Teachers' Competence in Implementing Thematic Social Studies Instruction: An Evaluative Study at Junior High School Level of Lumajang Regency

Moh. Sutomo; Musyarofah -; Miftah Arifin

doi:10.24832/jpnk.v10i1.5759

Teachers' Competence in Implementing Thematic Social Studies Instruction: An Evaluative Study at Junior High School Level of Lumajang Regency

Moh. Sutomo

Universitas Islam Negeri Kiai Haji Ahmad Siddiq, Jember - Indonesia

Musyarofah -

Universitas Islam Negeri Kiai Haji Ahmad Siddiq, Jember - Indonesia

Miftah Arifin

Universitas Islam Negeri Kiai Haji Ahmad Siddiq, Jember - Indonesia

DOI: https://doi.org/10.24832/jpnk.v10i1.5759

Submitted

Mar 26, 2025

Published

Jun 22, 2025

PDF

Citation

Sutomo, M., -, M., & Arifin, M. (2025). Teachers’ Competence in Implementing Thematic Social Studies Instruction: An Evaluative Study at Junior High School Level of Lumajang Regency. Jurnal Pendidikan Dan Kebudayaan, 10(1), 19–32. https://doi.org/10.24832/jpnk.v10i1.5759

Abstract

The effective implementation of thematic learning in Social Studies (IPS) at the junior secondary level requires teachers to possess interdisciplinary knowledge and advanced pedagogical skills. This study explores competency gaps among Social Studies teachers without formal Social Sudies qualifications in Lumajang Regency, Indonesia, and examines how these gaps affect thematic learning delivery. Using a qualitative phenomenological approach, data were collected through non-participant observations, structured questionnaires, and in-depth interviews with 30 teachers from SMP and MTs schools. The findings reveal significant disparities in subject matter expertise, instructional design, and classroom management, with only 50% of teachers meeting competency standards for thematic Social Studies teaching. Key factors underlying these gaps include diverse academic backgrounds, limited understanding of the thematic curriculum, and insufficient engagement in professional development activities. The study highlights the urgent need for targeted capacity-building programs, continuous professional learning opportunities, and collaborative teacher networks to bridge competency deficiencies. Furthermore, policy interventions are recommended to standardize teacher qualifications and support sustained professional growth. Addressing these challenges can improve the quality of thematic Social Studies instruction and improve student learning outcomes. This study provides an empirical foundation and policy recommendations for improving teacher competence within the context of an integrated curriculum which can be utilized by education stakeholders in Indonesia and in similar settings.

Keywords

thematic learning teacher competence secondary education Social Science Education

Statistics

Downloads

Download data is not yet available.

