THE INFLUENCE OF ISLAMIC VALUE INTEGRATED SOCIAL STUDIES INSTRUCTION ON ELEMENTARY STUDENTS’ SOCIAL ATTITUDES: A QUANTITATIVE STUDY IN BLITAR CITY

Abstract

Social Studies (IPS) instruction in elementary schools plays a crucial role in shaping students’ social attitudes. However, observations in several Islamic elementary schools in Blitar City indicate that students’ cooperative behaviors, social awareness, and sense of responsibility are still relatively low. This study aims to examine the effect of Islamic value–based Social Studies instruction on the social attitudes of elementary school students in Blitar City. This quantitative research employed an explanatory survey design. The sample consisted of 120 students from grades IV to VI selected using cluster random sampling from three Islamic elementary schools in Blitar City. Data were collected using a Likert-scale questionnaire that had been validated and tested for reliability. Regression analysis revealed that Islamic value–based Social Studies instruction had a significant and positive effect on students’ social attitudes (p < 0.05), with a moderate effect size. These findings indicate that integrating Islamic values—such as ta’awun (mutual assistance), trustworthiness, and brotherhood—effectively enhances students’ prosocial behaviors. The study highlights the importance of strengthening religious values within Social Studies instruction as a strategic approach to developing students’ social character from an early age.