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This study aims to describe and analyze various forms of lexical errors found in the observation report texts in Indonesian language textbooks for eighth-grade junior high school students, as well as identify inappropriate diction based on categories such as connotative, denotative, formal, informal, general, specific, and borrowed foreign words. The research utilized a qualitative descriptive linguistic analysis of three authentic and representative observation report texts. The findings indicate numerous lexical errors, including the use of foreign terms without equivalents, redundant synonyms, and words inappropriate for formal or scientific contexts. These errors potentially reduce communication effectiveness, disrupt message clarity, and affect language correctness within the texts. If left uncorrected, such errors may cause ambiguities and hinder students’ comprehension of the reports objectively and accurately. Suggested corrections include selecting precise, specific words aligned with Indonesian language norms and employing neutral, objective language to facilitate student understanding and strengthen the educational value of the textbook. These findings provide valuable references for developing quality teaching materials and enhancing teachers’ and authors’ competencies in crafting effective, standards-compliant texts. This research is expected to offer practical and theoretical benefits, ultimately improving the overall language learning process in educational settings.

This study aims to describe and analyze various forms of lexical errors found in the observation report texts in Indonesian language textbooks for eighth-grade junior high school students, as well as identify inappropriate diction based on categories such as connotative, denotative, formal, informal, general, specific, and borrowed foreign words. The research utilized a qualitative descriptive linguistic analysis of three authentic and representative observation report texts. The findings indicate numerous lexical errors, including the use of foreign terms without equivalents, redundant synonyms, and words inappropriate for formal or scientific contexts. These errors potentially reduce communication effectiveness, disrupt message clarity, and affect language correctness within the texts. If left uncorrected, such errors may cause ambiguities and hinder students’ comprehension of the reports objectively and accurately. Suggested corrections include selecting precise, specific words aligned with Indonesian language norms and employing neutral, objective language to facilitate student understanding and strengthen the educational value of the textbook. These findings provide valuable references for developing quality teaching materials and enhancing teachers’ and authors’ competencies in crafting effective, standards-compliant texts. This research is expected to offer practical and theoretical benefits, ultimately improving the overall language learning process in educational settings.

This study aims to find out: (1) The effect of the application of the DLDPF model on improving TDBI writing proficiency; (2) Differences between student learning outcomes with the DLDPF model and without DLDPF; and (3) Student obstacles in the application of the DLDPF model. The design of this study is a pseudo-experiment with a non-equivalent comparison group design scheme. The researcher used a nonprobability sampling technique in the form of total sampling. The instruments used in this study are tests and questionnaires. The test instrument is in the form of an essay test with four aspects of assessment criteria (content, organization, grammar, and vocabulary). There are also document study instruments and semi-open questionnaires with the Likert Scale. The results of the study revealed the following findings. First, the results of the paired sample test showed a sig. (2-tailed) of 0.00 < 0.05 which means that there is a significant influence of the application of the DLDPF model on the improvement of TDBI writing proficiency. Second, the results of the independent sample t-test showed a sig. (2-tailed) of 0.00 < 0.05 which means that the application of the DLDPF model has a significant impact on improving TDBI writing proficiency. In addition, the experimental class has an N-gain score of 0.59 which means it has a moderate level of improvement. The control class has an N-gain score of 0.24 which means it has a low level of improvement. In other words, it shows that there is a difference between student learning outcomes with the DLDPF model and student learning outcomes with no DLDPF model. And third, respondents showed few obstacles in the application of the DLDPF model, including: (1) Most of the respondents (70.53%) did not experience linguistic barriers; and (2) Most respondents (70%) did not experience nonlinguistic barriers.

This study aims to find out: (1) The effect of the application of the DLDPF model on improving TDBI writing proficiency; (2) Differences between student learning outcomes with the DLDPF model and without DLDPF; and (3) Student obstacles in the application of the DLDPF model. The design of this study is a pseudo-experiment with a non-equivalent comparison group design scheme. The researcher used a nonprobability sampling technique in the form of total sampling. The instruments used in this study are tests and questionnaires. The test instrument is in the form of an essay test with four aspects of assessment criteria (content, organization, grammar, and vocabulary). There are also document study instruments and semi-open questionnaires with the Likert Scale. The results of the study revealed the following findings. First, the results of the paired sample test showed a sig. (2-tailed) of 0.00 < 0.05 which means that there is a significant influence of the application of the DLDPF model on the improvement of TDBI writing proficiency. Second, the results of the independent sample t-test showed a sig. (2-tailed) of 0.00 < 0.05 which means that the application of the DLDPF model has a significant impact on improving TDBI writing proficiency. In addition, the experimental class has an N-gain score of 0.59 which means it has a moderate level of improvement. The control class has an N-gain score of 0.24 which means it has a low level of improvement. In other words, it shows that there is a difference between student learning outcomes with the DLDPF model and student learning outcomes with no DLDPF model. And third, respondents showed few obstacles in the application of the DLDPF model, including: (1) Most of the respondents (70.53%) did not experience linguistic barriers; and (2) Most respondents (70%) did not experience nonlinguistic barriers.

