scholarly journals Pedagogical Analysis of Teaching Social Studies: An Empirical Literature Review

2020 ◽  
Vol 3 (2) ◽  
Keyword(s):  
High Schools ◽  
Literature Review ◽  
Social Studies ◽  
Teaching And Learning ◽  
Controversial Issues ◽  
Education Service ◽  
Pedagogical Analysis ◽  
The Subject ◽  
Analysis Of Teaching ◽  
Pedagogical Methods

The primary objective of this paper is to do a critical literature review on the pedagogical analysis of teaching Social Studies. This paper reviewed aspects relating to the scope of Social Studies, factors affecting the teaching and learning of Social Studies concepts, the concept of teaching, motivation to teaching and learning, teaching methodologies and the pedagogical methods and strategies used in teaching Social Studies. Methodologically, students, teachers, policy makers and stakeholders in education were the focus of this study. The paper made used of secondary sources of information with the help of documents, published papers, archives, reports and books related to the subject under study. The review revealed that Social Studies subject is an integrated field of knowledge that cuts across disciplines. It was also revealed that the scope of Social Studies is unlimited, it also came to light that Social Studies is one of the least-liked subjects by students. Furthermore, the paper revealed that, the Ghana Education Service and other Colleges of higher education have issues with well-trained and competent teachers to handle the Social Studies subject and lastly the review revealed that some major factors that affect the teaching and learning of Social Studies are; the lack of meaning of concepts, lack of training in process skills, avoidance of controversial issues and limited shallow of content by some Social Studies teachers in the field of study. It is therefore recommended that the Government through the Ghana Education Service should recruit most-qualified and competent teachers to teach Social Studies in Senior High Schools and beyond. In addition, teachers who are well versed in teaching controversial issues must be engaged. The researcher also recommends that there is the need for a tripartite collaboration among the Ministry of Education, Ghana Education Service and other Non-governmental educational organizations to provide the needed teaching and learning materials for the teaching and learning of Social Studies. It is recommended that teachers should also employ different methodologies in teaching the subject. Lastly, the researcher recommends that the various pedagogical methods should be well combined and used to teach in order to help improve the attitude of students towards the learning of Social Studies in Senior High Schools and beyond.

scholarly journals Tolerance in the UAE Islamic Education Curriculum

2020 ◽  
Keyword(s):  
High Schools ◽  
Professional Learning ◽  
Teaching And Learning ◽  
Islamic Education ◽  
Societal Challenges ◽  
Learning Programs ◽  
Teacher Professional ◽  
International Climate ◽  
The Subject

Promoting the values of peace and tolerance within an international climate of turbulence and instability is an essential responsibility for governments and schools. Threats to tolerance include the circumstances of societal challenges, instabilities in the region, and the increasing risks of social media. Ways to nurture and instill tolerance through the subject of Islamic education in UAE high schools is a key concern. Through a case study of the written, taught, and learnt curriculum of UAE Islamic education, this paper investigates the teaching and learning of tolerance in UAE high schools. It provides recommendations on how Islamic education classes, built on an awareness of the Islamic value of tolerance as a foundational component, can be utilized for shaping educational experiences that promote open mindedness. Curriculum-aligned Islamic education resources need to be further developed and teacher professional learning programs should be launched to empower teachers to achieve this intended aim.

scholarly journals Supporting factors in the aqidah-akhlaq teaching and learning process (study at islamic senior high schools in West-South Aceh regions)

2019 ◽  
Vol 4 (2) ◽  
pp. 229-249
Author(s):  
Fedry Saputra
Keyword(s):  
High Schools ◽  
Learning Outcomes ◽  
Learning Process ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Research Subjects ◽  
Descriptive Research ◽  
Assessment Of Learning ◽  
The Subject

The subject of aqidah-akhlaq has a contribution in providing motivation to students to practice the values of religious belief (monotheism) and moral behavior in daily life. In this study, supporting factors in the implementation of the learning process of this subject at Islamic senior high schools (MAs) were the factors of the teachers and the environment. The research is concerned with, firstly the delivery of the teaching and learning process on the aqidah-akhlaq subject at MAs, and secondly the supporting factors of teachers in the learning process of the aqidah-akhlaq subject in MA students. This research used a qualitative approach with descriptive research method. Meanwhile, the data was collected through observation, interviews, and documentation. Research subjects were MA teachers who were in the West-South Aceh covering 5 regions: Aceh Jaya, West Aceh, Nagan Raya, Southwest Aceh, and South Aceh. The results showed that (1) there were several steps in the learning process carried out by the teachers, i.e. preparing lesson plans, delivering subject consisting of two aspects: firstly varied teaching methods and secondly varied learning media, conducting an assessment of learning outcomes, and performing follow-up efforts through individual approaches to deal with problematic students, and (2) in terms of supporting factors from both parents and society, it showed that some were supportive and some others did not care of their children.

