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This study aims to determine the effectiveness of the Problem-Based Learning (PBL) model assisted by Doratoon animation videos on students’ conceptual understanding in Social Studies for eighth-grade students of SMP Negeri 6 Sengah Temila. This research employed a quantitative approach using a quasi-experimental method with a Pretest-Posttest Control Group Design. The population in this study consisted of all eighth-grade students, with two classes selected as samples using a purposive sampling technique. The experimental class was taught using the PBL model assisted by Doratoon animation videos, while the control class used Canva media. The research instrument was a multiple-choice test consisting of 20 questions administered before and after the treatment to measure students’ conceptual understanding. The data analysis results showed that the average N-Gain score of the experimental class was 21.6% (low category), while the control class scored 22.6% (low category). The independent sample t-test yielded a significance value of 0.000 < 0.05, indicating a significant difference between the experimental and control classes. Therefore, the Problem-Based Learning model assisted by Doratoon animation videos was proven to be more effective than Canva media in improving students’ conceptual understanding in Social Studies. The results of this study are expected to serve as a reference for teachers in applying innovative learning media to support more interactive and meaningful learning.

This research is motivated by the low learning outcomes and activeness of class VII F students of MTs Darul Hikmah Tulungagung in Social Studies (IPS) lessons due to the use of monotonous lecture methods. The purpose of this study is to improve students' activeness and cognitive abilities through the application of board-based scrabble media. This research is a Classroom Action Research (CAR) which was carried out in two cycles with four stages: planning, implementation, observation, and reflection. The research subjects were 27 students, with data collection techniques through tests, observation, and documentation, and data analysis using average scores. Student activeness was observed based on learning activeness indicators, while cognitive abilities were measured through pre-tests and post-tests based on Bloom's taxonomy. The results of the study showed an increase in student activeness from 62% in cycle I to 87% in cycle II, as well as an increase in the average cognitive ability from 18.51% to 77.77%. These findings indicate that scrabble media is effective in improving students' activeness and cognitive abilities in IPS learning.  The implication is that game-based learning media can be widely applied to non-language materials to create more interactive and meaningful learning.

The purpose of this study was to determine the effect of character education and learning motivation on student learning discipline in Integrated Social Studies subjects for class VIII at SMP Negeri 3 Limboto, Gorontalo Regency. This study used a quantitative approach with a quantitative descriptive research method. The data used were primary data obtained through distributing questionnaires to 50 class VIII students as respondents, and supported by research documentation. Data analysis was carried out using multiple linear regression to test the relationship between the variables of character education, learning motivation, and student learning discipline. The results showed that character education had a positive and significant influence on student learning discipline, as evidenced by the calculated t value of 2.698 which was greater than the t table of 1.677 and a significance value of 0.010 which was less than 0.05. In addition, learning motivation also showed a positive and significant influence on learning discipline with a calculated t value of 3.386 which was greater than the t table of 1.677 and a significance value of 0.001 which was less than 0.05. Simultaneously, character education and learning motivation have a significant effect on student learning discipline, which can be seen from the calculated F value of 92.162 which is greater than the F table of 3.19 and the significant probability value of 0.000 which is less than 0.05. The coefficient of determination (R²) of 0.797 indicates that 79.7% of the variation in student learning discipline can be explained by these two variables, while the remaining 20.3% is influenced by other factors outside this study. Thus, increasing character education and learning motivation in schools is expected to improve student discipline which has implications for better academic quality and character formation.

This study aims to: (1) determine the influence of teacher Self Efficacy on students’ learning motivation in Economics Social Studies; (2) determine the influence of teachers’ teaching creativity on students’ learning motivation; (3) determine the influence of teacher attitudes on students’ learning motivation; (4) analyze the simultaneous influence of teacher Self Efficacy, teaching creativity, and teacher attitudes on students’ learning motivation; and (5) identify the most dominant variable affecting students’ learning motivation at SMP Negeri 9 Marusu, Maros Regency. The research was conducted from September to November 2025 using an associative quantitative approach with an ex-post facto design. The sample consisted of 155 students selected through proportional random sampling. The research instrument was a Likert-scale questionnaire that had passed validity and reliability testing. Data were analyzed using classical assumption tests and multiple linear regression with the help of SPSS. The results of the study indicate that: (1) teacher Self Efficacy has a significant partial effect on students’ learning motivation (t = 3.606, Sig. = 0.000), but becomes insignificant in the simultaneous model (t = –0.531, Sig. = 0.596); (2) teaching creativity has a positive and significant partial effect (t = 5.852, Sig. = 0.000); (3) teacher attitudes have a positive and significant effect (t = 8.008, Sig. = 0.000) and are the most dominant variable, as shown by the highest regression coefficient (B = 1.456; Beta = 0.916); (4) simultaneously, teacher Self Efficacy, teaching creativity, and teacher attitudes significantly influence students’ learning motivation (F = 38.854, Sig. = 0.000); and (5) teacher attitudes are the most dominant predictor, as indicated by B = 1.456 and Beta = 0.916. This means that the more positive the teacher's attitude, the higher the students' learning motivation.

