To see the other types of publications on this topic, follow the link: Social studies learning model.
Journal articles on the topic 'Social studies learning model'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Social studies learning model.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Syafruddin, Syafruddin, Irmalasari Irmalasari, Nur Haznah, Radiatul Adwiah, and Vira Yuniar. "Social Sciences Learning Model." JUPE : Jurnal Pendidikan Mandala 9, no. 2 (2024): 336. http://dx.doi.org/10.58258/jupe.v9i2.6973.
Full textAbstract:
The aim of this research is to evaluate various social studies learning models implemented in elementary schools, see the effectiveness of each model, and identify the challenges faced in their implementation. Qualitative research methods were used by conducting classroom observations, interviews with teachers, and analysis of documents related to the curriculum and learning materials. The research results show that various social studies learning models, such as cooperative learning, project-based learning, problem-based learning, and skills-based learning, have their respective advantages and disadvantages in the context of learning in elementary schools. However, in general, it was found that project-based learning and problem-based learning had a more positive impact on students' understanding of social studies concepts and the development of social skills.
2
Nr, Sri Dewi, Rosleny B, and Muhajir M. "Project Based Learning Model on Social Studies Learning Motivation." Indonesian Journal of Primary Education 6, no. 1 (2022): 9–15. http://dx.doi.org/10.17509/ijpe.v6i1.43531.
Full text
3
Elpalina, Srimutia, Azwar Ananda, and Siti Fatimah. "Analysis of Fogarty Model In Social Studies Learning." LANGGAM: International Journal of Social Science Education, Art and Culture 3, no. 2 (2024): 28–36. https://doi.org/10.24036/langgam.v3i2.207.
Full textAbstract:
Social Sciences (IPS) education has an important role in the educational curriculum to form a holistic understanding of society, culture, history and geography. However, the development of integrated social studies education materials is still faced with a number of challenges, such as teacher unpreparedness, lack of personality competence, and difficulties in integrating concepts from various scientific disciplines in a meaningful way for students. This study aims to investigate the process of formulating and developing integrated social studies educational materials according to Robin Fogarty's contribution and identifying effective strategies to overcome these challenges. The research method used is literature study with a qualitative approach. Data were analyzed using content and descriptive analysis methods from various relevant literature sources. The research results show that the development of integrated social studies education materials according to Robin Fogarty's contribution involves various models, such as the Cellular Model, Connected Model, Nested Model, Sequenced Model, Shared Model, Webbed Model, Threaded Model, Integrated Model, and Immersed Model. Each model provides a different approach to integrating curriculum and facilitating cross-disciplinary learning. Even though each model has its own advantages, each model also has its own limitations and challenges in implementation. The discussion highlights the importance of developing integrated social studies educational materials in developing students' holistic understanding of society and culture and preparing them to become active citizens and participants in a multicultural and global society. The challenges faced in developing this material can be overcome through strategies such as developing learning models that emphasize integration aspects, preparing interesting and relevant teaching materials, as well as training for teachers in implementing an integrated social studies learning approach effectively. It is hoped that this research can make a significant contribution to the development of more effective and relevant social studies curriculum and learning practices in the future.
4
Suastika, Nengah I., Kadek I. Suartama, Dewa Bagus Sanjaya, and Ketut Sedana Arta. "Application of multicultural-based learning model syntax of social studies learning." Cypriot Journal of Educational Sciences 16, no. 4 (2021): 1660–79. http://dx.doi.org/10.18844/cjes.v16i4.6030.
Full textAbstract:
Abstract This study analyses the differences in knowledge, attitudes and multicultural skills of primary school students divided into two learning models, namely a multicultural-based learning model and a student team achievement division (STAD). This study used a quasi-experiment with two control classes and two experimental classes which were determined through random sampling. Prior to being randomised, an equivalence test was carried out to ensure all classes were equal. The experiment used was a post-test-only control group design with multicultural knowledge test instruments, multicultural attitude inventories and observation guidelines of multicultural skills. The results show that the multicultural knowledge, attitudes and skills of students who took multicultural-based learning model syntax were better than students who took the STAD type of cooperative learning model. The mean score of multicultural knowledge, multicultural attitudes and multicultural skills were 25.60, 147.95 and 121.05, respectively. Meanwhile, students who took the STAD learning model showed the mean score of multicultural knowledge, multicultural attitudes and multicultural skills were 22.88, 128.08 and 114.27, respectively. The syntax of a local genius-based learning model is easier for teachers and students to understand the learning steps. This makes learning more challenging, fun, values-based and meaningful for students’ real lives. Keywords: Model syntax, multicultural, knowledge, attitude, skill.
5
MASROKAH, M., S. UTAMININGSIH, SU’AD, and M. N. YERMAGAMBETOVA. "INFLUENCE OF QUANTUM TEACHING-LEARNING MODEL ON SOCIAL STUDIES LEARNING OUTCOMES." Iasaýı ýnıversıtetіnіń habarshysy 123, no. 1 (2022): 160–69. http://dx.doi.org/10.47526/2022-1/2664-0686.14.
Full textAbstract:
The purpose of this study was to determine the effect of the application of the quantum teaching-learning model on the learning outcomes of Theme 5 on the social studies content of grade V elementary school students in Demak Sub District. The research method used a quasi-experimental design. The research sample was class V Elementary School Bintoro Number 5 Elementary School (35 students). The control class was class V Elementary School Bintoro Number 2 with a total of 41 students. The sampling technique used purposive random sampling. Data analysis used t-test, by first doing data description, average similarity test, and analysis requirements test (normality test and homogeneity test). The results showed that the use of the quantum teaching-learning model had an effect on the learning outcomes of Theme 5 on social studies subject matter, as indicated by the results of the t-test of 3.446> 2,000 and the percent N-gain test of 59.50 (quite effective); Based on the research, it was concluded that there was an influence on the use of the quantum teaching-learning model on the learning outcomes of Theme 5 on the IPS subject content of elementary school students in Demak Sub District.
6
Khilda Muminat, Ade, and Tetep. "Improving Learning Social Studies Outcomes through Flipped Classroom Model." SAHUR Journal 1, no. 1 (2024): 1–13. https://doi.org/10.31980/sahur.v1i1.2030.
Full textAbstract:
Social Science lessons are still categorized as subjects with the lowest scores at every school level. This is caused by various things such as students who are less active and the selection of learning models by teachers who are still less effective. Therefore, there is a need for new innovations in the learning process in the classroom on social studies subjects in particular. One of the learning models that are considered capable of improving social studies learning outcomes is the Flipped Classroom learning model. The application of the Flipped Classroom learning model aims to determine the improvement of social studies learning outcomes and to determine students' perceptions of the application of the Flipped Classroom learning model. This study uses a quantitative approach with a quasi-experimental method with pre-test and post-test designs. The population is all students of class VIII MTs. Sirojul Huda Sukawening and his sample consisted of two classes, namely class VIII-A the control class and VIII-B as the experimental class. The instruments used in this study were test question sheets, observation sheets, and questionnaires. Based on the results of statistical analysis, the initial abilities of the two groups resulted in the same abilities. The result of the study can be concluded that there is a significant improvement in learning with the application of the Flipped Classroom learning model. The perception of experimental class students on the application of the Flipped Classroom learning model is also very good. Therefore, the application of the Flipped Classroom learning model can be used as an alternative for everyday learning, especially social studies subjects.
7
Ubaidah, Akmal, Dinda Rahma Kartika, Nur Laili, and Khofifatu Rohmah Adi. "Encouraging learning difficulties in social studies by multidisciplinary learning models." Jurnal Teori dan Praksis Pembelajaran IPS 8, no. 1 (2023): 34. http://dx.doi.org/10.17977/um022v8i12023p34.