METODE DISKUSI UNTUK MENINGKATKAN HASIL BELAJAR IPS SISWA KELAS VB SDN 007 PANIPAHAN

2017 ◽  
Vol 6 (2) ◽  
pp. 597
Author(s):  
Sudarmiati Sudarmiati
Keyword(s):  
Social Studies ◽  
Student Learning ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Student Learning Outcomes ◽  
Mean Value ◽  
Class V ◽  
The Subject ◽  
The Mean ◽  
Improve Student Learning

The background of this research is teaching and learning process in class V SDN 007 Panipahan in IPS subjects which is still dominated by teachers so that students become passive receive just the material given by the teacher and the learning result which not yet satisfy with the mean value under KKM. This study aims to determine whether there is influence of discussion methods, both individually and classically to the results of class V B on the subject of social studies in SDN 007 Panipahan. The study was conducted on 32 students consisting of 20 men and 12 women. Data were collected through observation by observer using observation sheet for discussion method data, and through postes unutuk data learning result. The results showed that the method of discussion can improve student learning outcomes, this is evidenced by: Student learning outcomes have increased, in the cycle I average learning outcomes obtained by students is 70.78. In the second cycle has increased with average learning outcome of 75.31. In addition, the classical completeness also increased on the percentage prasiklus student klasiskal completeness of 56.25%, in the first cycle reached 68.75%, in cycle II classical completeness reached 87.53%.

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 The Impact of COVID-19 Pandemic: Implications for Teaching Social Studies as Integrated Curriculum

2021 ◽  
pp. 24-30
Author(s):  
Vincent Mensah Minadzi
Keyword(s):  
Literature Review ◽  
Social Studies ◽  
Social Science ◽  
Integrated Curriculum ◽  
Human Life ◽  
Historical Background ◽  
Social Psychological ◽  
The Social ◽  
The Subject ◽  
The Impact

The purpose of the study was to examine the impacts of COVID-19 and its implications for teaching Social Studies as integrated curriculum. This was done through review of a number of articles relating to the COVID-19 pandemic as well as Social Studies as integrated discipline. Historical background and the effects of the pandemic specifically in Ghana have been outlined in the paper. Being integrated curriculum, the author argues that the pandemic offers unique opportunity for Social Studies educators and teachers of the subject to demonstrate their understanding of the concept of integration with respect to the impacts of the pandemic. There is no denying the fact that the pandemic had tremendous impacts on all facets of human life including economic, social, psychological, political, religious, and health. Based on the literature review, it is recommended that educators and teachers in the field of Social Studies should draw connection between the COVID-19 and the Social Science subjects. In so doing, it would promote wholistic understanding of the COVID-19 pandemic.

Tolerance in the UAE Islamic Education Curriculum

2020 ◽  
Author(s):  
Mariam Alhashmi ◽  
Naved Bakali
Keyword(s):  
High Schools ◽  
Professional Learning ◽  
Teaching And Learning ◽  
Islamic Education ◽  
Societal Challenges ◽  
Learning Programs ◽  
Teacher Professional ◽  
International Climate ◽  
The Subject

Promoting the values of peace and tolerance within an international climate of turbulence and instability is an essential responsibility for governments and schools. Threats to tolerance include the circumstances of societal challenges, instabilities in the region, and the increasing risks of social media. Ways to nurture and instill tolerance through the subject of Islamic education in UAE high schools is a key concern. Through a case study of the written, taught, and learnt curriculum of UAE Islamic education, this paper investigates the teaching and learning of tolerance in UAE high schools. It provides recommendations on how Islamic education classes, built on an awareness of the Islamic value of tolerance as a foundational component, can be utilized for shaping educational experiences that promote open mindedness. Curriculum-aligned Islamic education resources need to be further developed and teacher professional learning programs should be launched to empower teachers to achieve this intended aim.

scholarly journals Assessing How Social Studies Teachers in Senior High Schools Use Out-of-Door Activities in Their Teaching in Ho Municipality of Ghana

2021 ◽  
pp. 185-204
Author(s):  
Osumanu Sheik Jibililu
Keyword(s):  
High Schools ◽  
Social Studies ◽  
Mixed Method ◽  
Teaching And Learning ◽  
Social Studies Teachers ◽  
Ministry Of Education ◽  
Educational Value ◽  
Mixed Method Design ◽  
Curriculum Research ◽  
The Government

The study explored how social studies teachers in Senior High Schools in the Ho Municipality of Ghana use out-of-door activities in their teaching and learning methodology. Using a concurrent mixed method design, coupled with both convenience and purposive sampling techniques, a total of seventy (70) social studies teachers from fourteen (14) Senior High Schools in the Ho Municipality of Ghana were selected for this study. The instruments for data collection included both interview and questionnaire. Ultimately, the findings from this study revealed that most social studies teachers consider out-of-door activities in their teaching because of its educational value, despite the challenges they admitted to encountering. It was also revealed that social studies teachers do perceive out-of-door activities to be difficult to organize which affect their use of the technique in teaching. This study recommended that, in order to promote the use of out-of-door activities in the teaching and learning of social studies, the government through the Ministry of Education, Ghana Education Service (G.E.S) and Curriculum Research and Development Division (CRDD) should make funds available for senior high schools to organize out-of-door activities, specifically, in the teaching and learning of social studies to enhance students' understanding. Again, the government through the Ministry of Education and G.E.S, should advise heads of institutions to support and encourage teachers, particularly, social studies teachers to embark on out-of-door activities within and outside their school community to boost students' understanding of the concept that is mostly abstract in nature.

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