The era of globalization is an era of quality competition, where only thosebwith high competence will be able to compete in the free market. Therefore, developing high-quality human resources is something that cannot be compromised. Education that supports development in this era is education that can foster students’ potential’ enabling them toface and overcome life’s challenges. Thus, in the learning process, teachers should not only serve as models or sources of knowledge but also act as learning managers. As learning managers, teachers play an important role in creating a learning environment that allows students to learn confortably and effectively. Based on observations at SMA Negeri 2 Taniwel, it was found that students in class X-2 have low learning outcomes in sociology. The writer’s observation in class indicated that sociology learning was dominated by lecture methods, resulting in students being less active during the learning process. According to research conducted by Al Muchtar (1991), learning in social studies education does not sufficiently simulate students to be actively involved in the learning process. Furthermore, the teaching and learning process of social studies carried out bye teachers has not been able to faster a learning culture among students, wich in turn significantly affects their learning achievement and outcomes. To support active learning strategies, teachers can apply various relevant learning models. Therefore, the learning process will become more varied, innovative, and constructive, creating interaction between teachers and students, among students themselves, and between students and other learning resources.

Quality education is the key to improving skills and knowledge for students. However, there are still many challenges faced in improving the quality of education, especially at the primary level. Collaborative Madrasah Ibtidaiyah Lecturers and Teachers in book writing can be one of the strategies to improve the quality of Education. This research aims to be active through collaboration in writing Madrasah Science Competition books between Tarbiyatut Tholabah Islamic Institute Lecturers and Madrasah Ibtidaiyah 02 Mazro'atul Ulum teachers. The results of the service showed an increase in the quality of lecturers and teachers in presenting learning and academic materials in order to provide excellent service for students, especially Madrasah Science Competition participants. And the most important thing is the creation of a collaborative book masterpiece entitled Madrasah Science Competition which contains a summary of material from science, social studies, mathematics, Arabic English and religious sciences such as Fiqh, Aqidah, Islamic Culture History and the presentation of sample questions and discussions. Moreover, the project has had a positive impact on the educators involved. It has allowed them to deepen their understanding of the subjects and improve their ability to present complex concepts in an accessible way. The collaborative nature of the project has fostered a supportive learning community, where educators learn from one another's expertise and experiences. The resulting Madrasah Science Competition book is not only a valuable educational resource but also a testament to the power of collaboration in enhancing the quality of education.

This study aims to analyze the application of the Project-Based Learning (PjBL) model to improve students’ creativity in Social Studies and to measure its effectiveness in enhancing creative learning outcomes. The research was conducted as a Classroom Action Research (CAR) across two cycles during the even semester of the 2024/2025 academic year, involving 30 fifth-grade students at SD Inpres Barombong 2. Data were collected through observation, questionnaires, and documentation, while analysis employed descriptive statistics for quantitative data and reduction–triangulation techniques for qualitative data. The creativity indicators examined included fluency, flexibility, originality, and elaboration. Findings reveal that the implementation of PjBL significantly enhanced students’ creative thinking skills, as evidenced by an overall increase in average scores across all creativity indicators. Furthermore, the effectiveness of the PjBL model was reflected in the improved implementation of its instructional syntax, progressing from the “Moderate” category in the initial cycle to “High” and eventually “Very High” in the subsequent cycle. These outcomes confirm that PjBL promotes active, student-centered, and collaborative learning that fosters creativity in Social Studies. The study concludes that continuous implementation of PjBL is essential for cultivating creativity in elementary classrooms and suggests further research to explore its applicability in different contexts and educational levels.

