The implementation of social empathy values in social studies learning at junior high schools
DOI:
https://doi.org/10.17977/um022v10i22025p136-157Keywords:
value, social empathy, social studies learningAbstract
One of the challenges identified in education is that many teachers still have limited comprehension of the concept of character education and the practical methods for applying it in the classroom, including in social studies lessons. When character education is not sufficiently stimulated during learning activities, students risk failing to recognize and develop the positive character traits expected to emerge, one of which is social empathy. This research examines the strategies employed by teachers in applying social empathy indicators, as well as to analyze the percentage of implementation for each indicator within social studies instruction. The study adopted a survey method with a descriptive qualitative design. The participants consisted of 23 teachers representing all junior high schools in Madiun City. Data collection was conducted through a Likert-scale questionnaire measuring seven indicators of social empathy, complemented by interviews to enrich the findings. The results reveal that teachers generally integrate social empathy indicators by linking lesson content to real-life contexts. Indicators of social empathy categorized as high include Affective Response, Self-Other Awareness, and Perspective Taking. In contrast, indicators placed in the sufficient category are Affective Mentalizing, Emotion Regulation, and Macro Perspective Taking. Meanwhile, Understanding Context falls into the moderate category. The findings of this study imply that teachers should place greater emphasis on strengthening two specific indicators of social empathy that remain underdeveloped, namely Contextual Understanding of Systemic Barriers (CU) and Macro Self-Other Awareness or Perspective Taking (MSP).
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