This study aims to analyze the errors in the use of the numerals "er" and "liang" by class VII students of SMP Wahidin in the academic year 2023/2024. This study uses a qualitative research method with elicitation and interview techniques to describe the types of errors and factors causing errors made by class VII students of SMP Wahidin in the academic year 2023/2024. The results of the data analysis prove that students still make many mistakes in using the numerals "er" and "liang". The types of errors made by class VII students of SMP Wahidin when using the numerals "er" and "liang" consist of 178 selection errors, 80 sequencing errors, 4 addition errors and 2 subtraction errors. While the factors causing errors consist of mother tongue interference as many as 12 people, lack of discussion of the material as many as 2 people, Mandarin language learning strategies as many as 2 people and teachers who are not serious in teaching as many as 8 people.

This study aims to analyze the errors in the use of the numerals "er" and "liang" by class VII students of SMP Wahidin in the academic year 2023/2024. This study uses a qualitative research method with elicitation and interview techniques to describe the types of errors and factors causing errors made by class VII students of SMP Wahidin in the academic year 2023/2024. The results of the data analysis prove that students still make many mistakes in using the numerals "er" and "liang". The types of errors made by class VII students of SMP Wahidin when using the numerals "er" and "liang" consist of 178 selection errors, 80 sequencing errors, 4 addition errors and 2 subtraction errors. While the factors causing errors consist of mother tongue interference as many as 12 people, lack of discussion of the material as many as 2 people, Mandarin language learning strategies as many as 2 people and teachers who are not serious in teaching as many as 8 people.

One of the most important aspects of formal and informal education in educational institutions is character education. Two types of character that should be formed are discipline and responsibility. Possession of discipline and responsibility are highly valued qualities, as character plays an important role in one's daily social interactions. Helping, grouping, and socializing are all included in it. Character development throughout human life as a whole is closely linked to the process of learning and self-formation. Character development can be achieved in the context of family, school, and the environment, which includes communities and groups. The objectives of this study are to (1) describe the teacher's approach in teaching social studies class VIII SMP Negeri 1 Kunjang Kediri that instills the character values of discipline and responsibility. (2) Determine what motivates and what hinders educators to foster the character values of discipline and responsibility in their students through social studies learning in class VIII A of SMP Negeri 1 Kunjang Kediri. (3) To find out the results of social studies learning techniques used to build character values of discipline and responsibility in students of class VIII A SMP Negeri 1 Kunjang Kediri. A descriptive qualitative approach was used in this study. In collecting data, the methods used were observation, interviews, and documentation. The Miles and Huberman approach was used in the design of this research, which used descriptive analysis techniques through three stages: data reduction, data display, and conclusion drawing. Triangulation of data sources was used in assessing the validity of the data. The teachers and students of SMP Negeri 1 Kunjang Kediri became the research subjects. Based on the data analysis, the following conclusions were obtained: 1) Motivation and exemplary teachers, active involvement of students in learning, self-habituation, and sanctioning violations are strategies used by social studies teachers at SMP Negeri 1 Kunjang Kediri, 2) Strong motivation, family support, school regulations, and the environment are the driving factors faced by social studies teachers at SMP Negeri 1 Kunjang Kediri in instilling the character values of discipline and responsibility to students. Meanwhile, the unsupportive atmosphere and students' lack of willingness to learn make them less effective learners are the inhibiting factors. In this case, the teacher's duties have been carried out in accordance with their responsibilities as educators, motivators, mentors, and assessors. 3) The results of the social studies teacher's strategy in the implementation of cultivating the character of discipline and responsibility for students in grade VIII through motivating activities, students become enthusiastic in discipline and responsibility for the mandate carried out, namely as students. Through exemplary, students have successfully applied and instilled forms of discipline and responsibility in terms of dress, time, and duties through their active participation in classroom learning. This is indicated by students' active participation in discussions, students' activeness in completing and collecting assignments given by the teacher, students' enthusiasm for learning that is always high, self-habituation that has been applied by social studies teachers, the ability of social studies teachers to train students to be more disciplined and responsible in terms of worship, students' habits to help others and parents, and the appearance of disciplined and responsible students, by making efforts to impose sanctions on students who commit violations so that they do not repeat them again and encourage them to be more aware of their obligations as students.

