The Guidelines of Phenomenon-Based Learning Management to Develop Social Intelligence Among Global Citizens for High School Students

Abstract

The objectives of this research article were: 1) to study current instructional models in The Social Studies, Religion, and Culture Department, and 2) to study the guidelines of phenomenon-based learning management for developing social Intelligence among global citizens for high school students. This is the qualitative research. To collect data by interviewing from secondary school, university professors, educational supervisor, social studies scholar, and high school students. The research instrument was an interview guide focusing on instructional models in The Social Studies, Religion, and Culture Department for developing social intelligence among global citizens. The collected data were analyzed using content analysis and descriptive writing. The research results were as follows: 1) The results of current instructional models for developing social intelligence among global citizens are not directly mentioned core in the curriculum. The models align with the core curriculum framework, allowing teachers to integrate content to enhance skills in various contexts. However, limitations were identified in connecting content to real-world situations, as teaching primarily focuses on lecturing and achieving predetermined learning outcomes due to assessment and evaluation using the same standard. 2)The results of the guidelines of phenomenon-based learning management to develop social Intelligence among global citizens for high school students emphasizes self-directed learning, hands-on practices, and analytical skills to address social issues. This approach encourages critical reflection, knowledge exchange, and the application of social phenomena to real-life contexts. The evaluation process employs authentic and diverse assessment methods. It aims to develop students’ competencies to adapt to global changes while fostering an awareness of their role as global citizens. Furthermore, it fosters a sense of global citizenship, enabling students to socially intelligent among global citizens.