Teachers’ Strategies for Social Attitude Development in Integrated Natural and Social Sciences Learning

Abstract

This study examines teachers’ strategies for cultivating social attitudes through Integrated Natural and Social Sciences learning in an Indonesian public elementary school. Specifically, it explores the social attitudes developed, the challenges encountered during implementation, and the solutions adopted to address these challenges. The study employed a qualitative descriptive case study approach involving fourth-grade students. Data were collected through observations, interviews, and document analysis and were analyzed using the Miles and Huberman interactive model. The findings reveal that teachers promoted social attitudes through habituation, repetition, and collaborative activities, such as the Clean Friday program. These strategies contributed to the development of positive social attitudes, including politeness, honesty, responsibility, discipline, caring, and self-confidence. The implementation process was challenged by limited parental involvement, unfavorable environmental influences, and excessive use of electronic devices, which reduced students’ social interactions. To address these challenges, teachers strengthened school regulations, enhanced collaboration with parents, and consistently reinforced positive values in students’ daily activities. The findings highlight the importance of collaborative efforts among schools, families, and communities in strengthening social attitude development through Integrated Natural and Social Sciences learning in elementary education.