One of the most important aspects of formal and informal education in educational institutions is character education. Two types of character that should be formed are discipline and responsibility. Possession of discipline and responsibility are highly valued qualities, as character plays an important role in one's daily social interactions. Helping, grouping, and socializing are all included in it. Character development throughout human life as a whole is closely linked to the process of learning and self-formation. Character development can be achieved in the context of family, school, and the environment, which includes communities and groups. The objectives of this study are to (1) describe the teacher's approach in teaching social studies class VIII SMP Negeri 1 Kunjang Kediri that instills the character values of discipline and responsibility. (2) Determine what motivates and what hinders educators to foster the character values of discipline and responsibility in their students through social studies learning in class VIII A of SMP Negeri 1 Kunjang Kediri. (3) To find out the results of social studies learning techniques used to build character values of discipline and responsibility in students of class VIII A SMP Negeri 1 Kunjang Kediri. A descriptive qualitative approach was used in this study. In collecting data, the methods used were observation, interviews, and documentation. The Miles and Huberman approach was used in the design of this research, which used descriptive analysis techniques through three stages: data reduction, data display, and conclusion drawing. Triangulation of data sources was used in assessing the validity of the data. The teachers and students of SMP Negeri 1 Kunjang Kediri became the research subjects. Based on the data analysis, the following conclusions were obtained: 1) Motivation and exemplary teachers, active involvement of students in learning, self-habituation, and sanctioning violations are strategies used by social studies teachers at SMP Negeri 1 Kunjang Kediri, 2) Strong motivation, family support, school regulations, and the environment are the driving factors faced by social studies teachers at SMP Negeri 1 Kunjang Kediri in instilling the character values of discipline and responsibility to students. Meanwhile, the unsupportive atmosphere and students' lack of willingness to learn make them less effective learners are the inhibiting factors. In this case, the teacher's duties have been carried out in accordance with their responsibilities as educators, motivators, mentors, and assessors. 3) The results of the social studies teacher's strategy in the implementation of cultivating the character of discipline and responsibility for students in grade VIII through motivating activities, students become enthusiastic in discipline and responsibility for the mandate carried out, namely as students. Through exemplary, students have successfully applied and instilled forms of discipline and responsibility in terms of dress, time, and duties through their active participation in classroom learning. This is indicated by students' active participation in discussions, students' activeness in completing and collecting assignments given by the teacher, students' enthusiasm for learning that is always high, self-habituation that has been applied by social studies teachers, the ability of social studies teachers to train students to be more disciplined and responsible in terms of worship, students' habits to help others and parents, and the appearance of disciplined and responsible students, by making efforts to impose sanctions on students who commit violations so that they do not repeat them again and encourage them to be more aware of their obligations as students.

This study, utilizing MindMeister, aims to examine the impact of using the mind mapping technique on the ability of 7th-grade students at SMP Negeri 1 Parbuluan to retell the content of a narrative text they have read. The research population consisted of 172 7th-grade students, with a sample size of 56 students divided into two groups: a control class and an experimental class, each comprising 28 students. The research employed a quantitative method with a true experimental design. The research instrument was a performance test, and the data were analyzed using a t-test. Based on the results, the average score of students’ ability to narrate the content of a narrative text using the close reading technique was 62.21, with a standard deviation of 6.33, which falls into the “poor” category. Meanwhile, the students’ ability to retell the narrative text using the mind mapping technique with the assistance of MindMeister was 80.07, categorized as “good,” with a standard deviation of 5.48. The data indicated an improvement in the average scores between the control class, which used the intensive reading technique, and the experimental class, which applied the mind mapping technique. Through hypothesis testing, it was found that Thitung > Ttabel, thus rejecting H0 and accepting H1. This means that the use of the mind mapping technique with the help of MindMeister positively influences the ability of 7th-grade students at SMP Negeri 1 Parbuluan to retell narrative texts.

