The Effect of Integrated Social Studies Teaching-Learning toward the Enhancement of Students’ Critical and Meaningful Thinking Skills

Abstract

This research background was the application of less optimal Social Studies Learning Process in schools in enhancing students’ critical and meaningful thinking skills and at the Social studies learning which were still taught separately based on appropriate field of studies such as Geography, Sociology, History, and Economics. This research aimed to find out the effect of integrated Social studies Learning on the students’ critical and meaningful thinking skills enhancement. The research method applied in this study was quasi-experimental research using Nonequivalent Control Group Design. One class was chosen as an experimental class with Integrated Social studies Learning, and one control class was chosen with separated Social studies learning. The data technique collection used was in the form of test results supported by observation and questionnaire. The analysis technique of test data to examine the research hypothesis applied SPSS version 16 with the analysis tools: normality test, homogeneity test, parametric analysis with t-test and gain. The test findings showed that the learning of Integrated Social studies was affected by the students’ critical and meaningful thinking skills enhancement. The learning of this Integrated Social Science was recommended as a learning alternative that was able to enhance students’ critical and meaningful thinking skills