Social Studies Teachers Research Articles

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.

The Impact of Mobile Learning Utilization on Students' Critical Thinking Skills in the Regional Geography Course

The effect of mobile learning on improving students' analytical thinking in the Indonesian Regional Geography course at the Department of Social Studies Education, UIN Maulana Malik Ibrahim Malang. The research uses a quasi-experimental method with a quantitative approach. The subjects of the study consisted of 60 students, divided into two groups: a control group and an experimental group. The instruments used were pretests and posttests, each consisting of 18 multiple-choice questions based on critical thinking indicators. Validity and reliability tests showed that the instruments were reliable. The data were analyzed using normality tests, homogeneity tests, and paired sample t-tests with a significance level of 5%. The results of the study indicate that the use of mobile learning has a significant positive impact on enhancing students' critical thinking skills, with a significance value less than 0.05. These findings are consistent with previous research, which shows that mobile-based learning technologies are effective in improving students' critical thinking skills and learning outcomes. Therefore, the development of mobile learning is expected to improve the quality of Regional Geography education and address the limitations of current learning media.

Civic Performance Outcomes and Market Morality: Using NAEP to Address the Civic Efficacy of Charter Schools

Advancing civic learning and competence remains a fundamental objective in social studies education. Persistent civic performance outcome gaps, similar to other educational achievement disparities, are influenced by race, class, and other social constraints. Charter schools, known for their innovative structures and curricula, are often proposed as a solution for enhancing civic outcomes, particularly for Black and Hispanic youth. This study analyzes the National Assessment of Educational Progress (NAEP) 2014 and 2018 Civics Grade 8 results using a multilevel regression model to assess whether charter schools improve civic outcomes compared to traditional public and private schools. Key variables examined include race/ethnicity, school type, and teacher credentials. The findings reveal that charter schools perform comparably to traditional public schools in fostering civic knowledge and skills. Teacher time spent on civics instruction nor teacher credentials relate to student civic performance outcomes.

Cultivating Civic Competencies Through Immersive Inquiry: A Digital-age Approach to Fourth Grader’s Disciplinary Thinking and Argumentation

This mixed-methods study examined Grade 4 students’ growth in two types of civic competencies—argumentation skills and disciplinary thinking, and how civic competencies interweave and co-develop over an academic year in the context of an interdisciplinary social studies curriculum called Digital Civic Learning (DCL). A total of 106 fourth-grade students (38.7% girls) and 6 social studies teachers participated in the study. Quantitative evidence indicates that students in the DCL curriculum significantly improved in their argumentation skills (argument-counterargument integration, claim-evidence integration) and disciplinary thinking. These civic competencies became more strongly associated with each other by the end of the curriculum. Multiple case studies revealed how two students synergistically applied their evolving argumentation skills and disciplinary thinking through distinct learning pathways. These results paint a complex picture of the development of students’ disciplinary thinking and integrating of argumentation skills, and the role of the curriculum in fostering the concurrent development of these civic competencies. Findings align with our overarching assumption that, through collaborative discourse and immersive learning about complex social issues, students can leverage their disciplinary thinking during argumentative social interactions, grappling with solutions and seeking common ground; continuous discourse among peers further enhances argumentation skills while honing disciplinary thinking. This study bridges the research-practice gap by providing evidence for the co-development of argumentation and disciplinary thinking within social studies classrooms. Our findings underscore the importance of inquiry-based learning, aligning with the College, Career, and Civic Life (C3) Framework, fostering critical civic competencies, and empowering students to actively participate in democratic processes. Particularly in this digitalized society, DCL emerges as a promising approach to integrate disciplinary thinking and argumentation skills across both physical and digital environments, fostering informed and active citizenship among students.

Diving into elementary social studies instruction: What teachers report is happening

ABSTRACT This mixed-methods analysis explores the self-reported instructional practices of elementary social studies teachers through a statewide survey of Michigan elementary teachers and administrators. We focus specifically on how much instructional time teachers report devoting to social studies compared to how much they would ideally like to teach and how the reported amount of instructional time varies across grade levels and school contexts. Using a framework of teacher-decision making, we analyze teachers’ responses about how and what to teach in social studies education. Lessons from the study help surface challenges, barriers, and opportunities for elementary social studies education. We found that while teachers often cite “lack of time” as the central reason for neglecting social studies, other factors tell a more complete story. We conclude with implications for practice and policy for this critical subject area.

Characterization of pedagogical models in basic Social Studies education

Over the years, pedagogical models have guided the teaching process in the area of Social Studies, through dynamic environments to transmit scientific knowledge effectively. The main objective of the present study was to characterize the use of pedagogical models in the basic teaching of Social Studies. The methodology employed was of mixed approach, combining quantitative and qualitative methods in data collection. The population selected for the study included 50 teachers from four types of educational institutions. Survey and interview techniques were used, in this sense, quantitative data were analyzed through the application of descriptive statistics and for the interview data, qualitative coding was used. The results revealed deficiencies in the application of a standardized pedagogical model adapted to the current generation of students. The teachers expressed their interest in acquiring new teaching methods to improve the learning of their subject, however, they considered that the humanistic model needs to be worked on with the students. To conclude, the detailed characterization of the importance, characteristics and timely application of the pedagogical models was fundamental for the strengthening of knowledge in teachers and students.