This study focuses on the development of student character, particularly in terms of discipline and responsibility, at SMPN 1 Ngunut, an outstanding school in Tulungagung Regency. Seventh-grade students are in a transitional phase from elementary to junior high school, making them vulnerable to the influences of their environment and the changing times. Based on observations, many students have not yet demonstrated disciplined behavior, such as arriving on time, completing tasks, cheating during exams, and not paying attention to teachers while learning. This study aims to identify effective Social Studies (IPS) teaching strategies for shaping students' character. The research focuses on (1) the role of teachers as demonstrators in developing disciplined and responsible character through IPS learning, (2) effective strategies employed by teachers to cultivate discipline and responsibility in students, and (3) potential solutions to improve the quality of IPS learning in instilling discipline and responsibility. The method used is descriptive qualitative research with a case study approach. The findings show that (1) IPS learning in the seventh grade at SMPN 1 Ngunut is effective in instilling discipline and responsibility, (2) Teachers use teaching activities to instill values such as punctuality and task completion, (3) Through methods like group work, individual assignments, and behavioral evaluations, students show positive changes, (4) The role of teachers as facilitators and role models is crucial, (5) Collaboration between teachers and the principal creates a school culture that supports character development, and (6) The impact of this process is reflected in increased student awareness of their responsibilities. These findings highlight that IPS not only fosters cognitive knowledge but also serves as a strategic medium for continuous moral and character development.

This study is motivated by the challenges students face in understanding the material on national income redistribution in the eighth-grade social studies curriculum, primarily due to its abstract presentation and lack of visual aids. Teachers also struggle to create innovative teaching media, and the available textbooks do not provide sufficient illustrative support. To address these issues, this research develops a video learning medium aimed at outlining the development steps, assessing the validity of the produced media, and evaluating its effectiveness in enhancing student comprehension at MTsN 2 Nganjuk. Educational media play a crucial role in facilitating and clarifying understanding of the material. One continually evolving form of media is educational videos, which can convey concepts and procedures concretely while boosting student motivation and retention. The research questions are: (1) What are the steps in developing video learning media for the national income redistribution material for eighth grade at MTsN 2 Nganjuk? (2) What is the validity level of the developed video learning media for this material? (3) How effective is the developed video learning media in improving student understanding? The study aims to determine the development steps, validity, and effectiveness of the video learning media. Utilizing the Research and Development (R&D) model with ten steps from Borg and Gall, the study assesses the validity of the video learning tool. The subjects include 30 students from class VIII 1 at MTsN 2 Nganjuk. Validity tests yielded percentages of 92% from content experts, 89% from media experts, 82% from language experts, and 98% from the social studies teacher. Effectiveness testing using the Paired Sample T-Test showed a significance level of 0.001, indicating a significant improvement in student learning outcomes after using the video. Thus, the video on national income redistribution is validated by experts and proves effective in enhancing student learning outcomes.

. This Classroom Action Research aims to improve students' understanding of map material in social science lessons using the Mind Map learning model. The research was conducted at SD Negeri 1 Damarjati with fifth-grade students as the subjects. The research consisted of two cycles, each comprising planning, action, observation, and reflection stages. The methods used to collect data were tests, observations, interviews, and documentation. In the pre-cycle, students demonstrated a limited understanding of map material, as reflected in both their test scores and classroom participation. The findings revealed a notable increase in students' comprehension after the implementation of the Mind Map learning model. The average class score rose from 56.1 in the pre-cycle to 70.8 in Cycle I, and further increased to 84.5 in Cycle II. Moreover, the percentage of students achieving the minimum mastery criteria (KKM) also improved significantly—from 30% in the pre-cycle to 56.6% in Cycle I, and then to 90% in Cycle II. The improvement was not only in academic achievement but also in learning enthusiasm, student engagement, and the ability to recall and connect concepts. The Mind Map learning model helped students better visualize the relationship between different elements of the subject matter, which enhanced both individual and group learning. Additionally, classroom observations indicated that students became more active in discussions and showed better collaboration with peers. These results indicate that the implementation of the Mind Map learning model not only enhances cognitive engagement and visual comprehension but also fosters students’ participation and collaborative learning environments. Thus, it can be concluded that the Mind Map learning model is an effective, student-centered method to improve understanding of map material in elementary schools.

