scholarly journals Strategi Guru Ilmu Pengetahuan Sosial dalam Mengoptimalkan Aspek Afektif Peserta Didik di SMPN 8 Pamekasan

2021 ◽  
Vol 3 (2) ◽  
pp. 237-256
Author(s):  
Agung Widiyanto Santoso ◽  
Sahrul Romadhon
Keyword(s):  
Social Studies ◽  
Learning Outcomes ◽  
Phenomenological Research ◽  
Qualitative Approach ◽  
Social Studies Teachers ◽  
Optimal Learning ◽  
Teacher Strategies ◽  
The Social ◽  
Social Studies Teacher ◽  
The Impact

The teacher's strategy in optimizing the affective aspects of students is a very important thing in education because the affective aspects will relate to the interests and attitudes of students in learning. This study aims to determine the strategies of social studies teachers in optimizing the affective aspects of students at SMPN 8 Pamekasan, to determine the impact of implementing the social studies teacher strategies in optimizing the affective aspects, and the supporting and inhibiting factors in the social studies teacher strategies in optimizing the affective aspects of students. This study uses a qualitative approach to the type of phenomenological research. From this research, it is known that there are several strategies that social studies teachers use in optimizing the affective aspects of students, starting from pre-learning, during learning and post-learning, all of which is done in order to get optimal learning outcomes from students at school.  

scholarly journals Covid-19 and Its Relationship to the Application of Distance Education in Teaching Social Studies Curriculum for the Upper Basic Stage from the Teachers’ Point of View: كوفيد-19 وعلاقته بتطبيق التعليم عن بعد في تدريس منهج الدراسات الاجتماعية للمرحلة الأساسية العليا من وجهة نظر المعلمين

2020 ◽  
Vol 4 (47) ◽  
Author(s):  
Adnan Mohammad Alnwairan, Salsabil Adeeb Hassan
Keyword(s):  
Distance Education ◽  
Public Schools ◽  
Social Studies ◽  
Point Of View ◽  
Social Studies Teachers ◽  
Social Studies Curriculum ◽  
Basic Stage ◽  
The Social ◽  
Use Of Social Media ◽  
The Impact

This study aimed to identify Covid-19 and its relationship to the application of distance education in teaching social studies curriculum for the upper basic stage from the teachers’ point of view. The study has used the descriptive-analytical approach, where a questionnaire was employed as the study instrument. The population of the study consisted of a random sample from (311) Social studies teachers. The tool was distributed electronically through the use of social media and email to Social studies teachers of upper basic stage in public schools in three governorates, Amman, Salt and Irbid. The results showed that the impact of COVID-19 on teaching social studies curriculum for the upper basic stage was moderate. Furthermore, the level of applying distance education when teaching the social studies curriculum to the upper basic stage from the Teachers’ Point of view was moderate as well. The results also showed that there is a significant relation between COVID-19 and the level of distance education application when teaching the social studies curriculum for the upper basic stage. The current study recommends going beyond the schools' scope and researches higher education from across the entire Hashemite Kingdom of Jordan as a follow-up to this research's findings. Further qualitative research would be needed in the future to accurately assert the level of applying distance education.

scholarly journals Peran guru IPS sebagai pendidik dan pengajar dalam meningkatkan sikap sosial dan tanggung jawab sosial siswa SMP

2017 ◽  
Vol 4 (1) ◽  
pp. 1-13
Author(s):  
Edy Surahman ◽  
M. Mukminan
Keyword(s):  
Social Studies ◽  
Social Responsibility ◽  
Positive Influence ◽  
Social Attitudes ◽  
Social Studies Teachers ◽  
Social Attitude ◽  
The Social ◽  
Social Studies Teacher ◽  
Simple Regression Analysis

