Integration of Digital Technology in Social Studies Teaching and Learning to Improve Student Motivation and Learning Outcomes
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Abstract
This study examines the effectiveness of integrating digital technology in Social Studies learning on junior high school students' motivation and learning outcomes. Using a mixed methods sequential explanatory design, the study involved 200 students divided into experimental and control groups. Quantitative analysis results showed significant differences in learning outcomes (t(198) = 4.72, p < 0.001, d = 0.67) and learning motivation (t(198) = 3.89, p < 0.001, d = 0.55) between the two groups. The experimental group demonstrated a greater increase in post-test scores (M = 82.45, SD = 7.23) compared to the control group (M = 75.18, SD = 8.56). Qualitative analysis revealed positive perceptions from students and teachers towards digital technology integration, with 85% of students reporting increased learning interest. Significant development in students' digital skills was also observed, with average scores increasing from 2.8 to 4.2 over one semester. Long-term impact was evident from 75% of students in the experimental group reporting continued use of learned digital skills after 6 months. These findings indicate that integrating digital technology in Social Studies learning can enhance students' motivation, learning outcomes, and digital skills, as well as provide a more contextual and meaningful learning experience.
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