social studies teachers

Instilling a sense of responsibility is a fundamental component of character education, particularly when the values taught at school are not fully reflected in students behavior. This issue has been observed at SMP Sepuluh Nopember Sidoarjo, specifically regarding the fulfillment of academic tasks and obligations, adherence to school rules, and students’ awareness of their own actions. This study aims to describe and analyze how a sense of responsibility is fostered through learning contracts and morning routines. A descriptive qualitative approach was employed. Data were collected via non-participant observation, in-depth interviews, and document analysis. Participants were selected through purposive sampling and included the vice-principal for academic affairs, the vice-principal for student affairs, social studies teachers, and eighth-grade students. Data analysis followed the Miles and Huberman model, encompassing data collection, reduction, presentation, conclusion drawing, and verification. Data credibility was ensured through triangulation and participant validation. The findings indicate that learning contracts instill academic responsibility by establishing agreements regarding rules, assignment deadlines, and the consequences of non-compliance. Simultaneously, morning routines provide students with opportunities to develop a sense of responsibility through structured activities, such as morning prayers (duha), morning prayes, Quran recitation review and calisthenics. These two strategies complement each other in promoting the fulfillment of obligations and commitments, as well as enhancing student self-awareness. Because the development of a sense of responsibility varies among students, it requires ongoing support and encouragement. ABSTRAK Penanaman karakter tanggung jawab merupakan bagian penting dalam pendidikan karakter, terutama nilai-nilai yang ditanamkan di sekolah belum sepenuhnya tercermin dalam perilaku peserta didik. Permasalahan tersebut ditemukan di SMP Sepuluh Nopember Sidoarjo, khususnya dalam pelaksanaan tugas dan kewajiban pembelajaran, kepatuhan terhadap aturan, serta kesadaran peserta didik dalam bertindak. Penelitian ini bertujuan untuk mendeskripsikan dan menganalisis implementasi penanaman karakter tanggung jawab melalui kontrak belajar dan pembiasaan pagi. Penelitian menggunakan pendekatan kualitatif dengan jenis deskriptif. Data diperoleh melalui observasi non-partisipatif, wawancara mendalam, dan dokumentasi. Informasi dipilih menggunakan teknik purposive sampling, meliputi Wakil Kepala Sekolah bidang Kurikulum, Wakil Kepala Sekolah bidang Kesiswaan, guru mata pelajaran IPS dan peserta didik kelas VIII. Analisis data menggunakan model Miles dan Huberman melalui tahapan pengumpulan data, reduksi data, penyajian data, serta penarikan kesimpulan dan verifikasi. Kredibilitas data diperiksa melalui triangulasi dan member check. Hasil penelitian menunjukkan bahwa kontrak belajar menanamkan tanggung jawab akademik melalui kesepakatan mengenai aturan, batas waktu pengumpulan tugas dan konsekuensi pelanggaran. Sementara itu pembiasaan pagi memberikan kesempatan kepada peserta didik untuk mempraktikkan tanggung jawab melalui kegiatan terjadwal, seperti salat duha, doa pagi, murajaah, dan senam. Kedua strategi tersebut saling melengkapi dalam mendukung pelaksanaan kewajiban, kepatuhan terhadap kesepakatan, serta kesadaran peserta didik. Perkembangan karakter tanggung jawab belum merata sehingga memerlukan pendampingan dan penguatan secara berkelanjutan.

