Implementing Social Studies Learning Strategies to Develop Social Interaction among Fourth Grade Students at MI Muhammadiyah Trimulyo
Keywords:
Learning Strategies, Social Interaction, Social Studies, Students’ Communication
Abstract
Purpose of the study: This study aims to analyze the implementation of Social Studies learning strategies in developing social interaction among fourth grade students at MI Muhammadiyah Trimulyo. The study also aims to identify how interactive classroom activities encourage students’ participation, communication, cooperation, and confidence during the learning process.
Methodology: This study employed a descriptive qualitative research design conducted at MI Muhammadiyah Trimulyo. Data were collected through semi-structured interviews, classroom observations, and documentation techniques involving the principal, teachers, and fourth grade students. Data validity was examined using triangulation techniques, while data analysis applied inductive qualitative analysis through data reduction, presentation, and conclusion drawing.
Main Findings: Findings revealed that Social Studies learning strategies such as group discussions, collaborative assignments, and question-and-answer activities improved students’ social interaction during classroom learning. Students became more active in asking questions, answering discussions, cooperating with peers, and expressing opinions confidently. Interactive learning activities also encouraged communication, participation, and teamwork among students, creating a more active and socially supportive classroom environment.
Novelty/Originality of this study: This study specifically examines the implementation of Social Studies learning strategies in developing social interaction among students at an Islamic elementary school context. Previous studies mainly focused on character education and tolerance, while this research highlights classroom interaction, collaborative learning, and communication development during Social Studies instruction at the madrasah ibtidaiyah level, contributing new insights into elementary social learning practices.
References
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[3] H. Å. Elmersjö, “An individualistic turn: Citizenship in Swedish history and social studies syllabi, 1970 – 2017,” Hist. Educ., vol. 50, no. 2, pp. 220–239, 2021, doi: 10.1080/0046760X.2020.1826052.
[4] J. Liu, K. Yuan, X. Lin, and W. Zhu, “What learning strategies influence higher-order learning behaviours of medical students?,” Ann. Med., vol. 55, no. 1, pp. 1–11, 2023, doi: 10.1080/07853890.2023.2205166.
[5] R. Calafato and T. Clausen, “Vocabulary learning strategies in extramural English gaming and their relationship with vocabulary knowledge,” Comput. Assist. Lang. Learn., vol. 38, no. 8, pp. 1825–1843, 2025, doi: 10.1080/09588221.2024.2328023.
[6] R. Ghalebi, F. Sadighi, and M. S. Bagheri, “Vocabulary learning strategies: A comparative study of EFL learners,” Cogent Psychol., vol. 7, no. 1, pp. 1–13, 2020, doi: 10.1080/23311908.2020.1824306.
[7] G. M. Hodis, F. A. Hodis, and N. R. Bardhan, “University students’ communication in learning settings and basic psychological needs: A latent profile analysis of their interrelationships,” Commun. Res. Pract., vol. 9, no. 3, pp. 309–324, 2023, doi: 10.1080/22041451.2023.2225900.
[8] M. Pham, J. Barnett, B. Arta, J. Jalaluddin, I. Jazadi, and M. Pham, “University student learning strategies in English medium instruction: An exploratory study in Indonesia and Vietnam,” Asia Pacific J. Educ., vol. 00, no. 00, pp. 1–20, 2025, doi: 10.1080/02188791.2025.2540595.
[9] A. Moult, R. K. Mckinley, P. Yeates, R. K. Mckinley, and P. Yeates, “Understanding patient involvement in judging students’ communication skills in OSCEs,” Med. Teach., vol. 43, no. 9, pp. 1070–1078, 2021, doi: 10.1080/0142159X.2021.1915467.
[10] J. Heinrich et al., “The role of immersion and social interaction in online live events: An experimental approach,” J. Policy Res. Tour. Leis. Events, vol. 7963, pp. 1–17, 2025, doi: 10.1080/19407963.2025.2494253.
[11] C. Iturriaga, “The burden of sustaining communication: Communication breakdowns experienced by deaf students and their communication support workers in a further education college,” Lang. Cult. Curric., vol. 38, no. 1, pp. 97–112, 2025, doi: 10.1080/07908318.2024.2418847.
[12] L. Van Den Berg and J. M. De Villiers, “Tech talk: Development of a conceptual framework to enhance sport students’ communication skills and content learning through vlogs as an assessment tool,” Cogent Educ., vol. 8, no. 1, pp. 1–25, 2021, doi: 10.1080/2331186X.2021.1999785.
[13] S. T. Mengiste, “Teachers’ beliefs and practices in social studies: Aligning theory with practice,” Cogent Educ., vol. 12, no. 1, pp. 1–17, 2025, doi: 10.1080/2331186X.2025.2533299.
[14] R. Ghalebi, F. Sadighi, and M. S. Bagheri, “A study of vocabulary learning strategies among high and low Iranian English vocabulary learners,” Cogent Educ., vol. 8, no. 1, pp. 1–10, 2021, doi: 10.1080/2331186X.2020.1834933.