This study, utilizing MindMeister, aims to examine the impact of using the mind mapping technique on the ability of 7th-grade students at SMP Negeri 1 Parbuluan to retell the content of a narrative text they have read. The research population consisted of 172 7th-grade students, with a sample size of 56 students divided into two groups: a control class and an experimental class, each comprising 28 students. The research employed a quantitative method with a true experimental design. The research instrument was a performance test, and the data were analyzed using a t-test. Based on the results, the average score of students’ ability to narrate the content of a narrative text using the close reading technique was 62.21, with a standard deviation of 6.33, which falls into the “poor” category. Meanwhile, the students’ ability to retell the narrative text using the mind mapping technique with the assistance of MindMeister was 80.07, categorized as “good,” with a standard deviation of 5.48. The data indicated an improvement in the average scores between the control class, which used the intensive reading technique, and the experimental class, which applied the mind mapping technique. Through hypothesis testing, it was found that Thitung > Ttabel, thus rejecting H0 and accepting H1. This means that the use of the mind mapping technique with the help of MindMeister positively influences the ability of 7th-grade students at SMP Negeri 1 Parbuluan to retell narrative texts.

The ability to write news texts for class VIII middle school students is still low. This problem was discovered based on observations when researchers talked to students at class VIII of SMP Negeri 1 Ngamprah, they did not understand the steps that had to be taken when writing news. In the learning process, teachers still use the lecture method, this makes students less active and tend to be passive when the teaching and learning process is taking place between the teacher and students. The learning model that can be a solution to this problem is the Group Investigation model assisted by broadcasts as a learning medium. The aim of this research is to determine students' responses to the application of the Group Investigation learning model assisted by podcasts in news text writing activities. This research uses a qualitative descriptive method with a research instrument in the form of a questionnaire. The results show an average of 63.83% included in the "Good" category.    

The ability to write news texts for class VIII middle school students is still low. This problem was discovered based on observations when researchers talked to students at class VIII of SMP Negeri 1 Ngamprah, they did not understand the steps that had to be taken when writing news. In the learning process, teachers still use the lecture method, this makes students less active and tend to be passive when the teaching and learning process is taking place between the teacher and students. The learning model that can be a solution to this problem is the Group Investigation model assisted by broadcasts as a learning medium. The aim of this research is to determine students' responses to the application of the Group Investigation learning model assisted by podcasts in news text writing activities. This research uses a qualitative descriptive method with a research instrument in the form of a questionnaire. The results show an average of 63.83% included in the "Good" category.    

The title of this thesis is Profile of Study Habits of Class VII A Students of SMPK Sancta Familia Kupang for the 2022/2023 Academic Year. The problems in this study are: 1) What is the profile of study habits of grade VIIA students of SMPK Sancta Familia Kupang for the 2022/2023 academic year? 2) What are the implications of the study habit profile of grade VIIA students of SMPK Sancta Familia Kupang for the 2022/2023 academic year for the tutoring program? The purpose of the study was to find out: 1) Profile of study habits of grade VIIA students of SMPK Sancta Familia Kupang for the 2022/2023 academic year, 2) Implications of the profile of study habits of grade VIIA students of SMPK Sancta Familia Kupang for the 2022/2023 academic year, for the tutoring program. This research method uses quantitative descriptive methods with data collection tools in the form of questionnaires of student study habits. The population and sample of this study are 26 students of grade VII A SMPK Sancta Familia Kupang for the 2022/2023 academic year. The data analysis technique used is central trend analysis. The results of the analysis of research data showed that the average study habits of 140.9730 students were in the range of 120-155 scores, classified as high. It can be interpreted that grade VII A students of SMPK Sancta Familia Kupang for the 2022/2023 academic year have good study habits. This can be seen through student attitudes, namely making study schedules and their implementation, reading and taking notes, completing assignments, how to follow lessons, how to study groups, how to study independently at home. Based on the results of this study, researchers provide advice to: 1) Head Schools are expected to maintain and improve cooperation with BK teachers, facilitate and support all tutoring program designs in schools to be carried out properly in order to maintain good student learning habits. 2) Guidance Teachers Guidance counselors are expected to design and develop tutoring programs to maintain good student study habits. 3) Students are expected to actively utilize tutoring activities carried out by BK teachers to maintain good student study habits.