ایجاد حس مسئولیت‌پذیری، به‌ویژه زمانی که ارزش‌های آموزش‌داده‌شده در مدرسه به‌طور کامل در رفتار دانش‌آموزان منعکس نمی‌شود، جزء اساسی آموزش شخصیت است. این مسئله در مدرسه متوسطه اول ده نوامبر سیدوارجو، به‌ویژه در زمینه انجام تکالیف و وظایف تحصیلی، پایبندی به قوانین مدرسه و آگاهی دانش‌آموزان از اعمال خود مشاهده شده است. هدف این مطالعه توصیف و تحلیل چگونگی پرورش حس مسئولیت‌پذیری از طریق قراردادهای یادگیری و روتین‌های صبحگاهی است. از یک رویکرد توصیفی-کیفی استفاده شد. داده‌ها از طریق مشاهده غیرمشارکتی، مصاحبه‌های عمیق و تحلیل اسناد جمع‌آوری شدند. شرکت‌کنندگان با استفاده از نمونه‌گیری هدفمند انتخاب شدند و شامل معاون آموزشی، معاون پرورشی، معلمان علوم اجتماعی و دانش‌آموزان پایه هشتم بودند. تحلیل داده‌ها بر اساس مدل مایلز و هیبرمن، شامل جمع‌آوری داده‌ها، کاهش داده‌ها، ارائه داده‌ها، نتیجه‌گیری و اعتبارسنجی بود. اعتبار داده‌ها از طریق سه‌گانه‌سازی و اعتبارسنجی با مشارکت‌کنندگان تضمین شد. یافته‌ها نشان می‌دهد که قراردادهای یادگیری با ایجاد توافق‌هایی در مورد قوانین، مهلت تحویل تکالیف و پیامدهای عدم پایبندی، مسئولیت‌پذیری تحصیلی را در دانش‌آموزان تقویت می‌کنند. همزمان، روتین‌های صبحگاهی فرصت‌هایی را برای پرورش حس مسئولیت‌پذیری از طریق فعالیت‌های ساختاریافته مانند نماز صبح، اذان صبح، مرور قرآن و ورزش صبحگاهی در اختیار دانش‌آموزان قرار می‌دهند. این دو استراتژی در ترویج انجام وظایف و تعهدات و همچنین افزایش خودآگاهی دانش‌آموزان مکمل یکدیگر هستند. از آنجا که توسعه حس مسئولیت‌پذیری در میان دانش‌آموزان متفاوت است، نیاز به حمایت و تشویق مستمر دارد.

Academic achievement in higher education is associated not only with individual and instructional factors but also with students' social environment. However, evidence on peer environments among Social Studies Education students in Indonesia remains limited, particularly regarding how peer interactions are experienced in academic contexts. This study examines the relationship between peer environment and academic achievement among pre-service Social Studies teachers at the Social Studies Education Study Program, Faculty of Education and Teacher Training, State Islamic University of Maulana Malik Ibrahim Malang. A sequential explanatory mixed-methods design was used. The quantitative phase involved 220 students from a population of 488 students in the 2023, 2024, and 2025 cohorts and was analyzed using PLS-SEM. The qualitative phase involved semi-structured interviews with 15 students selected purposively from the quantitative phase. The quantitative results indicated a positive and statistically significant association between peer environment and academic achievement (β = 0.145; t = 2.123; p = 0.034), although the effect size was small (f² = 0.014) and the model explained 1.5% of the variance in academic achievement (R² = 0.015). The qualitative findings identified four themes: academic behavior modeling, socio-academic support, group learning norms, and positive competitive drive. Together, the findings suggest that peer environment is a contextual factor associated with academic achievement through students' academic behaviors and interactions, rather than a dominant determinant of GPA. The study extends the application of Peer Influence Theory to pre-service Social Studies teacher education by highlighting the academic orientation and quality of peer interactions.

