Banjarbaru, April 15, 2026 — The Department of Social Science Education, Faculty of Teacher Training and Education (FKIP), Universitas Lambung Mangkurat (ULM), organized a Teaching Practitioner Program for the Curriculum Studies of Junior High School Social Science Learning course as part of its commitment to enhancing contextual and practice-oriented learning for students.
The activity was conducted on Wednesday, April 15, 2026, as the first session of a planned five-meeting series. The program featured Risna, S.Pd., a Social Science teacher from SMP Negeri 10 Banjarbaru, as the guest practitioner and main speaker.
The activity was officially opened by the representative of the organizing committee from the Department of Social Science Education FKIP ULM. In the opening remarks, it was emphasized that the Teaching Practitioner Program reflects the department’s commitment to strengthening academic quality while supporting the achievement of the Sustainable Development Goals (SDGs), particularly Goal 4 (Quality Education) and Goal 17 (Partnerships for the Goals).
“Collaboration between higher education institutions and schools is essential in building an educational ecosystem that is adaptive, innovative, and sustainable. Through this program, students are expected to gain not only theoretical understanding but also practical insights from real educational settings,” the organizer stated.
The background of this activity lies in the importance of bridging the gap between theoretical knowledge acquired in university classrooms and the realities of curriculum implementation in schools. As prospective educators, students need direct exposure to authentic classroom practices in order to develop professional competence and readiness for future teaching responsibilities.
During the session, Risna, S.Pd. shared her professional experiences in implementing the Merdeka Curriculum in junior high school Social Science classes. The material presented covered various aspects of curriculum implementation, including lesson module development, student-centered instructional strategies, classroom management, and the use of authentic assessment to evaluate learning outcomes.
The implementation of the activity was conducted interactively through presentations, discussions, and question-and-answer sessions. Participants actively engaged with the material, especially during discussions about real classroom challenges such as differentiated instruction, student engagement, and effective classroom management.
As the first of five scheduled meetings, this initial session focused on introducing curriculum implementation practices and sharing the practitioner’s early experiences in managing Social Science learning in actual classroom settings. The enthusiasm of the students was clearly visible throughout the session, demonstrating their strong interest in understanding the realities of teaching practice.
The activity concluded with a reflection session, emphasizing the importance of integrating theoretical knowledge with practical experience in shaping competent and professional future Social Science educators.
Through this Teaching Practitioner Program, the Department of Social Science Education FKIP ULM continues to demonstrate its commitment to producing graduates who are not only academically competent but also professionally prepared to implement curriculum and learning innovation in real educational environments.
