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Critical thinking skills are essential for students to be able to analyze, evaluate, and solve problems systematically. However, during learning, many students still have difficulty in developing these skills, which can be caused by less interactive learning methods and the lack of implementation of effective teaching strategies. This study aims to determine the efforts of social studies teachers in improving critical thinking skills of grade VIII students at SMPN 1 Sumbergempol. This study is a type of case study research. Data collection techniques used are observation, interviews and documentation. This study shows that the efforts made by teachers in improving students' critical thinking in social studies learning are to give students a problem and they must solve the problem, in addition, the use of strategies, methods, models, and learning media also have an effect on improving students' critical thinking, especially in social science learning.

The humanistic approach in social studies learning emphasizes holistic student development, including cognitive, emotional and social aspects. This article aims to examine the application of this approach in social studies learning as well as its benefits and challenges. The method used is a literature study by analyzing various relevant academic sources. The results show that the humanistic approach is able to increase learning motivation, student engagement, and critical thinking skills, helping students understand social issues more deeply and fostering empathy. The teacher acts as a facilitator who creates a learning environment that supports students' exploration and freedom of thought. However, the implementation of this approach faces several challenges, such as limited teacher understanding, limited time in the curriculum, and difficulties in evaluating learning outcomes that are more oriented towards affective and social aspects. Therefore, effective implementation strategies are needed, such as teacher training, project-based learning approaches and integration of humanistic values in the curriculum. With the right strategy, this approach can create a more meaningful and relevant learning experience for students and help them develop independent, critical and caring characters for their social environment

This research aims to explore the challenges and opportunities in implementing character education through Social Sciences (IPS) learning in elementary schools, especially at MIN 1 Metro. Using a descriptive qualitative approach, data was collected through interviews, observation and literature study. The research results show that the main challenge lies in the diversity of student backgrounds and differences in character based on gender, which requires a different and more personalized teaching approach. On the other hand, the Independent Curriculum provides great opportunities with flexibility in planning and implementing learning that is integrated with character values. Strategies such as value reflection, collaboration between students, and strengthening teacher-student relationships have proven effective in instilling values ​​such as honesty, responsibility, tolerance, and cooperation. This research concludes that character education can be implemented optimally if it is supported by an adaptive curriculum, appropriate teaching strategies, and active involvement of teachers and parents.

Innovation in social studies learning is essential to improve students' social participation.  With the times and the increasing complexity of social issues, social studies learning should adopt new approaches that can help students understand social issues and be more involved in social activities.  One such innovation is the use of more interactive learning approaches, such as project-based learning, case studies, and group discussions, as well as the use of digital technology to connect theoretical and applied knowledge.  In addition to gaining knowledge about social issues, this innovation teaches students to think critically, work together, and act as agents of change in society. It is expected that learning that focuses on social experiences, both inside and outside the classroom, can enhance students' sense of social responsibility and encourage them to engage more actively and productively in social activities. This article emphasizes the important role of educators in creating a learning environment that encourages students to be actively and productively involved in their social lives. The goal of this learning is to produce a generation that is more socially aware, caring, and plays an active role in society.

This study aims to improve the learning outcomes of Social Studies (IPS) for class VIII C students at MTs Negeri 1 Pasuruan through the implementation of the cooperative learning model Teams Games Tournament (TGT) assisted by Educaplay media. The background of this research is based on the low student achievement, with only 06,25% of students scoring ≥70 in the pre-action stage. This research is a Classroom Action Research (CAR) conducted in three cycles, each consisting of planning, implementation, observation, and reflection stages. Each cycle included two meetings. The results showed a gradual improvement in student learning outcomes: 46,88% in the first cycle, 59,38% in the second cycle, and 78,12% in the third cycle. This increase was due to improvements in teaching strategies, including engaging introductory activities, contextualizing materials with students’ surroundings, and group-based reward systems. The implications of this study indicate that the TGT model assisted by Educaplay successfully fosters an active, enjoyable, and competitive learning environment, which positively impacts students’ academic performance. This model can serve as an effective alternative teaching strategy for teachers seeking to enhance student engagement and achievement in the classroom.

