Social Studies Teachers Research Articles

Improving the Efficiency and Effectiveness of Learning for Students of Tadris Social Studies Program at UIN Syarif Hidayatullah Jakarta with Artificial Intelligence

In this digital period, technological advancement is growing fleetly, including in the field of artificial intelligence( AI). AI has entered colorful aspects of life, including Education. In Education, AI offers colorful openings to ameliorate the effectiveness and effectiveness of pupil literacy. scholars are faced with colorful complex literacy tasks and demands. This frequently makes it delicate for them to manage their time and complete tasks meetly. Artificial intelligence( AI). comes as a result to help scholars complete their tasks more fluently, efficiently and effectively. This study aims to dissect the effectiveness and effectiveness of pupil literacy using artificial intelligence, and to identify the benefits and challenges of using AI in education. This study uses a quantitative descriptive system with primary and secondary data sources, with data collection procedures and interviews, and giving doubters to 104 Repliers using a Likert- Scale, Data Analysis with Data Presentation, Data Reduction and conclusions. The exploration was conducted at Syarif Hidayatullah State Islamic University, Jakarta, as Student- Repliers in Semester IV in the Social Studies Education- Programs. The results of this study indicate, the use of artificial intelligence( AI) can increase the effectiveness and effectiveness of pupil literacy in the social study- program, as substantiated by the results of doubters from repliers, that55.8 of the repliers are effective in the use of artificial intelligence( AI) and can increase effectiveness by51.9 and40.4 of the use of AI is applicable in perfecting understanding of lecture material, and52.9 of the use of AI is suitable to overcome time constraints in completing lecture assignments. This exploration is anticipated to make a precious donation to the development of education in the digital period and to help scholars to learn more effectively and efficiently. give recommendations for the wise and responsible use of artificial intelligence( AI) in education. Flash back AI is only an adjunct for druggies, not a cover for doing anything including lecture assignments

Perceptions of Social Studies Teachers on Teaching Rationale in New Juaben Senior High Schools, Ghana: A Qualitative Study

This study explored how Social Studies teachers perceived the rationale for teaching and learning Social Studies in the New Juaben Senior High Schools in the Eastern Region of Ghana. Negative attitudes and behaviour among the youth in schools and after are becoming a great concern to Ghanaian society. The rationale for teaching and learning the subject is to produce good citizens. The above indicates that Social Studies as a subject is capable of developing positive attitudes and values in learners to bring about a reduction if not eradication, of negative attitudes among the youth in school and beyond school. For a subject to achieve its core mandate or rationale depends mainly on the teacher. It is based on the above that this research seeks to investigate how the teachers perceived the rationale for teaching and learning the subject at the Senior High Schools in the country. The research made use of qualitative design, using semi-structured interviews to explain and improve qualitative data knowledge. The simple random sampling precisely the lottery method was used to choose a sample size of 24 Social Studies teachers for the study. The study found that most of the teachers perceived the rationale for teaching the subject at the Senior High School as good and capable of producing good and responsible citizens. It is recommended that Social Studies teachers at the Senior High Schools should teach the subject along the rationale of the subject to produce responsible citizens.

Challenges in constructivist teaching: Insights from social studies teachers in middle-level schools, West Gojjam Zone, Ethiopia

Challenges in constructivist teaching: Insights from social studies teachers in middle-level schools, West Gojjam Zone, Ethiopia

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.

Learning about place from Indigenous Elders: self-study in social studies education

PurposeThis paper explores the effects of land education on the practice of a White social studies teacher educator who wanted to teach about the ecological crisis.Design/methodology/approachThe teacher educator used self-study methodology to analyze her experiences with local Indigenous leaders when she was a high school social studies teacher and currently as a social studies methods professor. Data sources included journals, field notes, course-related materials, and formal writings.FindingsThrough experiences, Indigenous leaders helped the teacher educator identify contrasting cultural paradigms to broaden her understanding of where she lives. This learning enabled the teacher educator to use the two paradigms in her teaching about place and the ecological crisis.Originality/valueThis research shows inner work that can position teacher educators to understand the value of Indigenous wisdom regarding place when teaching about the ecological crisis.