The younger generation in Indonesia faces significant challenges in the form of an identity crisis and moral degradation due to the increasingly strong influence of other cultures in the era of globalization and the fifth industrial revolution. A pragmatic culture that does not always align with national identity puts pressure on Pancasila principles such as belief in God, humanity, unity, democracy, and social justice. As a result, character education integrated into social studies instruction serves as a tactical tool to reintroduce these fundamental principles to students from an early age. This study, using qualitative methodology and a descriptive design, found that contextualized and project-based social studies instruction not only enhances students' understanding of Pancasila values ​​but also fosters the growth of critical thinking skills, social empathy, reflective attitudes, and a spirit of cooperation. When combined with digital tools like Canva, Taman Siswa's teachings—niteni, niroake, and nambahi—have proven successful in developing students' creativity and enhancing their purpose and enjoyment in learning.

This research aims to investigate the effectiveness of utilizing Augmented Reality (AR) technology in Science and Social Studies (IPAS) learning, specifically focusing on local wisdom material, to enhance the learning interest of fourth-grade students at SD 4 Srobyong. Conventional teaching methods often face challenges in fostering student enthusiasm for abstract or culturally specific material. AR, with its ability to integrate the real world with virtual elements interactively, offers significant potential to overcome these problems. The subjects of this study were fourth-grade students at SD 4 Srobyong. Data were collected through observation, a learning interest questionnaire, and interviews. The results indicate that the implementation of AR in IPAS learning, particularly for local wisdom topics, creates a more immersive and engaging learning experience, which significantly correlates with an increase in students' learning interest. It was found that students participated more actively in learning activities, demonstrated higher curiosity, and had a better understanding of concepts related to their local heritage.

Until today, many individuals remain unaware of the core subjects explored by reporters and journalists. Journalism, which plays a vital role as a form of social control within society, ideally should be introduced from an early age. Developing strong journalistic writing abilities is a gradual process and cannot be achieved instantly. Therefore, this journal seeks to examine the extent of journalism’s impact and assess the level of understanding that elementary school students have in this area. This topic falls within the broader scope of Social Studies and Cartography.

Asessing how well digital platforms work to improve student achievement is becoming increasingly important as these technologies become more widely adopted in the education sector. This study examines the contribution of Microsoft OneDrive in social studies learning at the secondary school level, with an emphasis on its potential to support learning flexibility, strengthen collaboration between students, and encourage learning autonomy. The lack of studies that specifically review the benefits of OneDrive in the context of the Indonesian education system, especially in the implementation of the Merdeka Curriculum, is a significant problem identified in this study. A descriptive, qualitative study employed the technique of document analysis on several instructional resources that utilize OneDrive. The results show that OneDrive facilitates the distribution of assignments, increases the accessibility of educational resources, enables immediate feedback, and encourages both solo and group learning methods. OneDrive also facilitates the synchronization of online learning methods with curriculum objectives. However, obstacles still exist, such as the lack of supporting facilities and educators' low digital skills. Overall, OneDrive is considered an instrumental tool in transforming social studies learning to a more responsive, efficient and student-oriented digital structure.

This study aims to describe and explain the challenges and obstacles in implementing differentiated learning in Science and Social Studies (IPAS) for fourth-grade students at Galeh 1 Public Elementary School, Tangen District, Sragen Regency, in the  2024/2025 academic year. The research employed a qualitative descriptive method, with the study conducted at Galeh 01 Elementary School in April 2025. The research subjects included the fourth-grade teacher and students, consisting of 8 male and 11 female students. Data collection techniques involved observation, interviews, and documentation, analyzed using the interactive data analysis model by Miles & Huberman. The results of the study show that: a) content differentiation was evident through the teacher's systematic preparation of IPAS teaching modules, provision of learning materials, and the use of PowerPoint and concrete images as media; b) process differentiation was demonstrated through varied assignments in group and individual formats, tailored approaches according to academic levels, and the use of an LCD projector to support learning; c) product differentiation was observed through students being given opportunities to present and the teacher providing summative assessments as a measure of understanding; d) the learning environment element was reflected in the teacher creating a fun and conducive classroom atmosphere. 2) The challenges and obstacles in implementing differentiated learning included: a) the presence of passive students, b) limited facilities and infrastructure, c) the time-consuming process of preparing learning components, and d) student dependency on peers.

