Social Studies Teachers Research Articles

La formación inicial docente en los Estudios Sociales: estudio de caso de una universidad privada de la zona Sur de Costa Rica (USCR)

This article presents the data from a case study on initial teacher training in a Costa Rican university. For the analysis, we started from the study category of Initial Teacher Training, which is understood as a line of research in the didactics of history for decision-making and reflection in practice (Añahual and Jara, 2021). The methodological strategy corresponds to a text analysis matrix for the interpretation of the components of the official curriculum, as well as open coding and triangulation of curricular documents. It is concluded that the initial training model transitions between the categories of the technical and practical curriculum, but is mostly technical, in that a model predominates over the teaching of traditional Social Studies.

Evaluating Strategies Employed in the Implementation of the Bachelor of Education Social Studies Curriculum in Colleges of Education of Ghana

This study evaluated strategies to implement the Four-Year Bachelor of Education in Social Studies Curriculum in the Colleges of Education of Ghana. The study employed a concurrent embedded research design. The study population consisted of College Tutors, HoDs, and Principals from CoEs running the B.Ed. Social Studies Curriculum. Census and simple random sampling techniques were used to select 47 participants for the study. The main instruments for data collection were questionnaires, observation guides and interview protocols. The quantitative data collected were coded, processed using the SPSS software and analysed with descriptive statistics. Qualitative data from the interview and observation sessions were analysed using thematic analysis. The Social Studies curriculum for Colleges of Education was successfully implemented with appropriate strategies planned and executed by the stakeholders to the college tutors who were the grassroots implementers, even though important components of the implementation process, which is the organisation of professional development sessions (PDS) and the preparation of proforma lesson notes, were not successfully carried out. It is recommended that the management of Colleges of Education and other stakeholders in Teacher Education should re-design and adopt pragmatic ways of organising professional development sessions (PDS) for tutors in Colleges of Education for its effective organisation to achieve maximum results. The policy of weekly organisation of professional development sessions should be reconsidered and tailored to fit well into the activities of Colleges of Education for effective implementation of the social studies curriculum.

Teacher’s Understanding of Student Characteristics and its Implementation in Social Sciences Learning at Junior High School 12 Semarang

The independent curriculum is a series designed to support the implementation of learning with a new paradigm that is centered on basic material and the development of students' abilities in accordance with their existing abilities. This research focuses on: (1) The understanding of class VIII social studies teachers in understanding the characteristics of students at SMPN 12 Semarang; (2) In planning learning characteristics of class VIII students at SMPN 12 Semarang; (3) Application of social science teaching which refers to the characteristics of class VIII students at SMPN 12 Semarang. This research was conducted using a qualitative approach, data collection process through observation, structured interviews and documentation. The research results show that: (1). the social studies teacher at junior high school 12 Semarang understunds the characteristics of students by using positive reinforcement to increase students' interest and motivation, especially in social studies learning, namely always giving praise and encouraging students to have good behavior; (2) Teachers at junior high school 12 Semarang have implemented a differentiated learning approach by understanding the diversity of student characteristics, such as learning styles and learning speed. Understanding these individual differences allows teachers to design learning that suits the needs and potential of each student. (3) Teachers can understand students, teachers form groups by adjusting based on interests to collaborate between teachers and students. Keywords: Characteristics and Social Studies

A Study of IPS Teachers Facing The Challenges of Diffusion of Learning Innovations Based on The Era Of Society 5.0

The era of society 5.0 is a continuation of the industrial revolution 4.0 era which emphasizes humanism in solving social problems including education by integrating virtual and reality. This research aims to analyze government policies on teacher development in the era of society 5.0. Basically learning and learning is a change in a person's behavior in achieving a goal. Social studies is a discipline that studies social life. Not only as social science. This research is a study of the challenges of social studies teachers in the diffusion of learning innovations based on ERA SCOETY 5.0. This research uses Systematic Literature Review (SLR). The SLR method is used to identify, review, evaluate and interpret all available research with the topic area of the phenomenon of interest, with specific relevant research questions. It is important to keep in mind that Society 5.0 is a constantly evolving idea, and how it is applied may vary in different countries and environments. When one analyzes a learning system that fits Society 5.0, they must consider the social, economic, and technological changes taking place in modern society. Teachers as the driving force in the education sector, are expected to be able to develop learning and learning processes that are in accordance with the characteristics of the learners, not just developing the challenges of social studies teachers in the future will be more complex and must be ready for a future based on scoety 5.0 in terms of learning and learning

