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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

Education is one of the key aspects in developing high-quality human resources. Along with the advancement of time, teachers are expected to create effective learning media in the teaching and learning process. Learning media should also be adapted to students’ learning styles, such as visual, auditory, and kinesthetic.The purpose of this study is to develop and test the feasibility, practicality, and effectiveness of an IPS (Social Studies) magazine as a learning medium for Grade VIII students at SMPN 3 Kedungwaru Tulungagung. This research is a development study using the ADDIE R&D model. Data were collected through interviews, needs and learner characteristic analysis, feasibility and practicality questionnaires, as well as pretest and posttest results.The findings of this study show that the IPS magazine is highly feasible, with a feasibility percentage of 89.91% from material experts and 91.18% from media experts. The practicality results based on teacher questionnaires reached 94.87%, and student responses reached 88.62%, indicating that the IPS magazine is highly practical. The effectiveness of the media was proven through the Paired Sample Test, which showed a significance value of 0.000 < 0.05, indicating a difference in results before and after using the IPS magazine. Therefore, the IPS magazine is considered effective for use in the learning process.

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.

The purpose of this research is to determine the factors causing learning difficulties experienced by eighth-grade students. This research is motivated by the symptoms that occur in students during history learning. Symptoms often experienced by students include getting bored quickly, difficulty concentrating, laziness, drowsiness, and saturation during history learning. In contrast, only a few students experience learning difficulties in other social studies subjects like economics and geography. This research uses a qualitative approach and descriptive research type. There are three data collection techniques used in this research: observation, interviews, and documentation. Observations are conducted directly by the researcher to obtain valid data. The data analysis technique used includes data condensation, data display, and drawing conclusions.

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 determine and analyse 1). The effect of cognitive diagnostic assessment on the social studies learning motivation of eighth-grade students at UPT SMPN 2 Binamu, Jeneponto Regency. 2). The effect of non-cognitive diagnostic assessment on the social studies learning motivation of eighth-grade students at UPT SMPN 2 Binamu, Jeneponto Regency. 3). The simultaneous influence of cognitive diagnostic assessment and non-cognitive diagnostic assessment on the social studies learning motivation of eighth-grade students at UPT SMPN 2 Binamu, Jeneponto Regency; and 4). To determine and analyse the dominant variables that influence the social studies learning motivation of eighth-grade students at UPT SMPN 2 Binamu, Jeneponto Regency. This research uses a quantitative research approach. The research was conducted on eighth-grade students at SMPN 2 Binamu, Jeneponto Regency, with a population consisting of all eighth-grade students at SMPN 2 Binamu, Jeneponto Regency, comprising five classes, namely: VIII 1, VIII 2, VIII 3, VIII 4, and VIII 5, with a total of 154 students. The sampling technique used was purposive random sampling, with 10 students representing each class, resulting in a sample size of 50 students. Data collection was conducted using questionnaires, and data analysis was performed using multiple regression analysis, t-test, and F-test. The results of the study are as follows: 1) Cognitive Diagnostic Assessment (X1) has a positive and significant effect on the social studies learning motivation of eighth-grade students at UPT SMPN 2 Binamu, Jeneponto Regency. 2) Non-cognitive Diagnostic Assessment (X2) has a positive and significant effect on the social studies learning motivation of eighth-grade students at UPT SMPN 2 Binamu, Jeneponto Regency. 3). Cognitive Diagnostic Assessment (X1) and Non-Cognitive Diagnostic Assessment (X2) together have an effect on Social Studies Learning Motivation (Y) among eighth-grade students at UPT SMPN 2 Binamu, Jeneponto District. 4). The most dominant variable influencing the social studies learning motivation of eighth-grade students at UPT SMPN 2 Binamu, Jeneponto District, is cognitive diagnostic assessment.

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.

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.

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.

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.