Nature and Determinants of Emotional Intelligence among Social Studies Teachers in Public Senior High Schools in the Central Region of Ghana

Emotional intelligence (hereafter as EI) is highlighted in literature to be crucial attribute for teacher effectiveness in coping with changes and pressure in the work environment especially in the growing emphasis on acquisition of 21st century competencies among students. Hence, in response to the mounting concerns, teachers’ level of EI has become pertinent more than ever before. However, there are controversies in literature on the influence of demographic characteristics and their impact on levels of EI amongst teachers. Therefore, this study investigated the level of EI as well as how demographic characteristics (sex, age, academic qualification and years of experience) influence EI among Social Studies teachers in public Senior High Schools in the Central Region of Ghana. Bar-On (2007) mixed model of EI guided the study. The cross-sectional descriptive survey research design within the positivists’ quantitative methodology was used to collect quantitative data with the main instrument being structured questionnaire. Data were collected from all the 380 Social Studies using the census sampling technique. With the aid of the version 28 of Statistical Product for Service Solutions (SPSS) descriptive (mean, standard deviation) and inferential statistics such as independent samples t-test and one-way between groups ANOVA were used to analyse the data. The findings revealed that Social Studies teachers had high level of EI. Specifically, even though Social Studies teachers indicated several dimensions of EI, they had very high emotional intelligence in interpersonal relationship and intrapersonal relationship and high EI in stress management, adaptability and general mood. The study further revealed that whereas sex and academic qualification did not account for any statistical significance, age and years of teaching experience statistically significantly influenced Social Studies teachers level of EI. Therefore, the study recommended that Ghana Education Service through the Central Regional Directorates of Education should consider age and years of teaching experience when organising training programmes and interventions that have the potential of sustaining the high levels of EI to improve their effectiveness in the teaching and learning of Social Studies.

Asian American Critical Pedagogy Framework and Principles in Art Education

In this article, we, as Asian American visual arts and social studies educators, propose an Asian American Critical Pedagogy framework and its four principles. Building on critical race and social theories and pedagogies, we developed the four principles: Asian American critical consciousness, counternarratives and reclamation, heterogeneity and intersectionality, and joy and wellness. The four principles are the outcome of our collective theoretical exploration, autobiographical reflection, and the analysis of contemporary Asian American artists and their works. We hope the principles serve as a theoretical framework for future research and pedagogical exploration to recognize and expand the authentic voices and experiences of Asian American art educators and students and to offer insights for intersectional research with other marginalized communities.

Are social studies teachers ready for legal literacy education?

This study aimed to assess social studies teachers’ legal literacy levels and their perspectives on legal literacy education. The study was conducted with 160 social studies teachers in the first stage and 10 selected teachers in the second. Instruments were the legal literacy scale and a semi-structured interview form. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data were analyzed using content analysis. The results indicated that teachers generally possess a high level of legal literacy. However, a notable portion of them do not perceive themselves as legally literate, citing insufficient education, knowledge, experience, and interest in law as reasons. Furthermore, challenges related to the abstract nature of the subject and difficulties in effectively teaching it to students were identified. To address these issues, teachers suggested real-life applications, making the lessons more tangible, developing teaching materials, and enhancing professional development.

Literature Study: Effectiveness of Using Interactive Media "Google Earth" in Social Studies Learning for Elementary School Students

This research examines whether Google Earth learning media can help social studies students learn better. The researcher used descriptive qualitative method and literature study to collect data. The data was then analyzed using the Miles and Huberman model. The results showed that Google Earth is effective in improving social studies learning outcomes. The findings can help social studies teachers in choosing the right learning media to improve the quality of learning in the classroom.

Nigeria Social Studies Teachers’ Perceived Competence and Impact of Environmental Education

Nigeria Social Studies Teachers’ Perceived Competence and Impact of Environmental Education

The Influence Of The Integration Of Digital Literature Books And Recitation Methods On The Development Of Critical Thinking Abilities And Self-Confidence In Middle School Students In Social Studies Learning

The main objective in this research is to improve students' critical thinking and self-confidence in learning social studies subjects. Critical Thinking and Confidence in learning social studies subjects as a whole. The role of social studies teachers in using the Resitation Learning Method using Digital Literature Book shows the importance of real context according to the situation in the environment by the students themselves in Critical Thinking and enthusiasm in identifying problems in learning so that the concepts received by students are more meaningfulData in this study are quantitative data obtained from tests of students' knowledge and understanding through questionnaire tests. The results of the percentage of success of this study show: (1) The effect of the Resitation Learning Method using Digital Literature Book on students' critical thinking is 86.6%, (2) The effect of the Resitation Learning Method using Digital Literature Book on students' self-confidence is 91.2%, and (3) The effect of the Resitation Learning Method using Digital Literature Book on students' critical thinking and self-confidence together is 90.0%. This means that the application of the Resitation Learning Method Using Digital Literature Book in increasing Critical Thinking and student confidence in learning social studies subjects is very influential and produces significant results

Is the United States Exceptional? Inviting Students to Consider American Democracy, Liberty, Opportunity, and Optimism During Troubled Times

This article invites middle and high school social studies teachers and students to address the question, “Is the United States Exceptional?” We define American exceptionalism as the belief that the United States is qualitatively different from other nations based upon having some special virtue, ideology, or mission that makes it an outlier. We identify four themes or components of American exceptionalism: democracy, individual liberty, opportunity, optimism. We then call for letting students decide for themselves whether, when, and how the United States has been an exceptional nation while studying U.S. and world history. We close considering the advantages of allowing students to explore America as an exceptional nation in the current moment. Inquiring into American exceptionalism positions students studying U.S. and world history to construct their own nuanced understandings, to see from multiple perspectives, and to consider the United States in a global context.

