THE DEVELOPMENT OF A SOCIAL STUDIES INSTRUCTIONAL MODEL USING SOCIAL CONSTRUCTIVISM THEORY INTEGRATED WITH THE CONCEPT OF SOCIAL JUSTICE AND THE DIALECTICAL PROCESS TO PROMOTE LEGAL LITERACY AND CIVIC IMAGINATION OF HIGH SCHOOL STUDENTS
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Abstract
The purposes of this research were: 1) to study and analyze the fundamental data for developing a social studies instructional model, 2) to investigate the needs for a social studies instructional model, and 3) to develop and evaluate the quality of the social studies instructional model. The research instruments included: 1) a document analysis form, 2) an interview form for stakeholders, 3) a needs assessment questionnaire for stakeholders, 4) a focus group discussion guidelines for experts, and 5) an evaluation form for assessing the quality of the instructional model. The statistics used for data analysis were mean (M), standard deviation (SD), and content analysis. The research findings were as follows: The results of the analysis of basic data and needs regarding the development of a social studies instructional model revealed that teachers and experts required learning management that connects law with real-life situations, uses case studies to develop analytical thinking and a sense of justice, and integrates civic imagination. Learner-centered approaches were emphasized through discussion, argumentation, and collaborative knowledge construction. Authentic assessment focusing on thinking processes, participation, and performance tasks was recommended to develop students into rational citizens capable of critical thinking and contributing to a just society. The results of the needs assessment of social studies teachers in demonstration schools nationwide showed an overall modified priority needs index (PNImodified) of 0.026. The highest priority need was in the area of measurement and evaluation (PNImodified = 0.059). For students, the overall PNImodified was 0.010, with the highest priority also in measurement and evaluation (PNImodified = 0.022). The social studies instructional model consisted of five components: 1) principles, 2) objectives, 3) learning process, 4) measurement and evaluation, and 5) conditions for successful implementation. The overall quality of the model was rated at the highest level.
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