The Contribution of Social Studies Learning to Character Development and Students’ Social Values: A Correlational Study at an Indonesian Junior High School
DOI:
https://doi.org/10.21154/asanka.v7i2.14560Keywords:
Social Studies Learning, Character Development, Social ValuesAbstract
This study examined the associations between Social Studies learning and two self-reported outcomes—character development and social values—among 63 eighth-grade students from two classes at SMP Negeri 1 Sawoo, Ponorogo, Indonesia. A quantitative cross-sectional correlational survey was conducted using questionnaire data. The data were analyzed using descriptive statistics and separate simple linear regression models. Social Studies learning was positively associated with character-development scores (R = 0.476, R² = 0.227, B = 0.327, β = 0.476, p < 0.001) and social-value scores (R = 0.516, R² = 0.266, B = 0.367, β = 0.516, p < 0.001). The respective models accounted for 22.7% and 26.6% of the variance in the outcomes within this sample. Residual diagnostics indicated non-normality in the character-development model and a possible concern for heteroskedasticity based on the supplementary Glejser test; therefore, the corresponding inference should be interpreted with caution. The cross-sectional self-report design supports conclusions about association rather than causation. The findings provide context-specific evidence that may inform reflection on value-oriented Social Studies learning and further research across broader school settings.
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