Promoting Students’ Critical Thinking Skills on Social Studies in Primary School: TPACK based Instructional Media

Year 2023, Volume: 7 Issue: 14, 407 - 415, 31.07.2023

Ika Yatrı , Endry Boerıswatı , Totok Bıntoro

https://doi.org/10.31458/iejes.1262669

Cited By: 2

Abstract

Social Studies is one subject matter which is learned by students in schools. It could attract the students’ attention and interest in learning process when teachers utilize technology based instructional media. This study aims to investigate how instructional application promotes the students’ critical thinking on social studies in primary school. This study was conducted in one of primary schools in West Java. There were 65 students participating in completing the questionnaire. In addition to the questionnaire, interviews for seven selected students were also done for collecting the data. The results showed that most students felt happy to learn social studies when using instructional application. This study also revealed that instructional application could increase the students’ critical thinking skills indicated by their strong statements on sharing opinions, making conclusions, and asking questions. Thus, it is recommended that instructional application should be used by teachers in primary schools so as that students are more interested in learning social studies.

Keywords

Critical thinking skills, instructional application, primary school students, social studies, TPACK

References

• Abd Samad, M. R., Ihsan, Z. H., & Khalid, F. (2021). The use of mobile learning in teaching and learning session during the covid-19 pandemic in Malaysia. Journal of Contemporary Social Science and Education Studies (JOCSSES), 1(2), 46–65.
• Abricot, N., Zúñiga, C. G., Valencia-Castañeda, L., & Miranda-Arredondo, P. (2022). What learning is reported in social science classroom interventions? A scoping review of the literature. Studies in Educational Evaluation, 74, 101187.
• Anwar, H. S., Quraisy, H., & Sulfasyah, S. (2022). The Influence of Learning Interest and Independence on Student’Learning Achievement in Social Sciences Subject at SDN 33 Boddie. Edumaspul: Jurnal Pendidikan, 6(2), 1661–1667.
• Aparicio Gómez, O. Y. (2020). The education of desire and the use of ICT. In Desire and Human Flourishing (pp. 325–337). Springer.
• Aydoğmuş, M. & Ibrahim, M. (2022). Two approaches to investigate preservice teachers’ tpack competencies and self-regulated learning skills in the Turkiye and the United States. Journal of Computer and Education Research, 10 (20), 531-546.
• Blackwell, C. K., Lauricella, A. R., & Wartella, E. (2016). The influence of TPACK contextual factors on early childhood educators’ tablet computer use. Computers & Education, 98, 57–69.
• Byker, E. J., & Vainer, V. (2020). Social studies education in Argentina: Hacia Una Ciudadania global? The Journal of Social Studies Research, 44(4), 355–365.
• Cottrell, S. (2017). Critical thinking skills: Effective analysis, argument and reflection. Bloomsbury Publishing.
• Creswell, J. W. C. J. D. (2018). Research design: qualitative, quantitative, and mixed methods approaches. In Sage (5th ed.). http://www.elsevier.com/locate/scp
• Demoiny, S. B. (2020). Preparing elementary pre-service teachers for social studies integration in an alternative field placement. The Journal of Social Studies Research, 44(1), 51–59.
• Farris, P. J. (2015). Elementary and middle school social studies: An interdisciplinary, multicultural approach. Waveland Press.
• Goradia, T. (2018). Role of educational technologies utilizing the TPACK framework and 21st century pedagogies: Academics’ perspectives. IAFOR Journal of Education, 6(3), 43–61.
• Heafner, T. L. (2018a). Elementary ELA/social studies integration: Challenges and limitations. The Social Studies, 109(1), 1–12.
