Social Studies Learning Management Based On The Integration Of Teacher Competencies And Contextual Learning Approaches

Abstract

Social Studies (IPS) instruction should not merely focus on the mastery of factual knowledge; it must also cultivate students' ability to understand and analyze various social phenomena relevant to their daily lives. This requirement necessitates that teachers possess the competence to systematically manage instruction while selecting approaches tailored to both the students' characteristics and the Social Studies subject matter. This study aims to analyze the management of Social Studies instructionintegrating teacher competence with a contextual learning approachat SMPN 1 Kertasemaya, covering the stages of planning, implementation, assessment, and reflection. A descriptive qualitative approach was employed, with data collected through classroom observations, interviews, and an analysis of instructional documents related to the planning, execution, assessment, and reflection processes. Data analysis involved condensation, presentation, and the drawing and verification of conclusions, with triangulation of sources and techniques used to ensure data credibility. The findings indicate that the integration of teacher competence with contextual learning is manifested in the teachers' ability to design instruction that aligns with student characteristics, connect Social Studies content to students' personal experiences and social environments, employ strategies that foster active engagement, and conduct assessments and reflections to inform ongoing instructional improvement. Utilizing the students' social environment as a learning resource provides opportunities to link Social Studies concepts with real-world phenomenasuch as economic activities, social interactions, cultural aspects, social change, and environmental issues. Consequently, the Contextual Teaching and Learning (CTL) approach is understood not merely as a teaching method, but as an integral component of instructional management that demands teacher competence in continuous planning, implementation, assessment, and reflection. This study underscores the importance of strengthening teacher competence and managing contextual instruction to create a Social Studies curriculum that is relevant, meaningful, and focused on the active participation of students.