The Social studies has an important role in education, namely understanding the wider social world so that students are able to face the challenges of global issues. This research explores the transformation of social studies learning in the modern era, focusing on contemporary global issues such as climate change, geopolitical conflicts, economic disparities, health problems, and human rights violations. Through a qualitative-descriptive approach and literature study, this research examines the urgency of social studies education transformation in responding to these issues. The results show that social studies education needs to adopt more interactive and technology-based learning methods, integrate character values, improve digital literacy, and incorporate global issues into the curriculum, the key role of teachers as facilitators and continuous evaluation to ensure the effectiveness of the transformation. This study concludes that a comprehensive transformation of social studies learning is essential to prepare the younger generation to be responsible global citizens and able to contribute to a better society.  

This study aims to address the low interest in learning among students in the Social Studies subject at SMPN 1 Ngunut, caused by monotonous conventional teaching methods. The field trip method is implemented to provide direct learning experiences, linking theory to real practice. The research problem includes the influence of the field trip method on the interest in learning Social Studies among eighth-grade students. Using an associative quantitative approach, the research population consists of 386 students, with a sample of 40 students selected randomly. Data were collected through interviews, questionnaires, and documentation, and analyzed using simple linear regression. The results indicate a positive and significant influence of the field trip method on students' interest in learning Social Studies, with a strong effect of 64.2%. The t-value (7.935) exceeds the critical t-value (2.02439) with a significance level of 0.00, thus the alternative hypothesis is accepted. The correlation coefficient (R) of 0.790 indicates a strong relationship, meaning that the application of this method increases students' interest in studying Social Studies.

This study aims to determine the effect of contextual learning models on monopoly media on the learning outcomes of 4th grade elementary school social studies students in introducing countries in the world. The use of contextual learning models using monopoly media can improve students' social studies learning outcomes, because students gain knowledge by developing and finding their own thought patterns. Through this contextual learning approach, real activities are prioritized so that students can find concepts in learning materials and connect these concepts to students' real-world lives. The research method used is a qualitative research and development method. This research method was chosen to produce certain products and test the effectiveness of these products. Based on the results of the study and discussion, it can be concluded that the use of contextual learning models using monopoly media can improve students' social studies learning outcomes IV. In monopoly media, critical thinking skills are trained in recognizing various countries in the world. These results indicate that there is a difference in the effect of implementing monopoly media and simply explaining by the teacher on students' learning outcomes. The results of the study can be concluded that the use of appropriate learning media by paying attention to the material and objectives to be achieved in the learning process.

This study aims to determine the role of technology-based learning media 5.0 in improving digital literacy in social studies learning in elementary schools. The presence of the use of learning media in the digital era 5.0 is a place for skills in the use of technology and information with digital-based media in various areas of life, including in the process of learning activities in schools. The development of digital literacy mastery in learning is expected to be a supporter in developing students' abilities and preparing students who are able to face the demands of the times. The research method used is a qualitative research and development method. This research method was chosen to produce certain products and test the effectiveness of these products. Based on the results of the research and discussion, it can be concluded that in the Era Society 5.0 the role of teachers has shifted with the presence of technology. An interesting learning strategy is needed so that teachers have the role they should. There are five learning strategies that can be applied in Era 5.0, namely helping students learn, providing opportunities for students to develop and excel, strengthening character education, being technologically literate, and becoming effective teachers.

The purpose of this study was to determine how technology functions in social studies learning and how technology affects students' awareness of world issues. This study was conducted through a qualitative approach with a case study as its design. The results showed that the use of technology, such as e-learning platforms, social media, and learning applications, significantly increased student engagement in social studies learning. Technology also gives students access to more information about global issues, such as international conflicts, climate change, and social injustice. Thus, students are trained to have analytical thinking skills and are able to understand the relationship between international events and everyday life. By increasing awareness of global issues, it is hoped that students can foster a sense of empathy, social responsibility, and play an active role in solving global challenges. This study found that the use of technology in social studies learning not only improves students' academic understanding but also makes them more involved in global issues as well as more sensitive and understanding in responding to global challenges.

