Training of Applying Research-Based Learning on Junior High School Social Studies Teacher

Abstract

The facts that social studies teachers do not yet have a research culture that focuses on improving the quality of social studies learning and slightly varied learning models used during the learning process lead to the urgency of having a teacher training program on improving teachers' understanding and skills on research-based learning (RBL) model. This paper reports the program implementation of a training program on research-based learning involving twenty-seven social studies teachers as the participants from Nganjuk regency, Indonesia. The method of implementation consists of four stages: 1) needs analysis; 2) preparation; 3) program implementation; and 4) activity of evaluation. The main output of this implementation is the improvement of the participants' understanding of research-based learning. Results showed that the level of understanding, the ability to design RBL learning, the ability to apply RBL in learning at school, and the view of the importance of RBL in learning at school increased at 74%, 70.59%, 70.59%, and 87.06%, respectively. This means that RBL application training in learning in schools has a positive impact on the ability of teachers to learn and is a critical learning model to be applied. As a recommendation, it is necessary to train RBL learning to broader school scope.