The study aimed to find whether differences exist in the perspective of teachers towards online learning when grouped according to profile. Specifically, the study endeavored to describe the profile of the respondents in terms of age, gender, civil status, and educational attainment; determine the extent of teachers’ perspective towards online learning in the areas of access, interaction, response, and results; ascertain the level of teachers’ preparedness towards online learning in teaching social studies; and find out whether a significant difference exists in the preparedness of teachers towards online learning when grouped according to age, gender, civil status, and educational attainment. The study was conducted among the national high schools in the Division of Malaybalay City, Bukidnon for the School Year 2020-2021. A total of 96 Social Studies teachers were drawn from (6) national schools through purposive sampling. To gather relevant information needed for the study, the researcher adopted the questionnaire developed by Larsen (2012) and Lichoro (2015). Descriptive statistics such as frequency, percentage, mean, standard deviation, t-test, and analysis of variance were used to treat the data. The majority of the teachers were in middle adulthood and were predominantly female. It is further revealed that most of them were single and bachelor’s degree holders. Access and interaction were observed in great extent, while responses and results were demonstrated in moderate extent, suggesting that the teachers’ perspective towards online learning showed certainty in the way they take online learning as a learning platform in this pandemic period. Similarly, teachers’ preparedness towards online learning yielded positive results in all indicators, implying that teachers consider online learning as a powerful tool for them to teach and support the learning of the students in response to the COVID-19 pandemic. There was a significant difference in the preparedness of teachers when they were grouped according to age, where younger teachers are construed to be ready for this kind of learning delivery, while sex, civil status, and educational attainment did not show significant differences. This means that regardless of their characteristics in these three variables, their preparedness for online learning is the same. Thus, school administrators have to consider teachers to acquire new skills, sharpen existing ones, perform better, increase productivity and be better teachers in this new way of approaching learning.

Economics learning at the junior high school level plays a strategic role in building students' economic literacy, yet national and international assessment data indicate a declining trend in the literacy and engagement of Indonesian students. This study aims to describe the actual conditions of economics learning in junior high schools in Jakarta, covering teachers' instructional backgrounds, the characteristics of circulating teaching modules, and student engagement patterns, as an empirical foundation for model development. A descriptive qualitative design was applied. Data were collected through semi-structured interviews with social studies teachers and students, classroom observation, and document analysis of circulating economics teaching modules, then analysed using the interactive model of Miles, Huberman, and Saldana with source and technique triangulation. The findings show that most social studies teachers do not hold an economics education background, that most modules neither scaffold mastery experience gradually nor address the physiological-emotional dimension of learning, and that behavioural, emotional, cognitive, and agentic engagement indicators appear only sporadically. These conditions provide the rational basis for six characteristics of the Student Engagement Project-Based Learning model, namely contextual economic problems, project activity, collaboration, student autonomy, graduated scaffolding, and structured reflection.

یادگیری اقتصاد در سطح مدارس متوسطه اول نقش راهبردی در ارتقای سواد اقتصادی دانش‌آموزان ایفا می‌کند، با این حال داده‌های ارزیابی‌های ملی و بین‌المللی نشان‌دهنده روند کاهشی در سواد و درگیری دانش‌آموزان اندونزیایی است. هدف این پژوهش توصیف شرایط واقعی یادگیری اقتصاد در مدارس متوسطه اول شهر جاکارتا، شامل پیشینه آموزشی معلمان، ویژگی‌های ماژول‌های آموزشی رایج و الگوهای درگیری دانش‌آموزان، به‌عنوان بنیان تجربی برای توسعه مدل است. این پژوهش با رویکرد کیفی توصیفی انجام شده است. داده‌ها از طریق مصاحبه‌های نیمه‌ساختاریافته با معلمان مطالعات اجتماعی و دانش‌آموزان، مشاهده کلاسی و تحلیل اسناد ماژول‌های آموزش اقتصاد جمع‌آوری و با استفاده از مدل تعاملی Miles، Huberman و Saldana و از طریق مثلث‌سازی منبع و روش تحلیل شدند. یافته‌ها نشان می‌دهد که اکثر معلمان مطالعات اجتماعی دارای پیشینه تحصیلی در آموزش اقتصاد نیستند، اغلب ماژول‌ها تجربه تسلط تدریجی را پشتیبانی نمی‌کنند و به بعد فیزیولوژیک-هیجانی یادگیری نمی‌پردازند و شاخص‌های درگیری رفتاری، هیجانی، شناختی و عاملیت دانش‌آموزان تنها به‌صورت پراکنده مشاهده می‌شود. این شرایط مبنای منطقی برای شش ویژگی مدل یادگیری مبتنی بر پروژه با محوریت درگیری دانش‌آموز را فراهم می‌کند که عبارت‌اند از: مسائل اقتصادی زمینه‌ای، فعالیت پروژه‌ای، همکاری، خودمختاری دانش‌آموز، پله‌پله بودن حمایت آموزشی و بازتاب ساختاریافته.