Contextualizing Adolescent Social Deviance in Secondary Sociology Education: Guided Discovery, Digital Project Work, and Pedagogical Scaffolding

Abstract

Teaching adolescent social deviance in secondary sociology is challenging because students encounter issues such as bullying, peer pressure, and substance use in everyday life while also needing to understand abstract sociological concepts. This qualitative case study examines how a sociology teacher at SMA Pembangunan Laboratorium Universitas Negeri Padang used guided discovery, contextual cases, digital media, and project-oriented activities to connect theory with students’ social worlds. Data were drawn from an in-depth teacher interview, classroom observation in Grade 10, and supporting instructional materials. The analysis shows that guided discovery supported conceptual understanding, contextual and project work linked theory to lived experience, digital media widened participation and feedback, and careful facilitation supported discussion of sensitive topics. The study does not establish causal learning effects, but it demonstrates how structured guidance, contextualization, and student production can make sociology learning more meaningful and inquiry-oriented. The study highlights the value of contextual sociology teaching that connects deviance concepts with evidence, interpretation, and students’ everyday social worlds.