Strengthening Integrated Mutual Understanding of Social Sciences Learning in Islamic Education Institutions: A Comparative Study in Madrasas, Islamic Boarding Schools and Integrated Islamic Schools in Bengkulu City

Purpose of the Study: This study aims to examine the role of social studies learning in strengthening mutual understanding among students in Islamic educational institutions in Bengkulu City. It explores how Islamic values, cultural integration, and national principles can be used as foundations to promote harmony and social cohesion within diverse educational contexts. Methodology: A case study approach with a multiple-case type was employed, guided by Yin’s design of connecting data with theoretical propositions. The study began with theoretical propositions to shape the research framework, aligning data collection and analysis with pattern-matching techniques. Data were gathered through interviews, classroom observations, and document analysis, focusing on social studies teachers' practices and perspectives in three Islamic educational institutions. Main Findings: The findings reveal that social studies teachers universally emphasize the importance of mutual understanding as a core objective in their teaching. They integrate Islamic principles, Pancasila (Indonesia's foundational philosophy), and local culture to foster tolerance, empathy, and collaboration among students. Teachers adopt diverse learning models and approaches, including discussion-based, problem-solving, and project-based learning, to contextualize lessons and encourage critical engagement. These strategies have significantly promoted mutual understanding and reduced social prejudices within the student body. Novelty/Originality of the Study: This study uniquely highlights the strategic role of Islamic educational institutions in using social studies learning to strengthen mutual understanding. By connecting religion, national values, and cultural heritage, the study provides new insights into the transformative potential of education in shaping harmonious and inclusive communities, offering practical implications for policymakers and educators.

Leveraging National Survey Data to Examine and Extend Notions of Culturally and Linguistically Responsive Social Studies Instruction

A growing body of research on culturally and linguistically responsive social studies instruction continues to identify essential understandings regarding the teaching and learning of social studies among multilingual students. Yet a preponderance of these studies utilize ethnographic and other highly contextualized qualitative methods. In order to make this growing body of knowledge more accessible to a larger audience of researchers and educators, the present study examined pedagogical approaches and areas of curricular emphasis that social studies teachers reported using in the landmark Survey on the Status of Social Studies. The results of the present study deepen insights into the differentiation that social studies teachers of emergent bilingual students employ. Data analysis reveals that teachers with beginning emergent bilingual students, teachers with intermediate emergent bilingual students, and teachers without emergent bilingual students reported using instructional strategies and engaging curricular topics with different frequencies. The findings align common social studies approaches to the scholarship on culturally and linguistically responsive social studies instruction to provide a typology that extends the literature for social studies educators.

Learning to be fellow inquirers: Exploring students’ critical learning activity in an eighth-grade U.S. history classroom

ABSTRACT In this article, we argue that social studies education research has yet to capture the practicality of social transformation as outlined by critical pedagogy. We use neo-Vygotskian scholarship to analyze the learning activity of an eighth-grade U.S. history classroom. Our findings reveal the multifaceted dimensions of students’ critical development and offer a more totalizing analysis of critical social studies education. We conclude with practical implications for teachers and teacher educators and an invitation to scholars interested in critical social studies education to do more to study the socially revolutionary roots of critical pedagogy empirically.

Meaningful Social Studies Learning Practices in Islamic Elementary School Education: Case Study from Indonesia

Objective: The primary issue in social studies education at Islamic Elementary Schools in Indonesia is the over-reliance on rote memorization, limiting student engagement and critical thinking. This study aims to explore how meaningful learning practices are implemented to enhance student participation and understanding in social studies classes. Method: A qualitative case study approach was employed, involving semi-structured interviews with teachers and principals from Islamic Elementary Schools. Thematic analysis was used to analyze the data and identify key themes reflecting current practices and approaches. Results and Discussion: The study identified three core themes: (1) systematic lesson planning that embeds Islamic values to create a holistic learning experience, (2) collaborative projects and outdoor learning activities that encourage practical exploration of maps and landscapes, and (3) differentiated learning approaches that cater to students' varying abilities and learning preferences. These strategies foster deeper engagement and bridge academic content with students' cultural and spiritual contexts. Research Implications: The findings provide essential insights for educators and policymakers, emphasizing the importance of designing curricula that prioritize inclusivity, relevance, and student-centered approaches. Aligning pedagogical methods with developmental needs and local cultural frameworks enhances the quality of social studies education and ensures long-term retention and application of knowledge. Originality/Value: This research highlights the integration of Islamic values as a cornerstone for meaningful social studies education, contributing to students' holistic development and promoting active learning environments that reflect the unique cultural context of Islamic Elementary Schools in Indonesia.

