background in social studies to teach the subject. Also, the teachers without the required academic background should be taken through in-service training to provide them with the appropriate social studies Pedagogical Content Knowledge.

A Proposed Conceptualization of a Training Program for Secondary School Social Studies Teachers in Light of the Degree of Use and Challenges to Employ Some Applications of Artificial Intelligence in Education

The study aimed at identifying the use degree of secondary school social studies teachers for some applications of Artificial Intelligence in three axes (planning, implementation and evaluation) of the lesson, and the challenges faced by the teachers of social studies when employing the applications of artificial intelligence in education. The sample of the study included (130) high school social studies teachers. The study was applied in the second semester of the academic year 1441 AH. The study restricted to a random sample of high school social studies teachers in the city of Riyadh in Saudi Arabia. The study tool included a questionnaire divided into four axes to answer the questions of the research. The study depended on the descriptive methodology. The study found that the use degree of high school social studies teachers for some applications of Artificial Intelligence was low; and that there are a set of challenges that obstruct their use of the applications. In light of that, a proposed conceptualization for a training program for the teachers of social studies was developed to train them on the applications of Artificial Intelligence.

AI의 교육적 활용에 대한 중등 사회과 교사의 인식 및 연수 수요 분석

Objectives This study aims to investigate the attitudes and beliefs of secondary social studies teachers towards AI-based education and to assess their demand for training in this area.
 Methods To this end, a survey was administered to 1,164 middle and high school social studies teachers (civics, history, geography, and ethics). The survey consists of two parts: learning about AI (learning elements of AI and capabilities of AI) and learning with AI (difficulties of teaching with AI and demand for teacher training in AI-based education). First, the reliability coefficient of the questionary items was calculated, followed by descriptive statistical analysis. To verify the statistical significance of dfferences by teachers’ specialty, a one-way analysis of variance was performed, and the effect size was calculated to confirm the practical significance. For descriptive answers, the word frequency was calculated and visualized in a word cloud to identify prominent issues.
 Results 1) It was discovered that social studies teachers consider AI's social impact, machine learning, and data as crucial learning components. Particularly, teachers believed that students should be aware of artificial intelligence's technical limitations and ethical implications. 2) Assuming the class situation, the teachers indicated that the greatest anticipated challenge would be the lack of ‘exemplary practices for social studies classes using AI’. 3) Despite the fact that few teachers have prior experience with coding or AI training, 71.2% of all respondents agreed that teacher training program in AI-based education is necessary.
 Conclusions This study is anticipated to serve as a foundation for the development of AI-based training programs and the introduction of AI in education.

Formative Assessment Conceptions and Practices of Junior High School Social Studies Teachers in the Techiman Municipality of Ghana

The study investigated formative assessment conceptions and practices among the teachers of social studies in the Techiman Municipality of the Bono East Region of Ghana. The research was undertaken with the view of finding answers and making suggestions that could help improve the formative assessment practices specifically in social studies. A census was conducted in the eighty-four (84) public Junior High Schools in the Techiman Municipality in the Bono East Region. All the ninety-five (95) Social Studies teachers in the public Junior High Schools in the Municipality were selected for the study. A 50-item questionnaire including 2 open-ended questions was developed for the teachers. The data collected were analysed by using frequencies, percentages, mean and standard deviation. The study revealed that, the teachers had correct conception of formative assessment and saw its relevance in the classroom, however, their assessment practices were not formative enough. The teachers’ assessment practices were influenced by external factors. It is recommended that pressures such as demand for continuous assessment marks to grade students ought to be reduced to allow the teachers practice assessment as professionals.

