Pedagogical Contents

One of the most prominent teaching methods employed in all observations in the area of Social Studies is the lecture method. Before anything else, the lecture method is a traditional approach and commonly used by most teachers all over the world. While it is true that it employs a teacher-centered approach, it does not mean that it no longer can be substantial to learners because lecture methods are naturally suitable for introducing concepts. Students should familiarize themselves with keywords or patterns before teachers utilize a different approach that will involve more senses. For example, I witnessed my cooperating teacher elaborate the definition of inflation and financial institutions so that students can understand the following lesson, which is the role of financial institutions and monetary and fiscal policy. If she did not define and elaborate the definitions of the key concepts, the students will not understand the following lessons— in another straightforward narrative, lecture methods build foundational knowledge.

Collaborative Learning is seen in all of the classes that were observed. The teacher grouped the students after the discussion and disseminated answer sheets for them to answer, allowing us to realize that formative assessments are accomplished through groups. The learning approach is ideally significant towards academic achievement because learners are able to learn with their peers and expand their knowledge through brainstorming. One of its advantage is the so-called “relearning learning” — either students improve their learning or students 

However, one thing I observed that students take advantage of is when the teachers allow students to work in groups, but do not brainstorm because they just distribute the numbers to each member. Their reason why they do such is to accomplish their tasks quickly.

Through using a PowerPoint Presentation, the teachers were able to utilize digital learning resources, such as animations and images. 

In the eighth grade, the teacher used topographic maps and real-life images.

Topographic maps are visual aids that locate both natural and manmade land and water forms. The teacher appropriately used the maps in the sense that learners can easily understand the effects of the physical geography of Indonesia to its inhabitants, mainly why floods are likely to occur in archipelagic countries. On the other hand, real-life images were supplementary materials to prove that its effects cause devastation in countries nearby the Pacific and Indian oceans. 

In the ninth grade, the teacher used paper bills and other artifacts.

The teacher asked the students if they have the smallest to the biggest paper bills, completing all seven. Firstly, it increases student motivation because the teacher asks for their contribution in a way that all students can relate to. After completing the seven paper bills, the teacher discussed the value of each bill and the story behind them— the influential people and the natural creations. The teacher hitted three birds with one stone— motivation, visual representation, and the affective domain. The topic became more interesting because the students are actively checking the paper bill (front and back).

During Fridays, no class proper is held at SMP Negeri 1 Kendari because Fridays are meant for project-based learning— a.k.a authentic assessments. In the first day of observations, the SEA Teachers involved themselves with learners in learning areas that are not their respective majors, particularly Physical Education. The teacher from the class was teaching the dance to her students, where the SEA Teachers involved themselves for fun with the students.

In the Social Studies area, teachers implemented performance-based, oral presentations, and group-based assessments. These types of authentic assessments are suitable in the subject because they enable students to creatively and integratively be subjective and objective in delivering or presenting their outputs and performances. In social studies, there are instances when there is no absolute answer because answers can vary depending on the traditions and values of who they are representing. For example, in the class I observed in the seventh grade, the teacher encouraged his students to intervene after the presentation of each group if they have questions or something that opposes their beliefs.

The main sources of learning is the written curriculum, particularly the textbooks, teaching guide, and the lesson plans. The tangible technology that most teachers use is the projectors for them to present the PowerPoint presentations.