The Qualified Student Perceptions of Social Studies Teachers ın P4C Program

Education is based on a process that attempts to profile individual behavior via learning. Although this process includes formal and informal dimensions, it could be suggested that both dimensions are effective on the behavior of the individual. Several factors affect the educational process. These variables are significant determinants that affect the quality and quantity of the process. One of these determinants is the student. It could be suggested that the student, the input of the education system and considered the most important element, plays a critical role in the analysis of the quality of the process based on the acquisitions of the student in the learning-instruction process. It could be suggested that this role contributes to the development of an objective student profile in education. Thus, the present study aimed to analyze the perceptions of social studies teachers in philosophy for children (P4c) program, which aims to train a qualified student profile in Turkey, and acquisition of philosophical and critical thinking skills at an early age. In the present study, conducted with the qualitative research method, the views of the teachers on the impact of the P4c program on the student qualifications were collected and the findings based on these views on the P4c program were analyzed. The study revealed significant findings.

Pelaksanaan Konsep Merdeka Belajar pada Mata Pelajaran IPS di MTs Negeri 2 Medan

This research aims to find out: (1) planning for the implementation of the concept of independence in social studies subjects at MTs Negeri 2 Medan. (2) implementation of the concept of independence in social studies subjects at MTs Negeri 2 Medan. (3) evaluation of the implementation of the concept of independence in social sciences subjects at MTs Negeri 2 Medan. This research uses a qualitative approach with naturalistic methods, and the sample collection technique is carried out through purposive sampling. Data collection techniques were carried out through observation, interviews and documentation studies. Data analysis uses data collection techniques, data reduction, data presentation, and drawing conclusions. The data validity technique uses, (1) Credibility Test, (2) Transferability Test, (3) Dependability Test, (4) Corfirmability Test. The results of this research show: (1) Planning for the implementation of the independent learning concept in social studies subjects at MTs Negeri 2 Medan is going quite well. This is proven by providing outreach and training, creating learning tools, and conducting evaluations on teachers to ensure whether teachers are ready or not to implement the independent curriculum. (2) The implementation of the Independent Learning Concept at MTs Negeri 2 Medan was carried out quite well. Even though not all learning implementations are in accordance with the modules that have been created, this is because the independent curriculum is still very newly implemented at MTs Negeri 2 Medan, but the social studies teachers are quite creative and differentiated in making variations in teaching which makes students active, creative and critical. (3) Evaluation of the concept of independent learning in social studies subjects at MTs Negeri 2 Medan is going quite well as evidenced by data showing student scores above average based on the Learning Goal Achievement Kit (KKTP) at MTs Negeri 2 Medan.

Baudrillard, hyperreality, and the ‘problematic’ of (mis/dis)information in social media

ABSTRACT This conceptual article deconstructs (mis/dis)information via social media as a philosophical problematic: A matrix that consists of distinct but intertwined problems. Social media education is a problematic that includes the problems of information, form, structures, and emotionality, as well as a neglected problem of ontology. Through the lens of Jean Baudrillard’s social theory, the ontological aspect of media education is explained via the concepts of screen promiscuity (i.e. that screens have proliferated such that everything is visible) and hyperreality (i.e. the more real than real, a world in which images and representations have no real-world referents). Although the ontological aspect of (mis/dis)information on social media education opens up as many questions as it answers within social studies education, such an approach explains why logic on its own is insufficient and invites educators to combine tactics and approaches.

Student learning difficulties in social science subjects at IRA Private Madrasah Tsanawiyah Medan

The purpose of this study was to investigate the various learning difficulties faced by students in social studies subjects at MTs Swasta IRA Medan. To achieve these objectives, research data were collected through the methods of observation, interviews, and documentation. The research subjects in this study were social studies teachers and students in grades VII, VIII, and IX at MTs IRA Medan. Data analysis in this study includes data collection, data presentation, and conclusion drawing. The results showed that the learning difficulties experienced by students were due to the lack of understanding of student concepts, lack of interest in social studies subjects, the absence of a relevant relationship between the material taught and daily life and lack of support from parents. An unsupportive learning environment also plays a major role in the learning difficulties faced by students.

