Social Studies Lesson Research Articles

An Examination of Views of Teachers, Students, and Parents on Inclusive Practices in Social Studies Lessons During Distance Education

Purpose: The aim of this study is to examine the views of classroom teachers, fourth-grade inclusion students, and parents regarding inclusive practices implemented in social studies lessons during distance education. Design/Methodology/Approach: The research design is case study. The data were obtained from a study group consisting of 15 classroom teachers, 15 inclusion students, and 15 parents during the 2020-2021 academic year. The data collected through semi-structured interview forms were analyzed using content analysis. Findings: As a result of the research, it was seen that most of the classroom teachers did not implement separate practices for inclusion students, using methods such as direct instruction, question-answer, and discussion in social studies lessons. Inclusion students stated that distance education was mostly negative, lacked social interaction, was boring, did not provide an interactive environment, and incomplete learning was experienced. According to the parents’ opinions, it was concluded that students did not participate in social studies lessons, had learning gaps, the course was not presented appropriately for the student, teacher did not provide additional support for their children, and distance education caused attention deficits in their children. Highlights: From all stakeholder perspectives, it was concluded that distance education mostly had negative effects on inclusion students. Additionally, both teachers and parents frequently expressed that the implemented practices during the pandemic were designed according to typically developing students, resulting in inclusion students being neglected.

개념적 렌즈를 활용한 사회과 수업 연구

The purpose of this study is to explore the possibilities and challenges of how the use of conceptual lenses can change social studies instruction for deeper learning as envisioned by the 2022 revised curriculum. To this end, preservice teachers designed and demonstrated lessons based on the theory of concept-based learning. The results showed that social studies lessons using conceptual lenses were challenging due to problems of alignment of achievement standards and conceptual lenses, difficulties in creating guiding questions and differences between lesson design and lesson implementation. However, the usefulness of conceptual lenses was found by capturing the transfer of learning in lessons and strengthening the agency of teachers and learners. The significance of this study is that it analyzed the use of ‘conceptual lens’ as a concrete way to realize a social studies classroom where synergistic thinking and transferable learning occur. This study recommends further research on '‘concepts’ that can be utilized as conceptual lenses for practical changes in social studies classrooms.

초등학교 사회 수업에서 노동인권교육 실천 경험에 관한 자문화기술지

The purpose of this study is to explore the experiences of researcher who have practiced labor related human rights education in elementary school social lessons with an autoethnography and to provide implications for the operation of labor related human rights education linked to social studies. To gather evidence for this study, I complied a collection of lesson plans, student evaluations, and classroom observation records from a single semester. In addition, my own personal reflections and experiences as both a researcher and participant in the classroom served as a primary source of data. The research results are summarized as follows. First, I reorganized the curriculum by linking and integrating various subjects and creative experiential activities to practice labor related human rights education in social lessons, and conceived class activities by referring to various teaching and learning materials, but labor related human rights education could not be systematically dealt with. Second, the number of social lesson hours alone was not sufficient to deal with labor related human rights education. Third, it is not easy for fellow teachers to unite together, although the identity of a teacher who is a worker citizen must be established as a social textbook. Based on these research results, I would like to present implications for the practice of labor related human rights education in social studies lessons. First, it is necessary to develop teaching and learning materials for labor related human rights education centered on social studies achievement standards. Second, opportunities for understanding and experience of labor related human rights must be accompanied throughout educational activities. Third, it is necessary to change teachers’ perception of labor related human rights education.

Developing Students Learning Creativity through Mind Mapping Learning Model

Learning usually involve the brain to maintain creativity. The learning problem sometimes less interesting, challenging and fun learning model. The purpose of this research is to (1) describe the application of the Mind Mapping learning model in social studies lessons for class VIII H at SMP Negeri 2 Pamekasan. (2) describe the Mind Mapping learning model that can increase students' learning creativity in social studies class VIII H at SMP Negeri 2 Pamekasan. This type of research is Classroom Action Research (PTK). This research was conducted in two cycles, namely cycle I and cycle II. Each cycle consists of four stages, namely planning, implementation, observation and reflection. The subjects in this research were 32 students in class VIII H at SMP Negeri 2 Pamekasan. The data source in this research is class VIII H students at SMP Negeri 2 Pamekasan. The results of this research show that the mind mapping learning model can increase students' learning creativity. In cycle 1 the percentage reached 46.8% (quite creative) then cycle II experienced another increase of 81.2% (creative). Thus, it can be concluded that the Mind Mapping learning model can increase student learning creativity at SMP Negeri 2 Pamekasan.