Full textAbstract:
Learning activity distributes knowledge from educators to students to develop abilities and shape character, essential in improving student learning outcomes. However, there are still many learning activities that are less exciting or tend to be monotonous, which makes students quickly bored. This study aims to explore the learning difficulties in social studies learning by implementing a multidiscipline learning model. A conventional literature review and Jacobs' theory of a multidisciplinary integrated learning model were used to analyze the data. This study found that applying multidisciplinary learning models in social studies learning could bring some advantages, such as encouraging students to be more open-minded, active, easy-going, friendly, motivated, disciplined, and work in teamwork.
8
Nadjamuddin, Lukman, Sunarto Amus, Jamaludin Jamaludin, et al. "Development of Hybrid Discovery Learning (HDL) Model for Integrated Social Studies Learning." Technium Social Sciences Journal 28 (February 9, 2022): 253–62. http://dx.doi.org/10.47577/tssj.v28i1.5953.
Full textAbstract:
The Covid-19 crisis has led to a widening of the scope and role of online-based learning and information technology (IT)-based education. It is believed that the IT based education will play significant roles even when the Covid crisis ended. Online based learning requires good preparation and contextual schemes to achieve learning outcomes. Students will benefit the online based teaching once it is well prepared and equipped with interactive IT. A combination off- and online learning, known as hybrid learning, when merged to discovery learning will enhance more student interaction. It can measure the interaction numerically and laterally of students. Also, students will explore real-world problems through reality learning condition. This study was developed using the ADDIE model and qualitative descriptive approach. The objective was to evaluate whether using hybrid in the discovery learning will bring barriers for teacher and whether it is effective to achieve students learning outcomes. In this study, the hybrid and discovery learning were combined onto Hybrid Discovery Learning (HDL) model. The developed model was tested with two different focus group discussions (FGD), followed by 24 teachers and instructors of the social studies, and tested for 12 classes. The results demonstrate that the HDL model is successfully support the integrated learning of social studies. However, the benefits of implementing HDL model can only be optimal when several aspects (26 aspects according to the results of the second FGD) such as powering digital means, develop good IT based teaching materials, preparation of templates, and adjust suitable evaluation system, are well done.
9
Nur Pebrianti, Eka, Ade Suherman, and Lili Dianah. "The Effect of Demonstration Model to Social Studies Learning Outcomes." SAHUR Journal 1, no. 1 (2024): 21–27. https://doi.org/10.31980/sahur.v1i1.2032.
Full textAbstract:
This research is backgrounded by the low learning outcomes of students in social studies subjects because the learning outcomes in social studies subjects because the learning is still teacher-centred and the low number of teacher participating in training on the development of learning methods. One of the efforts in overcoming this is the need for innovative and effective learning methods, one of which is by using demonstration learning methods. This type of research uses a quantitative approach with a quasi-experimental method with a Nonequivalent Control Group Design design with a pretest-posttest design. The population of this study was class VII students of SMPN 2 Tarogong Kidul which amounted to 62 people.The sample in this study was VII-H as the experimental class and class VII I as the form of a test question sheet.The results showed that.1. There was no significant difference in the students initial abilities before the implementation of the demonstration method between the experimental class and the control class.2.There is a significant difference in the final abilities of students after the implementation of the demonstration method in social studies subjects.3.there is an increase in student learning outcomes after the implementation of the demonstration method in social studies subjects.The demonstration method is a waay of presenting learning by demonstrating or showing students a certain process, situation,or object according to the material being studied.The advantage of the demonstration method can encourage student learning motivation.As well as the demonstration method can liven up the lesson because students not only hear but also see the live events that are happening.This method will be easier for students can see directly,not just hear.
10
Komalasari, Kokom, Aim Abdulkarim, and Didin Saripudin. "Culture-Based Social Studies Learning Model in Developing Student Multiculturalism." New Educational Review 51, no. 1 (2018): 173–83. http://dx.doi.org/10.15804/tner.2018.51.1.14.
Full text
11
Kim, Wanggeun. "Metaphor Model for Abstract Concept Learning in Social Studies Education." Korean Association for the Social Studies 30, no. 1 (2023): 115–25. http://dx.doi.org/10.37409/rsse.30.1.115.
Full text
12
Indah Sari, Lili Nur, Abdul Muin Sibuea, and Samsidar Tanjung. "The Effect of Learning Models and Learning Styles on Social Science Learning Outcomes of Arrahman Percut Students." Budapest International Research and Critics in Linguistics and Education (BirLE) Journal 3, no. 4 (2020): 2076–83. http://dx.doi.org/10.33258/birle.v3i4.1469.
Full textAbstract:
This study aims (1) to determine the differences in social studies learning outcomes taught by the Two Stay Two Stray (TSTS) learning model which is higher than the social studies learning outcomes with the Problem Based Learning model. (2) To find out the differences in social studies learning outcomes of students who have a higher visual learning style than the social studies learning outcomes of students who have a kinesthetic learning style. (3) To determine the interaction between learning models and student learning styles in influencing the social studies learning outcomes of private students, Ar Rahman Percut. The population of this study was 122 students of class VII-A and VII-B of Ar Rahman Percut Private Middle School. Samples were taken by cluster rondom sampling. The sample used in this study was 63 students. The selected sample is classVII-A and class VII-B. The instrument used was a multiple choice test, amounting to 30 items and a learning style questionnaire. The data were analyzed at the significant level = 0.05, followed by the Scheffe further test after the normality and homogeneity tests. The results showed that, (1) There are differences in social studies learning outcomes, where the social studies learning outcomes with the Two Stay Two Stray (TSTS) learning model are higher than the social studies learning outcomes with the Problem Based Learning model with Fcount 8,70> Ftable 4.00, (2) There are differences in student social studies learning outcomes, where the social studies learning outcomes of students who have a visual learning style from the social studies learning outcomes of students who have a kinesthetic learning style with Fcount 5.01> Ftable 4.00, (3) There is an interaction between the learning model and the learning style of the students' social studies learning outcomes Fcount 5.20> Ftable 4.00
13
Restu Bumi, Dea Tami, Sri Buwono, Venny Karolina, Hadi Wiyono, and Thomy Sastra Atmaja. "The Influence of Discovery Learning Model on Students' Learning Outcomes in Social Studies." Edumaspul: Jurnal Pendidikan 7, no. 2 (2023): 3452–56. http://dx.doi.org/10.33487/edumaspul.v7i2.6830.
Full textAbstract:
This research aimed to determine the influence of the discovery learning teaching model on the learning outcomes of seventh-grade students in the subject of Social Studies. The study employed a quantitative approach with a quasi-experimental design, involving both a control group (lecture-based teaching model) and an experimental group (discovery learning model). The research yielded results that indicated no significant influence of the lecture-based learning model on learning outcomes, as evidenced by the paired sample t-test with a two-tailed significance value of 8.728, which is higher than 0.05. Furthermore, the study demonstrated a significant influence of the discovery learning teaching model on students' learning outcomes, as confirmed by the Wilcoxon test, which showed a two-tailed significance value of 0.016, lower than 0.05. This research finding also indicated a significant impact of the discovery Learning teaching model on learning outcomes, with an effect size of 0.977, categorizing it as a medium effect
14
Puryanto, Sidik. "Improving Social Studies Learning Outcomes and The Effectiveness of Project-Based Learning." Edunesia: Jurnal Ilmiah Pendidikan 4, no. 2 (2023): 804–16. http://dx.doi.org/10.51276/edu.v4i2.458.
