Elementary School Social Studies Research Articles

Peran Guru dalam Meningkatkan Minat Belajar Siswa pada Pembelajaran IPS di Sekolah Dasar

Education is closely related to learning activities. In the entire educational process at school, learning activities are the most basic activities, which means that the success or failure of achieving educational goals depends on the learning process experienced by students as students in each school. In social studies learning, teachers are not only required to provide knowledge to students in mastering concepts related to social life and the environment. More than that, social studies teachers are expected to be able to equip students to make efforts to increase their knowledge. Therefore, thr role of teacher in improve social studies learning in elementary schools are very important to build an advanced generation in the future. he aim of this research is to increase students' interest in learning social studies in elementary schools. This research methodology uses a qualitative approach with the type of research being library research. The results of this research show that the teacher's role in increasing students' interest in learning in social studies subjects includes the use of media, organizing the class and stimulating to create an attitude of student participation in social studies subjects from all the teacher's roles above, that what they do is in accordance with the model participatory learning. There are several factors that support teachers when learning, including: the best possible and effective use of technology, good emotional condition of students, supportive environmental conditions, good quality teachers. And some of the inhibiting factors include a distance learning system that is less effective, technological constraints, namely slow internet network, poor emotional condition

Inquiry-Based Learning Improving Critical Thinking Ability in View of Elementary School Students Learning Motivation

This research was conducted because there is a problem of low critical thinking among students in learning Social Studies in elementary schools. Improving critical thinking skills in students, requires an appropriate learning model and interesting learning media, namely by using the Inquiry-Based Learning model with the help of animated videos. The purpose of this study was to determine the difference in critical thinking of students given the Inquiry-Based Learning model and the Lecture model. This study used the 2x2 Quasi Experiment method with a sample of 56 students from the experimental group and the control group. The results of this study showed that: (1) the ability to think critically between students who learn with the Inquiry-Based Learning model higher motivation compared to students who learn with the Lecture model (2) there is an interaction between the learning model on the critical thinking ability of students (3) the critical thinking ability of students who are given the treatment of Inquiry-Based Learning learning model is higher than the Lecture model with high motivation (4) the critical thinking ability of students who are given the treatment of Inquiry-Based Learning model is higher than the Lecture model with low motivation.

The Meaning of “Domain” in Elementary and Middle School Social Studies and History Curricula

The Meaning of “Domain” in Elementary and Middle School Social Studies and History Curricula

Need Analysis of Mobile Learning Based on Problem Based Learning for Elementary School Student

Critical thinking skills of elementary school students still need to be considered again, especially in learning Social Studies. One way to improve students' critical thinking skills is by using Mobile Learning Social Studies learning media. This study aims to determine the needs analysis in developing Mobile Learning based on Problem-Based Learning in learning Social Studies in Elementary Schools where the products developed are expected to be able to improve students' critical thinking skills. The research was conducted at East Jakarta Elementary School with 30 students as research subjects. The research method used is Research and Development using the ADDIE approach including Analysis, Design, Development, implementation and evaluation. However, the implementation in this research only conducts the analysis stage to determine the analysis of student and teacher needs to develop mobile learning social studies products according to field needs. Data collection techniques used are observation, interviews and questionnaires. The results of this study are that the learning media used during learning still do not pay attention to the characteristics of students and the development of 21st century learning and learning models that are still fixated on classical learning models so that the development of PBL-based mobile learning media is needed.

The Influence of the Introduction, Connect, Apply, Reflect, and Extend (ICARE) Learning Model on Cognitive Learning Outcomes in Science and Social Studies (IPAS) in Elementary Schools

This study addresses the issue of low student learning outcomes attributed to the frequent use of conventional teaching methods by educators in elementary schools. The Introduction, Connect, Apply, Reflect, and Extend (ICARE) learning model is proposed as a potential solution to enhance these outcomes. The purpose of this research is to examine the impact of implementing the ICARE learning model on students' cognitive learning outcomes in science and social studies (IPAS) in elementary schools. Additionally, the study compares the improvement of cognitive outcomes between students taught using the ICARE model and those taught using traditional methods. This quasi-experimental research employs a non-equivalent pretest-posttest control group design. The findings reveal that the application of the ICARE learning model significantly influences cognitive learning outcomes in IPAS subjects, with an effect size of 46.2%. Furthermore, students instructed through the ICARE model demonstrate greater improvement in cognitive learning outcomes compared to those who receive conventional instruction.