Pengaruh Model Pembelajaran Mind Mapping Terhadap Hasil Belajar IPS Siswa Kelas V di UPTD SD Negeri 125543 Pematangsiantar

This research aims to see the influence of the Mind Mapping Learning Model on the Social Sciences Learning Outcomes of Class V Students at Uptd Sd Negeri 125543 Pematangsiantar. The population in this study were all students in class V UPTD SD Negeri 125543 Pematangsiantar with a total of 22 students. So the sample that will be used in this research is Nonprobability Sampling, and the entire population will be studied. Many students in research at UPTD SD Negeri 125543 Jl. Farel Pasaribu No. 76 totaling 22 people consisting of 8 men and 14 women. Based on the results of the data that researchers obtained with this research, it is to answer the problem formulation, namely "Is there an influence of the Mind Mapping learning model on the Social Sciences Learning Outcomes of class V students at UPTD SD Negeri 125543 Pematangsiantar. Thus, the alternative hypothesis in this research is accepted which states that there is an influence of the Mind Mapping learning model on the Social Studies Learning Outcomes of Class V Students at UPTD SD Negeri 125543 Pematangsiantar for the 2023/2024 Academic Year. This is proven by the t_count > t_table value using a significance level of 0.05 and df=21, namely 13,444 > 2.0738. This means that the learning model has an influence on learning outcomes in social studies lessons for class V students at UPTD SD Negeri 125543 Pematangsiantar. If the learning model is done well, it will greatly influence student learning outcomes in the classroom.

The Influence of Image Media And Puzzle Games on Conceptual Understanding (Research on Social Studies Lesson (IPS) at Elementary School)

Conceptual understanding is a person's ability to understand what is taught, capture the meaning of what is learned, and utilize the contents of the material being studied, as well as solve problems related to the material being studied. This study aims to determine the effect of using picture and puzzle media on conceptual understanding in social studies lessons in elementary schools. This research method is Quasi Experimental Design, this research instrument uses a test to measure conceptual understanding. The sample in this study was 20 students of class VA as the control class and 20 students of class VC as the experimental class. Data analysis techniques used the Normality Test, Homogeneity Test and t-Test. The results of the study showed that the application of picture media and puzzle games on students' conceptual understanding in social studies learning was better and showed a significant effect than those who did not use learning media. This is evidenced by the results of the hypothesis test, namely to 2.03> 1.90 for conceptual understanding. There is a difference between the control class and experimental class, the test results of the experimental class are greater than the control class. So it can be said that picture media and puzzle games can be used as an alternative in the learning process in the classroom.

Social Studies Integrated STEM (SSTEM): A Mixed Method Research

This study is the evaluation of the social studies course taught with SSTEM implementations on the attitudes of the 4th grade primary school students towards Social Studies discipline, on the 21st century learning and renewal skills, as well as the evaluation of the social studies lessons conducted with SSTEM based on the views of elementary school students. Embedded design, one of the mixed research methods, was used in the research. In the quantitative dimension of the study, the pretest-posttest experimental design with control group was used, and in the qualitative dimension, the basic qualitative research design was used. The study group of the research consists of 40 primary school 4th grade students. The data in the quantitative part of the study were obtained by using the “Social Studies Attitude Scale” and the “21st Century Learning and Renewal Skills Scale”. In the qualitative aspect of the research, data were collected with a semi-structured interview form, student diaries, engineering design diaries and researcher diaries. For the interviews, data were collected through a semi-structured interview form from 9 students with good-medium-low academic achievement, selected from the experimental group, with maximum variation sampling, one of the purposive sampling methods. Experimental application lasted for 6 weeks, and lessons were carried out with SSTEM implementations in the experimental group of the research. Mann Whitney U in comparisons between groups in the analysis of quantitative data; Wilcoxon signed-rank test was used for intragroup comparisons, and descriptive analysis was used in the analysis of qualitative data. As a result of the research, it was concluded that SSTEM education approach implementations affected their attitudes towards social studies lesson positively, and 21st century skills such as creative thinking, cooperation, communication and problem solving changed positively while students were doing SSTEM implementations. In line with the results obtained from the research, it has been suggested that similar studies can be carried out not only with the science, technology, engineering and mathematics disciplines that make up the STEM disciplines, but also in all disciplines and all education levels, in order to use the SSTEM education approach more widely and efficiently.