Full textAbstract:
The world of education today does not only require students to become experts in the cognitive field but is required to be able to achieve 21st century skills. Based on the analysis and synthesis of journals, the appropriate learning model for facing the 21st century is the Project Based Learning (PjBL) learning model. This study aims to determine the effectiveness of the project based learning (PJbl) learning model in improving student learning outcomes in class IX on conflict material. This research was conducted at SMP 4 Kismantoro Wonogiri, academic year 2022/2023, semester 2. The research method was quasi-experimental (quasi-experimental). The research subjects were 40 students in class IX, which were divided into 17 students in the control class and 23 students in the experimental class. Data analysis used was paired simple t-test, independent t-test and N-Gain scores. The results showed that the project-based learning model could significantly improve the learning outcomes of class IX students at SMP 4 SATAP Kismantoro, with a score of to = -18.164 with sig 0.000 <0.05. Meanwhile, the level of effectiveness of the project-based learning model in social studies subject matter is in the range of 0.3-0.7. The conclusion of this study shows that project-based learning is significantly able to improve learning outcomes in social studies subject matter of conflict in class IX students, and has a moderate level of effectiveness.
15
Samsiyah, Siti, Akhmad Arif Musadad, and Musa Pelu. "Urgency Of Project Based Learning Model In Social Studies Learning To Improve Students Learning Achievement." Social, Humanities, and Educational Studies (SHEs): Conference Series 3, no. 2 (2020): 243. http://dx.doi.org/10.20961/shes.v3i2.46245.
Full textAbstract:
<p><em>This study aims to describe the importance of a project based learning model in social studies learning to improve student achievement. This research is a descriptive qualitative study with a naturalistic approach. This research was conducted at SMP IT MTA Karanganyar. Data collection was carried out through in-depth interviews, observation and document analysis. The research instrument is the author himself as a data collector. The data validation was done by using triangulation techniques, double checking, and peer question and answer. Data analysis was performed using interactive analysis techniques which included data collection, data reduction, data display, and verification of conclusion. From the research results it can be concluded that the project based learning model is very important in social studies learning to improve student achievement. The increase in student learning achievement can be seen in the increase in student learning outcomes in material relics of the Hindu and Buddhist kingdoms in Indonesia. Project Based Learning assists teachers in developing student skills in making products that have benefits for students in participating in classroom learning. This condition is the main asset used in implementing the 2013 curriculum to create a generation that is superior, intelligent, creative, has quranic morals and environmentally friendly characters.</em></p>
16
Wiyanarti, Erlina. "SOCIAL STUDIES LEARNING FOR THE DEVELOPMENT OF EMPATHIC AWARENESS." Historia: Jurnal Pendidik dan Peneliti Sejarah 12, no. 2 (2018): 274. http://dx.doi.org/10.17509/historia.v12i2.12106.
Full textAbstract:
The background of this research is the tendency of emphatic awareness learning that is being overlooked in the social studies in schools. The main problem addressed in this research is the social studies learning for the development of emphatic awareness of student of elementary school level in Bandung.The objectives of this research are (1) to design a model of social studies learning program for the development of emphatic awareness of fifth-grade students of elementary school in Bandung, (2) to test the effectiveness of the learning program, and (3) to identify difficulties encountered by elementary school teachers in developing social studies learning for the development of emphatic awareness of fifth-grade students. The methodology of this research is using multi method approach with two-phase designs model or double research strategy. After the research is conducted, based on analysis and discussion of the phase 1 result of limited testing, a stable emphatic awareness learning model was found, then focusing revision in cycle. The early model in product testing was conducted by using pair t-sampling. The result shows that social studies learning model using story telling method is effective in developing emphatic awareness of student in all indicators. The difficulties faced by teachers are more related to the level of understanding of emphatic awareness, creativity, and innovation level which are not optimum. Based on the analysis and discussion and the result of the research, the general conclusion is the development study have met the objective. Emphatic awareness learning model can be applied through planing management and implementation of learning through storytelling method which have high applicability rating with a favorable result and has good implication theoretically and practically. The proposed recommendations are beneficial for model application and for further studies.
17
Amir Pada and Faizal Amir. "Elevating Social Sciences Learning Outcomes: TGT Type Cooperative Learning Model." Jurnal Ilmiah Sekolah Dasar 6, no. 4 (2022): 620–26. http://dx.doi.org/10.23887/jisd.v6i4.54046.
Full textAbstract:
Teachers are required to be able to master the right learning model in creating a conducive and enjoyable learning situation in order to enable students to be actively involved in discovering and exploring their knowledge. The TGT model is a type of cooperative learning model that collaborate three main activities, namely group learning, games, and matches between groups to achieve learning goals. The purpose of the research is to analyses student learning outcomes before and after the application of the TGT model and to find out the effect of using the TGT model on social studies learning outcomes. This research is quantitative research with the type of experiment. So the research design used is a quasi-experimental design with a non-equivalent control group design. Sampling in this study used purposive sampling, consisting of 20 students in each experimental and control class. The data needed, using data collection techniques, namely tests and documentation. The data analysis techniques used are descriptive statistical analysis and inferential statistical analysis. The results showed that social studies learning outcomes increased after being given treatment in the form of using the TGT model and the learning mastery obtained was relatively high and there was an effect of applying the TGT cooperative learning model to student learning outcomes. So that with this research it is hoped that they can broaden their knowledge and skills so that they can update in developing this research so that it can be useful for improving the quality of education in Indonesia.
18
Tetep, Tetep, Melani Shofaria, and Ade Suherman. "Improving Learning Outcomes through Make A Match Method Learning in Social Studies." Journal Civics and Social Studies 6, no. 2 (2022): 66–74. http://dx.doi.org/10.31980/civicos.v6i2.2460.
Full textAbstract:
Social studies learning tends to be a subject that is less attractive to students. This can be caused by the learning model that is not appropriate and the presentation is still monotonous, so that students become bored and lack enthusiasm in learning. It is known that the results of the Social Studies test for class VII, 23 out of 32 students scored <70, which means that student learning outcomes are low. This study aims to determine the implementation of the make a match type of cooperative learning model in improving student learning outcomes in social studies subjects. This study uses a quantitative approach with a quasi-experimental method (quasi-experimental). Sources of data were taken from students of class VII MTs. Exactly Tarogong Garut, totaling 42 students. Data collection techniques were carried out using tests and observation sheets. Based on the results of the study, it can be concluded: 1) The implementation of the make a match cooperative model in improving student learning outcomes in social studies subjects is included in good criteria. 2) Social studies learning with the make a match cooperative learning model is effective in improving student learning outcomes. It can be seen in the N-Gain results that the experimental class got 0.36 results in the "Medium" category while the control class got 0.21 results in the "Low" category
19
Akman, Ozkan, and Erol Kocoglu. "Examining Technology Perception of Social Studies Teachers with Rogers’ Diffusion Model." International Education Studies 10, no. 1 (2016): 39. http://dx.doi.org/10.5539/ies.v10n1p39.
Full textAbstract:
Mobile learning has started to take place in education literature with the developing technology, and this technology started to have an increasing spread along with its advantages. This study examines the responses of social studies teachers to the innovations in the field of mobile learning. The study was designed within the framework of theory of diffusion of innovations by Rogers and 161 social studies teachers have participated in it. Data was collected by m-Learning Adoption Scale (MLAS) which is developed by Celik and analyzed in SPSS 18.0 package program. According to the results of this study, approximately 65% of social science teachers are within the groups that give the most positive response to diffusion of innovations theory on mobile learning (innovators, early adopters, and early majority). Also, the characteristics of mobile learning have a descriptive impact on the teachers’ ability to embrace the innovations about mobile learning and to give positive decisions on using it. The study has suggested to develop new reactions for innovations and to develop the mobile learning content through collaborative approach by all the stakeholders in education.
20
Wati, Ni Komang Sri, and Ni Ketut Suarni. "Social Studies Learning With Numbered Head Together Model Improves Learning Outcomes Viewed From Student Learning Motivation." International Journal of Elementary Education 4, no. 2 (2020): 244. http://dx.doi.org/10.23887/ijee.v4i2.25250.
