Implementation Of Thematic Learning Research Articles

Implementasi Pembelajaran Tematik Melalui Media Pembuatan Teh Bunga Rosela (Teburos) untuk Meningkatkan Keterampilan Wirausaha Siswa

This research aims to implement thematic learning through the medium of making roselle flower tea (teburos) to improve the entrepreneurial skills of class VI students at SD Negeri Rojopolo 06. The research method used was classroom action research involving 20 students as research subjects. The research steps involve planning, pre-test, implementation, observation, post-test and reflection. The implementation of this learning is a pre-test, providing thematic material, planting roselle plants, active involvement of students in making and packaging Teburos products, developing students' analytical skills in marketing Teburos products, as well as post-tests and reflections. The data collection method used was giving tests to students. From the research results, it is known that the implementation of thematic learning through the teburos media can show improvement. This increase can be seen from the comparison of the average pre-test and post-test scores of students, which experienced a significant increase of 65% from the pre-test score of 55.75, increasing to the post-test of 75.25. The application of thematic learning using Teburos media can improve students' entrepreneurial skills and have a positive impact on students' learning motivation.

Menggali Potensi Siswa: Pembelajaran Tematik di Kelas 3 Madrasah Ibtidaiyah NW 2 Talun Lombok Timur

Education plays a crucial role in shaping a generation that is competent and of high quality. Recognizing this significance, this research endeavors to explore students' potential through the implementation of thematic learning in the 3rd grade of Madrasah Ibtidaiyah NW 2 Talun East Lombok. The primary objective of this research is to investigate the impact of thematic learning on students' understanding, critical thinking skills, and learning motivation, utilizing a qualitative case study research method. Data collection involves classroom observation, interviews with teachers and students, and document analysis. The research findings indicate that the implementation of thematic learning in the context of the 3rd grade of Madrasah Ibtidaiyah NW 2 Talun East Lombok has a positive impact on students' understanding of concepts, critical thinking skills, and learning motivation. Additionally, the case study approach provides in-depth insights into how qualitative thematic learning influences teacher-student interactions and the learning process within the classroom. These findings offer a profound understanding of the effectiveness of thematic learning in enhancing students' potential at the madrasah ibtidaiyah level, and the practical implications of this research can serve as a guide for teachers and decision-makers in developing more contextualized teaching methods. Furthermore, this case study provides a foundation for further research in the context of thematic education in madrasah ibtidaiyah.

HOTS-Oriented Thematic RPP Learning: Increasing the Independence of Elementary School Students

The teacher before carrying out the teaching and learning process must make a learning implementation plan (RPP). Making lesson plans before the teaching process is very important because it serves as a teacher's guide in carrying out learning in the classroom. There are still teacher problems in preparing lesson plans. The study aims to develop a HOTS-oriented thematic learning implementation plan (RPP) is to increase the main values of strengthening character education (PPK) for class IV students. This study used an experimental group of 10 students related to the implementation of HOTS-oriented thematic lesson plans in increasing student independence. Interviews, observations, and written documentation are the three primary methods of data gathering used in this investigation. Both qualitative and quantitative methods of data analysis are used in this process. The results of this study explain that the application of HOTS-oriented thematic lesson plans is proven to be able to significantly increase student independence. The advice that can be conveyed from the results of this study is the need for teacher support in planning, implementing, and evaluating the application of HOTS-oriented thematic lesson plans. Considering that this research was only carried out in an effort to increase student independence, future research can apply HOTS-oriented thematic lesson plans aimed at increasing learning achievement or other abilities in students.

Efforts to Improve Learning Achievement Theme 2 Loving Plants and Animals Sub-Theme 1 Benefits of Plants for Human Life in Thematic Lessons by Applying Visual Learning Methods

Thematic learning, as an integrated educational approach, engages students in a comprehensive learning experience across multiple subjects. This research delves into the implementation of thematic learning through a study titled "Efforts to Improve Learning Achievement: Theme 2 - Loving Plants and Animals, Sub-Theme 1 - Benefits of Plants for Human Life in Thematic Incorporating Visual Learning methods enhances lessons, fostering a more engaging and effective educational experience for students in various subjects." The choice of a descriptive research approach allows the author to illustrate the application of learning techniques and the potential outcomes. The research outcomes highlight that employing Visual Learning methods positively influences students, significantly boosting their academic performance and overall learning experience. Notably, in Social Sciences, students actively engaged in activities such as utilizing tools and media, attentively listening to teacher explanations, and participating in discussions. The research highlights the effectiveness of Visual Learning in improving thematic learning quality, particularly in the realm of subtraction and addition number operations. In essence, the study concludes that Visual Learning methods not only boost learning effectiveness but also contribute to the overall development of students' social skills and learning motivation. This holistic approach signifies the broader benefits of thematic learning, emphasizing its role in nurturing well-rounded individuals in the educational landscape.

