Teaching Innovation for Global Citizenship in Junior High Schools

Abstract

The research on “Teaching Innovation for Global Citizenship in Junior High Schools” was conducted by using research and development process. The research aimed to 1) synthesize the elements and indicators of the teaching innovation for global citizenship in junior high schools, 2) create the teaching innovation for global citizenship in junior high schools, and 3) study the results of the teaching innovation for global citizenship in junior high schools. The sample group used in this research consisted of three social studies teachers from Sacred Heart College and 72 students from 3 classrooms studying in grade 9 in this school.The research instruments consisted of the teaching innovation for global citizenship in junior high schools, the summary form of the elements and indicators of the teaching innovation for global citizenship in junior high schools, the evaluation form of the teaching innovation for global citizenship in junior high schools and the manual of using the teaching innovation for global citizenship in junior high schools, lessons plan, the test on the learning achievement evaluation, the evaluation of attitude towards the teaching innovation for global citizenship in junior high schools, and the evaluation of global citizenship skills for junior high school students. The data analysis was comprised of percentage, means, standard deviation, and content analysis. The results demonstrated that: 1. The elements of the teaching innovation for global citizenship consisted of 9 elements which were 1) principles, 2) objectives, 3) instructional process, 4) the measurement and evaluation, 5) the conditions of using social studies, 6) contents, 7) social system, 8) responding principles, and 9)learning supports. In addition, the elements of global citizenship consisted of 4 main elements with 75 indicators. The elements were 1) moral and ethics values with 29 indicators, 2) social participations with 20 indicators, 3) skills and abilities with 15 indicators, and 4) knowledge with 11 indicators. 2. The developed teaching innovation for global citizenship for junior high schools was called “ACROCA Model.” It comprised of the elements which were 1) principles, 2) objectives, 3) instructional process, 4) the measurement and evaluation, 5) the conditions of using social studies, 6) contents, 7) social system, 8) responding principles, and 9) learning supports. There were 6 steps of the instructional process which were Awareness: A, Concept Development Step: C, Reflection and Discussion: R, Organizing Knowledge Step: O, Construction and Communication: C and Application: A. The efficiency of the teaching innovation for global citizenship (E1/E2) was 80.09/82.60. The concordance of elements of the innovation together with the manual of using the teaching innovation for global citizenship in junior high schools was in high level. The overall propriety was in high level. The overall quality was in high level. 3. It was found that the mean score of attitude of the participants towards the teaching innovation for global citizenship in junior high schools was in high level and the skills of global citizenship in junior high schools was in medium level.