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Meaning of Social Studies Learning and Social Behavior Implication Among Junior High Students in Brebes

Journal of Educational Social Studies · Vol. 15 No. 1 (2026) · hlm. 49–57

DOI
10.15294/jess.v15i1.44864
ISSN
2502-4442, 2252-6390
Terbit
2026-06-25
Penerbit
Universitas Negeri Semarang
Bahasa
eng

Abstrak

Social behavioral degradation among students, including bullying, low empathy, and weakening social values, reflects a persistent gap between the ideals of Social Studies (IPS) education and its classroom implementation. Grounded in George Herbert Mead's Symbolic Interactionism theory, this study employs a qualitative phenomenological approach to examine how IPS teachers and students construct meaning in learning interactions and how this process shapes students' social behavior in junior high schools in Brebes Regency. Data were gathered through in-depth interviews, participant observation, and documentation across three schools using purposive and snowball sampling. The findings reveal that teachers have reframed IPS as a medium for character formation enacted through contextual methods, direct habituation, and symbolic classroom interactions. Students construct meaning primarily through teacher modeling, with internalized values manifesting in concrete prosocial behaviors. Sustained synergy among teachers, school programs, and family support is essential to transform cognitive understanding into genuine social behavioral commitments. Theoretically, this study contributes to understanding how symbolic interaction in educational settings shapes students' self-concept and social behavior. Practically, the findings offer actionable insights for teachers, school policymakers, and curriculum developers seeking to strengthen character-based education through IPS learning.

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  • Universitas Halu Oleo
  • Diponegoro University
  • State University of Semarang
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Rekan penulisOrganisasiArtikel bersama
Hamdan Tri AtmajaAfiliasi tidak diketahui4
Moh Yasir AlimiAfiliasi tidak diketahui3
Eko HandoyoAfiliasi tidak diketahui3
Cahyo Budi UtomoAfiliasi tidak diketahui3
Juhadi JuhadiAfiliasi tidak diketahui2
Fajar FajarAfiliasi tidak diketahui2
Kuncoro Bayu PrasetyoAfiliasi tidak diketahui2
Elly KisminiAfiliasi tidak diketahui2
Hana CahyaningtyasAfiliasi tidak diketahui1
Nurul FatimahUniversitas Halu Oleo1
Didi PramonoAfiliasi tidak diketahui1
Ninuk Sholikhah AkhirohAfiliasi tidak diketahui1
Heri TjahjonoAfiliasi tidak diketahui1
Munadi MunadiDiponegoro University1
Muhammad Fauzan RamadhanAfiliasi tidak diketahui1
Sucihatiningsih Dian Wisika PrajantiState University of Semarang1
Eni WinartiAfiliasi tidak diketahui1
Fina Nayla FarhaAfiliasi tidak diketahui1
Maman RachmanAfiliasi tidak diketahui1
Yusuf FalaqAfiliasi tidak diketahui1
Adhila Ayu PuruhitaAfiliasi tidak diketahui1
Maharromiyati MaharromiyatiAfiliasi tidak diketahui1
Agus Fathoni PrasetyoAfiliasi tidak diketahui1
Ani YuniatiAfiliasi tidak diketahui1
Thriwaty ArsalAfiliasi tidak diketahui1
Apriyanto Dani NugrohoAfiliasi tidak diketahui1
Rodiyah RodiyahAfiliasi tidak diketahui1
Budi DarsonoAfiliasi tidak diketahui1
Novi Dwi HariniAfiliasi tidak diketahui1
Eva BanowatiAfiliasi tidak diketahui1
Linda Lusi RaniAfiliasi tidak diketahui1
Suwito Eko PramonoAfiliasi tidak diketahui1
Misdiatun MisdiatunAfiliasi tidak diketahui1
Karyono KaryonoAfiliasi tidak diketahui1
Eky RisqianaAfiliasi tidak diketahui1
Y Y F R SunarjanAfiliasi tidak diketahui1
Muhammad SilahuddinAfiliasi tidak diketahui1

Afiliasi berasal dari OpenAlex; metadata OAI-PMH jurnal tidak memuatnya. Penulis tanpa ID OpenAlex dicocokkan berdasarkan nama, sehingga dua orang bisa tergabung atau satu orang bisa terpisah.

Sumber metadata: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/jess/oai, pertama di-harvest 6 Nov 2026, terakhir terlihat 6 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en">Meaning of Social Studies Learning and Social Behavior Implication Among Junior High Students in Brebes</dc:title>
	<dc:creator xml:lang="en">Bahtiar, Irin Maulana</dc:creator>
	<dc:creator xml:lang="en">Suyahmo, Suyahmo</dc:creator>
	<dc:creator xml:lang="en">Brata, Nugroho Trisnu</dc:creator>
	<dc:subject xml:lang="en">Character Education</dc:subject>
	<dc:subject xml:lang="en">Meaning Construction</dc:subject>
	<dc:subject xml:lang="en">Social Behavior</dc:subject>
	<dc:subject xml:lang="en">Social Studies Learning</dc:subject>
	<dc:subject xml:lang="en">Symbolic Interactionism </dc:subject>
	<dc:description xml:lang="en">Social behavioral degradation among students, including bullying, low empathy, and weakening social values, reflects a persistent gap between the ideals of Social Studies (IPS) education and its classroom implementation. Grounded in George Herbert Mead's Symbolic Interactionism theory, this study employs a qualitative phenomenological approach to examine how IPS teachers and students construct meaning in learning interactions and how this process shapes students' social behavior in junior high schools in Brebes Regency. Data were gathered through in-depth interviews, participant observation, and documentation across three schools using purposive and snowball sampling. The findings reveal that teachers have reframed IPS as a medium for character formation enacted through contextual methods, direct habituation, and symbolic classroom interactions. Students construct meaning primarily through teacher modeling, with internalized values manifesting in concrete prosocial behaviors. Sustained synergy among teachers, school programs, and family support is essential to transform cognitive understanding into genuine social behavioral commitments. Theoretically, this study contributes to understanding how symbolic interaction in educational settings shapes students' self-concept and social behavior. Practically, the findings offer actionable insights for teachers, school policymakers, and curriculum developers seeking to strengthen character-based education through IPS learning.
 </dc:description>
	<dc:publisher xml:lang="en">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2026-06-25</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/journals/jess/article/view/44864</dc:identifier>
	<dc:identifier>10.15294/jess.v15i1.44864</dc:identifier>
	<dc:source xml:lang="en">Journal of Educational Social Studies; Vol. 15 No. 1 (2026): June; 49-57</dc:source>
	<dc:source>2502-4442</dc:source>
	<dc:source>2252-6390</dc:source>
	<dc:source>10.15294/jess.v15i2</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/journals/jess/article/view/44864/10283</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2026 JESS (Journal of Educational Social Studies)</dc:rights>
</oai_dc:dc>