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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) · pp. 49–57

DOI
10.15294/jess.v15i1.44864
ISSN
2502-4442, 2252-6390
Published
2026-06-25
Publisher
Universitas Negeri Semarang
Language
eng

Abstract

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.

Keywords

Collaboration network of the authors

40 authors · 102 co-authorship links · showing the 40 most connected

Hover or tap a name to highlight its co-authors. Double-click to open the author's page.

  • Universitas Halu Oleo
  • Diponegoro University
  • State University of Semarang
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Hamdan Tri AtmajaAffiliation unknown4
Moh Yasir AlimiAffiliation unknown3
Eko HandoyoAffiliation unknown3
Cahyo Budi UtomoAffiliation unknown3
Juhadi JuhadiAffiliation unknown2
Fajar FajarAffiliation unknown2
Kuncoro Bayu PrasetyoAffiliation unknown2
Elly KisminiAffiliation unknown2
Hana CahyaningtyasAffiliation unknown1
Nurul FatimahUniversitas Halu Oleo1
Didi PramonoAffiliation unknown1
Ninuk Sholikhah AkhirohAffiliation unknown1
Heri TjahjonoAffiliation unknown1
Munadi MunadiDiponegoro University1
Muhammad Fauzan RamadhanAffiliation unknown1
Sucihatiningsih Dian Wisika PrajantiState University of Semarang1
Eni WinartiAffiliation unknown1
Fina Nayla FarhaAffiliation unknown1
Maman RachmanAffiliation unknown1
Yusuf FalaqAffiliation unknown1
Adhila Ayu PuruhitaAffiliation unknown1
Maharromiyati MaharromiyatiAffiliation unknown1
Agus Fathoni PrasetyoAffiliation unknown1
Ani YuniatiAffiliation unknown1
Thriwaty ArsalAffiliation unknown1
Apriyanto Dani NugrohoAffiliation unknown1
Rodiyah RodiyahAffiliation unknown1
Budi DarsonoAffiliation unknown1
Novi Dwi HariniAffiliation unknown1
Eva BanowatiAffiliation unknown1
Linda Lusi RaniAffiliation unknown1
Suwito Eko PramonoAffiliation unknown1
Misdiatun MisdiatunAffiliation unknown1
Karyono KaryonoAffiliation unknown1
Eky RisqianaAffiliation unknown1
Y Y F R SunarjanAffiliation unknown1
Muhammad SilahuddinAffiliation unknown1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/jess/oai, first harvested 6 Nov 2026, last seen 6 Nov 2026.
Original metadata (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>