THE EFFECT OF PROBLEM BASED LEARNING ASSISTED BY VIRTUAL REALITY "MUSEUM SUMPAH PEMUDA" ON CRITICAL THINKING TENDENCIES AND LEARNING MOTIVATION IN SOCIAL STUDIES LEARNING

The Industrial Revolution 4.0 is reshaping social studies to address real-life problems and foster critical thinking skills. Problem-Based Learning (PBL) focuses on resolving actual issues, while Virtual Reality (VR) provides an immersive virtual learning environment within the classroom. This study investigates the effect of VR-assisted PBL, specifically the “Museum Sumpah Pemuda”, on critical thinking tendencies and learning motivation in social studies education. Utilizing a quasi-experimental approach with a pretest and posttest design, the study population consisted of 75 eighth-grade students aged 13-15 years, divided into three classes. Cluster random sampling was applied to select the control class (VIIIB) and the experimental class (VIIIC), each comprising 25 students. The research utilized a critical thinking self-assessment questionnaire developed by Masured Reasons LLC, featuring 20 questions, alongside Facione & Gittens's critical thinking indicators. Additionally, the learning motivation questionnaire was based on criteria from Hamzah B. Uno and included 24 questions. Results from the MANOVA hypothesis test (p<0.05) indicate a significant effect of VR-assisted PBL “Museum Sumpah Pemuda”, on both critical thinking tendencies and learning motivation in social studies learning. These findings suggest that VR-assisted PBL not only cultivates 21st-century skills but also resonates with students' experiences in the technology-driven era of 4.0. Keywords: Problem Based Learning, Virtual Reality, Critical Thinking, Learning Motivation, Social Studies

Pengaruh Kegiatan Outbound ke Museum terhadap Peningkatan Hasil Belajar Mata Pelajaran IPS Siswa Kelas IV B SD Islam Darul Mustafa

Outbound activities to museums as an innovative learning approach offer interactive and fun learning experiences. In social studies learning, this method plays an important role in changing abstract material into more concrete and meaningful ones. This research aims to determine the effect of outbound activities to the museum on the learning outcomes of class IV B students at SD Islam Darul Mustafa. The issues raised include the effectiveness of outbound activities in improving student learning outcomes, differences in motivation before and after the activity, as well as identifying the aspects of the activity that contribute the most. This research uses qualitative methods through observation, interviews and questionnaires. The research subjects were class IV B students and social studies teachers. Data was obtained from direct observation during activities, teacher interviews, and questionnaires filled out by students. The research results show that outbound activities have a significant influence on increasing student learning outcomes and motivation. The average questionnaire score shows the "very high" category, especially in the aspect of ease of understanding the material (5.00). Teachers also noted increased student participation, especially in asking questions and discussing. However, aspects of student self-confidence still require further development. Suggestions for future researchers are to expand the scope of research, for example by comparing various outbound locations or adding supporting variables such as the influence of technology on activities. In addition, it is necessary to carry out longitudinal analysis to measure the impact of outbound activities in the long term. This research underlines the importance of creative approaches such as outbound to support more meaningful and enjoyable learning.

Integrasi Kearifan Lokal dalam Pembelajaran IPS di SD Untuk Membentuk Karakter Cinta Budaya

This study aims to examine the importance of integrating local wisdom into Social Studies (IPS) education at the elementary school level as one of the efforts to build a culture-loving character in students. Local wisdom, which encompasses cultural values, traditions, and local knowledge, has great potential to enrich the learning material and strengthen the nation's cultural identity. Through various strategies, such as the use of local wisdom-based learning media, project-based approaches, and the development of contextual learning resources, IPS education can connect theory with students' everyday life practices. This integration not only helps students understand social, economic, and cultural concepts more deeply but also fosters pride and love for their own culture. Although there are some challenges in its implementation, such as teachers' limited understanding and a lack of resources, efforts to integrate local wisdom can be achieved through collaboration between teachers, communities, and cultural experts. Thus, teaching based on local wisdom will support the strengthening of the nation's character, grounded in the noble values of Indonesian culture.

