Exam (elaborations) Social Studies Education Research

This study aims to analyse the Elaborate phase in ICT and social studies to educate Junior High School students about Covid 19. The independent variables were the Elaborate phase in ICT and the Elaborate phase in social studies. Attitude towards Covid 19 is the dependent variable. The research uses a quantitative approach with simple linear regression and the Paired Sample T-test method. With 388 samples of students from 3 Public Junior High Schools, the results indicate a significant influence of the Elaborate phase in ICT with attitude towards Covid 19 is 0.59. A significant influence of the Elaborate phase in social studies on attitude towards Covid 19 with a correlation test result is 0.57. Results show there is a significant influence between the Elaborate phase in ICT and the Elaborate phase in social studies on attitude towards Covid 19. Result of the hypothesis testing with multiple regression analysis shows an increase in attitude towards Covid 19 by 13,509. The ICT and social studies variables simultaneously influence students' attitude towards preventing the Covid 19 virus in Junior High School. The study indicates that ICT and social studies can improve students' understanding of broader population problems, such as Covid-19. Students can also adapt to an online learning process, and they can increase their learning motivation. Students demonstrated cognitive and affective attitude in the learning process by undertaking independent learning. In addition, the combination of ICT and social studies to elaborate on their understanding affected students' cognitive attitude, namely the desire to take preventive action against Covid 19. Keywords: ICT, social studies, preventing, Junior High School. Introduction The rapid development of technology and information in various aspects of life, including in education, is an effort to bring the present and the future together by introducing reforms to meet efficiency and effectiveness (Yehya, Barbar, & Rjeily, 2018). Social science education is relevant to this effort in that it deals with humans and their environment where human life is a dynamic that never stops and is always active (Kilinc et al., 2016). That dynamic creates a link between 1 Dr., Universitas Negeri Jakarta, 2 Dr., Universitas Negeri Jakarta 3 Dr., Universitas Negeri Jakarta 4 Ph.D., Universitas Negeri Jakarta Journal of Social Studies Education Research 2021: 12 (2), 100-125 101 technology and information and social science education (Tarman et al., 2019). Young (2018) shows that cultural identity can be restored by using ICT for social good. On the other hand, Cener, Acun, and Demirhan (2015) claim that using ICT tools in social studies learning such as multimedia CDs, documentaries, and PowerPoint, do not significantly influence the learning process. That is despite social studies teachers having a positive attitude towards ICT integration in the learning process (Hong, 2016). The lack of availability of ICT and students' low levels of competency in applying ICT in the learning process creates obstacles to learning (Subedi & Subedi, 2020). Therefore, the application of ICT and social studies curriculation elaborations needs to improve (Arinze, Okonkwo, & Iwunor, 2012). Amid the world-wide Covid-19 Pandemic that hit Indonesia in 2020, changes occurred in the delivery of teaching and learning activities. Teachers and students had no choice but to use ICT in the learning process and, in doing so, online learning activities became an option for the Ministry of Education and Culture to help prevent the spread of the Covid-19 virus. On March 02, 2020, The President of the Republic of Indonesia, accompanied by the Minister of Health, announced the first positive case of Covid 19 and declared it a national disaster. Sulistyawati et al. (2021) considered that public knowledge about Covid 19 was sufficient; however, people still responded negatively to the government's policies in response to the threat of a pandemic. The social change resulting from the policies has had a comprehensive impact on the structure of community life in Indonesia, none more so than on the education sector required to adapt rapidly to distance learning methods in the home. Yates et al. (2020) highlighted that secondary schools in New Zealand were successfully using online learning. It is challenging for teachers to conduct ICT curriculum elaborations in online learning due to the lack of adequate facilities. In addition, Rasmitadila et al. (2020) indicate that online learning success during the Covid 19 home learning period, was determined by technology readiness and adequate support. Carrillo and Flores (2020) consider online education amid the Covid 19 pandemic supports teaching and learning. However, in the online learning environment, access to effective learning media is essential. To be considered effective, learning media needs to be supported by systems that offer fast access to audiovisual material (Başal & Eryılmaz, 2020; Evans-Amalu & Claravall, 2021; Kim et al., 2021). For most educators and students, online learning is a new experience. Whilst in an ideal situation adapting to an online platform would take place over a long period of time, the sudden impact of Putri et al. the Covid-19 pandemic forced educators to adapt over