Penelitian ini bertujuan untuk: (1) mengetahui peran guru IPS sebagai pendidik dan pengajar di SMP Negeri 1 Pangkajene Sidrap; (2) mengetahui sikap sosial siswa SMP Negeri 1 Pangkajene Sidrap; (3) mengetahui tanggung jawab sosial siswa SMP Negeri 1 Pangkajene Sidrap; (4) mengetahui pengaruh peran guru IPS sebagai pendidik dan pengajar dalam meningkatkan sikap sosial siswa SMP Negeri 1 Pangkajene Sidrap; dan (5) mengetahui pengaruh peran guru IPS sebagai pendidik dan pengajar dalam meningkatkan tanggung jawab sosial siswa SMP Negeri 1 Pangkajene Sidrap. Analisis data penelitian ini menggunakan analisis regresi linear sederhana. Hasil penelitian menunjukkan: (1) sumbangan peran guru IPS sebagai pendidik dan pengajar sebesar 62,7%; (2) sumbangan sikap sosial siswa SMP Negeri 1 Pangkajene Sidrap sebesar 67,1%; (3) sumbangan tanggung jawab sosial siswa SMP Negeri 1 Pangkajene Sidrap sebesar 62,7%; (4) peran guru IPS sebagai pendidik dan pengajar terbukti berpengaruh positif dalam meningkatkan sikap sosial siswa; (5) peran guru IPS sebagai pendidik dan pengajar juga terbukti berpengaruh positif dalam meningkatkan tanggung jawab sosial siswa. Jadi dapat disimpulkan bahwa guru mata pelajaran IPS sebagai pendidik dan pengajar dapat mempengaruhi sikap sosial dan tanggung jawab sosial siswa dengan cara guru memberikan contoh langsung dan spontan pada siswa.Kata Kunci: peran guru, sikap sosial, tanggung jawab sosial, guru IPS THE ROLE OF SOCIAL STUDIES TEACHER AS AN EDUCATOR AND TEACHERS ON INCRASE THE SOCIAL ATTITUDE AND SOCIAL RESPONSIBILITY STUDENTS OF SMPAbstractThis study aims to: (1) determine the role of Social Studies teachers as educators and teachers in SMP Negeri 1 Pangkajene Sidrap; (2) determine social attitudes of students of SMP Negeri 1 Pangkajene Sidrap; (3) determine the social responsibility of students of SMP Negeri 1 Pangkajene Sidrap; (4) the effect of the role of Social Studies teachers as educators and teachers on the social attitudes of students SMP Negeri 1 Pangkajene Sidrap; and (5) the effect of the role of Social Studies teachers as educators and teachers to social responsibility of students SMP Negeri 1 Pangkajene Sidrap. The data analysis used simple regression analysis. Finding of this research shown (1) contribution the role of Social Studies teachers as educators and teachers is 62.7%; (2) contribution social attitudes of students SMP Negeri 1 Pangkajene Sidrap is 67.1%; (3) contribution social responsibility of students SMP Negeri 1 Pangkajene Sidrap is 62.7%; (4) the role of Social Studies teachers as educators and teachers proved to be a positive influence on increase students' social attitude; (5) the role of Social Studies teachers as educators and teachers also proved a positive influence on increase the students' social responsibility. So it can be concluded that the Social Studies teachers as educators and teachers can influence social attitudes and social responsibility of students with the teacher gives examples for students directly and spontaneously.Keywords: role of teachers, social attitude, and social responsibility, social studies teachers

scholarly journals KOMPETENSI PEMBUATAN INSTRUMEN PENGUKURAN HASIL BELAJAR OLEH GURU IPS SMP DI KOTA BANDUNG

2018 ◽  
Vol 21 (2) ◽  
pp. 176
Author(s):  
Mamat Ruhimat
Keyword(s):  
Social Studies ◽  
Learning Outcomes ◽  
Junior High School ◽  
Learning Outcome ◽  
Survey Method ◽  
Social Studies Teachers ◽  
Reliability Test ◽  
Validity And Reliability ◽  
Test Form ◽  
The Social

Abstrak:Penelitian ini bertujuan menganalisis kemampuan guru IPS Sekolah Menengah Pertama Kota Bandung dalam membuat alat ukur hasil belajar. Metode penelitian yang digunakan adalah survey. Hasil penelitian menunjukkan bahwa alat ukur bentuk tes lebih dominan digunakan dibandingkan bentuk non tes, baik pada Ulangan Harian, Ujian Tengah Semester (UTS) maupun Ujian Akhir Semester (UAS). Selain itu, hanya sebagian kecil responden guru yang membuat soal dengan mengacu pada kisi-kisi, bahkan ada guru yang tidak membuat kisi-kisi. Alat ukur tes yang dibuat pun tidak melalui tahap uji validitas dan reliabilitas. Responden guru belum menunjukkan peningkatan kualitas dalam pengembangan alat ukur hasil belajar peserta didik. Peneliti merekomendasikan kepada semua pihak terkait untuk melakukan peningkatan, pembiasaan dan pengawasan terhadap guru untuk membuat alat ukur hasil belajar, khususnya bagi guru-guru IPS.Abstract:This study aimed to analyze the ability of the Social Studies Teachers of Junior High School of Bandung city in creating instruments to measure the students’ learning outcomes. This research used survey method. The result of this study showed that the test form was more dominant than non-test forms, both on Daily Tests and Middle or Final Semester Exams. In addition,  only a few teachers made questions referring to the question framework, and several teachers did not even use it. The instrument also did not pass the validity and reliability test. Teachers had not indicated the quality improvement in developing instrument to measure the students’ learning outcomes. Researcher recommended to all relevant parties to improve, habituate and supervise teachers to make learning outcome instruments, especially for Social Studies teachers.