Implementation of Social Studies Learning at Cimahi City Junior High School Post-Covid-19 Pandemic

This study aims to determine the implementation of social science learning at the end of the COVID-19 pandemic in junior high schools in Cimahi City. The approach used is qualitative with a descriptive method. The research instruments used are observation, interviews, documentation, and literature studies. Data analysis is carried out interactively simultaneosly as data collection and continous until data collection is complete. Furthermore, data reduction is carried out, data exposure is done, and finally, conclusions are made. The results showed that junior high school social studies teachers in Cimahi City had implemented social studies learning at the end of the COVID-19 pandemic by planning, implementing, and conducting learning assessments following applicable laws and regulations. Learning planning includes preparing annual programs, semesters, syllabi, and lesson implementation plans, although some social studies teachers must complete them. Most social studies teachers have carried out learning, including preparatory or preliminary activities, core learning, and closing, following the learning syntax very well, and some are included in the excellent category and quite well according to applicable regulations. However, the enrichment program has not been able to be implemented optimally. Social studies teachers have also conducted learning assessments following aplicable laws and regulations, including affective, cognitive, and psychomotor domain assessments.

Influence of parental attention and interest in learning on student social studies learning achievement in Elementary School

This research uses the ex post facto correlation method to examine the relationship between parental attention, interest learning social studies, and student learning outcomes at SDN 1 Pabuaran Wetan. The sample consists of 40 grade IV students selected through stratified random sampling. Data on parental attention, interest learning, and student learning outcomes were collected simultaneously using scales and assessments. Inferential statistical techniques, such as t-tests or ANOVA, will be applied to analyze the data. The research aims to determine if there is a significant relationship between the variables and provide insights into student achievement. The findings will inform the development of effective educational strategies to enhance student interest and improve learning outcomes in social studies. Understanding parental attention and interest learning can contribute to the design of interventions and programs that promote student engagement and academic performance in social studies education.

Upaya Penumbuhan Empati pada Guru IPS dalam Meningkatkan Sikap Peduli Sosial Siswa Kelas VII di MTs Binaya Ilmi Wongsorejo Banyuwangi

The attitude of social care is important for every student to have with the existence of students' concern for their environment will make students a good person. Social care attitude is a person's attitude to help each other and help others who are in trouble. This study aims to (1) Describe the Efforts to Cultivate Empathy in Social Studies Teachers in Improving the Social Care Attitudes of Class VII Students at MTs Binaya Ilmi Wongsorejo Banyuwangi Academic Year 2023/2024, (2) Describe the Supporting and Inhibiting Factors of Social Studies Teachers in Improving Social Care Attitudes of Class VII Students at MTs Binaya Ilmi Wongsorejo Banyuwangi Academic Year 2023/2024 (3) Describe the Impact of Efforts to Cultivate Empathy in Social Studies Teachers in Improving Social Care Attitudes of Class VII Students at MTs Binaya Ilmi Wongsorejo Banyuwangi Academic Year 2023/2024. This research uses a qualitative approach with a case study research type. Data collection techniques in this study include observation, interviews, and documentation. The data analysis technique uses an inductive method which is divided into 4 steps: (1) Data Collection, (2) Data Condensation, (3) Data Presentation, (4) Conclusion. From the results of the study found that (1) Efforts to cultivate empathy in social studies teachers in improving the social care attitude of seventh grade students by providing exemplary, habituation and socialization. (2) Supporting factors in improving the social care attitude of students with the existence of socialization activities during morning apples, community service, fundraising and charity activities. While the inhibiting factors are students playing excessive gadgets, the existence of customs that have thickened in students and social change. (3) The impact of empathy cultivation efforts on social studies teachers in improving the social care attitude of seventh grade students is that students become enthusiastic when the teacher tells them to wipe the blackboard, students are able to be kind to other students and students have a good helping attitude.

Efektivitas Supervisi Kepala Sekolah Dalam Peningkatan Profesionalisme Guru IPS di SMP 16 Seluma

Supervision services are provided to schools for the purpose of improving curriculum, learning, and instruction. As a logical consequence of this activity, schools must always be ready to be supervised because the purpose of supervision is clear. Educational problems are easily resolved if schools and principals understand the role and function of supervision. The aim of this research is to find out how effective the principal's supervision is in increasing the professionalism of social science teachers at SMP Negeri 16 Seluma. This research uses qualitative methods, and the respondents consist of school principals, social studies teachers and students. Observation, documentation, and interviews are data collection methods. The results of this research are as follows: 1) The ability of the principal to supervise social studies teachers at SMP Negeri 16 Seluma Regency. The principal must form a supervision team to start the supervision program; working with teachers to improve their competence as teachers; using direct and indirect approaches; and implementing methods, including meetings between principals and teachers. The school principal's professionalism supervision activities to increase the professionalism of social science teachers at SMP Negeri 16 Seluma were quite effective, with an average score of 3.83 and the professionalism of social studies teachers with an average score of 3.31.