Problematics of Thematic Learning at Grade II of Primary School

The objectives of this study are: (1) identify problems of thematic learning preparation in grade II of elementary school; (2) identify problems of implementing thematic learning in grade II of elementary school; and (3) identify problems in thematic learning assessment in grade II elementary schools. The approach used in this study is descriptive qualitative. This type of research is a case study. This research data collection technique is in the form of observation, interviews, documentation to identify problems in thematic learning in grade II SDN 07 Ulak Karang Selatan. Referring to the results of the study, it was concluded that grade II teachers of SDN 07 Ulak Karang Selatan experienced problems in the preparation of thematic learning, the implementation of thematic learning, to the assessment of thematic learning. . Based on the conclusions of the study, it was suggested that the School and the Padang City Education Office hold trainings on thematic learning. In addition, grade II teachers must be guided by: thematic learning provisions, thematic syllabus, student development level and the environment around students.

Implementation of integrated thematic learning of character value

The objectives of this research are: (1) to know the planning of integrated thematic learning of character values, (2) to know the implementation of integrated thematic learning of character values, and (3) to know the evaluation of integrated thematic learning of character values ​​at MI Ruhul Ulum. The research method used descriptive qualitative with location in class II A Madrasah Ibtidaiyah Ruhul Ulum Jl. Kelapa Hijau No. 100, RT. 09/RW.03, Jagakarsa, South Jakarta, DKI Jakarta. The research was conducted from February to May 2022 or even semester 2021/2022. Data obtained through observation, interviews, and documentation. The steps of the data analysis technique are data reduction, data presentation, and conclusions. The validity of the data was checked through credibility, transferability, dependability, and confirmability tests. The results of the study concluded that: (1) In planning thematic learning, the lesson plans used have shown the integration of character values ​​in thematic learning, (2) In the implementation of thematic learning, character values ​​that often appear are religious character values, discipline character, friendly/communicative character values, fond of reading, and responsibility character values. Of the 18 existing character values, not all of them have been implemented optimally, (3) In the evaluation of thematic learning, the type of assessment by the teacher refers to the assessment in the 2013 curriculum, namely the assessment of social attitudes and the assessment of knowledge and skills.

Evaluasi Keterlaksanaan Pembelajaran Tematik dengan Pendekatan Saintifik di Madrasah Ibtidaiyah Al-Hikmah Sintang

The aim of this research is to describe the thematic learning evaluation design with a scientific approach at Madrasah Ibtidaiyah Al-Hikmah Sintang. This research was conducted on teachers and students of Madrasah Ibtidaiyah Al-Hikmah Sintang. This research method uses descriptive qualitative. The data collection techniques used were observation, interviews, and documentation. The results of this research are that the design generally has three stages that must be carried out by a teacher, namely the planning stage, the implementation stage and the assessment stage, the implementation of thematic learning is a learning process that is arranged according to what is desired, the assessment process to determine student learning outcomes is through instruments certain things that have been prepared by the government. Obtaining thematic learning results with a scientific approach showed changes in the assessment which were quite good and the average assessment results were above the KKM 78.35. The teacher readiness factor, the teacher has teaching experience. The inhibiting factor is that teachers experience difficulties and are weak in terms of assessment. Student responses were divided into two, namely (a) positive responses, students felt accompanied, and (b) teachers often gave assignments. Teacher responses were divided into two, namely (a) Positive responses: most of the material presented in textbooks and the material taught was easily accepted by students. (b) Negative response: In thematic learning, the teacher still experiences difficulties in terms of assessment. The application of the learning process approach and this approach has the principles of covering, inspiring, strengthening, and providing the background for creating learning methods. Based on the research results, it is recommended that school principals maintain what has been achieved, teachers should increase activities that support learning, students should pay attention to learning.