This study examines the integration of local wisdom values ​​in Social Studies (IPS) learning in Elementary Schools (SD) as an effort to strengthen students' character and cultural identity. Then the low utilization of local wisdom in IPS learning, which results in students' lack of understanding of regional cultural values. The purpose of this study is to analyze the application of local wisdom values ​​in IPS learning and identify its impact on students' understanding and character. The method used is a qualitative approach with literature study techniques by collecting a number of information obtained from various sources and media to learn about the application of local wisdom if applied to IPS learning in Elementary Schools. The results of the study indicate that the integration of local wisdom values, such as mutual cooperation, deliberation, and environmental wisdom, can increase student involvement and strengthen a sense of love for local culture and this confirms that IPS learning based on local wisdom is not only relevant to the socio-cultural context of students but also effective in forming characters rooted in the nation's culture. The conclusion of this study is that the integration of local wisdom in social studies learning in elementary schools can be a significant educational strategy in building students' social understanding and character values, so it needs to be supported by educational policies that encourage the implementation of local culture-based materials in elementary schools.

This study aims to determine the influence of the Project Based Learning (PjBL) learning model on students' creative thinking skills in Social Sciences (IPS) subjects at SMP Negeri 8 Gorontalo. Creative thinking skills are one of the 21st century skills that need to be developed in the learning process, especially in social studies lessons that require analysis and solving social problems. This study employed a quantitative approach utilizing primary data from questionnaires distributed to students at SMP Negeri 8 Gorontalo. The sample consisted of 30 respondents, and the data analysis was performed using simple linear regression. The analysis shows that the t-count for the project-based learning model variable is 6.060. To determine whether Ho is confirmed or rejected, the t-table was calculated at a 5% statistical significance level, resulting in a t-table of 1.701. The comparison indicates that the t-count is greater than the t-table. This leads to the rejection of Ho, implying a significant effect of the project-based learning model on students' creative thinking skills.

This study aims to determine the influence of teachers‘ teaching variation skills and learning interest on student’ learning activities, both partially and simultaneously, in the subject of Social Science for class VIII at SMP Negeri 1 Atinggola. The study adopted a quantitative approach utilizing a correlational method. The Primary data were obtained through questionnaire. The sample of the study consisted of 64 respondents. Furthermore, the data was performed using multiple linear regression. The findings indicate that both teaching variation skliss and learning interest significantly influence students’ both patially and simultaneously. The partial influence of the teaching variation variable on learning activities is 29.6%, whereas the partial influence of learning interest on learning activities is 27,9%. The simultaneous influence of teaching variation and learning interest on learning activities is 57,5%, with the remaining 42.5% influenced by other unexamined variables.

The purpose of this study is to determine and describe quantitative data on the effect of learning discipline on social studies learning outcomes in grade V. This study uses a quantitative approach with a Pre-Experimental Design type of research. The experimental design used is One-Group Pretest-Posttest Design. The population and sample in this study were grade V students with a total of 20 students. The data collection techniques used were observation and testing. The data analysis techniques used were descriptive statistical analysis and inferential statistical analysis. The results of this study indicate that the application of learning discipline has an effect on student learning outcomes. This can be seen in the difference in the average number of learning outcomes before applying learning discipline (pretest) of only 54.37. While the average number of learning outcomes after applying discipline (posttest) was 83.43. And the results of the inferential statistical analysis using the t test showed that the t-count value obtained was 7.935. Degrees of freedom (db) = 20 - 1 = 19 with a significance level of 0.05 obtained t table = 2.093. So, tcount > ttable or 7.935 > 2.093, then the null hypothesis (H0) is rejected and the alternative hypothesis (H1) is accepted. This means that the application of learning discipline has an effect on student learning outcomes in the subject of social studies class V SDN Wadukopa.

The teaching of Social Studies in elementary schools still faces challenges in improving students' understanding, primarily due to the dominance of expository methods that lack variety. This study aims to analyze various innovative learning strategies that can enhance students' comprehension in Social Studies education. The research employs a library research method with a qualitative approach, drawing on various references and previous research findings.The results indicate that contextual learning strategies, project-based learning (PjBL), technology integration, cooperative learning, and multi-representation learning are effective in improving students' understanding. Contextual learning enhances students' comprehension by up to 32%, while PjBL improves critical thinking and problem-solving skills. Technology integration, such as augmented reality and interactive digital media, has been shown to increase learning motivation by up to 43%. Cooperative learning and multi-representation strategies also positively impact social skills and conceptual understanding.The novelty of this study lies in its comprehensive mapping of innovative, evidence-based learning strategies applicable to Social Studies education in elementary schools. The implications of this research highlight the importance of innovation in teaching strategies to ensure that students do not merely receive information passively but can actively apply their knowledge in real-life situations. Additionally, the study underscores the need for teachers to enhance their competencies in implementing more interactive and student-centered teaching methods.