Digital Map Media: The Needs of Digital Media for Social Studies Learning in Grade IV Elementary School

The development of digital map learning media in social studies learning in elementary schools has several urgencies that need to be considered, especially in the context of developments in information technology and modern educational needs. This research aims to analyze the needs for developing digital map learning media in elementary school social studies learning. This research uses qualitative and quantitative research designs. Participants in this research were teachers and students. The sample in this research was 1 teacher and 11 students at elementary school. Data collection techniques included interviews, questionnaires and observations. Research findings from interviews with teachers show that teachers know about digital maps but only limited to Google Maps and Google Earth. The teacher explained that digital maps are suitable to be developed to facilitate understanding of Hindu Buddhist Kingdom material by paying attention to an attractive appearance, short and clear content, and combining it with technology. Research findings from the results of student questionnaires show that 90% of students are interested in learning material about the Hindu Buddhist Kingdom using digital maps. Thus, the results of the analysis of teacher and student needs show that digital map media is needed by students. This research can be developed to develop digital map media based on Hindu Buddhist Kingdom material as a social study learning medium for fourth grade elementary school students.

사회과 교육과정 관행에서 지역 만들기의 전략에 관한 사례연구

This paper conducted a case study on the strategy of inventing region in elementary school social studies curriculum practices in Korea. The research materials are regional textbooks published in the Jeju area from the 5th curriculum period to the 2015 revised curriculum period. As a result of the analysis, textbooks in the case region showed different methods of composing textbooks for each curriculum period. The representative landscapes of the region and the layout of the units that appeared on the covers of textbooks varied from period to period. In addition, the methods of selecting and arranging regional cultural landscapes were also differentiated by period. In the case of regional textbooks, there was no consistent attempt to construct textbooks centering on the indigenous cultural landscape. In short, converting the region's uniqueness into a textbook in the case area was a state of competing meanings. In the future, the unique content of the case region needs to be more emphasized. In other words, it was confirmed that the attempt to localize the curriculum was a curriculum decision-making situation, and a rational process of deliberation should follow.

Teacher Candidate Learning of Interdisciplinary Controversial Issues: Linking Social Studies and Science in the Elementary School Curriculum

ABSTRACT Teaching controversial issues poses challenges for teacher candidates, stemming from apprehensions about potential backlash and gaps in content and pedagogical knowledge. The prevailing emphasis on tested subjects such as mathematics and reading/writing in elementary school education often sidelines social studies and science, limiting opportunities for candidates to engage with these disciplines and their associated instructional strategies, including addressing controversial topics. Integrating social studies and science with other subject areas emerges as a viable approach to ensure comprehensive education. Teacher education coursework serves as a vital platform for exposing educators to interdisciplinary curriculum design and implementation. Such exposure prompts teacher candidates to reevaluate their preconceptions and practices concerning controversial issues. This article examines teacher candidate learning, contextualized within Interdisciplinary Pedagogical Content Knowledge (IPCK), during a two-week unit on interdisciplinary instruction that integrates social studies and science through controversial topics across two semesters of elementary school social studies and science methods courses. While findings reveal a perceptible shift in attitudes toward teaching controversy, the limited exposure to such issues in prior educational experiences impedes candidates’ ability to develop curricula reflective of this evolving perspective.

Social Studies Learning in Elementary School Reveals Effective Teaching Strategies

It is very important for children to learn social studies in elementary school. This is evidenced by the fact that there are still students who do not fully understand all the material taught in social studies class. In the era of Revolution 4.0, educators are expected to help students think criticallytowards social problems and respond creatively to matters related to social life. Educators can encourage students to discuss and work together to overcome social problems. Social studies lessons at the elementary school level must be delivered to students in a constructivist manner. There are five methods that can be taught in social studies classes, including collaboration-based learning, design-based learning, inquiry-based learning, pembelajaran berbasis proyek, dan pembelajaran berbasis masalah. Metodologi yang digunakan dalam penelitian ini adalah tinjauan literatur terhadap artikel.

