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 PERAN GURU IPS TERPADU DALAM PEMBENTUKAN KARAKTER SISWA DI SEKOLAH MENENGAH PERTAMA (SMP) NEGERI 05 TEMPUNAK TAHUN PELAJARAN 2018/2019

2021 ◽  
Vol 6 (1) ◽  
pp. 33-42
Author(s):  
Yulia Suriyanti ◽  
Yunita Astikawati
Keyword(s):  
Social Studies ◽  
Junior High School ◽  
Learning Process ◽  
School Environment ◽  
Role Models ◽  
Social Studies Teachers ◽  
School Year ◽  
Social Studies Teacher ◽  
Character Building

Behavioral deviations that are often carried out by students in the school environment both in the learning process and outside the learning process. This study is to find out how the character of students, the role of Integrated Social Studies teachers, and supporting and inhibiting factors in forming student character. This research is a descriptive qualitative study, subjects of Integrated Social Studies teachers, Principals and 6 students. Instrument for observation, interview and documentation research. The results showed that the Role of  Integrated Social Studies Teacher in Character building Students in State Junior High School 05 Tempunak 2018/2019 School Year includes instructors, mentors, educators, demonstrators, evaluators, motivators, advisors, role models, mediators and facilitators, trainers, individuals, workers routine, actor, and preservative. While the characters formed in students are diligent, honest, resilient/persistent, trustworthy, responsible, hard-working, willing to work together, and be polite, lazy, likes to lie, likes to cheat, want to win alone/selfish, said harshly and like to bully friends.

scholarly journals Assessment Instruments of Social Attitudes and Social Studies Learning Outcomes for Class V SD on Theme of Lingkungan Sekitar Kita

2020 ◽  
Vol 4 (3) ◽  
pp. 288
Author(s):  
Ni Komang Suci Yundarini ◽  
Dewa Nyoman Sudana ◽  
I Gede Astawan
Keyword(s):  
Social Studies ◽  
Learning Outcomes ◽  
Social Attitudes ◽  
Assessment Instrument ◽  
Assessment Process ◽  
Assessment Instruments ◽  
Attitude Assessment ◽  
Social Attitude ◽  
Class V ◽  
The Social

The assessment instrument is an important component needed in the learning assessment process. However, in practice, there are still many teachers who have not been able to produce quality assessment instruments. The purpose of this study was to produce valid and reliable assessment instruments for social attitudes and social studies learning outcomes in class V on theme of lingkungan sekitar kita. In this study using a 4D development model, namely define, design, develop, disseminate. In this development research, it is only up to the development stage. The instrument used for the assessment of social attitudes was a questionnaire (questionnaire), while for the assessment of social studies learning outcomes used was a multiple-choice test. The data obtained would be analyzed the validity and reliability of each assessment instrument. The results of the analysis of the validity of the social attitude assessment instrument and social studies learning outcomes obtained an average value of 1, which means that the two assessment instruments have very high validity, while the results of the analysis of the reliability of the social attitude assessment instrument are 0,89 and the reliability of the social studies learning outcomes assessment instrument is 0,89. 0,85 which means that these two instruments have a high level of reliability. From these results, it can be concluded that the development of an assessment instrument for social attitudes and social studies learning outcomes is feasible to use in assessing students.

scholarly journals The role of social studies teachers in enhancing the concepts of media education among students of the higher basic stage in Jordan during the Covid- 19 pandemic: دور معلمي الدراسات الاجتماعية في تعزيز مفاهيم التربية الإعلامية لدى طلبة المرحلة الأساسية العليا في الأردن خلال جائحة كوفيد- 19

2021 ◽  
Vol 5 (28) ◽  
pp. 99-80
Author(s):  
Salsabil Adeeb Hassan, Mamoun Ahmed Irsheed, Ghaith Hassan O Salsabil Adeeb Hassan, Mamoun Ahmed Irsheed, Ghaith Hassan O
Keyword(s):  
Social Studies ◽  
Media Education ◽  
Social Studies Teachers ◽  
Female Teachers ◽  
Basic Stage ◽  
Academic Qualification ◽  
The Social ◽  
Study Population ◽  
The Media