Read Counter : 858

Downloads : 378

References

Abdul Latief, J., Ibnu Khaldun, R., & Hatta, I. (2022). Children that are victims to civil war: A social approach through art and Culture"”Molega, a traditional Poso children's game: Special Issue. Children, 9(7), 997. https://doi.org/10.3390/children9070997
Aisah, Djohar, & Rusman. (2019). The implementation of curriculum thematic learning in developing critical thinking ability of elementary school students. International Journal of Recent Technology and Engineering, 8(1C2), 837"“841.
Al-Sayyed, N. M. (2014). Critical factors affecting human resource development in the Arab world. Life Science Journal, 11(4S), 113"“123.
AM, I.A., Saputra, S.Y., & Amelia, D.J. (2018). Pembelajaran tematik integratif pada Kurikulum 2013 di kelas rendah SD Muhammadiyah 07 WAJAK. JINoP (Jurnal Inovasi Pembelajaran), 4(1), 35. https://doi.org/10.22219/jinop.v4i1.4936
Amini, R. & Usmeldi. (2022). Developing the interactive e-module based on integrated learning for primary school students. International Journal of Information and Education Technology, 12(4), 272"“279. https://doi.org/10.18178/ijiet.2022.12.4.1615
Beckmann, J. (2021). Die noodsaak van bevoegde onderwysers in elke Suid-Afrikaanse skoolklaskamer. Tydskrif Vir Geesteswetenskappe, 61(3), 753"“771. https://doi.org/10.17159/2224-7912/2021/v61n3a7
Chmutina, K., & Von Meding, J. (2022). Towards a liberatory pedagogy of disaster risk reduction among built environment educators. Disaster Prevention and Management: An International Journal, 31(5), 521"“535. https://doi.org/10.1108/DPM-02-2022-0041
Christensen. (2022). Observing and interpreting quality in social science teaching. JSSE - Journal of Social Science Education, Bd. 21 Nr. 2, present and future. https://doi.org/10.11576/JSSE-4147
Corbella, L., & Ucar, X. (2019). The ethical dimension and values involved in social education. Perspectives of scholars, educators, and participants. Ramon Llull Journal of Applied Ethics, 10, 91"“122. https://raco.cat/index.php/rljae/article/view/356324.
Dorris, L., Young, D., Barlow, J., Byrne, K., & Hoyle, R. (2022). Cognitive empathy across the lifespan. Developmental Medicine & Child Neurology, 64(12), 1524"“1531. https://doi.org/10.1111/dmcn.15263
Erikson, M. G., & Erikson, M. (2019). Learning outcomes and critical thinking "“ good intentions in conflict. Studies in Higher Education, 44(12), 2293"“2303. https://doi.org/10.1080/03075079.2018.1486813
Fanani, A.Z., Hastuti, K., Syarif, A.M., & Mulyana, A.R. (2020). Rule-based Interactive Learning Application Model on How to Play Music Instruments. International Journal of Emerging Technologies in Learning (iJET), 15(15), 52. https://doi.org/10.3991/ijet.v15i15.11486
Farihin, F., Suteja, S., Muslihudin, M., Aris, A., Haqq, A.A., & Winarso, W. (2022). A skill application model to improve teacher competence and professionalism. International Journal of Educational Methodology, 8(2), 331"“346. https://doi.org/10.12973/ijem.8.2.331
Grammens, M., Voet, M., Vanderlinde, R., Declercq, L., & De Wever, B. (2022). A systematic review of teacher roles and competences for teaching synchronously online through videoconferencing technology. Educational Research Review, 37, 100461. https://doi.org/10.1016/j.edurev.2022.100461
Hackman, J.R. (2003). Learning more by crossing levels: Evidence from airplanes, hospitals, and orchestras. Journal of Organizational Behavior, 24(8), 905"“922. https://doi.org/10.1002/job.226
Hamirul. (2021). Uji kompetensi guna meningkatkan profesionalisme guru SLTA di Dinas Pendidikan dan Kebudayaan Kabupaten Bungo. Jurnal Manajemen Pendidikan, 11(2), 66"“76. https://doi.org/10.21009/jmp.v11i2.8820
Jogo, P.H., Fitri, M., Kholiq, A., & Madiku, A. K. (2022). Upaya peningkatan kompetensi profesional guru IPS dalam proses pembelajaran. Jurnal Pendidikan Ekonomi (JURKAMI), 7(1), 62"“72. https://doi.org/10.31932/jpe.v7i1.1506
JÃ¸rgensen, H.H., SchrÃ¸der, V., & Skovbjerg, H.M. (2023). Playful learning, space and materiality: An integrative literature review. Scandinavian Journal of Educational Research, 67(3), 419"“432. https://doi.org/10.1080/00313831.2021.2021443
Lee, J., & Choi, K.-H. (2022). Mother-Child social cognition among multicultural families in South Korea. Frontiers in Psychiatry, 13, 883212. https://doi.org/10.3389/fpsyt.2022.883212
Lin, M.-H., Chen, H.-C., & Liu, K.-S. (2017). A study of the effects of digital learning on learning motivation and learning outcome. Eurasia Journal of Mathematics, Science and Technology Education, 13(7), 3553"“3564. https://doi.org/10.12973/eurasia.2017.00744a
Liu, C.-C., Liao, M.-G., Chang, C.-H., & Lin, H.-M. (2022). An analysis of children' interaction with an AI chatbot and its impact on their interest in reading. Computers & Education, 189, 104576. https://doi.org/10.1016/j.compedu.2022.104576
Makan, G., Antal, D., Mingesz, R., Gingl, Z., MellÃ¡r, J., Vadai, G., & Kopasz, K. (2019). Interdisciplinary technical exercises for informatics teacher students. Central-European Journal of New Technologies in Research, Education and Practice, 21"“34. https://doi.org/10.36427/CEJNTREP.1.1.382
