Knowing, feeling, and taking action: Evidence from implementing beggar stories in the social studies classroom in Jember, Indonesia

Prasetyo Adi  Nugroho; Fahimatul  Anis; Trapsila Siwi  Hutami; Nindya  Nurdianasari; M. Sa'i

doi:10.17977/um022v11i62026p16-39

Authors

Prasetyo Adi Nugroho Universitas Jember
Fahimatul Anis Universitas Jember
Trapsila Siwi Hutami Universitas Jember
Nindya Nurdianasari Universitas Negeri Jember
M. Sa'i Universitas Islam Negeri Siber Syekh Nurjati Cirebon

DOI:

https://doi.org/10.17977/um022v11i62026p16-39

Keywords:

elementary education, focus group discussions, social construction, value-based reasoning, balanced storytelling

Abstract

Jember is one of the regions facing persistent, unresolved problems with begging. The preventive, repressive, and curative measures to handle begging in Jember have no significant impact. Therefore, complementary approaches are necessary to provide more options for addressing this issue. Social Studies holds idealistic potential to address the issue of begging in Jember. The objective of this study is to analyze Berger’s social construction among elementary school students through beggar stories, value-based reasoning, and reasoned decision-making in the social studies classroom. This study employs a qualitative approach through Focus Group Discussions (FGDs). Conducted at Pelita Hati School in Jember, Indonesia, the research involved fifth and sixth-grade students. The results indicate that beggar stories and dynamic group discussions can enhance students' moral knowledge, moral feeling, and moral action. 1) Students demonstrated the ability to critically assess the phenomenon of begging not merely as an act of poverty, but as a complex social behavior; 2) Students also articulated moral judgments influenced by Jember's local cultural values and the principles of Pancasila; 3) As a moral action, students suggested pragmatic alternatives to solve the issue of beggars in Jember. The implications of this study are not only to bridge classroom learning with real-world issues, enhancing the reflection, empathy, social and ethical awareness, but also to make a discourse-based approach in the Pelita Hati Elementary School context as a complementary approach in addressing social issues. On the other hand, adopting balanced storytelling approaches is necessary to reduce the pedagogical risk of reinforcing stigma against the poor.

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