The purpose of this study is to develop illustrated story media to increase interest in learning social studies subjects for grade IV students of SDN Inpres Rabakodo. This study uses the R&D method, to develop illustrated story media as a learning media for social studies for grade IV elementary school students. By using the Borg and Gall model which includes 5 stages, namely potential and problems, collecting data, product design, product validation, and design revision. The results of the study showed that the validity of the illustrated story media from 4 media and material validators obtained an average score of 83.26 categorized as very feasible. The questionnaire response of limited test students showed the practicality of the illustrated story media with an average score of 85.16 categorized as very practical. The results of the development of illustrated story media carried out by measuring student learning interest were 82%, compared to before the use of the story media, student learning interest was only 45%. This means that the results of the development can significantly increase student learning interest

The purpose of this study is to develop illustrated story media to increase interest in learning social studies subjects for grade IV students of SDN Inpres Rabakodo. This study uses the R&D method, to develop illustrated story media as a learning media for social studies for grade IV elementary school students. By using the Borg and Gall model which includes 5 stages, namely potential and problems, collecting data, product design, product validation, and design revision. The results of the study showed that the validity of the illustrated story media from 4 media and material validators obtained an average score of 83.26 categorized as very feasible. The questionnaire response of limited test students showed the practicality of the illustrated story media with an average score of 85.16 categorized as very practical. The results of the development of illustrated story media carried out by measuring student learning interest were 82%, compared to before the use of the story media, student learning interest was only 45%. This means that the results of the development can significantly increase student learning interest

This study aims to examine the impact of the Project-Based Learning (PBL) model in improving critical thinking skills (Higher Order Thinking Skills/HOTS) and mastery of Social Science (IPS) concepts among 8th-grade students at UPT SPF SMPN 4 Makassar. A quasi-experimental design with a nonequivalent control group was used, involving an experimental group (PBL) and a control group (conventional learning). The sample consisted of two classes (30 students per class) selected purposively. Data were collected through HOTS essay tests (pretest-posttest), PBL-based worksheets, and observation sheets. Data analysis was conducted using parametric statistical tests (independent sample T-test) supported by IBM SPSS Statistics 22 and Cohen’s d for effect size. The results show that, 1) the pretest indicated critical thinking and concept mastery were in the "Sufficient" category (96.67%), with only a small portion in the "Good" category (3.33%). After PBL implementation, post-test results revealed a significant improvement, with 93.33% in the "Good" category for critical thinking and a 23.33% increase in concept mastery. 2) PBL significantly enhanced critical thinking skills and 3) PBL significantly improved concept mastery in Social Science.

This study aims to evaluate the effectiveness of the inquiry learning model in improving learning activities and student learning outcomes in the classroom using the Classroom Action Research (PTK) method, data were collected from two cycles conducted in the same class. The results showed a significant increase in teacher and student activities, with the average teacher activity increasing from 62.49% to 87.49% and student activity from 60.46% to 85.04%. In addition, the average student learning outcomes also increased from 68.47 to 83.94. Nonetheless, the study identified challenges such as students' different abilities and limited resources that need to be addressed for successful implementation. The findings confirm the importance of innovation in learning methods to improve the quality of education and the need for continuous support from all relevant parties.

This research examines the impact of implementing role playing learning strategies on increasing students' self-confidence. The research results show that the role playing method has a positive influence, especially in increasing students' enthusiasm and self-confidence. However, there are several challenges that must be faced, such as time constraints, the need for more thorough preparation, and managing students who tend to be passive. In order to apply this method more effectively, there needs to be a solution to these obstacles, so that it can be applied optimally at various grade levels.eo Interaktif, Pemahaman Konsep IPS.