Effective Learning Experiences of Middle School Students in Social Studies Lesson: A Narrative Inquiry

Effective Learning Experiences of Middle School Students in Social Studies Lesson: A Narrative Inquiry

Why Do I Have to Learn this Stuff? Using AI to Assist Secondary Teachers in Teaching Future-Ready Practical Life Skills with any Social Studies Lesson

The integration of Artificial Intelligence (AI) in secondary social studies education is revolutionizing the way students prepare for their future. By embedding 'Future Ready Practical Life Skills' into the curriculum, educators can effectively address the question, "Why do I have to learn this?" and equip students with the necessary competencies for success in college, careers, and active civic life in an AI-dominant future. This article explores how AI nurtures critical thinking, digital literacy, adaptability, ethical reasoning, and civic engagement -- skills that are crucial not only for navigating advanced technologies but also for dealing with daily life situations. By creating a dynamic and personalized learning experience, AI-driven social studies education fosters vital competencies for students to confidently face challenges and make informed decisions in their personal and civic lives. This paradigm shift in teaching and learning sets students up for success in an AI-shaped future while empowering them to navigate the complexities of daily life.

Utilising Wordwall-Based Digital Learning Games to Enhance Student Learning Results

The lack of improvement in student learning outcomes is still a problem, so this research was carried out. For this reason, a solution is needed in the form of a learning strategy to help solve this problem, namely implementing a wordwall-based digital learning model. The aim of this research is to describe teacher and student activities using wordwall-based digital learning games and to describe how student learning outcomes in social studies lessons can be improved through the use of wordwall-based digital learning games. This research uses the stages of classroom action research, namely research consisting of two cycles, where one cycle consists of four implementation stages, namely planning, implementation, observation, and reflection. The focus of the research is the use of wordwall-based digital learning games and social studies learning outcomes. The subjects in this research were 25 class VI students (two recovered), consisting of 13 male students and 12 female students. Data is obtained through observation, tests, and documentation. Data analysis techniques include the selection stage, the presentation stage, and the conclusion stage. The results of the research showed that there was a significant increase in teacher activity and student activity in cycle I (60.42%) with medium criteria and in cycle II (93.75%) with high criteria, as well as social studies learning outcomes in cycle I (70,00) with medium criteria and in cycle II (81.34) with high criteria. Thus, using wordwall-based digital learning games can improve social studies learning outcomes.

Application of TPACK for Student Learning Motivation in Science Subjects in Elementary School

Motivation Learning science and technology in elementary school is a problem faced by teachers. Students think social studies lessons are boring so teachers need to apply Technology Pedagogy and Content Knowledge (TPACK) to increase student learning motivation by integrating technology in learning, creating relevant, active and varied learning experiences, as well as facilitating effective collaboration between students, and can improve student engagement and understanding. This research aims to develop TPACK-based teaching media to increase learning motivation in Natural and Social Sciences (IPAS) learning. This research is included in the Research and Development (RD) category, using the ADDIE development model as stages in developing learning materials. Data collection techniques using interviews, observation, questionnaires and documentation. Data analysis used parametric statistical methods, namely the t-test with a significance level of 0.05. The research results show that: (1) there are significant differences in motivation to learn science S especially historical material between the TPACK learning model and the conventional model, the t - test results show a significance value of 0.002 or sig (2-tailed) 0.05; (2) the use of the TPACK learning model has been proven to be more successful in increasing students' motivation in studying historical material compared to conventional approaches. This was revealed from the posttest results, where the experimental group that took part in TPACK-based learning achieved an average score of 71.52, while the conventional group only achieved an average score of 58.89.

Pengaruh Media Pembelajaran Digital Terhadap Motivasi dan Hasil Belajar IPAS

This research is a quantitative research conducted in class V SD Gugus Wijaya Kusuma. The purpose of this study was to determine the effect of Digital Learning Media on the Moivation and Learning Outcomes of students in IPAS lessons in class V. In this study researchers focused on social studies subjects. In the study, three variables were analyzed, namely two independent variables and one dependent variable. Pupulations and samples of this study were 59 students. Data collection techniques through interview techniques, observation and questionnaire distribution and also secondary data. Data analysis in this study was carried out by testing validity, reliability, classical assumptions, and hypotheses. In testing the hypothesis of this study conducted by means of t test to get the influence between variables X1 to Y, X2 to Y. The results of the research that has been done found that, from the results of the t test coefficients of media on motivation, the significance value is 0.000 <0.05, meaning that there is an influence of media on learning motivation. From the results of the t test Constant media on motivation obtained R Square value of 0.452 means that the media variable affects student learning motivation by 45.2% and the rest is influenced by other factors. From the results of the t test media coefficients on the results of a significance value of 0.000 <0.05 means that there is an influence of the media on learning outcomes. From the results of the t test Constant media on the results obtained R Square value of 0.202. This means that the media variable affects student learning outcomes by 20.2% and the rest is influenced by other factors. Based on the results of data analysis, it means that digital learning media has an effect on the motivation and learning outcomes of fifth grade students in social studies lessons in Wijaya Kusuma Gugus.