Full textAbstract:
The lack of optimal learning outcomes of social studies for fifth-grade elementary school students in Cluster XI Buleleng District is the main reason for this research. This study aims to analyze the effect of numbered head together (NHT) learning models, assisted by audio-visual media on social studies learning outcomes in terms of the learning motivation of fifth-grade elementary school students. Types of this research is a quasi-experiment with a non-equivalent post-test only control group design. The population in this study was grade V elementary school. The sample in this study was the VB class at SD Singaraja Lab of 35 students and VA class at SD Lab Singaraja of 35 students. Data collection methods used were of multiple-choice tests and non-test methods in the form of questionnaires. Learning outcomes data obtained were analyzed using Anava two pathways. The results showed that there were differences in social studies learning outcomes between students who were taught with the NHT model assisted by audiovisual media and students who were taught conventional learning models, there was an interaction effect between the learning model of NHT assisted with audiovisual media with learning motivation towards students' social studies learning outcomes, there was the difference in social studies learning outcomes between students who are taught with the NHT model assisted by audio-visual media and students who were taught conventional learning models to students who have high learning motivation, there was the difference in social studies learning outcomes between students who are taught with the NHT model assisted by audio-visual media and students who were taught conventional learning models to students who have low learning motivation. Based on the results of the study it can be concluded that the numbered head together learning model assisted by audiovisual media has a positive effect on social studies learning outcomes in terms of the learning motivation of students.
21
Lasmawan, I. Wayan. "Spectrum of Social Studies: Testing of the Social Reconstruction Vygotsky's Paradigm in Elementary Schools Social Studies Learning." JPI (Jurnal Pendidikan Indonesia) 8, no. 2 (2019): 159. http://dx.doi.org/10.23887/jpi-undiksha.v8i2.19231.
Full textAbstract:
In General, this research aimed to develop new formula of ideas and hypotheses of social science education curriculum of primary school. The Development was done through the integration of the principles of social reconstruction and constructivism of Vygotsky in interactional construction. This research used the design of development research, conducted in Bali Province by involving education experts, principals, teachers, and primary school students as research samples determined by purposive-randomization. The data instruments of this research consisted of observation sheets, interview guides, questionnaires, and test of learning outcomes. The whole research data was analyzed qualitatively with an interactive cycle model and CAR (contextuality-accuracy-relevancy) model, combined with quantitative analysis to comparatively graded the advantage of social reconstruction design with conventional learning design in social science education of primary school. The result of the study indicated that: (1) the social science competency which allowed for students of primary school in accordance with the social constructivism design of Vygostky consisted of : personal competence, sociocultural, and intellectual competence, (2) the relevant social science material structure to develop was when systematically organized as real pedagogical learning experiences, sociocultural, psychologycal by relied on the principle of “a student’s as a psychological, sociocultural, and intellectual horizons reconstructions -based”, and (3) social science classroom environment was a psychological and sociocultural context that should be laid out and directed at efforts of : (a) dynamization of student position from natural position to sociocultural position; (b) provide facility and personal and sociocultural mediation to students in their endeavors to reconstruct the contents, functions, and operations contained within their personalities structure.
22
Syaharuddin, Syaharuddin, Akhmad Munaya Rahman, and Ridha Fitriyani. "Utilization Of Social Community as Learning Resources On Social Studies." Kalimantan Social Studies Journal 1, no. 1 (2019): 18. http://dx.doi.org/10.20527/kss.v1i1.1253.
Full textAbstract:
Kondisi sosial budaya masyarakat Banjar memiliki potensi terhadap pengembangan bahan ajar dalam pembelajaran IPS. Kondisi ini belum sepenuhnya dimanfaatkan oleh guru IPS di sekolah. Tujuan penelitian ini adalah untuk mendeskripsikan perencanaan guru IPS dalam mendesain pembelajaran IPS dengan memanfaatkan lingkungan sosial budaya. Penelitian ini menggunakan pendekatan kualitatif dengan metode deskriptif. Teknik Pengumpulan data diperoleh melalui wawancara, observasi dan dokumentasi. Analisis data dilakukan dengan mengacu pada model Milles dan Huberman, yaitu reduksi data, penyajian data dan verifikasi. Uji keabsahan data dilakukan mellaui triangulasi teknik. Hasil penelitian menunjukkan bahwa proses perencanaan pembelajaran IPS dengan memanfaatkan lingkungan sosial dan budaya sebagai sumber belajar dimulai dengan menyiapkan silabus terlebih dahulu sebagai acuan dalam penyusunan. Selanjutnya menentukan tujuan pembelajaran yang dapat diukur dengan kata kerja operasional. Kemudian mengidentifikasi lingkungan sosial dan budaya sebagai sumber belajar yang sesuai dengan materi pembelajaran. Pemanfaatan lingkungan sosial budaya ke dalam perencanaan pembelajaran IPS menyajikan berbagai hal yang dapat memperkaya pengetahuan peserta didik dan tidak terbatas oleh dinding kelas.
23
Wirawan, Gandung, Aim Abdulkarim, Kokom Komalasari, and Erlina Wiyanarti. "Exploring Students' Perceptions of Mobile Game-Based Social Studies Learning Model." Yupa: Historical Studies Journal 6, no. 2 (2024): 181–87. http://dx.doi.org/10.30872/yupa.v6i2.3379.
Full textAbstract:
This research explores students' perceptions of mobile game-based learning models in social studies instruction. A descriptive quantitative design was used, with a questionnaire survey given to 31 students with experience with mobile game-based learning models. The research results show that students generally have a positive perception of mobile game use in Social Studies learning, with the majority agreeing that mobile games increase their engagement and motivation. The study also identified several factors influencing student engagement and motivation, such as the relevance and quality of game content, the level of interactivity and feedback provided, and integration with the curriculum. The findings show that the mobile game-based learning model can potentially increase students' enthusiasm for learning social studies, especially for Generation Z students accustomed to using digital devices in their everyday lives.
24
Herman, Herman, Prita Widya, Nika Nurhalisah, Diah Setiawati, and Nurfika Lita. "Cultivating Social Attitudes Through Social Studies Learning In Elementary Schools." Tunas: Jurnal Pendidikan Guru Sekolah Dasar 9, no. 2 (2024): 113–17. http://dx.doi.org/10.33084/tunas.v9i2.7007.
Full textAbstract:
Social studies learning is very necessary to shape the social attitudes of the younger generation. The younger generation acts as the pillar and spearhead of the nation's future, so that students must have good social attitudes in society and as a state. Social studies learning has a very important role in creating social attitudes in each student. The role of social studies learning, apart from developing aspects of students' knowledge, understanding and analytical skills regarding the social conditions of society, social studies learning is also predicted to play an active role in forming students' social attitudes. This research method uses literature review studies such as journals, articles, books and other sources related to social studies learning, instilling social attitudes in students, as well as the role of teachers in instilling social attitudes in each student. The results of this research reveal that the process of forming social attitudes, especially in the context of social studies learning, is an important aspect that must be carried out by teachers in the classroom in educating students. Activities to instill social attitudes through social studies learning can be instilled through social studies learning. Social studies learning can be implemented by incorporating social attitude values into students through strategies or learning systems that involve imitation elements or concrete model rolls through the habituation of other social attitudes such as honesty, discipline, responsibility, tolerance, mutual cooperation, politeness or politeness. , and confident. Social attitudes will be embedded and reflected in daily activities as seen from the learning process implemented by the teacher in social studies learning in the classroom.
25
Pernantah, Piki Setri. "TPACK-Approach with SAMR Model in Social Studies Learning: A Literature Review." Indonesian Journal of Social Science Education (IJSSE) 6, no. 2 (2024): 176. http://dx.doi.org/10.29300/ijsse.v6i2.4271.
