<![CDATA[This study analyzed teachers’ strategies and teaching methods for Social Studies learning under a shift system at SMAN Tuah Kemuning Kelas Jauh Sencalang, Riau. The study was motivated by limited classroom space, teaching personnel, and learning facilities, which required instruction to be organized into morning and afternoon shifts with different learning durations. A descriptive qualitative approach was employed. Data were collected through non-participant observation, in-depth interviews, and documentation involving five Social Studies teachers and supporting informants, including the principal, vice principal for curriculum, head of the main school, a school committee member, and students. Data were analyzed through data reduction, data display, and conclusion drawing and verification. The findings showed that teachers employed three main strategies: providing learning materials before face-to-face sessions, using Google Classroom to extend access to materials and assignments, and providing additional learning outside regular school hours. The teaching methods included lectures, discussions, and question-and-answer sessions, adjusted to subject characteristics and student conditions. Sociology and Geography teachers relied more heavily on discussion, whereas Economics, History, and Civic Education teachers more frequently combined lectures with question-and-answer sessions. From a Vygotskian social constructivist perspective, these strategies functioned as scaffolding that supported students within their Zone of Proximal Development. The study concluded that teachers’ adaptive capacity was important for maintaining learning effectiveness under the shift system.]]>