Improving Students Learning Activeness in Social Studies Subjects through Student Teams Achievement Division (STAD) Cooperative Learning Model

This research is motivated by the problems found in class VII E at SMPN 2 Pamekasan, namely the low level of student learning activeness in social studies lessons, in the classroom the teacher still uses the lecture method in explaining the learning material and continued with practice questions, as a result learning activities become unvaried and limited. cooperative learning model type Student Teams Achivement Division (STAD) is used to increase student activeness. This research used classroom action research (PTK) which was carried out in two cycles, each cycle consisting of four stages, namely the planning, implementation, observation, and reflection stages. The subjects of this study were students of class VII E consisting of 32 students. The research instruments used in this study were observation guidelines for student learning activeness, and field notes. While the data collection techniques used in this research are participatory observation, interviews, and documentation. The data analysis used is qualitative data analysis, which consists of data reduction, data presentation, and conclusion drawing, and quantitative data analysis with a percentage of the assessment of student learning activeness in the application of the Student Teams Achivement Division (STAD) type cooperative learning model. Based on the results of the study it can be concluded that there is an increase in student learning activeness in social studies learning from cycle I to cycle II. Indicators pay attention to the teacher's explanation increased 12.51% from cycle I to cycle II. Indicators record or summarize the subject matter increased 28.13% from cycle I to cycle II. Indicators asking questions to teachers or friends experienced an increase of 26.57% from cycle I to cycle II. Indicators answering questions from teachers or friends increased 39.06% from cycle I to cycle II. Indicators discussing with group members in solving problems increased 21.88% from cycle I to cycle II. Indicators helping fellow group members in understanding the subject matter increased 14.07% from cycle I to cycle II. The indicator of doing tasks given by the teacher increased 28.12% from cycle I to cycle II. The indicator of doing quizzes individually increased 39.06% from cycle I to cycle II. And student learning activeness showed a score of 93.75% at the end of the cycle.

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.

The Effect of Flipped Classroom Model Applıcation on Academic Achievements and Attitudes of Secondary School Sixth-Grade Students Towards Social Studies Courses

With the development of technology in ourage, rapid change and development is observed in thefield of information technology. Thischange is alsoobserved in the field of educational Technologiesand beside this new teaching model sareemerged. One of them is the Flipped Classroom model. This teaching model is defined as a model that provides the opportunity to learn the theoretical information at home and practice it at school via homework. The flipped classroom model is integrated with the technology. The students can study as they want in terms of time duration or rate instead of just listening. They can view courses on their mobile devices when ever they want. This research examines‘whether the application of flipped classroom model have an effect on the secondary sixth grade students’ academic success in ‘Culture and Heritage’ unit’and‘what is their attitudes to wards social studies lessons? Qualita tivere search approach isused in the research. The method of the research is quasi-Test design with pretest-posttest control groups. The application was carried out in 5 week sand 20 lesson hours. The study group of there search consists of 25 students who are chosen viasimplerandom sampling method. The data collection tools of there search are academic achievement test and attitude scale. The dependent sample t-test and Mann Whitney U Test were used in quantitive ananalysis. According to the findings of the study, the students academic achievement in social studies lesson in creased significantly compared to the pre-test post-test results. There is no significant different cebet weenth e students' attitudes towards social studies lesson.

Optimalisasi Kompetensi Prefesional Guru untuk Mengembangkan Materi Pelajaran IPS Berbasis Karakter Banyumasan di SD/MI

The aim of this research is to describe and analyze the optimization of teacher professional competence to develop Banyumasan character-based social studies subject matter in SD/MI. This research uses a qualitative approach with the type of library research. Data was collected using documentation techniques. The data that has been collected is then presented and analyzed using content analysis data analysis techniques. The research results show that optimizing teacher professional competence to develop Banyumasan character-based social studies subject matter can be done through the 4D strategy, namely Define, Design, Develop and Disseminate. At the definition stage, the conditions needed to develop Banyumasan character-based social studies subject matter are determined and defined. At the design stage, the teacher designs Banyumasan character-based social studies learning materials based on predetermined social studies learning indicators. At the development stage, the teacher produces social studies subject matter based on Banyumasan characters that is valid, practical and effective. At the dissemination stage, the teacher delivers social studies lesson material based on Banyumasan characters that have been developed in social studies lessons in a class. This research is the result of conceptual thinking so it must be followed up by conducting experiments. This is a limitation in this research.