[15] C. Wang, S. Zhu, and B. Ma, “A study on English learning strategies of university students in Hong Kong,” Asian Englishes, vol. 25, no. 3, pp. 376–390, 2023, doi: 10.1080/13488678.2021.1945182.
[16] A. Kelly et al., “Action replay role-play: Promoting social work students’ communication skills through video enhanced reflective practice,” Soc. Work Educ., vol. 43, no. 9, pp. 2611–2628, 2024, doi: 10.1080/02615479.2023.2275654.
[17] O. Alrashidi, “Assessing language learning strategies employed by university English major students in Saudi Arabia,” Cogent Educ., vol. 9, no. 1, pp. 1–19, 2022, doi: 10.1080/2331186X.2022.2074935.
[18] A. Deppermann and A. Gubina, “Coding actions in social interaction: Potentials and problems,” Res. Lang. Soc. Interact., vol. 58, no. 3, pp. 258–280, 2025, doi: 10.1080/08351813.2025.2528494.
[19] M. B. Betakan, A. A. Owusu, and J. Tufuor, “Determinants of learning strategies among undergraduate accounting students: A study in an emerging economy,” Cogent Educ., vol. 11, no. 1, pp. 1–23, 2024, doi: 10.1080/2331186X.2024.2432738.
[20] H. V. Hult et al., “Digital learning strategies in residency education,” Ann. Med., vol. 57, no. 1, pp. 1–12, 2025, doi: 10.1080/07853890.2024.2440630.
[21] K. Kang, B. Hengeveld, C. Hummels, and J. Hu, “Enhancing social interaction among nursing homes residents with interactive public display systems,” Int. J. Human–Computer Interact., vol. 38, no. 17, pp. 1701–1717, 2022, doi: 10.1080/10447318.2021.2016234.
[22] S. Schweder, L. Grahl, and D. Raufelder, “Examining self-directed and teacher-directed learning’s impact on achievement goals and learning strategies,” J. Exp. Educ., vol. 94, no. 2, pp. 321–346, 2026, doi: 10.1080/00220973.2025.2459382.
[23] R. Razali, L. Sundana, R. Ramli, and T. Alamsyah, “Language curriculum development to increase students’ interest in communication and literacy in higher education: A qualitative study,” Cogent Educ., vol. 12, no. 1, pp. 1–19, 2025, doi: 10.1080/2331186X.2024.2448349.
[24] M. Saraiva and M. V. Garrido, “Misinformation in social interaction: Examining the role of discussion,” Memory, vol. 32, no. 2, pp. 156–165, 2024, doi: 10.1080/09658211.2023.2300671.
[25] M. Pawlak, M. E. Shirvan, and S. Karimpour, “L2 language grammar learning strategies: A Q methodology study,” Innov. Lang. Learn. Teach., vol. 1229, pp. 1–21, 2025, doi: 10.1080/17501229.2025.2543291.
[26] P. G. T. Healey, J. Hough, D. Lehn, and E. E. Özkan, “Negotiating shared understanding: Coding repair in social interaction,” Res. Lang. Soc. Interact., vol. 58, no. 3, pp. 281–302, 2025, doi: 10.1080/08351813.2025.2528495.
[27] K. Björklund and C. Silén, “Occupational therapy and physiotherapy students’ communicative and collaborative learning in an interprofessional virtual setting,” Scand. J. Occup. Ther., vol. 28, no. 4, pp. 264–273, 2021, doi: 10.1080/11038128.2020.1761448.
[28] C. X. Wang et al., “Racial/ethnic minority females smoke more cigarettes after social interaction with others who smoke,” J. Ethn. Subst. Abuse, vol. 0, no. 0, pp. 1–18, 2024, doi: 10.1080/15332640.2024.2349308.
[29] K. E. Vogler and S. Schramm-pate, “Relationship of instructional time configuration on state-mandated middle grades social studies test scores,” RMLE Online, vol. 45, no. 5, pp. 1–18, 2022, doi: 10.1080/19404476.2022.2056780.
[30] Y. Mi and X. Lei, “Sleep loss and lack of social interaction: A summary interview,” Brain-Apparatus Commun. A J. Bacomics, vol. 2, no. 1, pp. 1–16, 2023, doi: 10.1080/27706710.2022.2163593.
[31] V. K. R. Hennig, N. Gentile, and M. Johansson, “Social interaction in public squares: The role of users’ environmental appraisals in daylight and after dark,” J. Urban Des., vol. 00, no. 00, pp. 1–25, 2025, doi: 10.1080/13574809.2025.2526214.
Published
2026-05-14
How to Cite
Haikal, F., & Dirmawan, E. (2026). Implementing Social Studies Learning Strategies to Develop Social Interaction among Fourth Grade Students at MI Muhammadiyah Trimulyo. GeoEdu Insight Journal, 1(1), 15-21. Retrieved from https://cahayaic.digisstant.com/index.php/GEdlJ/article/view/3216
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Copyright (c) 2026 Fiqri Haikal, Eko Dirmawan
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