This study aims to obtain objective information about the use of lecture methods in social studies (IPS) learning for 8th-grade students at SMP Negeri 5 Ponorogo. The research used a qualitative descriptive method. The subjects of the study were 8th-grade students, social studies teachers, and the Curriculum Head at SMP Negeri 5 Ponorogo. Data analysis was conducted during data collection and after completion within a certain period. Based on the data analysis, it can be concluded that the lecture method in social studies learning for 8th-grade students has been implemented effectively. The lecture method involves direct oral delivery of teaching materials to students. It is practical and efficient for teaching in high-risk situations with many students. The title of this study was chosen based on observations and information from teachers, who often view the traditional lecture method as less effective, as it tends to be teacher-centered, making the learning environment less effective. Additionally, the lecture method has some shortcomings, as the teacher takes a more active role while students are passive listeners. The study found that the lecture method is effective in IPS learning for 8th-grade students at SMP Negeri 5 Ponorogo. Teachers prepare lecture materials, which help students understand and learn the subject matter. The systematic arrangement of IPS learning with the lecture method is seen in the creation of teaching modules, topics, materials, and problems to be discussed, as well as planned activities. The text to be improved is unclear and lacks context. Teachers use the lecture method in IPS lessons, encouraging students to learn from each other, clearly articulating questions, asking questions to all students, and providing guidance. Students have opportunities to answer, repeat previous explanations, respond to student answers, and promote interaction among students. The evaluation provided by teachers is sufficient, with homework consisting of LKS questions. The evaluation method is also in line with the criteria stated in the teaching module and meets the KKM standard of 75.This study aims to obtain objective information about the use of lecture methods in social studies (IPS) learning for 8th-grade students at SMP Negeri 5 Ponorogo. The research used a qualitative descriptive method. The subjects of the study were 8th-grade students, social studies teachers, and the Curriculum Head at SMP Negeri 5 Ponorogo. Data analysis was conducted during data collection and after completion within a certain period. Based on the data analysis, it can be concluded that the lecture method in social studies learning for 8th-grade students has been implemented effectively. The lecture method involves direct oral delivery of teaching materials to students. It is practical and efficient for teaching in high-risk situations with many students. The title of this study was chosen based on observations and information from teachers, who often view the traditional lecture method as less effective, as it tends to be teacher-centered, making the learning environment less effective. Additionally, the lecture method has some shortcomings, as the teacher takes a more active role while students are passive listeners. The study found that the lecture method is effective in IPS learning for 8th-grade students at SMP Negeri 5 Ponorogo. Teachers prepare lecture materials, which help students understand and learn the subject matter. The systematic arrangement of IPS learning with the lecture method is seen in the creation of teaching modules, topics, materials, and problems to be discussed, as well as planned activities. The text to be improved is unclear and lacks context. Teachers use the lecture method in IPS lessons, encouraging students to learn from each other, clearly articulating questions, asking questions to all students, and providing guidance. Students have opportunities to answer, repeat previous explanations, respond to student answers, and promote interaction among students. The evaluation provided by teachers is sufficient, with homework consisting of LKS questions. The evaluation method is also in line with the criteria stated in the teaching module and meets the KKM standard of 75.