Teacher and Students’ Views on The Implementation of Social Science Authentic Learning in Elementary Education

Abstract

A student's ability to develop essential competencies and attitudes will not be fostered by the use of the traditional educational techniques now used. As a result, teaching methods that engage students in the learning process and encourage them to address real-world issues should be employed in the teaching of Social Science Learning. Teaching social science may benefit from the use of social science authentic learning in this setting. Because students actively participate in the educational process, they encounter real-world challenges and may develop higher-order thinking abilities while addressing difficulties in social science authentic learning, this has been shown to be true. In addition, students are delighted with their education in this manner. We are thus interested in hearing from both students and teachers about their experiences with social science authentic learning in Social Science. The study's sample was created via the use of criteria sampling, which was based on a qualitative research methodology. There are 35 4th grade children, 20 girls and 15 boys, from a private school in Surabaya, Indonesia who participate in the research, as well as the teacher of the class. Focus groups and an open-ended questionnaire were used to gather the data for this study. Using the content analysis method, the data were examined. Authentic social science learning was seen favorably by both students and instructors, according to the findings. Social science authentic learning, according to students, also helped them develop a variety of other characteristics and talents.

The Influence of The Contextual Teachıng Learnıng (CTL) Learnıng Model on the Learnıng Outcomes of Social Sciences Natural Resources Materıal Class IV SDN Jepara I/90

“…The inclusion of Natural Resources material in elementary Social Sciences education is of paramount importance for fostering an early understanding and appreciation of our environment and its resources. This foundational knowledge equips young learners with the awareness needed to navigate and interpret the complex interplay between humans and their natural surroundings (Petkou et al, 2021;Rulyansah et al, 2022). By introducing these concepts at an elementary level, educators can instill a sense of responsibility and stewardship in students, encouraging them to think critically about resource utilization and environmental conservation (Petkou et al, 2021).…”

Integration of Video-Based Learning Media in Animal Reproduction Lessons to Elevate Academic Achievement in Fourth Graders at Tunas Bakti Elementary School

“…These skills are vital for young learners as they help build a solid foundation for advanced scientific learning in later years. Engaging fourth graders in science lessons effectively paves the way for them to become informed and inquisitive individuals, capable of understanding complex scientific phenomena in their future academic pursuits and everyday life (Kartimi & Winarso, 2021;Rulyansah, Pratiwi, & Mariati, 2022).…”

“…This subject matter offers an excellent opportunity to introduce students to basic biological processes and life cycles (Lee, Kim, & Park, 2018). Understanding animal reproduction is not just about memorizing facts; it involves grasping the concepts of growth, development, and the continuation of species (Aryulina & Riyanto, 2016;Rulyansah et al, 2022). This knowledge is crucial for young learners as it lays the groundwork for comprehending more complex biological concepts and environmental awareness.…”