Full textAbstract:
The transformation of social studies learning in the 21st century era is indeed necessary to continue to be carried out, one of which is how to integrate technology into social studies learning in schools. This is because integrated social studies learning by accompanying the effective use of technology can add an important dimension to student learning. Efforts to integrate technology into social studies learning can be done through the TPACK approach and the SAMR model. Both models offer frameworks that can assist social studies teachers in adopting technology effectively in social studies learning in the classroom. The method used in this study is a qualitative approach with a literature method involving the analysis and synthesis of relevant literature to explain or understand this study. The implications of the SMAR model TPACK approach allow social studies teachers to increase student involvement and understanding of social studies learning materials. This certainly creates a richer and more meaningful learning experience, as well as helping students develop critical thinking skills that are relevant to today's 21st century competency demands.
26
Park, Ji-su, and Hong-seop Hwang. "Exploring the Applicability of Maker Education Model to Social Studies: Focusing on Elementary Social Studies Map Learning." Social Studies Education 58, no. 4 (2019): 131–46. http://dx.doi.org/10.37561/sse.2019.12.58.4.131.
Full text
27
Wanhar, Fira Astika, and Ilham Nazaruddin. "EFFECT OF CIRCUIT LEARNING MODEL ON SOCIAL STUDIES LEARNING OUTCOMES OF POST-PANDEMIC STUDENTS." Jurnal Ilmiah Teunuleh 3, no. 3 (2022): 223–30. http://dx.doi.org/10.51612/teunuleh.v3i3.108.
Full textAbstract:
This study aims to determine the differences in student learning outcomes who are taught using the circuit learning model compared to the conventional learning model. This type of research is an experimental one. This research was conducted at SD Swasta 10 PAB Sampali with a sample of 40 students. The research instrument is in the form of multiplechoice learning outcomes test. The data analysis technique used T test. The results showed that the social studies learning outcomes of students who were taught using the circuit learning model were higher than those of the conventional learning model. Based on the results of the study, it was concluded that the use of the Circuit Learning model was suitable for use in the social studies learning process.
28
Purwanto, Devi Vitriana, Harmanto Harmanto, and Ismet Basuki. "ARIAS Learning (Assurance, Relevance, Interest, Assesment and Satisfaction) in Social Studies." Indonesian Journal of Social Studies 2, no. 2 (2019): 114. http://dx.doi.org/10.26740/ijss.v2n2.p114-119.
Full textAbstract:
Assurance, Relevance, Interest, Assessment and Satisfaction (ARIAS) is one learning model to students center. This learning model emphasizes the delivery the activeness of students in the class. In the implementation of this model has the five components which consists of five integrated components needed in the learning activities (1) assurance which foster student’s self-confidence, (2) relevance which connect the material with student’s real life, (3) interest which grow the student’s interest, (4) assessment which is an student assessment, and (5) satisfaction which provide a sense of proud to student. The aim of this research was to describe the teacher's ability to manage learning, student activities, student learning, and students' response using ARIAS learning model. Research conducted on the use of the model of ARIAS in social studies so far shown significant result on increase students’ understanding of social studies consepts. The Application Assurance, Relevance, Interest, Assessment and Satisfaction (ARIAS) learning model can increase student learning outcomes social studies.
29
Oktavia, Novi Tri, and Dwi Astuti Wahyu Nurhayati. "THE USE OF BOOK CREATOR IN THE BLENDED LEARNING MODEL IN SOCIAL STUDIES LEARNING." SOLIDARITY: Journal of Social Studies 3, no. 1 (2023): 33–47. http://dx.doi.org/10.35719/solidarity.v3i1.90.
Full textAbstract:
This research used a descriptive qualitative approach. The instruments of collecting data in this research included observation, interview, and documentation. Observation was used to gain the data including students ‘condition in participating social science teaching and learning process as data. The population of this research was the seventh grade students including and all of the number of the population was 298 students, then the researcher took only two classes (67 students) as the purposive sampling because it represented 20%-25% from all the population. Then observation and documentation was used to gain the planning and the steps of implementing of teaching model of blended learning using book creator in the materials the role of information and technology in the economics activities in order to increase the students’ learning activity of the seventh grade of Senior High School 3 Kedungwaru. Next, the interview was used the students’ responses on the implementation of teaching model of blended learning using book creator in the materials of the role of information and technology in the economics activities in order to increase the students’ learning activity of the seventh grade of Senior High School 3 Kedungwaru. The result of study showed that theimplementation of teaching using blended learning based on book creator of the role of information and technology in the economics activities could create a new learning in teaching social science. Instead of that condition, the students were involved actively in discussion activity and presentation, and then the result of discussion of the role of information and technology in the economics activities could be conducted by altogether with the classmates smoothly. Furthermore, they supposed that teaching and learning of social science using teaching model blended learning based on book creator could ease the students to understand the material of teaching learning social science.
30
Darmayanti, Mela, and Aghni Khairunnisa. "Financial Literacy Teaching Module Based on Social Inquiry Model in Elementary School Social Studies." International Journal of Elementary Education 8, no. 1 (2024): 150–58. http://dx.doi.org/10.23887/ijee.v8i1.65725.
Full textAbstract:
This research is motivated by the importance of financial literacy. Financial literacy is one of the essential literacy of 21st-century skills that every individual in the world must master. Financial literacy needs to be taught to Elementary School (SD) students by integrating it into existing subjects. However, financial literacy education in Indonesia is rare, and elementary schools still need teaching modules to support financial literacy. The integration of financial literacy in elementary schools can positively impact students. The survey results prove that not all Indonesian people are well-literate. This research aims to develop financial literacy teaching module for elementary school students using the social inquiry learning model. This research used the Design and Development method with the stages of analysis, design, development, implementation, and evaluation. The research subjects consisted of 4th-grade elementary school students, learning experts, learning media experts and 4th-grade teachers. Data collection techniques were carried out by filling out work logs and through expert validation. The data analysis technique used is qualitative and quantitative analysis. The teaching module is organized into seven sections: the concept of money (earning money concept), economic activities, budgeting, spending, saving, sharing, and business idea development exercises. The results of the study were the teaching module get validation ratings in the very good category. N-Gain is used to test the effectiveness and the results showed to be effective in the high category. It was concluded that this financial literacy teaching module based on social inquiry can improve the learning outcomes of elementary school students.
31
Trussell, Jessica W. "Learning Social Studies Vocabulary via Morphological Instruction in the Itinerant Model." American Annals of the Deaf 165, no. 1 (2020): 52–71. http://dx.doi.org/10.1353/aad.2020.0010.
Full text
32
Wati, Mustika, Miftahul Zannah, Ita Rahmiyani, and Fauzia Dwi Sasmita. "Improving Students’ Social Studies Learning Outcomes Using the Group Investigation Model." Vidya Karya 38, no. 2 (2023): 126. http://dx.doi.org/10.20527/jvk.v38i2.17314.
Full textAbstract:
This study aims to explore how the group investigation model could be used to improve student learning results in social studies courses. This study was a two-cycle classroom action research study. Six students of class IV from SDN Inti Sungai Miai 11 Banjarmasin participated in this study for the 2020/2021 academic year. Data were collected using observation techniques on implementing lesson plans and student activities and testing on student learning outcomes. The student standard score was ≥ 70, and the expected classical success indicator was 81%-99%. According to the research findings, teacher activity received a score of 90.625 on very good criteria. With practically all active criteria, student activity improved to 85.7%. Individual learning outcomes showed that five students with a classical completeness of 83.33% were nearly entirely complete. Based on these findings, it was possible to conclude that using the Group Investigation model could increase student learning outcomes in social studies courses.
33
Buamona, Agung Pratama, Abd Rachman Assegaf, Imam Syafi’i, and Sugiantoro Sugiantoro. "Disaster mitigation learning integration model in social studies in middle school." AL MA'ARIEF : Jurnal Pendidikan Sosial dan Budaya 5, no. 2 (2023): 62–84. http://dx.doi.org/10.35905/almaarief.v5i2.5368.