Meningkatkan Aktivitas Belajar Melalui Pembelajaran Tematik pada Peserta Didik Kelas I SDN Serangsari

The problem of this research is an attempt to increase students' learning activities through thematic learning in Class I of Serangsari State Elementary School. This research method is a descriptive method, the form of the research is classroom action research and is collaborative in nature, the research subjects are teachers and first grade students at Serangsari State Elementary School, totaling 24 people. This study used direct observation techniques, documentation techniques and observation sheets as data collection tools. The results of research based on observation through thematic learning can increase student learning activities. This shows that the hypothesis which states the implementation of thematic learning in grade 1 of Serangsari State Elementary School can increase students' learning activities.
 Keywords: Learning Activity, Thematic approach

Teacher Perceptions of the Implementation of Curriculum Thematic Learning in 2013 in Sarudik District, Central Tapanuli Regency, Academic Year 2022/2023

The problem in this study is how the teacher's perception of the implementation of thematic learning in the 2013 curriculum in Sarudik District, Central Tapanuli Regency. The purpose of this study was to determine the perceptions of elementary school teachers on thematic learning of the 2013 curriculum in Sarudik District, Central Tapanuli Regency. This research is quantitative descriptive. The population in this study were 96 SDN teachers in Sarudik District. The sample in this study used a purposive sampling technique with samples namely SD Negeri 154499 Sarudik 2, SD Negeri 158501 Sibuluan, SD Negeri 158496 Pondok Batu, SD Negeri 152987 Sipan, a total of 50 teachers. The research instrument used was a questionnaire and documentation. The results of this study indicate that the perceptions of elementary school teachers in the thematic learning of the 2013 curriculum in Sarudik District, Central Tapanuli Regency are classified as Good with an average answer score of 3.07.

The effectiveness of scrapbook media on students' learning outcomes in thematic learning for 3rd grade at SDN Deket Kulon Lamongan

Thematic learning is a teaching approach that combines or integrates various concepts from multiple subjects or fields of study into a single theme or specific topic. This research is motivated by the fact that there are issues with the implementation of Thematic Learning at SDN Deket Kulon Lamongan, including the insufficient use of thematic learning media by teachers, resulting in students' learning outcomes not fulfil the minimum completeness. Based on these problems, there is a need to employ learning media to aid students in understanding Thematic Learning concepts, thus enhancing their learning outcomes. The objective of this study is to employ the Scrapbook media and determine its effectiveness in Thematic Learning on the learning outcomes of 3rd Grade students at SDN Deket Kulon Lamongan. The research method used is quantitative research with an experimental design, specifically the one-group pre-test post-test design. The results of the research indicated that in the paired samples t-Test, the obtained significance value (sig) is 0.000 < 0.05, demonstrating the influence of Scrapbook media on students' learning outcomes in Thematic Learning for 3rd Grade at SDN Deket Kulon Lamongan. Furthermore, the average post-test scores of students showed an improvement of 16.9. Hence, it can be concluded that the Scrapbook media has a significant impact on enhancing students' learning outcomes in Thematic Learning for 3rd Grade at SDN Deket Kulon Lamongan.

Analisis Rencana Pelaksanaan Pembelajaran Tematik di Kelas V Sekolah Dasar Negeri 16 Pontianak Kota

This study aims to describe the plan for implementing thematic learning by the fifth grade teacher at SD Negeri 16 Pontianak Kota. The research method used is descriptive with a qualitative research form. Sources of research data were obtained from class V teachers at SD Negeri 16 Pontianak. The data in this study are in the form of thematic learning implementation plan documents as well as the results of interviews and questionnaires. The data analysis used in this study is the Miles and Huberman model. To test the credibility of the data on the research results using triangulation of data collection techniques, namely by checking the data to the same source with different techniques. The techniques used are documentation, interviews, and questionnaires. The results of the analysis show that the thematic learning implementation plan by the teacher is complete, but the accuracy of the content in each component of the thematic learning implementation plan which is guided by the minister of education regulation number 22 of 2016 concerning process standards made by the teacher is not completely correct. In making learning implementation plans there are several difficulties, namely formulating learning objectives, determining operational verbs, and making learning activities.

