The industrial revolution 4.0 requires elementary and secondary education institutions to improve, even evaluate the learning system of each field of study taught. Around 30% of the world's population has used social media in order to connect, seek information and learn. The same is true for the development of social studies education which continues to experience changes in materials or learning activities that are in accordance with the conditions of students and their environment. The focus of the research in this thesis is: (1) How is the formation of social behavioral character of students in social studies learning of class VIII MTs Al Ma'arif Tulungagung in the era of the Industrial Revolution 4.0 in Generation Z?, (2) What are the supporting and inhibiting factors in the formation of social behavioral character of class VIII MTs Al Ma'Arif Tulungagung students in social studies learning in the era of the Industrial Revolution 4.0 in Generation Z, (3) What are the positive and negative impacts of the Industrial Revolution 4.0 era on the formation of social behavioral character of class VIII MTs Al Ma'arif Tulungagung students in social studies learning in Generation Z?. This study aims to examine the formation of students' social behavior through social studies learning, as well as the factors that influence and the impact of the Industrial Revolution 4.0 era on class VIII students of MTs Al Ma'arif Tulungagung. This research approach uses a qualitative method known as an artistic method because the data produced is in the form of interpretations of data findings in the field. Furthermore, the type of research used is descriptive qualitative research by collecting accurate data by going directly to the field by utilizing the method of answering and describing a phenomenon that is the focus of the research. The results of the study concluded that: (1) Social studies learning at MTs Al Ma'arif Tulungagung forms students' social behavior through the values ??of empathy, responsibility, and communication, (2) This character formation is supported by technology, the role of the family, and the school environment, but is hampered by the negative influence of social media and the tendency of Generation Z to seek instant solutions. (3) The Industrial Revolution 4.0 has a positive impact on access to information and critical thinking, but also has negative impacts such as gadget dependence and cyberbullying.

This research was motivated by a lack of student participation and boredom with the monotonous learning system so that students did not understand abstract and complex economic concepts. From these problems it can be seen that the cause is a lack of motivation to learn. So it is necessary to develop a learning model, one of which is the TGT (Teams Games Tournament) cooperative learning model using TTS. The aims of this research are (1) to determine the effect of the TGT learning model on students' learning motivation in economics subjects in Class XI MA Sunan Kalijogo Mojo Kediri; (2) To find out how much influence the TGT learning model has on the motivation to learn economics for class XI MA Sunan Kalijogo Mojo Kediri. The research approach used is quantitative, associative type. Data collection uses questionnaires and documentation. Data analysis and hypothesis testing using simple linear regression using SPSS. The research results show that (1) Based on the hypothesis test, the results obtained are sig. 0.000 < 0.05, it can be said that there is a positive and significant influence between the influence of the TGT learning model on students' economic learning motivation; (2) Based on the hypothesis test, a value (R) of 0.652 was obtained, which indicates a strong relationship between the two variables. Meanwhile, the R Square values ??of 42.5% and 57.5% are influenced by other factors that have not been studied.

This research is motivated by problems experienced by students, such as continuous problems, the lack of interaction between friends can actually affect the student learning process, especially for class VII. Students are more limited or less active because they lack self-confidence and have difficulty communicating. Therefore, by implementing the contextual teaching and learning model, it is hoped that students can grow their self-confidence so that they can increase social interaction between students and create good learning activities. The research objectives are, to find out the step, supporting and inhibiting factors, impact of implementing the Contextual Teaching And Learning model in social studies learning in increasing the social interaction of class VII students at MTsN 3 Tulungagung. This research uses a qualitative approach, descriptive research type. Descriptive research is presented in the form of words found from observations which are then analyzed, interpreted and conclusions drawn. The population of this study was class VII MTsN 3 Tulungagung and school residents. Data collection techniques use interviews, observation and documentation. The results of the research are drawn to conclusions which show that the implementation of the Contextual Teaching and Learning model can increase social interaction between students, so that students tend to be more active and learning activities can run well.