Implementation Of Social Studies Research Articles

MEDIA PAPAN KAIN FLANEL UNTUK MENCEGAH KEBOSANAN SISWA DALAM PROSES PEMBELAJARAN UNTUK MENDUKUNG PROGRAM GO GREEN DI SD NEGERI SEMANTEN

The purpose of this study is to describe the flannel board media by replacing learning books to prevent student boredom and reduce the use of plastic and is environmentally friendly. The method used is a qualitative approach with a descriptive type. Data collection techniques using interviews, observation, and documentation. Interviews were addressed to fifth-grade teachers, students, and guardians. Observations were made to determine the implementation of social studies learning at SD Negeri Semanten class V. The findings before the application of flannel board media students lacked focus on learning and felt bored, causing less efficient learning. After the application of flannel board media, student boredom can be reduced and student activity can be seen in the learning process. For learning that supports the go green program, namely by replacing the media material from plywood, it is replaced with cork, besides that students' creativity is also seen and the flannel board learning media can be used as alternative learning in class V theme 4, sub-theme 1.

Integration of Local Wisdom Values of Seren Taun Traditional Ceremony in Social Science Lesson as Learning Model of Ethnopedagogy in SMPN 1 Nagrak District of Nagrak Regency of Sukabumi

Integration of local wisdom values in social science lesson is one of the effort to strengthen national identity of young generations who have disappeared because of strong globalization. One of them is the integration of local wisdom values of Seren Taun traditional ceremony as a model of Ethnopedagogy. The approach of research uses qualitative approach with the case study method. The result of research showed: First, the form of local wisdom values of Seren Taun traditional ceremony found in the meaning of expressions and proverbs used by Kasepuhan Ciptagelar people is: (a) Ngajagi Tatali Paranti Karuhun (Religious Value), (b) Nincak Kana Tatanan (Compliance Value), (c) Nangtung di kariungan ngadeg di karamean (Mutual Aid Value), (d) Gunung luhur kayuan, lamping gawir awian, legok balongan, lebak kulahan, datar sawahan (Conservation Value of Natural Resources), (e) Saiketan Sabeungkeutan (Associations and Unions Values), (f) Kudu bisa ngigelan jaman tapi ulah kabawa ku jaman (Balance Value Between Tradition and Modernization). Second, the integration of local wisdom values in traditional ceremony of Seren Taun Kasepuhan Ciptagelar in social studies lesson by developing syllabus and preparing Learning Implementation Plans (RPP). Third, the implementation of social studies with the ethnopedagogy model is able to attract attention of students in understanding the values of local wisdom as the national identity. Ethnopedagogy models will be more effective if it is implemented with strategies within an innovative learning media. Actualization of learning that is oriented to instilling the values of local wisdom is often followed by playing activities so as to create active, creative, effective, and fun learning and can foster a love of national culture.

SOCIAL STUDIES CURRICULUM AT THE CROSSROADS: IMPLEMENTATION OF THE SECONDARY SCHOOL SOCIAL STUDIES CURRICULUM IN CHINGOLA DISTRICT OF ZAMBIA

Curriculum implementation is one of the key aspects of the curriculum development process. The success of any educational policy depends on the accomplishing of the objectives of the policy. However, despite the desire to make learning more relevant to the needs of the learners by bringing into context all the skills, attitudes, values and competencies from the three subject areas (Geography, History and Civics) into one (Social Studies). The implementation of the 2013 revised junior secondary school Social Studies curriculum still remain a challenge. The purpose of this study was to analyse the implementation of the junior secondary school Social Studies curriculum in Chingola district. The researchers used a phenomenological research design. 71 participants comprising of 40 teachers of Social Studies, 20 learners of Social Studies, 10 secondary school head teachers and the District Education Standards Officer were sampled for the study. Data was collected from the District Education Standards Officer, Head teachers and teachers using interview schedules. From the learners, data was collected using focus group discussion schedules and then a document analysis schedule was also used to collect data from policy documents and school-based curriculum implementation documents. Thematic analysis was used to analyse the data. The findings revealed that the time allocated to the implementation of Social Studies in schools was inadequate. Further, Social Studies was being taught through specialization by teachers who were trained in subject areas like Geography, History and Civic Education a scenario which contributed to the poor performance of learners. The researchers recommended that the Ministry of General Education through the Curriculum Development Centre should consider allocating more time (periods) to the implementation of Social Studies, expedite the training and recruitment of Social Studies teachers and encourage Continuous Professional Development (CPD) meetings both at district and school levels for the purpose of capacity building. Article visualizations:

Availability and Teachers’ Use of Instructional Materials and Resources in the Implementation of Social Studies in Junior Secondary Schools in Edo State, Nigeria

Social studies is a core subject offered in the junior secondary school educational system. This study is designed to assess the availability and teachers’ use of instructional materials and resources in the implementation of junior secondary school social studies curriculum in Edo state. Three research questions were raised and one hypothesis was formulated. A sample of fifty social studies teachers were randomly selected from fifty junior secondary schools in five local government areas of Edo State. Data analysis was carried out using t-test for the hypothesis and simple percentages for questions one and two. The results showed that instructional materials and resources available were grossly inadequate. It was also observed that there was no difference in the use of instructional materials between specialist social studies teachers and non-specialist teachers. It is therefore recommended that instructional materials and resources be made available for the teaching of social studies.

The fall of moral education and the rise and decline of civics education and social studies in occupied and independent Japan

This paper explores the process and controversies involved in the establishment and implementation of social studies in Occupied Japan. Its objectives are to demonstrate the limits to the Ministry of Education's willingness to reform moral education and to abandon civics education in favour of social studies; to elucidate the American rationale for preferring social studies to civics education; to argue that relatively shallow roots for social studies in Japan meant that a great deal of sophisticated 'nudging' was applied to introduce it; and to discuss reasons for the decline of social studies in Japan since the Occupation ended. Social studies has declined because conservatives argued that the progressive educators' emphasis on individualism, child-centered education, and creating active citizens through the methodology of discussion, debate, and problem-solving were alien to Japanese culture, lowered Japanese academic standards, slighted the integrity of history and geography as independent subjects, and provided a course for radicals to indoctrinate students with Marxism. They claimed that these changes undermined traditional values, weakened social and national cohesion, and slighted national identity. Many educators also argued that the multi-disciplinary content of social studies was too difficult and did not lend itself to testing for Japanese entrance examinations. Finally, the course was introduced and implemented so rapidly and in such an impoverished period that the lack of good educational materials and qualified teachers contributed to a poor start. A foreign occupation could impose social studies; it could not maintain those aspects that did not suit conservative nationalists. Ironically, fifty years later some of the goals and practices of social studies are being advocated by some educators and desired by youth.