Development of Social Studies Learning Management Approach using Problem-Based and Community-Based Learning to Enhance 21st-Century Skills for Students in Small Schools

Abstract

This study aimed to develop a learning management approach for social studies using problem-based and community-based learning to enhance 21st-century skills among students in small schools. In addition, it sought to examine the satisfaction of teachers and students using this innovative learning approach. The research sample consisted of Grade 6 social study teachers. A questionnaire for basic information, an evaluation of how well the problem-based and community-based learning approaches in social studies were aligned, and a satisfaction survey for the instructional guide were used as research tools. We analysed the data using the mean, standard deviation, and concordance. The findings revealed the following: (1) We developed even learning management approaches for social studies using problem-based and community-based learning to enhance 21st-century skills among students in small schools. Experts evaluated all the developed approaches and found them to be highly appropriate, with an average rating of 5.00 and a standard deviation of 0.00. (2) Overall, teachers and students expressed high satisfaction with the developed learning-management approach. Teachers and students expressed the highest satisfaction with learning activities, followed by content, learning resources, and assessment and evaluation. Moreover, the developed learning management approach effectively promoted 21st-century skills among students in small schools, particularly in the areas of life and career skills; learning and innovation skills; and information, media, and technology skills. Future research should expand the sample to include diverse school settings, and examine how digital tools and online platforms can support the scalability and accessibility of the model.