The study aimed to identify the role of social studies teachers in enhancing the concepts of media education among students of the higher basic stage in Jordan during the Covid- 19 pandemic. The study population consisted of all social studies teachers for the higher basic stage in the capital Amman, Irbid Governorate, and Salt Governorate. The sample consisted of (415) male and female teachers, who were chosen by the random stratified method. The questionnaire was used as a study tool. The results showed that the level of social studies teachers ’enhancement of media education concepts among upper basic stage students in Jordan during the Covid- 19 pandemic was high, with the mean totaling (4.25). The results also indicated that there are no statistically significant differences between the social studies teachers ’response averages to the level of enhancing media education concepts among students of the higher basic stage in Jordan during the Covid- 19 pandemic due to the variables of gender, academic qualification, and number of years of experience. The study recommended the necessity of emphasizing the role of teachers in promoting the concepts of media education among students, increasing their awareness of media issues and how to deal with them, and protecting them from forgery and distortion in light of the media and cultural openness.

scholarly journals The Role of Social Studies Course in the 21st Century Society: Perspective from Educators and Learners

2021 ◽  
Vol 3 (1) ◽  
pp. 11-22
Author(s):  
Cherry E. Garcia
Keyword(s):  
High School Students ◽  
Social Studies ◽  
Cultural Sensitivity ◽  
Citizenship Education ◽  
Global Education ◽  
Social Studies Teachers ◽  
School Students ◽  
The Social ◽  
Significant Difference

The objective of study is to determine the role of Social Studies (Araling Panlipunan)     to the present and modern society from the perceptions of the Social Studies teachers and senior high students of Zone 4, Division of Zambales, Philippines. The present study utilized a descriptive research and used a survey questionnaire for data collection. The study utilized also descriptive statistics (percentage, frequency counts, and mean) and inferential statistics (ANOVA) using SPSS version 16. The majority of the teachers in the present study are females, in their middle adulthood, specialize in Social Studies and are holders of bachelor’s degree with master’s units. The students are males, in their middle adolescence stage and were grade 11. The findings from the teachers and students’ perception show that the Social Studies teachers always execute lessons and provide classroom settings in which the roles of Social Studies Program to help the students acquire knowledge and enhance understanding on Contemporary Global Education, Civic and Citizenship Education, Contents and Knowledge, and develop Collaboration and Socio-Cultural Sensitivity skills are assured. On the other hand, the senior high school students believed that the role on developing Collaboration skill was always guaranteed at Social Studies classroom. The Analysis of variance computation resulted from a no significant difference in the perceptions of teachers on the Contents and Knowledge, Socio-Cultural Sensitivity, Collaboration, and Contemporary Global Education roles of Social Studies Program when attributed to teachers’ sex and highest educational attainment. There is highly significant difference in the perceptions on the Contents and Knowledge, Socio-Cultural Sensitivity, Collaboration, Civic & Citizenship Education, and Contemporary Global Education roles which can be acquired from learning Social Studies when attributed to students’ sex and grade level.

scholarly journals Individual and global social responsibility levels of social studies pre-service teachers in terms of different variables

2021 ◽  
Vol 10 (3) ◽  
pp. 1008
Author(s):  
Melek Körükcü ◽  
Zafer Tangülü
Keyword(s):  
Social Studies ◽  
Social Responsibility ◽  
Teacher Candidates ◽  
The Social ◽  
Significant Difference ◽  
Social Studies Teacher ◽  
Medium Level ◽  
Faculty Of Education ◽  
The Individual ◽  
Responsibility Scale