Financial Literacy Teaching Module Based on Social Inquiry Model in Elementary School Social Studies

This research is motivated by the importance of financial literacy. Financial literacy is one of the essential literacy of 21st-century skills that every individual in the world must master. Financial literacy needs to be taught to Elementary School (SD) students by integrating it into existing subjects. However, financial literacy education in Indonesia is rare, and elementary schools still need teaching modules to support financial literacy. The integration of financial literacy in elementary schools can positively impact students. The survey results prove that not all Indonesian people are well-literate. This research aims to develop financial literacy teaching module for elementary school students using the social inquiry learning model. This research used the Design and Development method with the stages of analysis, design, development, implementation, and evaluation. The research subjects consisted of 4th-grade elementary school students, learning experts, learning media experts and 4th-grade teachers. Data collection techniques were carried out by filling out work logs and through expert validation. The data analysis technique used is qualitative and quantitative analysis. The teaching module is organized into seven sections: the concept of money (earning money concept), economic activities, budgeting, spending, saving, sharing, and business idea development exercises. The results of the study were the teaching module get validation ratings in the very good category. N-Gain is used to test the effectiveness and the results showed to be effective in the high category. It was concluded that this financial literacy teaching module based on social inquiry can improve the learning outcomes of elementary school students.

초등 도덕과 및 사회과 교육과정의 인권 관련 내용 분석 연구: 2015 및 2022 개정 교육과정을 중심으로

Human rights are a key topic in elementary school Moral and Social Studies. However, the problem of deductions was continuously raised between the two subjects, including their contentsystem table and achievement standards. Therefore, this study examined the justification for the independent operation of human rights education as a part of the Moral and Social Studies,which play a key role in school human rights education. To do that, the contents and the achievement standards related to human rights were analyzed in the 2015 and 2022 elementary school Moral and Social Studies Curriculum. And, it showcased the core of human rights education pursued in both subjects, focusing on human rights sensitive nature and human rights judgment. Finally, the research suggested the direction of the human rights education in elementary schools centered on the Moral and Social Studies.

Peran Guru dalam Meningkatkan Minat Belajar Siswa pada Pembelajaran IPS di Sekolah Dasar

Education is closely related to learning activities. In the entire educational process at school, learning activities are the most basic activities, which means that the success or failure of achieving educational goals depends on the learning process experienced by students as students in each school. In social studies learning, teachers are not only required to provide knowledge to students in mastering concepts related to social life and the environment. More than that, social studies teachers are expected to be able to equip students to make efforts to increase their knowledge. Therefore, thr role of teacher in improve social studies learning in elementary schools are very important to build an advanced generation in the future. he aim of this research is to increase students' interest in learning social studies in elementary schools. This research methodology uses a qualitative approach with the type of research being library research. The results of this research show that the teacher's role in increasing students' interest in learning in social studies subjects includes the use of media, organizing the class and stimulating to create an attitude of student participation in social studies subjects from all the teacher's roles above, that what they do is in accordance with the model participatory learning. There are several factors that support teachers when learning, including: the best possible and effective use of technology, good emotional condition of students, supportive environmental conditions, good quality teachers. And some of the inhibiting factors include a distance learning system that is less effective, technological constraints, namely slow internet network, poor emotional condition

초등 사회과 금융교육 내용 요소 탐색 연구

Objectives The purposes of this study was to explore the content elements of financial education in elementary school social studies.
 Methods we analyzed overseas cases such as the United Kingdom, the United States, Australia, Singapore, and OECD/INFE, which have advanced financial education, and conducted focus group interviews with current elementary school teachers to explore the content elements of elementary financial education. Based on the analysis of overseas cases and the results of the teacher interviews, we derived the content elements of elementary financial education and presented a financial education curriculum that shows how these content elements can be taught in the field.
 Results Through a synthesis of international financial education practices and interviews with elementary school teachers, we identified four content areas that should be covered in primary social studies financial education: money and income, consumption and spending, saving and investing, and credit and financial security. In order to provide examples of how these content elements are specifically addressed in elementary school, a financial education lesson plan was developed for the area of saving and investing.
 Conclusions Based on the results of this study, it was suggested that in the field of elementary financial education, efforts should be made to strengthen and expand the content of financial education in the school curriculum, and that rich teaching and learning materials for financial education should be developed and academic research should be conducted. It was also suggested that the content of financial education should be flexible to meet the rapidly changing financial environment, and that financial literacy surveys should be conducted periodically for elementary school students to identify their financial capabilities.