Full textAbstract:
Disaster management strategies will work effectively if residents have the same understanding in disaster management. The Sidoarjo Regency area is an area that has the potential for natural disasters such as floods, earthquakes and tornadoes. The purpose of this study is to increase students' knowledge, increase student awareness, develop disaster response skills. This type of research is case study research. In this study the researchers only attempted to collect simple information about disaster management in disaster preparedness schools through surveys, interviews and documentation. The integration of disaster mitigation in social sciences in junior high schools is very important to provide students with an understanding of the importance of reducing risks and losses due to disasters. The results of the study show that in general students have sufficient understanding of disasters, especially natural disasters. Students are noted to have a positive appreciation of the school. They also know that knowledge in understanding disaster is quite adequate as evidenced by the results of students' understanding related to disasters, including floods 80%, and tornadoes 75%, while other types of disasters are poorly understood (earthquakes 60%, and fires 50%). However, the existence of disaster mitigation education activities in schools is able to increase knowledge, disaster management skills and maximize self-potential, so that it has an impact on positive attitude changes in the form of increasing student awareness about disasters with an average score of 85%.
34
Melita R. Jemalu, Maria, Rusno Rusno, and Udik Yudiono. "Perbandingan model problem based learning (PBL) dan model pembelajaran konvensional terhadap hasil belajar IPS terpadu siswa SMP Negeri 6 Welak." Jurnal Riset Pendidikan Ekonomi 6, no. 2 (2021): 71–85. http://dx.doi.org/10.21067/jrpe.v6i2.6139.
Full textAbstract:
This study focuses on discussing the results of the analysis of (1) the value of integrated social studies learning outcomes of students who are taught using the Problem based learning (PBL) model, (2) the value of integrated social studies learning outcomes of students who are taught using conventional learning models, (3) comparison of the results of Integrated Social Studies learning students who are taught using the Problem based learning (PBL) model with the value of Integrated Social Studies learning outcomes students who are taught using conventional learning models. This research method is quantitative with a quasi-experimental design. The population of this study was students of class VIII A and VIII B of SMP Negeri 6 Welak 2020/2021, with a total of 50 students (classes VIII A and VIII B each consisted of 25 students). Sampling uses total sampling, so that all members of the population are assigned to be the sample, where class VIII A is assigned to be the experimental class and class VIII B is assigned to be the control class. The treatment of the PBL model was only applied to the experimental class, while the control class was taught by the teacher using a conventional learning model. This research data collection using test technique. Data analysis techniques include normality test, homogeneity test, and Independent Sample T Test. The results of this study conclude: (1) the value of Integrated Social Studies learning outcomes for class VIII students of SMP Negeri 6 Welak who are taught using the Problem based learning (PBL) model is in the 'very good' category; (2) the value of Integrated Social Studies learning outcomes for grade VIII SMP Negeri 6 Welak students who are taught using conventional learning models are in the 'good' category; (3) the value of Integrated Social Studies learning outcomes for students of class VIII SMP Negeri 6 Welak who are taught using the Problem based learning (PBL) model is significantly different from the value of Integrated Social Studies learning outcomes of students who are taught using conventional learning models.
35
Husna, Husna, Iskandar Iskandar, and Herlina Herlina. "Design of Group Investigation (GI) Learning Model assisted by animation media to social skills in social studies learning." Journal of Education Method and Learning Strategy 2, no. 02 (2024): 839–45. http://dx.doi.org/10.59653/jemls.v2i02.816.
Full textAbstract:
Education is an important capital For advance A nation Because prosperity and progress A nation can seen from level his education. Education holds role important in create individual quality. Education requires appropriate innovations with progress knowledge knowledge and technology without ignore values humanity. Formulation problem How application of the Group Investigation learning model, How use of animation media on the eyes social studies lessons in class V, How Skills social students in social studies subjects in class V, Why Skills social become interesting use design a form of Group Investigation (GI) learning model assisted by animation media in social studies learning in class V at SDN Atananga. Research objectives, Analyze design a form of Group Investigation (GI) learning model assisted by animation media to social skills in social studies learning in class V of SDN Tananga. Research methods used by researchers namely research methods qualitative Study qualitative addressed For understand phenomenon social perspective participants which are the people invited interviewed, observed, asked provide data, opinions, thoughts, perceptions. Animation media research results learning is a medium that contains gathering created image like that appearance so that produce movement and equipped with interesting audio as well as contain values learning. With use proper animation, material difficult learning or abstract can be delivered with way more easy understood by students. Animation is also possible present information in a way interactive, possible student participate active in the learning process.
36
Habaridota, Maha Lastasa Buju Basafpipana. "The Implementation Tandur Quantum Teaching Learning Model to Improve Social Learning Achievement." International Journal of Elementary Education 4, no. 2 (2020): 153. http://dx.doi.org/10.23887/ijee.v4i2.26593.
Full textAbstract:
Social studies is a subject with memorizing learning that scared some students of it is applied without considering students need and students’ various learning style. Indirectly this situation would affect the students’ learning outcomes. Besides, there are some difficulties happen in social studies for advance class, such as: a) Students have low ability on developing traits and attitude in daily life; b) IPS only taught in a very limited time. So, it is hard to cover all the important values. Therefore, learning process should emphasize on an enjoyable process that relates to ability and Students learning style. The purpose of this research is to analyze the impact of the Quantum Teaching Technique TANDUR towards social studies for elementary school students' learning achievement. The type of research is the basic pattern of The Posttest Only Control Group with a quasi-experiment. The research Will conduct on the sixth grade of Elementary School Students in SD 07 Sungai Raya Kubu Raya Regency, Kalimantan Barat. The population of the research consists of 106 Students, with 70 Students as the sample. Data analysis used in this research is MANOVA (Multivariant Analysis of Variance) assisted by SPSS 17.00 by windows. The result shows that IPS learning achievement between Students with Quantum Teaching Technique TANDUR learning model is more significant than Students with a conventional model (F 1 3.682 and sig = 0,000; p < 0,05). This research would give an overview of teacher's innovation by applying various teaching models to create meaningful learning to improve Students learning achievement.
37
Ni Kadek Sariani, I Made Suarjana, and Kadek Ari Dwiarwati. "Problem Based Instruction Learning Model Based on Outdoor Learning Against Social Science Knowledge." Mimbar Ilmu 28, no. 2 (2023): 265–72. http://dx.doi.org/10.23887/mi.v28i2.61678.
Full textAbstract:
Social Studies is one of the subjects taught in elementary school. However, in the implementation of social studies lessons there are still obstacles such as the learning process is still teacher-centred, this will certainly affect students' knowledge. The aim of this research is to examine the effect of using the outdoor learning-based Problem Based Instruction learning model on social studies knowledge in fifth grade elementary school. The type of research is quasi-experimental research (Quasi Experimental Design) using a nonequivalent post-test only control group design. The population involved in this research were all fifth grade elementary school students, with a total research sample of 50 students. Data collection in research was carried out using the test method, with a research instrument in the form of 25 multiple choice test questions on social studies material. The data obtained in the research was then analyzed using descriptive statistical analysis techniques and inferential statistical analysis. The results of data analysis show that the Sig. (2-tailed) of 0.000. If the value in the Sig. (2-tailed) compared with a significance value of 0.05, then the value is 0.000 < 0.05. So, this means that H1 is accepted and H0 is rejected. Based on these results, it can be concluded that the Problem Based Instruction learning model based on outdoor learning can increase the social studies knowledge of fifth grade elementary school students. 000. If the value in the Sig column. (2-tailed) compared with a significance value of 0.05, then the value is 0.000 < 0.05. So, this means that H1 is accepted and H0 is rejected.
38
Suprapto, Wasis, Bunyamin Maftuh, Helius Sjamsuddin, and Elly Malihah. "Pengembangan Desain Awal Model Resolusi Konflik dalam Pembelajaran IPS/ Early Design Development of Conflict Resolution Models in Social Studies Learning." J-PIPS (Jurnal Pendidikan Ilmu Pengetahuan Sosial) 7, no. 2 (2021): 133–48. http://dx.doi.org/10.18860/jpips.v7i2.11903.