<p><span>The purpose of this research was to determine the individual and global social responsibility levels of social studies pre-service teachers in terms of different variables. The research was in survey model. The study group of the research consisted of 179 pre-service teachers who studied at Social Studies Teaching Program in the Faculty of Education at Niğde Ömer Halisdemir University, Turkey in the 2019-2020 academic year. Data collection tools used in the study are a Demographic Information Form developed by the researcher, Individual Social Responsibility Scale and Global Social Responsibility Scale. The data were analyzed through SPSS 20. The results of the study showed that the social studies teacher candidates' levels of individual social responsibility are high while those of global social responsibility are at medium level. It is also found that there is a significant difference in the individual and global social responsibility levels in terms of gender in favor of female pre-service teachers while there is no significant difference in terms of age variable. Also, the results show that the individual and social responsibility levels of pre-service teachers who have foreign friends are higher than those who do not have foreign friends. Another result of the study is that individual social responsibility levels predict social responsibility levels.</span></p>

scholarly journals The role of social studies curricula in enhancing the concept of national belonging among students from the perspective of teachers in the northern Governorates of the West Bank: دور مناهج الدراسات الاجتماعية في تعزيز مفاهيم الانتماء الوطني لدى طلبة المرحلة الأساسية العليا من وجهة نظر معلمي الدراسات الاجتماعية في محافظة نابلس وسلفيت وطولكرم

2020 ◽  
Vol 4 (30) ◽  
Author(s):  
Hiba Khaled Sleem
Keyword(s):  
Social Studies ◽  
Media Coverage ◽  
West Bank ◽  
Social Studies Teachers ◽  
The West ◽  
National Belonging ◽  
Arithmetic Average ◽  
Academic Qualification ◽  
The Social

This study aims at identifying the role of social studies curricula in enhancing the concept of national belonging among students from the perspective of teachers in the northern Governorates of the West Bank. The analytical descriptive method is used in the study. Moreover, a questionnaire has been distributed randomly to 100 of the social studies teachers in the northern Governorates of the West Bank. The results of the questionnaire have been compiled, encoded and processed statistically using the program of Statistical Package for the Social Sciences (SPSS). The results of the study show that the role of social studies curricula in enhancing the national belonging among students, from the perspective of social studies teachers, were weak according to the arithmetic average that has reached (2.25). Furthermore, the results indicate that there have been no differences in the views of teachers, regarding the topic of the social studies curricula, depending on the various variables such as sex, place of residence, academic qualification, and years of experience. The researcher recommends strengthening the national belonging by activating volunteering among students, celebrating national events inside and outside the school, and creating awareness of the national events within the students by transforming national days from ordinary days to occasions commemorated by them, in addition to acquiring media coverage. Consequently, there is a strong necessity to prepare pre-service teachers and train them for teaching in order to be able to raise students' awareness of the national belonging. In addition, graduate students will become more enlightened and thoughtful.

scholarly journals The Teacher's Role in Developing Student Social Attitudes

2020 ◽  
Vol 4 (3) ◽  
pp. 384
Author(s):  
Arsita Yunia Sarwono ◽  
Murtono Murtono ◽  
Eko Widianto
Keyword(s):  
Social Attitudes ◽  
Timely Manner ◽  
Social Attitude ◽  
Student Activities ◽  
Community Environment ◽  
Self Confidence ◽  
Analysis Technique ◽  
The Social ◽  
Data Collection Technique

Lack of social attitudes that students have will have an impact on students' unfavorable affective. This research aimed to analyze the role of teachers in developing students' social attitudes. This research was a qualitative research with a theoretical approach. The population in this study was all students of grade V at SD 2 Tenggeles, totaling 19 students. The data collection technique was carried out in 3 stages, namely observation, interview and documentation. The data analysis technique in this study used a variety of techniques (triangulation) and was carried out continuously to completion. The results of the analysis of students' social attitudes during the learning process found the findings of several aspects of social attitudes in students including honesty, discipline, responsibility, caring, polite and self-confidence. Social attitudes are observed through student activities in learning such as being honest in doing assignments independently and being responsible for assignments that have been given by the teacher which must be done in a timely manner. It can be concluded that the social attitude of students at SD 2 Tenggeles is fairly good. Thus, the role of the teacher in shaping students' social attitudes is very important to be applied in the daily life of students in the school, family, and community environment.

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 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

Sign in / Sign up

Export Citation Format

Share Document