Mariati, Djazilah, Nafiah, & Hartatik. (2022). Before the pandemic and its impact to the future" about IoT and the transformation of children's social education. Pegem Egitim ve Ogretim Dergisi, 12(2). https://doi.org/10.47750/pegegog.12.02.09
Mukniah. (2020). Integrative thematic learning model to shape the student's character. International Journal of Scientific and Technology Research, 9(4), 606"“610.
Nurlaela, L., Samani, M., Asto, I.G.P., & Wibawa, S.C. (2018). The effect of thematic learning model, learning style, and reading ability on the students' learning outcomes. IOP Conference Series: Materials Science and Engineering, 296 The Consortium of Asia-Pacific Education Universities (CAPEU) 22"“23 May 2017, Universitas Negeri Surabaya, Indonesia, 012039. https://doi.org/10.1088/1757-899X/296/1/012039
Oikonomakou, M., & Papakitsos, E. (2021). Language teaching and critical literacy curriculum in Greek primary education: Implementation and perspectives. L1 Educational Studies in Language and Literature, 21(1), 1"“15. https://doi.org/10.17239/L1ESLL-2021.21.01.14
Pabbajah, M., Abdullah, I., Widyanti, R.N., Jubba, H., & Alim, N. (2020). Student demoralization in education: The industrialization of university curriculum in 4.0. Era Indonesia. Cogent Education, 7(1), 1779506. https://doi.org/10.1080/2331186X.2020.1779506
Permatasari, B.D., Gunarhadi, G., & Riyadi, R. (2019). The influence of problem based learning towards social science learning outcomes viewed from learning interest. International Journal of Evaluation and Research in Education (IJERE), 8(1), 39. https://doi.org/10.11591/ijere.v8i1.15594
Phung, T.L., Lee, Q.T., & Bui, T.T.M. (2020). Improving teaching capacity for teachers of social sciences before requesting the innovation of the general education program. International Journal of Innovation, Creativity and Change, 11(3), 527"“541. https://www.ijicc.net/images/vol11iss3/11341_Phung_2020_E_R.pdf
Qondias, D., Lasmawan, W., Dantes, N., & Arnyana, I.B.P. (2022). Effectiveness of multicultural problem-based learning models in improving social attitudes and critical thinking skills of elementary school students in thematic instruction. Journal of Education and E-Learning Research, 9(2), 62"“70. https://doi.org/10.20448/jeelr.v9i2.3812
Redjeki, H., Sukirman, & Santoso. (2021). Education and training technology increases teacher competence. Journal of Physics: Conference Series, Second UPY International Conference on Applied Science and Education (2nd UPINCASE) 2020 3-4 November 2020, Yogyakarta, Indonesia, 1823(1), 012082. https://doi.org/10.1088/1742-6596/1823/1/012082
Sardiman, A.M.S. (2010). Revitalisasi peran pembelajaran IPS dalam pembentukan karakter bangsa. Cakrawala Pendidikan, 1(3), 147"“159. https://doi.org/10.21831/cp.v1i3.242
Sudargini, Y., & Purwanto, A. (2020). The effect of teachers pedagogic competency on the learning outcomes of students. Journal of Industrial Engineering & Management Research (JIEMAR), 1(4), 1"“8. https://doi.org/10.7777/jiemar
Sukardjo, M.& Salam, M., (2020). Effect of concept attainment models and Self-Directed Learning (SDL) on Mathematics learning outcomes. International Journal of Instruction, 13(3), 275"“292. https://doi.org/10.29333/iji.2020.13319a
Sutomo, M. (2017). Pengaruh strategi pembelajaran kooperatif jigsaw dan keterampilan sosial terhadap hasil belajar IPS. Jurnal Ilmu Pendidikan, 23(1), 11"“18. http://dx.doi.org/10.17977/jip.v23i1.10752
Tang, S.Y.F., Wong, A.K.Y., Li, D.D.Y., & Cheng, M.M.H. (2020). Millennial generation preservice teachers' intrinsic motivation to become a teacher, professional learning, and professional competence. Teaching and Teacher Education, 96, 103180. https://doi.org/10.1016/j.tate.2020.103180
Teig, N., & Nilsen, T. (2022). Profiles of instructional quality in primary and secondary education: Patterns, predictors, and relations to student achievement and motivation in science. Studies in Educational Evaluation, 74, 101170. https://doi.org/10.1016/j.stueduc.2022.101170
Turmuzi, M., & Wahidaturrahmi, W. (2021). Analisis kompetensi profesional dan pedagogik mahasiswa Pendidikan Matematika dalam implementasi Kurikulum 2013. Edukatif"¯: Jurnal Ilmu Pendidikan, 3(2), 341"“354. https://doi.org/10.31004/edukatif.v3i2.301
Ulfah, A., & Purwanti, S. (2020). The effectiveness of thematic textbook based on local wisdom on cooperation character of first grade students of primary school. Universal Journal of Educational Research, 8(7), 2996"“3001. https://doi.org/10.13189/ujer.2020.080728
Van Alten, D.C.D., Phielix, C., Janssen, J., & Kester, L. (2019). Effects of flipping the classroom on learning outcomes and satisfaction: A meta-analysis. Educational Research Review, 28, 100281. https://doi.org/10.1016/j.edurev.2019.05.003
Veiga, S. (2022). Developing transversal competencies in the sociodramatic space: Narrative of a curricular experience in higher education. Education Sciences, 12(2), 125. https://doi.org/10.3390/educsci12020125
Wedin, Ã…., & Aho, E. (2022). Space for linguistic and civic hybridity? JSSE - Journal of Social Science Education, 21(1) 55-75. https://doi.org/10.11576/JSSE-4428
Widyatmoko. (2020). The character of leadership in human resources development: A critical review. International Journal of Management, Innovation & Entrepreneurial Research, 6(2), 1"“9. https://doi.org/10.18510/ijmier.2020.62