Evaluasi Kinerja Guru Ilmu Pengetahuan Sosial Bersertifikasi Pendidik

The study aimed to evaluate the performance of social studies teachers at SMP certified educators in Way Kanan Regency, Lampung. The method used in this study is a qualitative descriptive method. The subjects of the research were 48 certified junior high school social studies teachers and 5 principals as respondents. Data collection tools used are questionnaire techniques, interview and documentation techniques. The data analysis technique used descriptive percentage. The results of the study show that the overall performance of socially-certified teachers is considered good when viewed from the indicators of the teacher's ability to implement and evaluate learning. However, the ability of teachers to plan lessons still needs to be improved. Recommendations given to teachers in preparing the Lesson Plan (RPP) should cover aspects of communication and information technology and be followed by the development of activities. As well as actively implementing the MGMP (Subject Teacher Consultation) program. Through this MGWP, it is hoped that teachers can improve learning methods, educational techniques on science and technology that can be used in classroom learning, share information, and improve teacher professionalism. Recommendations for local governments are to create self-development programs for teachers in order to develop and improve the quality of education.

Teachers Perspective on Redesigning Social Studies Curriculum for Student-Centered and Constructivist Learning: Empirical Study of Secondary Schools, Northern Region

Effective, equitable, and student-centered Social Studies instruction occurs in an environment which is prepared and well designed for that purpose. The 21st Century Social Studies curriculum should be planned to allow teachers to adopt constructivist student-centered pedagogies to improve the learning outcomes of students. However, it appears most teachers in Ghana still apply the traditional rote methods of instruction that deprives students of the ability to acquire 21st century learning due to weaknesses in the existing curriculum. This study was, therefore, conducted to explore from teachers how the Social Studies curriculum can be reformed to create a room for active and student centered learning. A cross-sectional research design was adopted for this study. Senior High School (SHS) Social Studies teachers in Northern Region were the target population for the study (N = 175 teachers). Using Yamane's (1967) formula for sample size determination, 151 teachers were randomly sampled for the study with a confidence level of 97% and a margin error of ±3. Closed-ended item questionnaires were used to mine data from the respondents. The reliability of the items in the questionnaires was tested using the Cronbach alpha formula which yielded a = 0.78, which was acceptable for the study. Using SPSS, data were analyzed employing descriptive statistics such as frequencies, percentages, mean, and standard deviations and the results were presented in tables. The study discovered a high endorsement by teachers on the need for a new Social Studies curriculum that provides an opportunity for meaningful learning; a call for Social Studies curriculum reform to create a room for student-centered learning to improve learning outcomes of students in line with SDG 4. The study recommends curriculum reforms, capacity-building programmes for teachers based on training needs; supply of relevant instructional resources; expansion of SHSs infrastructure and rethinking a ban on SHSs students' use of phones and personal laptops on campuses.

An appraisal of Social Studies Teachers Perceptions of Teachers’ Pedagogical Content Knowledge

The study objective was to assess the perceptions of Junior High School (JHS) Social Studies teachers in the Yilo Krobo Municipality of the Eastern Region of Ghana on teachers’ Pedagogical Content Knowledge (PCK). The study adopted Shulman's theory of Pedagogical Content Knowledge (PCK) as its theoretical framework. The philosophical approach upon which the study is hinged on is the ideology of interpretivism and positivism, in other words, pragmatism. The study used a mixed methodological approach as well as a descriptive survey design. A random sampling technique was used for the study. The study participants were JHS social studies teachers in Yilo-Krobo Municipality, Ghana. Eighty (80) out of the one hundred and two (102) representing 78.43% JHS Social Studies teachers were selected from the fifty-four JHSs in the Municipality. Both Questionnaire and interview guide were used for data collection. The survey data was analyzed using descriptive statistics and the interview data was analyzed using content analysis. The study indicated that at the heart of the PCK concept is the idea that 'deep knowledge' of content is essential for effective teaching and cannot be taken for granted; that it has a significant bearing on teaching and student learning, and that it is used as a cadre to define professional teaching knowledge. PCK also provides the uniquely necessary knowledge for the transformation of the different types of knowledge required for Social Studies teaching and evolves over time due to the progressive awareness of students' needs, while a wealth of content knowledge is imperative for the development of a comprehensive pedagogical content knowledge. The paper recommends that the Ghana Education Service (GES) should conduct regular in-service training for teachers on the enhancement of their PCK, to enable them select appropriate TLMs and pedagogical approaches that foster meaningful learning for students.