Amid rapid technological advancements, improving the quality of primary education remains a critical challenge. The purpose of this study is to determine the influence of Artificial Intelligence (AI), learning evaluation, and teacher competence on the quality of Social Studies instruction. The research used a quantitative design involving 25 sixth-grade students at SD Inpres Barua, Bontolempangan, during the 2024/2025 academic year through total sampling. Data were gathered via questionnaires and analyzed using multiple linear regression, t-tests, and F-tests in SPSS 26. Results revealed that AI, evaluation, and teacher competence significantly and positively affect learning quality both individually and collectively. These findings reinforce the critical role of digital tools and professional teaching standards in fostering more effective and meaningful learning experiences.

This study explores the impact of pedagogical, personality, social, and professional competencies on students' interest in Social Studies learning in Grade V at SD Inpres Bukkangraki, Bajeng District. Using a quantitative method with total sampling of 28 students, data were obtained via questionnaires and analyzed through multiple regression using SPSS 26. The study confirms that all four competencies have a significant and positive effect on students’ learning interest, both partially and simultaneously. Among these, pedagogical competence has the most dominant effect, emphasizing the importance of teaching strategies in cultivating student interest.

This study aims to analyze the effect of teacher guidance, teacher creativity, and teacher innovation on students' ability to work on projects (Project Based Learning) in social studies subjects in class VII SMP Negeri 6 Bulukumba. This study used a quantitative approach with total sampling technique, involving 49 students from two classes. Data were collected through questionnaires and analyzed using multiple regression, t-test, and F-test through SPSS 26. The results showed that teacher guidance, teacher creativity, and teacher innovation each had a positive and significant effect on student ability. Simultaneously, the three variables also had a significant influence on students' ability to do social studies projects.

In the elementary school curriculum that combines science and social studies learning into a single unit, namely science, differentiated learning is expected to be able to increase student understanding and support the improvement of learning outcomes because it adjusts the learning process according to the needs, interests, and individual potentials of students. This article aims to examine the effectiveness of differentiated learning in social studies learning through a literature review of various studies conducted between 2020 and 2025. This study reveals that the application of differentiated learning can improve the cognitive understanding, activeness, and analytical thinking skills of students in social studies learning.

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 determine the effect of lifestyle on student learning outcomes in social studies at SMPN 5 Satu Atap Wonosari, Boalemo Regency, Gorontalo Province. The study employed a quantitative survey method. Primary data were collected through questionnaires distributed to 36 students of SMPN 5 Satu Atap Wonosari, Boalemo Regency, Gorontalo Province. The data were analyzed using a simple linear regression method. The findings indicated that lifestyle influenced 62% of the students' learning outcomes in social science subject at SMPN 5 Satu Atap Wonosari, Boalemo Regency, Gorontalo Province.

This research is classroom action research that aims to improve the learning outcomes of Integrated Social Sciences through the application of differentiated learning in grade VII students of UPT SMPN Satap Pulo Bembe No. 29 Selayar Islands. The subject of this study is a student of grade VII UPT SMPN Satap Pulo Bembe No. 29 with a total of 12 students consisting of 7 male students and 5 female students. This research was carried out in two cycles, namely cycle I which was carried out 3 meetings (the first and second meetings for the learning process and the third meeting for Integrated Social Studies learning outcome assessment activities) and cycle II was also carried out 3 meetings. The two cycles were carried out for 2 months plus summarizing all existing research results. The results of the study show that the application of differentiated learning has succeeded in significantly improving student learning outcomes. In the first cycle, 50% of students have not reached the completion score, but in the second cycle, the number of students who did not complete the score decreased drastically to only 8%, while the number of students who achieved the completion score increased to 92%. This shows that differentiated learning is effective in overcoming academic gaps between students and improving their achievement of learning outcomes. In addition to improving learning outcomes, differentiated learning has also been proven to be effective in increasing student activity. In the first cycle, the average student activity only reached 68%, showing that even though some students are already active, there are still many who lack participation. After the implementation of a more optimal differentiated learning strategy in cycle II, student activity increased significantly to 87%. This shows that the differentiated learning approach not only helps students in understanding the material, but also increases their engagement in the learning process. The application of differentiated learning in cycle II resulted in a significant increase in learning outcomes and student activity, which shows the success of this strategy in meeting the diverse learning needs of students.