The Fusion of Social Studies in Junior High Schools: A Critical Analysis. Howard E. Wilson

1934 ◽  
Vol 34 (9) ◽  
pp. 710-711
Author(s):  
R. M. Tryon
Keyword(s):  
High Schools ◽  
Social Studies ◽  
Critical Analysis ◽  
Junior High ◽  
Junior High Schools

scholarly journals RISK REDUCTION IN SCHOOLS IN DISASTER-PRIED AREAS IN WETLAND ENVIRONMENT BANJAR DISTRICT

Jurnal Socius ◽  
2021 ◽  
Vol 10 (1) ◽  
pp. 96
Author(s):  
Herry Poda Nugroho Putro ◽  
Eva Alviawati ◽  
Syarifuddin Syarifuddin
Keyword(s):  
High Schools ◽  
Social Studies ◽  
Natural Disasters ◽  
Risk Reduction ◽  
Junior High School ◽  
Disaster Risk Reduction ◽  
Junior High ◽  
Disaster Risk ◽  
Junior High Schools ◽  
Social Studies Teachers

The research location is in Middle School Sungai Tabuk 3 and Sungai Tabuk 4. Sungai Tabuk is a sub-district in Banjar Regency with a high threat level of floods and forest and land fires. Data collection through questionnaires, observation, and tests competence students. Data analysis with t test. The results showed 140 social studies teachers in Banjar Regency 56.6% had integrated natural disasters in social studies learning, the model developed was modified scientific inquiry learning frompre-disaster, disaster events, and post-disaster. There is an increase in student competence regarding disaster risk reduction, where t (count)> t (table) on trials first at SMPN 4 with trials second at SMPN 3. These findings lead to the conclusion that learning scientific with effective inquiry for student disaster risk reduction, relevant for social studies learning, relevant to increasing student activity, an effective inquiry model for improving the quality of social studies learning processes and products in junior high schools. The findings of this study have positive implications for the development of social studies learning about natural disasters in junior high schools. The practical implications of the findings of this study are an increase in the ability of social studies teachers and the socialization of inquiry models for reductionrisk disaster in Junior High School

scholarly journals Strengthening Students' Critical Knowledge of Controversial Issues in Social Studies Classroom

2020 ◽  
Vol 55 (5) ◽  
Author(s):  
Arif Purnomo ◽  
Wasino ◽  
Tri Marhaeni Pudji Astuti ◽  
Suyahmo
Keyword(s):  
High Schools ◽  
Data Analysis ◽  
Social Studies ◽  
Junior High ◽  
Junior High Schools ◽  
Controversial Issues ◽  
Analysis Model ◽  
Critical Knowledge ◽  
Central Java ◽  
Comprehensive Information

Social studies learning in junior high schools are still predominantly carried out in conventional ways. Discussion of knowledge that leads to the development of students' critical knowledge is difficult. This research aims to analyze the process of strengthening students' critical knowledge of controversial issues in the social studies classroom. This research was conducted using qualitative methods with a descriptive design. This study involved nine social studies teachers at junior high schools in Semarang, Central Java, Indonesia. Data were collected using interviews and observation techniques. Then, the data were checked by the source triangulation technique. The data analysis is a qualitative data analysis model with the Creswell framework. The results of this research are: (i) students' critical knowledge of controversial issues is strengthened through interactive discussions; (ii) problem-based learning model is very relevant for strengthening students' critical knowledge about controversial issues; (iii) teacher instructions that encourage students to work independently, extracting comprehensive information, and the content of the material in debatable discussions make controversy issues very attractive to students. This research concludes that the learning of controversial issues is highly contextual by strengthening students' critical knowledge.

scholarly journals Pengajaran IPS: Antara Gagasan Dan Pelaksanaan Di SMPN Kota Padang

Diakronika ◽  
2019 ◽  
Vol 18 (2) ◽  
pp. 58
Author(s):  
Wahidul Basri
Keyword(s):  
Middle School ◽  
High Schools ◽  
Social Studies ◽  
Junior High School ◽  
Junior High ◽  
Junior High Schools ◽  
Social Studies Teachers ◽  
Ministry Of Education ◽  
Source Selection ◽  
Public Middle School

Integrated social studies learning has begun to be applied in various middle school (Sekolah Menengah Pertama) in Padang, especially since 2007. The principle of integration is integrating four fields of study, namely geography, economics, history and sociology into a certain theme. Integrated learning, firstly stated in the 2013 curriculum ideally, but in practice, it was different. Teachers at schools still cannot fully implement the Integrated Social Studies learning as appropriate, including SMP in Padang city. The purpose of this study is to see how Social studies which are in the Public Middle School in Padang. This research was conducted in several junior high schools in Padang. 8 of 43 public junior high schools in Padang to be the research subject, choose randomly, namely SMPN 1, SMPN 2, SMPN 6, SMPN 7, SMPN 8, SMPN 15, SMPN 16, dan SMPN 35. Data were collected through interviews with some social studies teachers, the Ministry of Education in Padang, and education observers in Padang. Research data was also collected through studies documentation and direct observation in class. The result shows that most social studies teachers at Padang in Junior High School not yet able to carry out Integrated Social Studies learning. There are still weaknesses in the selection of learning models which can support social studies learning, media and source selection improper learning.

scholarly journals SOCIAL STUDIES TEACHERS’ PEDAGOGICAL CONTENT KNOWLEDGE AND ITS INFLUENCE ON THEIR ASSESSMENT PRACTICES IN JUNIOR HIGH SCHOOLS IN THE WEST AKIM MUNICIPALITY, GHANA

2021 ◽  
Vol 8 (8) ◽  
Author(s):  
Robert Andrews Ghanney ◽  
Edward Boafo Agyei
Keyword(s):  
High Schools ◽  
Social Studies ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Junior High ◽  
Junior High Schools ◽  
Social Studies Teachers ◽  
Assessment Practices ◽  
The West ◽  
Pedagogical Content

<p>The study examined Social Studies teachers’ pedagogical content knowledge and its influence on their assessment practices in Junior High Schools in the West Akim Municipality in the Eastern Region of Ghana. The study was hinged on the Pedagogical Content Knowledge (PCK) model by Shulman, (1986) and adopted the concurrent triangulation design with mixed methods approach. The census and convenience sampling techniques were used to select seventy-seven (77) and ten (10) respondents respectively for the study. Questionnaire, observation check list and document analysis were used by the researchers as instruments for data collection. These instruments were used to enable the researchers triangulate the information to test the consistency of the findings. A reliability analysis using Cronbach’s Alpha was performed to determine the internal consistency of each construct in the questionnaire and the observation checklist. The data obtained from the three instruments were analysed using descriptive statistics (frequency counts, percentages, mean and standard deviation). Inferential statistics (Pearson Product Moment Correlation) was used to test the stated hypothesis. The results indicated that generally, most of the JHS Social Studies teachers possessed some level of pedagogical content knowledge. Again, Social Studies teachers practice traditional assessment method (pen/pencil and paper). The results further pointed out that pedagogical content knowledge influence teachers’ assessment practices (r = .819**, sig. =.000** p &lt; 0.05, CI=95%, n=77, 2-tailed). It is recommended that Social Studies teachers within the West Akim Municipality should make use of alternative assessment techniques as these other techniques will help cater for affective and psychomotor assessments which will help develop pupils’ attitudes and values.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0788/a.php" alt="Hit counter" /></p>

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