Power Point Media Development for Increase Liveliness Study Students in Social Sciences Subjects at SD Negeri 1 Bahomotefe Regency Morowali

Demands education 21st century to be challenge separately for educators .​ Creative teacher can develop skills , ideas, and methods teaching new . Instructional Media is group instruments used by teachers for convey instructions or inside information lessons and as effort communicate with student about source Study . As presenter or something distributor message . Formulation problem How teachers develop Power Point media on the eyes social studies lessons in Class V of SD Negeri 1 Bahomotefe Regency Morowali , How? liveliness Study students ' eyes social studies lessons in class V of SD Negeri 1 Bahomotefe Regency Morowali , Is You can use Power Point media increase liveliness Study students ' eyes social studies lessons in Class V of SD Negeri 1 Bahomotefe Regency Morowali . Research purposes Analyze influence Power Point media development towards liveliness Study students ' eyes social studies lessons in Class V of SD Negeri 1 Bahomotefe Regency Morowali . Study This use type study development ( Research and Development). Research and development methods or in Language English Research and Development is method research used​ For produce product certain , and test effectiveness product the . Development results from study This is in the form of power point media containing material social studies learning , learning videos , and exercises created and designed use application canva .

Social Sciences E-Module Contains Balinese Folklore Based on Pancasila Student Profiles

Implementing social studies learning for grade 1 elementary school is still not optimal in absorbing material concepts and people's values in social studies lessons. One of the causes is the low quality of teaching modules teachers own. This research aims to develop a social studies e-module containing Balinese folklore based on Pancasila student profiles for grade 1 students in elementary schools. This research uses the Dick and Carey development model, which consists of 10 stages. The subject of this research is to use individual trials of 3 students and small group trials of 9 people. This research applies a post-test-only method with data collection methods using questionnaires and multiple-choice objective tests. Data analysis involves qualitative and quantitative descriptive analysis techniques. The research showed that the e-module obtained a very good classification with media validity of 80%, social studies content validity of 95%, design validity of 97.22%, language validity of 90%, individual trials of 91.67%, and small group trials amounting to 91.67%. The effectiveness calculation shows a significance value of 0.000 (< 0.05), confirming a significant difference in student understanding between classes that use e-modules containing Balinese folklore with Pancasila student profiles and classes that use regular e-modules. Thus, it is known that the new features in the e-module have proven effective in improving the quality of the learning process. This research can be used as a parameter for e-module development to support the feasibility and effectiveness of implementing learning for elementary school students.

The Influence of Quantum Teaching and Interaction Models Social To Performance Study Students in Social Sciences Lessons in class VA SDN 08 Bungku

Continuous developments in the world of education changed in a way significant , so Lots change pattern think educator from the common and rigid to more modern ones , p it is very influential to progress of education in Indonesia. Problem Formulation How the influence of the Quantum Teaching model on performance Study student in social studies lessons in the VA SDN 08 Bungku class , how influence interaction social to performance Study student in social studies lessons in the VA class of SDN 08 Bungku . is results Study students who have interaction social tall more Good than students who have interaction social low If using the Quantum Teaching model. Purpose For analyze exists the influence of the Quantum Teaching model on performance Study students in social studies learning in class VA SDN 08 Bungku . For analyze exists influence interaction social to performance Study students in social studies learning in class VA SDN 08 Bungku . For identify and analyze difference results Study students who have interaction social high and interaction social low If using the Quantum Teaching model. Types of research This that is study quantitative with use method experiment . On research experiment This writer use One class experiment . Research results Tools used For collect data on research must suitable and capable measure with appropriate what do you want measured , so that the data obtained can trusted or valid.

Application of the Project Based Learning Model Assisted by Animation Media For Increase Liveliness Learning , Class V Social Sciences Lesson Content at SDN Bungingkela

Education does not lah obtained with short , however it takes a long process . Education can become reject measuring progress something nation . Formulation problems with the Project Based Learning learning model , the use of animation media , the influence of the Project Based Learning model assisted by animation media For increase liveliness Study students on load social studies lesson for class V SDN Bungingkela . Research purposes application of the Project Based Learning learning model assisted by animation media For increase liveliness Study load social studies lesson for class V SDN Bungingkela . method study qualitative is method research based on philosophy​ postpositivism , used For examine the conditions natural object , ( as his opponent is experiment ) where researcher is a key instrument , technique data collection is carried out in a way triangulation ( combination ) , data analysis inductive / qualitative , and results study qualitative more emphasize meaning rather than generalizations . Research result develop potency student need done with apply a learning model innovative and constructive in the future will can increase ability student in understand subject matter.