PENGARUH KEGIATAN MUSYAWARAH GURU MATA PELAJARAN (MGMP) IPS TERHADAP KOMPETENSI PROFESIONAL GURU IPS DI KABUPATEN KAPUAS HULU

Abstract This study aims to determine the effect of social studies teacher discussion activity (MGMP) on social science professional competence of junior high school social studies teachers in Kapuas Hulu Regency. This study use a quantitative method with two variables, namely the subject teacher discussion (MGMP) IPS (X) and professional competence (Y). Determination of the sample used is the Slovin formula. The data source of this study was social studies teachers who taught in Kapuas Hulu District with a sample of 57 people. Data collection techniques use consisted of: 1. questionnaire, 1. interview, and 3. documentation. Data were obtained from the results of respondents' questionnaires and from interviews with MGMP administrators and interviews with social studies subjects from the Kapuas Hulu District Education Office. Then do the validity and reliability test, the analysis prerequisite test using the normality test. Next test the hypothesis using simple regression analysis. From the regression results obtained by the equation Y = 0.331 + 0.669 x. then obtained a significance value of 0,000 <0.05 which means there is a positive and significant effect. Obtained results there is a relationship between MGMP activities with a level of professional competence of 0.898 and the magnitude of the contribution of the influence of MGMP R2 (square) activities of 0.806 or 80.06% on professional competence. So there is an influence between MGMP activities with the professional competence of IPS teachers at the Junior High School level in Kapuas Hulu Regency. Keywords: MGMP activities, professional competence

Teachers' Attitudes Towards the Teaching of Social Studies in Prestea Huni - Valley Municipality: Taking stance from the Structural Functionalist Theory of Education

This study sought to examine the attitude of teachers towards the teaching and learning of the Social Studies in Junior High Schools in the Prestea Huni-Valley Municipality. This study sampled 70 participants for the study. Seventy (70) Junior High School social studies teachers were randomly sampled from the Prestea Huni-Valley Municipality. The research was qualitative and descriptive in nature and a self-developed and structured questionnaire was used to collect data for the study. The study was informed by the Structural functionalist theory of education by examining the dominant role of teachers in education. The findings of the study revealed teachers have low status attached to the subject, low morale, and low confidence level in teaching Social Studies among others. The study, therefore, recommends teachers should develop a positive attitude toward the teaching of social studies by exerting confidence in teaching the subject.

Senior High School Teachers' and Students' Perception about the Integration of Online Learning and Its Impact on Their Application of Technology in Teaching and Learning of Social Studies in Northern Region, Ghana

The uptake of virtual learning blended with the traditional instructional pedagogies in Social Studies instruction among senior high school teachers in Ghana is developing rapidly. Grounded on Technology Acceptance Model (TAM), this study was commissioned to interrogate senior high school Social Studies teachers' and students' perceptions of online learning and its impact on their application of technology in teaching and learning. The research was purely quantitative, conducted in the Northern Region of Ghana, adopted a causal-comparative research design and administered a questionnaire to Social Studies teachers (N = 84) and senior high school students (N = 972) randomly sampled for the research. The internal consistency of the items on the questionnaires was validated using the Cronbach alpha formula, from which that of Social Studies teachers yielded α = 0.89 and that of the students yielded α = 0.73 respectively. The data were analyzed employing inferential and descriptive statistics supported by Statistical Package for Social Sciences (SPSS) version 22. The findings discovered that although Social Studies teachers and students had positive perceptions and motivation to use online learning, teachers' integration of technology into teaching and learning was low due to inadequate computers, lack of access to the internet, and limited ICT skills and that teachers' perceptions of online learning have no significant impact on their rate of integration of technology into Social Studies teaching and learning. Based on the findings, the study recommends teacher training, equipping senior high schools with relevant digital tools including the internet, subsidizing laptops for teachers and students, and curriculum reforms that create opportunities for the integration of online learning into teaching.