Utilization of Historical Site Media by Teachers in Building Student Character in Junior and Senior High Schools in the Central Amanuban Sub-District

This community service activity aims to explore the positive impact of using historical site media in an educational context, with a focus on student character development. Training and mentoring are directed at improving teachers' skills in integrating such media into the curriculum, so that students can develop a better understanding of historical values and character. The activity method involves intensive training, mentoring, and evaluation of the impact on the success of the activity with the main target being social studies teachers in junior high schools and senior high schools in Amanuban Central District. The stages of the activity are planning, implementation, evaluation, and reflection. The results obtained show 94.5% of teachers are very satisfied with this training activity and can provide practical guidance for teachers, schools, and related parties to more effectively integrate historical site media as a learning tool that can shape students' positive character

Development of a Framework for the Assessment of Critical Thinking in Grade 10 Social Studies

This design and development research (DDR) involved analysis, design, development, implementation, and evaluation (ADDIE) phases to develop an assessment framework for Grade 10 social studies. Data were collected from 10 social studies teachers in La Union, Philippines, through class observations, content analysis of lesson plans and periodic tests, and interviews. Findings of the study revealed that there were no formative and summative assessments used by teachers that could determine critical thinking by raising relevant questions and verifying the accuracy of information. Most of the teachers have encountered problems with students who have difficulty reading and creating assessments that ask students to verify the accuracy of information. Thus, an assessment framework was developed to help teachers create assessments that can determine critical thinking. The alignment of assessments created by teachers using the framework revealed that most of these assessments ask students to formulate solutions regarding controversial issues. However, verifying the accuracy of information was the least integrated critical-thinking skill by social studies teachers in creating assessments using the developed framework. Hence, the developed framework was improved to ensure that social studies teachers will integrate various critical-thinking skills like verifying the accuracy of information in creating assessments for controversial issues.

Ecopedagogics as An Alternative Approach in Developing Social Studies Teaching Materials in Coastal Schools in Jakarta

The study explores the urgency of eco-pedagogic as a social study teaching materials approach in Jakarta schools and relevant content lifted in developing social studies teaching materials by eco-pedagogics approach. This research used a qualitative method. The collected data were analyzed using triangulation techniques used the participant observation, FGD, and interview involving 28 social studies teachers at schools in North Jakarta and Kepulauan Seribu. Then, it was processed with device NVivo 12 software. The research results showed that (1) The teacher considered that eco-pedagogic approach became a need for developing social studies teaching materials in coastal schools, (2) Relevant content in eco-pedagogic-based teaching materials covered aspects of sustainability environment coast, utilization of environmental functions, and natural resource management. The development of teaching materials was carried out by considering the learning objectives that include evaluation of coastal and marine resource potential, designing solutions to environmental problems, and argument presentation. The proposed learning model in teaching materials was Project-based Learning. In conclusion, the development of ecopedagogy-based teaching materials is very needed as an environmental conservation effort, because in previous research there were no teaching materials that focused on coastal and marine environments. Then, the content contained in social studies teaching materials is eco-pedagogically based with a project-based learning model can be an enriching reference for students at coastal junior high schools in Jakarta focusing on relevant content and using appropriate learning models is expected that students can understand better and care about the coastal and marine environment.

Dynamics of Application of Social Sciences Subjects in the Independent Curriculum at Junior High School Level

The Merdeka Curriculum emphasizes students' freedom to explore themselves while making the teacher a partner in the learning process. This article will examine the dynamics of implementing social science subjects in the independent curriculum at junior high school level. The approach applied in this research is qualitative using online observation and document data collection techniques. Meanwhile, data analysis was carried out using a content analysis approach. The results of this research concluded that Social Sciences learning outcomes in the independent curriculum in junior high schools were made by referring to National Education Standards, especially Content Standards, as a reference in the learning process. Implementation stages using independent curriculum teaching modules at the junior high school level as well as ensuring sustainability and carrying out in-depth analysis in its implementation. In implementing it in schools, the obstacles for social studies teachers in implementing the independent curriculum are very diverse. This research reveals that the implementation of the independent curriculum is very dependent on school and teacher policies in implementing it, especially in social studies subjects, becoming an integration umbrella for various branches of social sciences and humanities disciplines to strengthen the competence of students. to have insight and skills in thinking, acting and having concern for the nation and society, where social studies subjects consist of history, sociology, economics and geography.