Education is important for humans to gain prosperity and happiness in life, so it can be said that education is a person's basic need in order to become a real human being as a whole. In this day and age, students are not only required to be able to master technology and information to compete, students are required to think critically which is more developed in order to solve problems that will occur. This study aims to determine the extent to which students are able to think critically through social studies subjects. This research uses descriptive quantitative research methods or non-experimental methods. The results showed that grade 5 students at SD Negeri Pucung Kidul 03 had a critical thinking attitude in the very good category.

This study aims to determine the effect of the team quiz learning model on student learning motivation in social studies class VII at MTsN 2 Tulungagung. This study uses an associative type quantitative research approach. This study sets four problem formulations where the motivation variable is reduced to four indicators, namely attention, relevance, confidence, and satisfaction. The sample used in this study consisted of 32 class B students and 32 class C students. The technique used in this study was purposive sampling. The results of the study showed that the team quiz learning model had a significant effect on student attention with a sig value. (2-tailed) 0.003<0.05. Team quiz learning has a significant effect on the relevance of student learning with a sig value. (2-tailed) 0.023<0.05. Team quiz learning has a significant effect on student confidence with a sig value. (2-tailed) 0.000<0.05. Team quiz learning has a significant effect on student satisfaction with a sig value. (2-tailed) 0.030<0.05. Thus it can be concluded that the team quiz learning model has a significant effect on learning motivation which is reduced to four indicators, namely attention, relevance, confidence, and student satisfaction.

Learning media are physical tools that deliver information or learning materials to students. Educational videos have become one of the aids used in teaching and learning activities. These videos can support the learning process by conveying materials through the use of technology. Therefore, the researcher was interested in developing a medium that can be both heard and seen by students to help them better understand the subject matter. This study employed a Research and Development (R&D) approach using the Borg & Gall development model, which consists of ten development steps. The development process included initial information gathering, planning, initial product development, expert validation tests, initial product revisions, small-scale testing, second product revisions, large-scale field testing, final product refinement, and product dissemination. The results showed that the validity test of the learning media yielded a percentage of 94% from media experts, 96% from subject matter experts, 94% from language experts, and 94% from teachers. Meanwhile, the product effectiveness test using a Paired Sample T-Test showed a significance value of 0.000, which is lower than the threshold of 0.05. This indicates that the alternative hypothesis is accepted, proving a significant difference in student learning outcomes before and after using the educational video. Therefore, it can be concluded that the educational video on "Human Needs and Resource Scarcity" for Grade VII Social Studies is valid according to experts and effective in improving student learning outcomes.

This research is motivated by the low enthusiasm and participation of students in social studies learning which is considered boring due to the lack of facilities and less varied learning methods. The purpose of this study was to determine the influence and magnitude of the influence of the Example Non Examples learning model on improving the argumentation skills of grade VIII students at SMP Negeri 3 Srengat. This study used a quantitative approach with a Quasi Experimental Nonequivalent Control Group design. The research sample consisted of 30 control class students and 27 experimental class students selected through purposive sampling techniques. Data were collected through questionnaires and learning outcome tests, then analyzed using the Independent Sample T-Test and Effect Size tests. The results showed that there was a significant influence of the Example Non Examples learning model on improving students' argumentation skills, with a significance value of 0.000 <0.05. Cohen's d test showed a value of 6.140 which indicated a large influence. These findings indicate that the Example Non Examples model is effective in improving students' argumentation skills in social studies subjects, so it can be used as an alternative learning model to create more active and meaningful learning.

This study aims to improve students' learning outcomes in Social Sciences (IPS) through the implementation of the Science, Technology, Engineering, and Mathematics (STEM) learning model. The background of this study is based on the low learning outcomes of IPS in class VII of SMP Negeri 3 Jakarta, as well as the lack of variations in innovative learning models. The study used the Classroom Action Research (CAR) method of the Kemmis and McTaggart model which was carried out in two cycles. Each cycle includes the stages of planning, implementation, observation, and reflection. The subjects of the study were 36 class VII-B students. Data collection techniques used learning outcome tests, observations, interviews, and documentation. The results of the study showed a significant increase in student learning outcomes. In the first cycle, the percentage of students who achieved the Minimum Completion Criteria (KKM) was 77.77%, increasing to 91.6% in the second cycle. In addition, student activity in learning activities also increased. These results prove that the Science, Technology, Engineering, and Mathematics (STEM) learning model is able to integrate social studies concepts with real situations, thus facilitating students' understanding and improving the quality of learning.