Teaching Implementation Report: Strengthening Learning Interest and Social Studies Learning Outcomes in Third Grade Elementary School

Abstract

This teaching implementation report adds substantive classroom-oriented discussion to a correlational study on the relationship between learning interest and social studies learning outcomes among third-grade students at SD Simandraolo. The initial problem showed low student interest, limited attention during lessons, teacher-centered instruction, low active involvement, and weak social studies learning results. Data were collected through observation, interviews, a learning-interest questionnaire, and documentation of social studies scores. The results showed that the mean learning-interest score was 2.57, while the mean social studies score was 7.1. The correlation coefficient reached 0.541 and was higher than the r-table value of 0.374 at the 5% significance level. These results indicate a positive and significant relationship between interest and social studies achievement. The substantive additions emphasize practical classroom follow-up through contextual learning, student participation, formative monitoring, and targeted teacher feedback.