The title of this thesis is Profile of Study Habits of Class VII A Students of SMPK Sancta Familia Kupang for the 2022/2023 Academic Year. The problems in this study are: 1) What is the profile of study habits of grade VIIA students of SMPK Sancta Familia Kupang for the 2022/2023 academic year? 2) What are the implications of the study habit profile of grade VIIA students of SMPK Sancta Familia Kupang for the 2022/2023 academic year for the tutoring program? The purpose of the study was to find out: 1) Profile of study habits of grade VIIA students of SMPK Sancta Familia Kupang for the 2022/2023 academic year, 2) Implications of the profile of study habits of grade VIIA students of SMPK Sancta Familia Kupang for the 2022/2023 academic year, for the tutoring program. This research method uses quantitative descriptive methods with data collection tools in the form of questionnaires of student study habits. The population and sample of this study are 26 students of grade VII A SMPK Sancta Familia Kupang for the 2022/2023 academic year. The data analysis technique used is central trend analysis. The results of the analysis of research data showed that the average study habits of 140.9730 students were in the range of 120-155 scores, classified as high. It can be interpreted that grade VII A students of SMPK Sancta Familia Kupang for the 2022/2023 academic year have good study habits. This can be seen through student attitudes, namely making study schedules and their implementation, reading and taking notes, completing assignments, how to follow lessons, how to study groups, how to study independently at home. Based on the results of this study, researchers provide advice to: 1) Head Schools are expected to maintain and improve cooperation with BK teachers, facilitate and support all tutoring program designs in schools to be carried out properly in order to maintain good student learning habits. 2) Guidance Teachers Guidance counselors are expected to design and develop tutoring programs to maintain good student study habits. 3) Students are expected to actively utilize tutoring activities carried out by BK teachers to maintain good student study habits.

The problem in this research is whether the application of role playing techniques through group guidance is effective in increasing the self-esteem of class IX A students at SMPK St. Yoseph Noelbaki for the 2023/2024 academic year? The aim of this research is to determine the effectiveness of applying role playing techniques through group guidance to increase the self-esteem of class IX A students at SMPK St. Yoseph Noelbaki Kupang 2023/2024 academic year The method used in this research is quantitative descriptive using pre-experimental design (one-group pretest-posttest design). The instruments used in this research were a self-esteem questionnaire and guidelines for implementing role playing techniques. The data analysis technique uses the t test formula. The results of data analysis show that the t_count value is 33.4268, while the t_table value at the 5% significance level is 2.132. Thus, the t_count>t_table value, this shows that the role playing technique through group guidance is effective in increasing the self-esteem of class IX A students at SMPK St. Yoseph Noelbaki Kupang 2023/2024 academic year. Based on the results of this research, the researcher provides suggestions to: 1) The Principal is expected to further increase collaboration with Guidance and Counseling teachers in the implementation of role playing techniques through group guidance in order to help increase students' self-esteem. 2) Guidance and Counseling Teachers are expected to continuously carry out activities applying role playing techniques through group guidance to increase students' self-esteem. 3) Students are expected to actively participate in participating in activities applying role playing techniques through group guidance to increased self-esteem.

The problem in this research is whether the application of bibliotherapy techniques through individual counseling is effective for improving the self-concept of class VIII A students at SMPK St. Yoseph Noelbaki for the 2023/2024 academic year? The aim of this research is to determine the effectiveness of applying bibliotherapy techniques through individual counseling to improve the self-concept of class VIII students at ASMPK St. Yoseph Noelbaki for the 2023/2024 academic year. The method used in this research is quantitative descriptive with pre-experimental design (one-group pretest-posttest design). The research instruments used were a self-concept questionnaire and guidelines for implementing bibliotherapy techniques. The t test formula is used by research when analyzing data. The analysis results show that the t_count value is 88.75, while the t_table value at the 5% significance level is 12.71 (t_count > t_(table)). This shows that the application of bibliotherapy techniques through individual counseling is effective for improving the self-concept of class VIII A students at SMPK St. Yoseph Noelbaki for the 2023/2024 academic year. Based on the results of this research, the researcher provides suggestions to: 1) The principal is expected to better coordinate and support the entire BK program so that it is implemented well in order to help students improve their self-concept. 2) Guidance and Guidance Teachers are expected to continuously provide individual counseling services using bibliotherapy techniques to improve students' self-concept. 3) Students are expected to actively participate in individual counseling using bibliotherapy techniques carried out by guidance and counseling teachers to improve students' self-concept.