Full textAbstract:
The conflict in West Kalimantan is one of the negative impacts of ethnic diversity in Indonesia. To prevent the recurrence of similar conflicts, the participation of various parties, including the education sector, is required by developing conflict resolution education. This article aims to examine three things, namely (1) the theoretical design supporting the model from the educational aspect, (2) examining the initial design of the model, and (3) examining the design implementation of the model. The research was studied using the Sukmadinata approach which simplifies the development research stages of Borg Gall. The results show that (1) there are three educational theories used to develop conflict resolution models in social studies learning, namely progressivism theory, reconstructionism theory, and humanist theory. (2) The development of the initial design of the conflict resolution model in social studies learning includes five aspects, namely syntax, social systems, management systems, support systems, and instructional and accompaniment impacts. (3) The design of the implementation of the conflict resolution model in social studies learning includes planning, targets, and actions.Keywords: Design, Conflict Resolution Model, Social Studies
39
Fitria, Desi, Arisman Sabir, Aldino, and Ahmad Ridoh. "Application of Group Investigation Model to Improve Students' Social Studies Learning Outcomes." Vocational: Journal of Educational Technology 1, no. 1 (2024): 24–32. http://dx.doi.org/10.58740/vocational.v1i1.252.
Full textAbstract:
This research is motivated by the lack of student activity during the learning process and the use of less varied methods, which results in low learning outcomes. The aim of this study is to improve learning outcomes by using the Group Investigation model. The method used is Classroom Action Research (CAR), conducted in two cycles at SDN 88/II Sungai Mengkuang with 27 student participants during the odd semester of 2023. The results indicate an improvement in both the process and outcomes of learning with the implementation of the Group Investigation model. In Cycle I, activity increased from 48.1% to 59.2%, categorized as active. In Cycle II, the activity percentage increased from 70.3% to 85.1%, categorized as very active. This improvement was accompanied by an increase in student learning outcomes, where test results in Cycle I improved from 40.7% to 62.9% (Very Good) and in Cycle II improved from 74.0% to 88.8% (Very Good). Thus, it can be concluded that the Group Investigation model can enhance student learning outcomes and is considered relevant to current educational needs, thereby improving the quality of classroom learning.
40
RiskhaYeni, Refi, Hawwin Fitra Raharja, and Evi Rizqi Salamah. "The Influence of Mind Mapping Learning on Learning Interests Social Studies Fifth Grade." IJPSE Indonesian Journal of Primary Science Education 4, no. 2 (2024): 200–204. http://dx.doi.org/10.33752/ijpse.v4i2.4243.
Full textAbstract:
Formal education at elementary school level appears several Problems related to social studies learning. The problems which often happened during social studies is about the standard of process. The goal of this research is to find out the interest of learning on social studies in type of economic action and in Indonesia on fifth grade students of Jombang before and after using mind mapping learning model. Also to understand any difference of mind mapping model. This research use quantitative approach by using pre-Experiental design method with one group pre-test and post-test design. Data collecting in this research in multiple choices question pre-test, post test and documentation.Based on t-test calculations which already decided based on pre-test and post-test result with t-test paired sample test then obtained t-calculate acquired value 3,341 and t-table is 2,093 and significant value (2 tailed) is 0,000 < 0,05 So result of t-calculate > t-table which means H accepted and H rejected. So, it can assumed that there is the effect of learning interest of social studies on fifth grade of Jatipelem state elementary school I diwelk, Jombang by using mind mapping learning model.
41
Tan, Chen. "Using Technology to Support Authentic Learning Approach in Social Studies Education: A Learning Design for a Social Studies Subject." Journal of Higher Education Research 3, no. 1 (2022): 69. http://dx.doi.org/10.32629/jher.v3i1.642.
Full textAbstract:
In recent years, countries around the world have set off a trend of developing students' core competencies for the 21st century. Educators realized that traditional teaching method may no longer meet the needs for changing working and learning environment. Authentic learning provides a new platform for cultivating talents and developing core competencies. However, empirical research on authentic learning has not reached a consensus on the understanding of authenticity learning which creates challenges for educators to implement authentic learning in their teaching practices. From different scholars' understanding of authenticity learning, the common questions are around: how "real" is authenticity learning before it can be called authentic learning? What are the characteristics of authentic learning? Can technology be effectively implemented in the classroom to assist authentic learning? This paper discusses the implications of "authenticity" and "authenticity learning", summarizes the characteristics of authentic learning from the aspects of the composition of learning activities, and explores a TPACK model that can apply the theory of authentic learning from a learning design in Business Studies as an example. Through the exploration of these theories and practices, this paper is expected to provide valuable reference for schools and teachers to implement the concept of authenticity learning, so that the theory of authentic learning can give full play to the maximum efficiency in teaching and learning practice.
42
Fairey, Chad, John K. Lee, and Clifford Bennett. "Technology and Social Studies: A Conceptual Model for Integration." Journal of Social Studies Research 24, no. 2 (2000): 3–9. https://doi.org/10.1177/235227982000024002001.
Full textAbstract:
The purpose of this paper is to develop a comprehensive rationale for integrating technology with social studies instruction. Five traditional principals of powerful teaching and learning in the social studies are utilized as a conceptual framework to examine the research literature in social studies. Explanations and instructional integration issues are provided for each of the five principles. Results from this comprehensive rationale mesh the literature of technology with the realities of promoting student understanding and civic empowerment.
43
Qoidul Khair. "Peningkatan Keterampilan Dasar dan Hasil Belajar IPS Melalui Model Pembelajaran Kooperatif Tipe NHT (Numbered Heads Together)." Edukasi Elita : Jurnal Inovasi Pendidikan 2, no. 1 (2024): 28–41. https://doi.org/10.62383/edukasi.v2i1.907.
Full textAbstract:
Social Studies (IPS) is a program in a lesson that has a scientific field so it is also called a scientific discipline. Social studies also has its own perspective that is integrated from all other subjects and also has a very broad discussion of human behavior that can be studied in detail and studied in depth. Basically social studies has a combination of a number of other subjects, for that social studies is a new field of study, which is then introduced to students. Of all social studies also has basic concepts that must know. For this reason, the purpose of this study is to describe the learning planning, and implementation of learning through cooperative learning model type NHT (Numbered Head Together) that can improve the basic skills of social studies and learning outcomes of classroom students. The method used in this research is Action Research. The results of this study showed an increase in each cycle 1- 3 namely; The value of learning planning becomes very good. The value of teacher performance in learning becomes very good. The achievement of basic social studies skills in students, namely, skillful reached 87%, which means that of the 8 indicators has been achieved as a whole. Increased student learning outcomes, for cycle 1 students who completed reached 20 of the total students, for cycle 2 students who completed reached 26 of the total students and cycle 3 students who completed reached 34.
44
Kabiri, Saeed, Seyyedeh Masoomeh (Shamila) Shadmanfaat, Hayden Smith, and John Cochran. "A Social Learning Model of Antisocial Coaching Behavior." International Journal of Offender Therapy and Comparative Criminology 64, no. 8 (2020): 860–79. http://dx.doi.org/10.1177/0306624x19899608.
Full textAbstract:
Studies of antisocial behavior in sports are important, although most lack a theoretical framework. The current study examines the endorsement of antisocial behavior in a sample of coaches using social learning theory. This features a survey of 268 Head Coaches and Assistant Coaches in the Tehran Provincial League, Iran. Results indicate that differential association, differential reinforcement, definitions, and imitation have a significant impact on antisocial behavior, with differential association being the most influential construct. Higher education in coaches was associated with lower levels of antisocial behavior. This suggests that antisocial coaching behavior is learned in a similar manner to prosocial behaviors, and that desistance requires assessment of the learning process.