Levels of nationalism among middle and high school social studies teachers: Implications for promoting equity for immigrant students and with educators

This article analyzes survey data from a national sample of K-12 public school teachers (N = 5190) with a focus on the nested sample of middle and high school social studies teachers (N = 927). The authors examine social studies teachers' views on nationalism, including the sub-categories of chauvinistic nationalism and patriotism. In the analyses, the authors show differences in levels of nationalism based on demographic and regional factors and the relationship between levels of nationalism and teachers' beliefs about educational rights for undocumented immigrant students using both correlation and linear regression analyses. We argue that teachers’ views on nationalism could be a critical factor in shaping beliefs toward equity in relation to immigrant students.

Examining the Cold War in the 1980s with Comic Books

The role of literacy in social studies education has been greatly elevated over the last decade. The National Council for the Social Studies (NCSS) models through the indicators of its C3 Framework how to strengthen K-12 students’ disciplinary thinking, literacy, and argumentation skills in the four core social studies disciplines: civics, history, geography, and economics. One resource that social studies teachers can use to address the indicators within the C3 Framework is comic books. Comic books employ both visual and textual modalities to convey meaning, through text boxes, people’s facial expressions, and imagery to capture the author’s arguments. The various modes of communication utilized in comic books allow students to construct meaning. In this article, we discuss how to use two comic books, Batman: Ten Nights of the Beast, and Suicide Squad: Trial by Fire, to teach about the Cold War in the 1980s. We start by giving a brief historical overview of the Cold War in the 1980s. Then, the focus of the article shifts to provide an examination of the potential benefits of utilizing comic books. This section also discusses how popular culture reflects the issues, values, and beliefs of an historical era. Two activities are given that scaffold how high school social studies teachers can employ these comic books to analyze important components of the Cold War in the 1980s. The steps and resources needed to implement our activities are provided.

Analysis of the Need for Social Studies Learning Media based on Local Advantages of Semarang City

In 21st century skills require students to have 4 skills, there are Critical thinking, Communication, Collaboration and Creativity. Therefore, teachers are expected to have the ability to develop these skills. For example by using social studies learning media. It is undeniable that social studies teachers in Semarang are accustomed to using learning media. Unfortunately there are still some teachers who find it difficult to apply Semarang’s local advantages in social studies learning media. Therefore, the goal of this research is about analyzing the needs of social studies learning media based on local advantages of Semarang. This type of research is descriptive qualitative. Respondents were junior high school social studies teachers in the city of Semarang, a number of 36 respondents who were randomly selected based on the location of the school spread over 16 sub-districts in the city of Semarang. Data analysis method in this research is descriptive analysis. The results of this research that 88.9% of social studies teachers knew the local advantages of Semarang city, 69.4% of social studies teachers had no difficulty developing learning that was fun and contextual. However, social studies teachers find it difficult to develop social studies learning based on local advantages because 52.8% of social studies teachers have difficulty to find learning media based on local advantages, and 58.3% experienced problems in packaging and integrating social studies learning with local advantages. Learning media based on the local advantages of Semarang city need to be developed based on this need analysis.

Using K–12 Schools to Promote Civic Engagement through Economic Literacy

Abstract Schools serve as a crucial locus for fostering active citizens who understand the essential principles of democratic life and active involvement based upon those principles. As educators strive to achieve this civic education mission, I argue that they must include improving the economic literacy of K–12 students as an integral component of fostering active and engaged democratic citizens. Unfortunately, economic issues remain almost entirely absent from the broader K–12 social studies curriculum, resulting in a failure to engage young people in some of the most pressing moral and civic issues of our times. Furthermore, K–12 educators must endeavor to overcome the lack of equitable civic education opportunities for underrepresented and disadvantaged students and the widening disparities between residents of the United States. I argue for increasing the economic literacy of high school social studies teachers and their students as a means to promote civic engagement by providing classroom-based examples and by using the critical attributes of the personally responsible citizen, participatory citizen, and justice-oriented citizen as articulated by civic education scholars Joel Westheimer and Joseph Kahne. Building on these examples, I suggest that K–12 educators should prepare students to engage with a host of macro- and microeconomic dilemmas and questions that promote active and engaged democratic citizenship.