scholarly journals Effectiveness Of Outdoor Learning Optimization Program In Learning Social Studies

2020 ◽  
Vol 9 (2) ◽  
pp. 314
Author(s):  
Sukma Perdana Prasetya ◽  
Nuansa Bayu Segara ◽  
Ali Imron
Keyword(s):  
Service Learning ◽  
Social Studies ◽  
Positive Outcome ◽  
Social Studies Teachers ◽  
Outdoor Learning ◽  
Teacher Perspective ◽  
Analysis Technique ◽  
The Social ◽  
Learning Programs ◽  
Social Studies Teacher

Outdoor learning is potential to expose social and natural phenomena related to social studies. However, the social studies teachers seldom to practice outdoor learning on certain occasions. This article has two aims. First, interpreting social studies teacher perspective about the simulation of an outdoor learning laboratory. Second, explain the teacher's obstacle if they are practicing outdoor learning in the school. Step of the research consist of 1) in service-learning 1; 2) on the job learning; 3) in service-learning 2. The participants of this study involved 20 secondary high school active teachers of social studies in Surabaya. The data collecting technique used in this study is a questioner to measuring teacher's perspectives about the outdoor learning simulation in Surabaya, Sidoarjo, Mojokerto, Jombang,Tuban. Then, interview guidelines were used to perceive the data about teacher's obstacles to practice outdoor learning programs. The data analysis technique for examined teachers' perspectives is the percentage and discriminant statistics. The result of this study confirms that learning outdoor program offers a positive outcome. That is, 1) integrity while the social studies learning, extending social studies content, and helpful for difficult content; 2, Motivation improvement, attention and provide the student concrete experience; 3) Social studies learning to be fun, effective, and contextual. However, Social studies teachers assume laboratory outdoor activity is not efficient and hard to do, because they need a big fee, lengthy time, and require teachers' field experience for dominating social studies content

scholarly journals The Influence of Professional Competence, Work Motivation & Learning Motivation on the Competency Test Results of Social Studies Teachers

2021 ◽  
Vol 8 (12) ◽  
pp. 83-93
Author(s):  
Aminuyati . ◽  
Achmadi . ◽  
Okiana .
Keyword(s):  
Social Studies ◽  
Professional Competence ◽  
Work Motivation ◽  
Learning Motivation ◽  
Social Studies Teachers ◽  
Test Results ◽  
Teacher Competency ◽  
The Social ◽  
Social Studies Teacher ◽  
Positive Effect

The teacher plays a role in students' cognitive, affective and psychomotor maturation through the teaching and learning process by transferring knowledge, personality and skills to students. The achievement of student learning outcomes is inseparable from professional competence, work motivation, and learning motivation possessed by the teacher in the learning process. Looking at this, it is necessary to design an instrument to measure professional competence, work motivation, learning motivation on the results of social studies teacher competency tests at junior high school level in public schools in Pontianak City. This study uses a quantitative approach, with a population of 119 social studies teachers, a total sample of 82 social studies teachers with propotionate stratified random sampling technique, which is found in 28 junior high schools in 7 sub-districts of Pontianak. Problem solving uses Multiple Linear Regression with a pathway hypothesis model (beta) pathway in Multiple Linear Regression. The results of the study show that: (1) professional competence has a direct positive effect on the results of the social studies teacher competency test; (2) work motivation has a direct positive effect on the results of the social studies teacher competency test; (3) learning motivation has a direct positive effect on social studies teacher competency test results; & (4) professional competence, work motivation, learning motivation simultaneously have a direct positive effect on the results of the competency test of social studies teachers in Pontianak City. Keywords: Professional Competence, Work Motivation, Learning Motivation, Competency Test Results.

