Design and Validation of a Contextual Curriculum Model Emphasizing Connectivity for Teaching Social Studies

Abstract

Purpose: The objective of this study was to design and validate a contextual curriculum model emphasizing connectivity for teaching social studies in the first year of secondary school. This model aims to integrate real-world connections and create a cohesive learning environment to enhance student engagement and critical thinking skills. Methodology: This research employed a foundational-applied and qualitative design. The study's qualitative component involved a comprehensive review of relevant books, articles, and studies selected purposefully. Additionally, semi-structured interviews were conducted with 20 experts in the field of human resources and education, including educational assistants, student affairs assistants, and faculty members. Data were analyzed using the Delphi technique in three stages: open coding, axial coding, and selective coding. Findings: The study identified five main dimensions with sixteen components essential for the contextual curriculum model: logic and objectives, content and learning activities, teacher's role and materials/resources, grouping and evaluation, and time and place. Key components included knowledge and learning, participation and engagement, social skills, self-directed learning, and academic enthusiasm. Conclusion: The findings support the development of a comprehensive and cohesive curriculum model that enhances educational experiences and outcomes for first-year secondary school students. The identified dimensions and components align with existing literature and underscore the importance of inclusive, context-sensitive, and ethically grounded curricula. This study provides a robust framework for educators and policymakers to improve social studies education through innovative curriculum design.