The problem in this research is whether the application of bibliotherapy techniques through individual counseling is effective for improving the self-concept of class VIII A students at SMPK St. Yoseph Noelbaki for the 2023/2024 academic year? The aim of this research is to determine the effectiveness of applying bibliotherapy techniques through individual counseling to improve the self-concept of class VIII students at ASMPK St. Yoseph Noelbaki for the 2023/2024 academic year. The method used in this research is quantitative descriptive with pre-experimental design (one-group pretest-posttest design). The research instruments used were a self-concept questionnaire and guidelines for implementing bibliotherapy techniques. The t test formula is used by research when analyzing data. The analysis results show that the t_count value is 88.75, while the t_table value at the 5% significance level is 12.71 (t_count > t_(table)). This shows that the application of bibliotherapy techniques through individual counseling is effective for improving the self-concept of class VIII A students at SMPK St. Yoseph Noelbaki for the 2023/2024 academic year. Based on the results of this research, the researcher provides suggestions to: 1) The principal is expected to better coordinate and support the entire BK program so that it is implemented well in order to help students improve their self-concept. 2) Guidance and Guidance Teachers are expected to continuously provide individual counseling services using bibliotherapy techniques to improve students' self-concept. 3) Students are expected to actively participate in individual counseling using bibliotherapy techniques carried out by guidance and counseling teachers to improve students' self-concept.

The problem in this research is whether the application of role playing techniques through group guidance is effective in increasing the self-esteem of class IX A students at SMPK St. Yoseph Noelbaki for the 2023/2024 academic year? The aim of this research is to determine the effectiveness of applying role playing techniques through group guidance to increase the self-esteem of class IX A students at SMPK St. Yoseph Noelbaki Kupang 2023/2024 academic year The method used in this research is quantitative descriptive using pre-experimental design (one-group pretest-posttest design). The instruments used in this research were a self-esteem questionnaire and guidelines for implementing role playing techniques. The data analysis technique uses the t test formula. The results of data analysis show that the t_count value is 33.4268, while the t_table value at the 5% significance level is 2.132. Thus, the t_count>t_table value, this shows that the role playing technique through group guidance is effective in increasing the self-esteem of class IX A students at SMPK St. Yoseph Noelbaki Kupang 2023/2024 academic year. Based on the results of this research, the researcher provides suggestions to: 1) The Principal is expected to further increase collaboration with Guidance and Counseling teachers in the implementation of role playing techniques through group guidance in order to help increase students' self-esteem. 2) Guidance and Counseling Teachers are expected to continuously carry out activities applying role playing techniques through group guidance to increase students' self-esteem. 3) Students are expected to actively participate in participating in activities applying role playing techniques through group guidance to increased self-esteem.

The use of documentary video learning media can have a positive impact on the learning process, especially the understanding of complex concepts and their application in everyday life. Documentary videos can provide a deeper perspective and insight into real life, so it can be a window or tool to better see and understand real life. In this study, documentary videos have been evaluated in the context of Social Studies learning at the junior high school level. The literature review method was used to analyze various aspects of the use of documentary video learning media, including its impact on concept understanding and application in daily life. The results of this literature review provide an in-depth understanding of the factors that support the effectiveness of documentary video learning media, such as good design, content relevance, and instructional support. However, it also identifies some constraints, including the limited accessibility of technology and the need for teacher support in effective implementation. Thus, the findings from this study provide a strong basis for recommending the implementation of documentary video learning media in social studies learning in junior high schools. The practical implications can provide guidance for the development of more interesting and effective learning materials, by utilizing the potential of documentary videos as innovative and relevant learning aids.

The use of documentary video learning media can have a positive impact on the learning process, especially the understanding of complex concepts and their application in everyday life. Documentary videos can provide a deeper perspective and insight into real life, so it can be a window or tool to better see and understand real life. In this study, documentary videos have been evaluated in the context of Social Studies learning at the junior high school level. The literature review method was used to analyze various aspects of the use of documentary video learning media, including its impact on concept understanding and application in daily life. The results of this literature review provide an in-depth understanding of the factors that support the effectiveness of documentary video learning media, such as good design, content relevance, and instructional support. However, it also identifies some constraints, including the limited accessibility of technology and the need for teacher support in effective implementation. Thus, the findings from this study provide a strong basis for recommending the implementation of documentary video learning media in social studies learning in junior high schools. The practical implications can provide guidance for the development of more interesting and effective learning materials, by utilizing the potential of documentary videos as innovative and relevant learning aids.