45
Mulianingsih, Ferani, Apik Budi Santoso, Pradika Adi Wijayanto, and Reny Nur Handayani. "Eco-Edutainment: Learning Social Studies Through Fun Experiences." KnE Social Sciences 10, no. 10 (2025): 290–95. https://doi.org/10.18502/kss.v10i10.18678.
Full textAbstract:
This study examines the real-world implementation of joyful social studies (IPS) learning through an eco-edutainment approach as an innovative method to enhance students’ environmental understanding and awareness. Using a qualitative research design based on the Miles and Huberman model, data were collected through interviews, observations, and documentation. Informants included social studies teachers, students, the chair of the Social Studies Subject Teacher Forum (MGMP IPS), and principals from several junior high schools in Semarang Regency. The findings reveal that the eco-edutainment approach fosters a more interactive and enjoyable learning environment and significantly enhances students’ understanding of environmental issues such as climate change, natural resource conservation, and waste management. Additionally, this approach promotes a shared sense of responsibility among students to care for the environment as part of their everyday lives. The study recommends further development of eco-edutainment-based learning models to support long-term environmental awareness and sustainable educational practices.
46
Sulami, Sulami, Happy Karlina Marjo, and Sardjiyo. "The Influence of STAD Learning Model, Discussion and Learning Interest toward Learning Outcomes of Elementary School Students." Cakrawala: Jurnal Pendidikan 16, no. 1 (2022): 10–16. https://doi.org/10.24905/cakrawala.v16i1.288.
Full textAbstract:
This study aimed to determine the effect of the STAD type learning model, discussion and learning interest on social studies learning outcomes in elementary school. This type of research is an experimental study comparing student learning outcomes between the experimental and control classes. This study took place at SDN Kedoya Utara 01 Kebon Jeruk, West Jakarta. The population in this study were all fifth grade students at SDN Kedoya Utara 01 with 64 students. The sample in this study is not students as individuals but classes. The level sample was determined by purposive sampling for fifth grade students. The data were obtained through instrument and documentation questions. The data analysis techniques are r test analysis and t test. Based on the analysis, conclusions are obtained. There is a significant effect on the STAD type cooperative learning model, discussion and interest in learning together have an effect on learning outcomes for social studies subjects with Fcount = 23,444% Sig = 0.0000 <0.05. Then there is a significant effect on the STAD type of cooperative learning model that affects the learning outcomes of social studies subjects with t = 5.961% and Sig = 0.0000 <0.05. Furthermore, there is an insignificant effect on the perception of the Discussion-type cooperative learning model and interest in learning together to influence the learning outcomes of social studies subjects with Fcount = 3.444% Sig = 0.0000 <0.05. 4. So that it can be concluded that there is a simultaneous influence between the STAD cooperative learning model, discussion with learning interest on social studies learning outcomes.
47
Ida Nurul Indah, Lili Dianah, and Eldi Mulyana. "Effectiveness Of Implementing The Ranking 1 Game Learning Model On Science Learning Outcomes." Journal Civics And Social Studies 7, no. 2 (2023): 123–30. http://dx.doi.org/10.31980/journalcss.v7i2.774.
Full textAbstract:
This research is motivated by the learning outcomes of students who are still below the minimum completeness criteria (KKM) in social studies subjects. this happens because in the social studies learning process the teacher still does not use a variety of learning models, one effort to minimize problems in the learning process is to apply a learning model, this research is one of the learning models that is expected to improve student learning outcomes, namely by using the ranking game learning model 1. the purpose of this research is to improve social studies learning outcomes at SMPN 3 Garut. This type of research is a type of research using a quantitative approach with quasi-experimental methods using pretest and group design control processes. The population in this study were all class VIII SMPN 3 Garut by taking 2 classes as a sample, VIII I 34 students as the experimental class and class VIII D as the class.The instrument in this research is in the form of test questions. The results of this research show that the experimental class experienced a significant increase in learning outcomes after implementing the ranking 1 game learning model. From the results of the presentation analysis of the increase in the experimental class with the moderate category 67.6%, where from the gaint test results it was found that the average significance value was 0.350 which means it was categorized as medium, so it can be concluded that the effectiveness of learning games ranked 1 on social studies learning outcomes has increased and is effective in social studies learning.
48
Lindawati, Lindawati, Tetep, and Lili Dianah. "The Influence of the Jigsaw Type Cooperative Learning Model on Students' Learning Motivation in Social Sciences Learning." SAHUR Journal 3, no. 1 (2024): 17–25. https://doi.org/10.31980/sahur.v3i1.2040.
Full textAbstract:
The background of this research is that educators carry out learning using conventional learning which also influences students' learning motivation. student learning outcomes on social studies subjects are still low. So that the quality of social studies learning cannot achieve optimal results, because there are still many students who have negative perceptions of social studies subjects. The purpose of this study was to identify an increase in student learning outcomes when using the jigsaw type learning method. The research method used is quantitative method with this type of research is Quasi Experimental Design (quasi-experimental). Data collection techniques were carried out by observation, interviews and documentation studies. Data analysis techniques used the normality test, homogeneity test, hypothesis testing and normalized gain test to identify improvements in the results of the research conducted. The results of data analysis and statistical calculations show that there is a significant increase in social studies learning outcomes using the jigsaw type cooperative learning model. The results of data analysis and statistical calculations and interviews show that the attitude of students towards the jigsaw type cooperative learning model in general shows a very good attitude and the attitude of students towards the jigsaw type cooperative learning model for each individual shows a very good attitude, so it can be concluded that the scale interpretation the attitude of students towards the jigsaw type cooperative learning model is in the very good category.
49
Sihaloho, Binner. "The Influence Of The Inquiry Learning Model On Student Learning Outcomes." Mahir : Jurnal Ilmu Pendidikan dan Pembelajaran 2, no. 3 (2023): 207–12. http://dx.doi.org/10.58432/mahir.v2i3.1028.
Full textAbstract:
This research aims to analyze: the differences in the influence of the inquiry learning model and the Direct Learning model on student learning outcomes; This research is quantitative research with a quasi-experimental design type. The population in this study was all class VIII of SMP Negeri 27 Medan for the 2022/2023 academic year. The test was carried out using Two Way ANOVA. The results of the research show that (1) there are differences in the influence between the inquiry learning model and the direct learning model on social studies student learning outcomes; There is no interaction between initial social studies abilities (high, medium and low) and learning models on student learning outcomes at SMP Negeri 4 Medan.
50
Octaviyantari, Ni Luh Ardhia, Ni Ketut Suarni, and I. Wayan Widiana. "Improving Social Studies Learning Outcomes Through Group Investigation Learning Model Assisted with Audio-Visual Media." Journal of Education Technology 4, no. 3 (2020): 349. http://dx.doi.org/10.23887/jet.v4i3.25245.
Full textAbstract:
The less optimal student learning outcomes due to underactive students and the deficient of variations in the use of models and learning media is one of the reasons this research was conducted. The purpose of this research is to analyze the impact of the group investigation model assisted by audiovisual media on social studies learning outcomes of five-grade elementary school students. This research was a quasi-experimental research with a non-equivalent post-test only control group design. The population in this research was the five graders contained 129 students. Taking samples for research used a sample random sampling technique. The sample of this research were 35 students for an experimental class and 35 students for a control class. Data collection methods used were test methods with multiple-choice test forms that have been validated. Data collected were analyzed by descriptive statistical analysis and inferential statistical analysis using the t-test formula. The results of this research indicate that there are differences in social studies learning outcomes between students who were taught using the group investigation model-assisted audiovisual media and students using the conventional learning model. This is indicated by the value of t-count > t-table (3,781 > 2,000) with a significance level of 5%. So H1 is accepted. Besides, the average score of student’s social studies learning outcomes in experimental class > average score of student’s social studies learning outcome in control class (23,71>21,29). This model can be used for teachers in creating fun learning so that they can make a good contribution to learning activities.