Perceptions of Elementary School Teacher Education Students on the Use of Wordwall Interactive Media as a Quiz

The use of interactive media in learning activities provides new innovations in the world of education. This study aims to analyze the perceptions of PGSD students on the use of Wordwall interactive media as quizzes in elementary school social studies education courses. This research is a quantitative type with 50 PGSD (Elementary School Teacher Education). The research method used in this research is the survey method. Data was collected using a 1-5 Likert scale questionnaire. Questionnaires were distributed to students via the Google form. The data obtained from the study were then analyzed using a Likert scale and the results were converted into a student perception classification table. The results of the analysis of the questionnaire distributed to PGSD students showed that the perceptions of PGSD students regarding the use of Wordwall interactive media as quizzes in elementary school social studies education courses were in the "agree" category. So that future learning can take advantage of Wordwall interactive media. Based on the results of the questionnaire distributed to students, the conclusion that can be drawn is that the use of interactive teaching media such as Wordwall as quizzes can increase students' motivation, learning outcomes, enthusiasm and learning achievements. Because the use of Wordwall interactive media has an attractive appearance, is easy to use and at the end of the quiz work a value rating will appear automatically. So that it can stimulate students to compete to get the maximum value.

Gedsi integration in UMM PGSD student learning tools

Lack of GEDSI integration can hinder student participation and achievement. Therefore, the integration of GEDSI in learning is the main focus, especially for UMM PGSD students who will become teachers in the future. This research aims to understand the extent to which GEDSI integration occurs in the fifth semester of elementary school social studies learning tools for UMM PGSD students and the obstacles in its integration. The research method uses qualitative descriptive research by analyzing documents in the form of learning tools for PGSD UMM students in the fifth semester (odd) of the 2023/2024 academic year with content analysis techniques, data collection methods through documentation of elementary social studies learning tools that have been prepared by students. In general, 79.9% of students in learning activity content and 98% of students in teaching material texts have integrated GEDSI. In the illustrations and pictures, in the teaching materials section there are 94% of students who have integrated GEDSI and 6% of students have not integrated GEDSI, 53% of students' LKPD have not or have not implemented GEDSI integration and 47% have integrated GEDSI, in the evaluation section there are around 66 .4% of students have integrated GEDSI and 33.6% of students have not or have not integrated GEDSI. Finally, in references or learning resources, there were 0.07% or 1 student who integrated GEDSI and 99.3% had not or did not integrate GEDSI. It is hoped that the results of this research can help create an inclusive and equitable learning environment, as well as produce graduates who are ready to face global challenges.

Pengembangan Media Buku Cerita Digital Pada Pembelajaran IPS Materi Kerajaan Islam Kelas IV Sekolah Dasar

This research is the development of digital storybook media in social studies learning material on the Islamic kingdom in grade IV elementary school. This was done because of students' lack of interest in learning social studies in elementary schools. This research aims to design, test the feasibility and determine the response to digital storybook media in elementary schools. The method used in the research is Design and Development using the ADDIE model development which includes 5 stages, namely analysis, design, development, implementation and evaluation. Research participants consisted of material experts, linguistic experts, media experts as well as users, namely teachers and students, to obtain the results of the feasibility assessment of the learning media that had been created, as well as responses from users. The data analysis techniques used include data collection, data presentation, data reduction and drawing conclusions to answer the proposed problem formulation. Therefore, the digital storybook learning media was designed using Canva and ibispaintX as application platforms. Responses from material experts, media experts and language experts received very good responses and were worth testing with elementary school students. The response from student users and teachers received a positive response. From these responses, digital storybook media is suitable for use in learning and has received positive responses from students and teachers.

