Digital-Based Social Studies Learning Practices and Opportunities for Creative and Innovative Student Action: A Case Study at MTs Almaarif 02 Singosari

Faradwipa

doi:10.64780/dpje.v2i1.226

Authors

Faradwipa Universitas Islam Negeri Maulana Malik Ibrahim Malang

DOI:

https://doi.org/10.64780/dpje.v2i1.226

Keywords:

Digital learning; Social studies; Madrasah; Creative and innovative action; Qualitative case study

Abstract

Background of study: Digital technologies can broaden the visual and participatory possibilities of social studies learning. However, a single-site qualitative study can examine practices and perceptions that may create opportunities for creative and innovative action rather than establish character formation.
Aims and scope of paper: This study examines the planning, implementation, and evaluation of digital-based social studies learning at MTs Almaarif 02 Singosari and its potential to support creative and innovative student action.
Methods: A bounded single-case study was conducted in May 2025 with seven informants: the madrasah principal, vice principal for curriculum, one social studies teacher, and four Grade VIII students. Data were collected through seven semi-structured interviews, one nonparticipant classroom observation lasting two lesson periods, and relevant documents. Analysis involved condensation, thematic display, verification, and source and technique triangulation.
Result: Triangulated evidence identified three patterns. Planning connected familiar digital tools with visualization, communication, feedback, and student production. Implementation combined presentations and videos with information searches, discussions, and digital projects, although students showed different levels of technical readiness. Evaluation combined online quizzes, infographics, and presentations, indicating situational experimentation, idea organization, and varied presentation rather than longitudinal character change.
Conclusion: Digital-based social studies learning may provide contextual opportunities for creative and innovative action when tools have clear pedagogical purposes, students receive appropriate guidance, and assessment indicators are explicit. The findings are limited to one case, one brief observation, a small informant group, uneven digital literacy and access, and no longitudinal character measurement.

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