Meditative inquiry for educators: Understanding the significance of spirituality, contextual and cultural awareness, and organic change

This conversational paper explores the concept and practice of meditative inquiry in the context of teacher education. Meditative inquiry is a holistic approach to teaching, learning, researching, creating, and living. Due to its strength and versatility, meditative inquiry has been taken up in a variety of educational settings (Kumar, 2022). By employing dialogical meditative inquiry (Kumar & Downey, 2018), which aims to delve deeper than a typical interview, the authors engage in a dialogue that probes into the significance of meditative inquiry for educators. Leaning into the authors’ experiences with secondary social studies and teacher education, this paper: 1) discusses philosophical and pedagogical aspects of mediative inquiry by examining the differences and similarities between critical reflection and meditative inquiry; 2) explores the significance of a spiritual perspective for social studies education; and 3) offer pointers on how teachers can adopt meditative inquiry in the context of classroom teaching.

THE PRESERVATION OF CULTURAL HERITAGE IN THE CONTEXT OF TOURISM: THE ROLE OF SOCIAL STUDIES EDUCATION IN TÜRKIYE

Türkiye is a region that bears the traces of many different civilizations from the past to the present. This diversity has endowed the country's culture with a deep and rich dimension. This study examines the role of social studies education in the preservation of cultural heritage in Turkey and its relationship with tourism. The aim of the research is to reveal the potential contributions of social studies education to the sustainability of cultural heritage and the development of tourism by evaluating its impact on students. Conducted within the framework of a qualitative research design, the study involved a comprehensive literature review and an analysis of the 2005 and 2018 social studies curricula for grades 4, 5, 6, and 7. The findings indicate that social studies education provides students with significant awareness regarding the preservation of cultural heritage in Turkey and its integration with tourism. Furthermore, this research emphasizes the educational role of social studies education in the context of preserving cultural heritage and the sustainability of tourism. These findings may contribute to shaping educational policies in Turkey and other countries in this direction. Keywords: social studies education, culture and heritage, cultural heritage and tourism, Turkey’s cultural heritage, preservation of cultural heritage

The spatial thinking abilities and synchronic thinking skills of undergraduates in history, geography, and social studies education

The spatial thinking abilities and synchronic thinking skills of undergraduates in history, geography, and social studies education

Strengthening The Profile Of Pancasila Students (P5) And The Profile Of Rahmatan Lil Alamin Students (PPRA) Through The Implementation Of Local Wisdom Exhibition At Mts Al-Maarif 01 Singosari

This study aims to analyze the implementation of a local wisdom exhibition at MTs Al-Maarif 01 Singosari as a means to strengthen the Pancasila Student Profile (P5) and the Rahmatan Lil Alamin Student Profile (PPRA). The background of this research lies in the multidimensional challenges faced by education in Indonesia in shaping a young generation that excels not only intellectually but also possesses strong character aligned with the values of Pancasila and the teachings of Islam as rahmatan lil alamin. The implementation of the Pancasila Student Profile (P5) and the Rahmatan lil Alamin Student Profile (P2RA) programs in schools involves the principal, Civics and Social Studies teachers, and students as key elements. The principal acts as the leader, formulating policies and creating a supportive environment for both programs. Civics and Social Studies teachers serve as facilitators, integrating Pancasila values and the Rahmatan lil Alamin concept into the learning process, guiding students to understand and apply these values in their daily lives. Students, as the main participants, actively engage in these programs to internalize Pancasila values and become individuals who bring benefit to the world. This collaboration is expected to shape students' character, making them morally and socially outstanding individuals. The results of the study indicate that the local wisdom exhibition can be an effective medium for internalizing character values in students, strengthening national identity, and integrating Islamic teachings with local cultural contexts. This research is expected to contribute to the development of a character education model that is more relevant to the socio-cultural realities of students in Indonesia.

Needs Analysis for Developing Environmental Care Attitudes for students of Social Studies Education Program

Environmental sustainability is an important issue and should be a concern in every field, especially education. The attitude of caring for the environment is one of the characteristics that must be developed starting from the realm of elementary school to college. However, there are still many students who seem indifferent to environmental cleanliness. This research is a quantitative descriptive study with the aim of knowing the need for the development of environmental care attitudes through a survey of the level of attitude towards cleanliness, energy saving, and the application of the 3Rs of Social Science Education study program students. The results showed that there are still many Social Studies Education Study Program students who do not care about environmental cleanliness such as throwing garbage out of place in the classroom area, not turning off the electricity after finishing the class, and lack of application of the 3Rs. So it is necessary to develop an attitude of caring for the environment for students of the Social Studies Education Study Program. Alternatives that can be given to develop an attitude of environmental care can be through activities and integration of environment-based learning.