“How We Think, Who We Are, and Who We Want to Be”: Authentic Participatory Action Research for Social Studies

Two high school students interviewed their peers to understand what they perceive to be the benefits and challenges of having cross-cultural backgrounds and shared these findings at an academic conference. Analyzing the qualitative data through the frameworks of Authentic Intellectual Work (AIW) and Participatory Action Research (PAR), I demonstrate that while the project was well-aligned with the key characteristics of both frameworks—that students constructed social studies knowledge, learned research and other skills, took a central role in a research project, and presented their findings through elaborated communication—the project could have been more powerful if I had guided the youth to more deeply explore social studies concepts such as bias and stereotypes and more explicitly highlighted justice-oriented goals. Through the above analysis, I provide a case study of what AIW and PAR look like in K-12 social studies education and how they can support social studies learning, teaching, and research. Further, as the AIW and PAR frameworks complement each other, I propose their synthesis as Authentic Participatory Action Research (APAR), which can guide high-quality, justice-oriented social studies instruction and research. APAR can be especially effective when it is offered with focused mentorship and when students leverage existing opportunities/events in their immediate communities to share their research findings with relevant stakeholders. Given that our world and nation are increasingly polarized and fraught with social and political conflicts, high-quality, justice-oriented social studies education can support our diverse children and youth to understand and confront issues of equity, power, and opportunity. This research is a case study of such high-quality, justice-oriented social studies.

Social Studies Teachers' Opinions on the Abolished Teacher's Guidebooks

Social Studies Teachers' Opinions on the Abolished Teacher's Guidebooks

Pengembangan Keterampilan 4C (Critical, Thinking, Creativity, Communication , and Collaboration) dalam Pembelajaran IPS untuk Menjawab Tantangan Abad 21

The 21st century presents significant challenges in education, including the need for critical thinking, creativity, communication and collaboration (4C) skills. This article explores the importance of 4C skills development in Social Science learning to prepare students for the era of globalization and the industrial revolution 4.0. Through a systematic literature review of national and international scientific articles, this research identifies the relevance of 4C skills in improving analytical ability, team collaboration, innovation, and interpersonal communication. The results show that the integration of 4C skills in social studies learning can foster social intelligence, empathy and multicultural awareness. With a holistic approach, social studies education can be an effective tool in preparing students to compete globally amid the complexity of the modern world.

Exploring Cultural Heritage through Virtual Museums: Social Studies Teacher Candidates' Views and Experiences with Virtual Museums

Exploring Cultural Heritage through Virtual Museums: Social Studies Teacher Candidates' Views and Experiences with Virtual Museums

What is the word “difficult” doing in social studies research?: A systematic literature review of empirical research on difficult knowledges and histories, 2004–2022

ABSTRACT This review of research investigates the empirical scholarship on difficult knowledges and difficult histories within the field of social studies education. Guided by critical conceptualizations of discourse, our analysis revealed that the research on “difficult” topics can (re)produce unequal power dynamics and (re)center whiteness within social studies education. The authors offer recommendations to researchers, teacher educators, and educators on how to mitigate the potential harm that can be (re)produced from uncritically researching and teaching historical topics as difficult.

Acquisition and Application of 21st Century Skills among Pre-service Social Studies Teachers in Ghana

Acquisition and Application of 21st Century Skills among Pre-service Social Studies Teachers in Ghana

Digital Storytelling Experiences of Social Studies Pre-Service Teachers

The purpose of the present study is to determine the pre-service social studies teachers‟ opinions about digital storytelling process that they were experienced. Mainly, their attitudes towards learning and teaching are tried to determine according to their opinions after their digital storytelling experiences. This study employed an Interpretative Phenomenological Analysis (IPA) as a framework. Pre-service teachers were encouraged to create their own digital stories by telling the story along with the pictures through\ programs like windows movie maker, iMovie and so on. Data were collected through a survey and with semi-structured face to face interviews. A survey developed by researcher was given to all students who were enrolled to the democracy and human rights course in 2018-2019 fall term and a total of 37 students completed it. Six pre-service social studies teachers in the group were selected for face to face interviews depended on their answers to survey questions. Three of them who generally stated most positive views towards the digital storytelling process and other three who generally reflected the challenges and difficulties during the process were interviewed

Shaping National Character in Early Grade Elementary School Students Through Social Sciences Learning in the Medeka Curriculum Era

By looking at the Merdeka curriculum in primary schools, this research investigates the role of social studies education in fostering Indonesian character in primary school students. This curriculum aims to provide students with a strong, genuine understanding and respect for Indonesian culture while adhering to the values derived from Pancasila, which is the identity of the Indonesian nation. Social studies education becomes important in order to foster the character of students, including the cultivation of moral values in themselves both in the home, school and community environment. The data collected in this study were collected through surveys and analyzed through the literature study method. Data were obtained from various sources, including academic journals, student documents, and relevant research topics. This research found that social studies education can improve students' understanding of the daily life that must be carried out by applying the nation's values in their daily lives. It can also help them learn academically and support them in interacting and collaborating to solve everyday problems, which helps them in making the right choices for their brighter future.