MENINGKATKAN HASIL BELAJAR IPS SISWA KELAS VC SD NEGERI 164 PEKANBARU DENGAN MENGGUNAKAN METODE PEMBELAJARAN KOOPERATIF NUMBERED HEADS TOGETHER (NHT)

2019 ◽  
Vol 3 (1) ◽  
pp. 197
Author(s):  
Rosita L. Tobing
Keyword(s):  
Action Research ◽  
Social Studies ◽  
Learning Outcomes ◽  
Class Actions ◽  
Heterogeneous Groups ◽  
The Social ◽  
Classroom Action Research ◽  
Improved Learning ◽  
Academic Year

The problem of classroom action research is the low learning outcomes of VC grade 164 students in Pekanbaru. This study aims to improve social studies learning outcomes of VC grade 164 students in Pekanbaru by applying the cooperative method of numbered heads together (NHT). The results of the research and class actions of the Social Studies Course conducted at the VC class SDN 164 Pekanbaru students concluded; Learning outcomes in the first cycle have increased compared to conventional learning. Pre-cycle learning outcomes are an average of 50.25 or sufficient categories; in cycle I, learning outcomes reached an average of 71.75 or in the Good category; in cycle II it increased again by 80.25 or in the Good category; Prasiklus classical completeness is 10 students (25.00%.); the first cycle is 27 students (67.50%); and in the second cycle were 38 students (95.00%). Students who have not been completed are remedial. Observers observed that VC grade 164 students at Pekanbaru Pekanbaru seemed to understand the Numbered Heads Together (NHT) Cooperative Method. They learn and understand shared material in heterogeneous groups of 4-5 students. Based on the results of improved learning studies, the application of the cooperative method of numbered heads together (NHT) succeeded in correcting the problem of the low social studies learning outcomes in VC Class SDN 164 Pekanbaru 2017/2018 Academic Year.

Preservice teachers’ visions of themselves: powerful teachers or powerful social studies teachers?

2018 ◽  
Vol 13 (1) ◽  
pp. 113-126
Author(s):  
Alicia R. Crowe ◽  
Evan Mooney ◽  
Todd S. Hawley
Keyword(s):  
Social Studies ◽  
Student Teaching ◽  
Common Good ◽  
Teaching Experience ◽  
Social Studies Teachers ◽  
Content Type ◽  
The Common Good ◽  
Social Studies Teacher ◽  
The Common ◽  
Social Studies Teaching

Purpose The purpose of this paper is to share findings from research on preservice social studies teachers’ visions of themselves as they prepare to enter their student teaching experience. Design/methodology/approach The guiding research question for this study asked, “How do preservice social studies teachers articulate their visions of themselves as powerful social studies teachers just before their student teaching experience?” Findings The authors found that their visions of themselves emphasized aspects of powerful teaching, yet lacked explicit and important connections to social studies teaching. In their discussion and conclusions, they share the implications of these findings for their social studies teacher education program and other social studies education programs generally. Originality/value The authors contend that while powerful teaching is important, without an emphasis on powerful social studies teaching, they may struggle to achieve social studies teaching goals and purposes, such as teaching for democratic living, the common good, or citizenship. The distinction between powerful teaching and powerful social studies teaching, the authors believe, should be of concern for social studies teacher educators interested in positioning student teachers to create classroom spaces focused on the common good, national and global societies, or the deepening of democracy.

Paradigm flip? Investigating technology-integrated history pedagogies

2017 ◽  
Vol 12 (3) ◽  
pp. 258-279 ◽  
Author(s):  
Josh DeSantis ◽  
Ryan Boyd ◽  
Kyle Marks ◽  
Jake Putsch ◽  
Terrance Shepler
Keyword(s):  
Technology Integration ◽  
Social Studies ◽  
Learning Outcomes ◽  
Statistical Significance ◽  
First Century ◽  
Social Studies Teachers ◽  
Content Type ◽  
Asynchronous Instruction ◽  
Quasi Experimental ◽  
Synchronous Technology

Purpose Successful technology integration into the teaching of social studies is imperative in the twenty-first century classroom. This study sought to answer the following questions: do synchronous and asynchronous technology integration increase a student’s understanding of social studies content? Are synchronous technology-integrated social studies lessons more effective than asynchronous technology-integrated social studies lessons? How do students perceive the effectiveness of a synchronous technology-integrated lesson vs the effectiveness of an asynchronous technology-integrated lesson? The paper aims to discuss these issues. Design/methodology/approach This paper presents the results of a quasi-experimental research project comparing the learning outcomes of students who participated in synchronous and asynchronous technology-augmented lessons. Findings The results of this study found that synchronous and asynchronous technology-enhanced lessons are both viable pedagogies for increasing a student’s understanding of social studies content. The results also yielded no statistical significance between the effectiveness of the synchronous instruction vs asynchronous instruction. However, a statistical significance exists when analyzing a student’s perception of their own learning. Students participating in synchronous technology-integrated instruction reported a higher confidence in the lesson’s ability to teach them, when compared to that of the asynchronous population. Originality/value By continuing to seek new ways to integrate technology effectively into classrooms, social studies teachers can design lessons more effectively to meet the needs of today’s social studies students. The need to understand the learning outcomes of various technology-integrated approaches will continue to grow as more technologies become available to social studies teachers.

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