• Heafner, T. L. (2018b). More social studies?: Examining instructional policies of time and testing in elementary school. The Journal of Social Studies Research, 42(3), 229–237.
• Herring, M. C., Koehler, M. J., & Mishra, P. (2016). Handbook of technological pedagogical content knowledge (TPACK) for educators (Vol. 3). Routledge New York.
• Humairah, N., Muchtar, Z., & Sitorus, M. (2020). The development of android-based interactive multimedia for high school students. The 5th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2020), 113–119.
• Ismail, N. S., Harun, J., Zakaria, M. A. Z. M., & Salleh, S. M. (2018). The effect of mobile problem-based learning application DicScience PBL on students’ critical thinking. Thinking Skills and Creativity, 28, 177–195.
• Martell, C. C. (2017). Approaches to teaching race in elementary social studies: A case study of preservice teachers. The Journal of Social Studies Research, 41(1), 75–87.
• McDougall, J., Zezulkova, M., Van Driel, B., & Sternadel, D. (2018). Teaching media literacy in Europe: evidence of effective school practices in primary and secondary education, NESET II report.
• Miaz, Y. Y., Miaz, Y., Kenedi, A. K., Monfajri, S. W., & Helsa, Y. (2019). Educative learning media for elementary school students. 5th International Conference on Education and Technology (ICET 2019), 722–727.
• Murdiono, M., Suyato, S., Rahmawati, E., & Aziz, M. (2020). Developing an android-based mobile application for civic education learning. International Journal of Interactive Mobile Technologies (IJIM), 14(16), 180-193. https://doi.org/10.3991/ijim.v14i16.14967
• Nurrita, T. (2018). Pengembangan media pembelajaran untuk meningkatkan hasil belajar siswa. Jurnal Misykat, 3(1), 171–187.
• Ollila, J., & Macy, M. (2019). Social studies curriculum integration in elementary classrooms: A case study on a Pennsylvania Rural School. The Journal of Social Studies Research, 43(1), 33-45.
• Passe, J. (2006). New challenges in elementary social studies. The Social Studies, 97(5), 189-192.
• Prayitno, R. (2019). Pengaruh Tingkat Pendidikan dan Pengalaman Mengajar terhadap Kompetensi Profesional Guru pada Mata Pelajar IPS di SD Sekecamatan Buntu Batu Kabupaten Enrekang. Phinisi Integration Review, 2(1), 81-90. https://doi.org/10.26858/pir.v2i1.8095
• Puspitarini, Y. D., & Hanif, M. (2019). Using learning media to increase learning motivation in elementary school. Anatolian Journal of Education, 4(2), 53-60.
• Rahmat, N. H. (2020). Innovation in education: Barriers and facilitating factors. European Journal of Education Studies.
• Rahmawati, B. F., & Zidni, Z. (2019). Identifikasi Permasalahan-Permasalahan dalam Pembelajaran IPS. Fajar Historia: Jurnal Ilmu Sejarah Dan Pendidikan, 3(1), 1-10.
• Rofiq, M. A. (2020). Konsep Dasar Ilmu Pengetahuan Sosial Berorientasi HOTS (Higher Order Thinking Skills) untuk Pendidikan Sekolah Dasar (PGSD). CV. Pilar Nusantara.
• Santos, J. M., & Castro, R. D. R. (2021). Technological pedagogical content knowledge (TPACK) in action: Application of learning in the classroom by pre-service teachers (PST). Social Sciences & Humanities Open, 3(1), 100110.
• Shafie, H., Majid, F. A., & Ismail, I. S. (2019). Technological pedagogical content knowledge (TPACK) in teaching 21st century skills in the 21st century classroom. Asian Journal of University Education, 15(3), 24-33.
• Sinaga, P., & Setiawan, W. (2022). The impact of electronic interactive teaching materials (EITMs) in e-learning on junior high school students’ critical thinking skills. Thinking Skills and Creativity, 46, 101066.
• Wakil, K., Rahman, R., Hasan, D., Mahmood, P., & Jalal, T. (2019). Phenomenon-based learning for teaching ict subject through other subjects in primary schools. Journal of Computer and Education Research, 7 (13), 205-212. https://doi.org/10.18009/jcer.553507