Integration of Digital Technology in Social Studies Teaching and Learning to Improve Student Motivation and Learning Outcomes

Abstrak

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.