Social Knowledge Management to optimize adolescents’ social studies learning in Banda Aceh, Indonesia

Social studies education plays a vital role in shaping students’ understanding of society, yet traditional methods often prioritize knowledge over critical thinking and problem-solving. This study examines how integrating Social Knowledge Management (SKM) into lesson planning can enhance learning outcomes for Indonesian adolescents. Using a quasi-experimental pretest-posttest control group design, 108 junior high school students in Banda Aceh were divided into experimental and control groups. Additionally, focus group discussions were held with 30 social studies teachers. The findings show that SKM-based learning significantly improves students' outcomes, particularly in strengthening critical thinking, collaboration, and contextual understanding, which are the core aspects of the Pancasila Student Profile (PSP). Teachers highlighted the value of adaptable goals, structured learning activities, and varied assessment methods to effectively implement SKM. The integration of SKM also boosted student engagement and supported the development of key PSP competencies such as cooperation, creativity, and critical thinking. The study promotes embedding SKM principles into social studies planning to promote meaningful, competency-based education that prepares students for 21st-century challenges. However, the research is limited to junior high students in Banda Aceh and does not explore digital or AI-enhanced applications, indicating the need for future studies that incorporate technological advancements.