Persepsi Guru terhadap Integrasi TPACK dalam Pembelajaran IPS di Sekolah Dasar

This research aims to find out how teachers perceive the implementation of TPACK in current social studies learning. Learning has now entered the 21st century which requires teachers to be able to have communication and collaboration skills as well as utilize technology in the learning process within a framework in the form of TPACK. There are 7 components that need to be known in TPACK, including Technological Knowledge, Pedagogical Knowledge, Content Knowledge, Technological Pedagogical Knowledge, Technological Content Knowledge, Pedagogical Content Knowledge, and Technological Pedagogical Content Knowledge. The purpose of this article is to find out the views or perceptions of teachers in implementing TPACK in elementary school social studies learning. This research method uses library research, namely a method with a data collection process by understanding and studying theories from various literature study sources related to research issues or problems. The results of the research are that teachers' perceptions regarding the implementation of TPACK are very important and the components in the TPACK section need teachers to understand and apply them to students in the 21st century learning process.

Cell Phone Use in American Civics and History Classrooms

The use of digital devices in K-12 classrooms has become increasingly contested with their ubiquity. This study examines policies governing cell phone use in elementary and secondary school civics, social studies, American government, and history classes in the United States. Cell phone policies implemented by teachers differ vastly across and even within schools. Data from an original national survey of civics and history teachers conducted by the Civic Education Research Lab at Georgetown University were used to examine cell phone policies nationwide. While there was near universal agreement among teachers about the importance of digital tools for learning, the propriety of using cell phones for instruction was hotly contested. Grade level and school characteristics, such as school size, Title I status, and one-to-one school programs, were better predictors of cell phone policies than teacher characteristics. Teachers with more years of experience were the most likely to institute strict cell phone policies. These findings indicate that there is no one-size-fits-all policy for cell phones and provide insights for teachers and schools for adapting workable strategies given the school context.

Urgency of Strengthening Social Sciences Education in Elementary Schools in Forming Good Citizens

Social studies education is a branch of social science that has a significant influence in forming good citizens. Therefore, improving social studies teaching in elementary schools is very important to pay attention to. The aim of this research is to find out how important social studies teaching is in elementary schools, namely: first, learning social studies in elementary schools as strengthening character education. second, the urgency of learning social studies as an instrument for instilling students' character values of tolerance. Third, social studies learning problems. Fourth, the urgency of learning social studies in an effort to strengthen Indonesian students' understanding of democracy. Fifth, the role of social studies learning in strengthening the character of students in upper elementary schools. The method used in this research is a literature review study to provide the need for improving social studies teaching in elementary schools so that students can become better citizens. Literature analysis is carried out by reading and citing quotations from several scientific works related to the research topic. Information obtained from the literature is then researched and combined to answer the questions asked. The references used in this writing refer to relevant sources, such as academic texts published by related parties, research results, and other written sources. To strengthen the finding that the social studies program in elementary schools has a strong urgency in forming good citizens, various data were used by identifying individual information, such as journals, books and other documents. The results of implementing several strategies show that strengthening social studies education in elementary schools can improve well.

일본의 교과서 문제는 왜 연속적으로 발생하고 있는 것인가?

The purpose of this study is to examine why textbook issue in Japan have continuously occurred by analyzing the ‘structure of textbook issue’ composed of ‘multiplicity’, ‘diversity’, and ‘simultaneity’. Since the textbook issue occurred in 1982, these elements of the textbook issue such as ‘multiplicity’, ‘diversity’, and ‘simultaneity’ have appeared. First, ‘multiplicity’ has appeared as the textbook writing standards became a problem together with the contents of the textbook since the 2008 revision. Second, ‘diversity’ began with high school social studies textbooks, and since then, it has been expanded to middle and elementary school social studies textbooks. Third, several textbooks related to various social studies subjects caused textbook issue at the same time in middle and high schools and the number of grades using controversial textbooks has increased in elementary schools. In this way, the structure of textbook issue was formed through ‘multiplicity’, ‘diversity’, and ‘simultaneity’, and the ‘structure’ was gradually strengthened. In turn, this structure has continuously triggered textbook issue.