Implementation of Thematic Learning Through the Scientific Approach of Fifth Grader

Thematic teaching is an approach oriented to learning practicesthat are in accordance with the needs of child development. The thematic learning approach emphasizes more on the application of the concept of learning by doing. This article aims to analyze the implementation of scientific approaches in thematic learning of fifth grader. The scientific approach carried out in the 2013 curriculum and in the revision stage to perfect it provides a lot of enlightenment about the appropriate and effective learning process. Through five stages of the learning process with a scientific approach, namely; Observing, questioning, reasoning, trying, and communicating are expected by students to obtain a meaningful learning process. So that it can equip students in facing the rapid development of the times. The reasoning of the students is quite diverse. Teachers are expected to provide understanding and explanation with language according to the background of students. Reasoning from facts that exist during observation is connected with the experience of learners. The participation of teachers who continue to accompany and guide makes discussion activities run effectively and efficiently. It is appropriate as a teacher to equip themselves with various insights and knowledge about this scientific approach to find various innovations in the learning process. The creation of a meaningful learning process cannot be separated from the learning process in elementary school. Deep experience can equip the next generation to be able to compete in various areas of life.

Analysis of Teacher Problems in Implementing Class 3 Thematic Learning Implementation Plans at Sukahati State Elementary School

Education is an attempt to maintain and develop the human personality mentally and physically. As according to Ki Hajar Dewantara. Thematic learning is an approach to learning that emphasizes integration between various disciplines or subjects in one particular theme or topic. In thematic learning, the topics chosen usually have strong relevance to the daily lives or needs of students, so that students can see the relationship between the knowledge they are learning and the wider context. At SDN Sukahati, there are 3 problems in implementing thematic lesson plans.

IMPLEMENTATION OF THE SCIENTIFIC APPROACH ON THE THEMATIC LEARNING CASE STUDY OF AL-ZAHRA PAMULANG ISLAMIC ELEMENTARY SCHOOL

Scientific approach is important to increase student problem solving, however students are limited in exploring knowledge through student experience. This research has a goal, namely to find alternative solutions for teachers in implementing a scientific approach to thematic learning at Al-Zahra Elementary School (ES) Indonesia, Pamulang. This study used descriptive qualitative method. Data collection and processing techniques use observation, interviews and document analysis. The procedure for collecting and processing data passes through 3 stages, namely the preparation stage, the implementation stage, and the final stage. Data analysis techniques are data reduction, data display/data presentation, and drawing conclusions. Integrated thematic learning using a scientific approach in grade 2 Al-Zahra ES Indonesia is in the fairly good category. As for the process of making the lesson plans can be said to be good. However, there are some student activities during learning that the teacher has not been able to deal with. For future improvements, the solution that can be given or submitted by researchers to schools / homerooms in improving the quality of the scientific approach in thematic learning is to hold training in making lesson plans in order to maximize the quality of lesson plans made by teachers. Schools should also regularly hold advanced training on the implementation of thematic learning so that teachers have deeper insight and knowledge to apply in the classroom.

Implementation of Thematic Learning in Elementary School

Education in elementary schools is very close to learning; for example, thematic learning contained in the 2013 curriculum is very close to the implementation of learning in the classroom. This study aims to describe the implementation of thematic learning in class V of elementary school so that by describing this, the teacher knows practical learning. This type of research is qualitative descriptive. Three data collection techniques are observation, interviews, and documentation. The informants in the study were two homeroom teachers of class V. This research was conducted in a State Elementary School in Pekanbaru. Data analysis uses data reduction techniques, data presentation, and conclusion drawing. The results showed that the thematic learning process includes 1) student-centred. 2) Provide hands-on experience. 3) subject separators. 4) present a concept of various subjects. 5) is flexible. Based on the research results, the implementation of thematic learning is still rudimentary, and there are still those who have not focused on learning mathematics. Nevertheless, most of the research indicators are appropriate.

ANALISIS IMPLEMENTASI PEMBELAJARAN TEMATIK DI KELAS RENDAH SDN 06 EMANG BEMBAN

This study aims to (1) describe the implementation of thematic learning by low grade teachers (2) describe the constraints faced by low grade teachers when implementing thematic learning (3) describe the solutions designed and carried out by low grade teachers in overcoming obstacles thematic learning.This research was conducted in the lower grades of SDN 06 Emang Bemban, Pinoh Selatan District, Melawi Regency. This study uses a type of qualitative research through observation, interviews and documentation. The subjects in this study were low grade teachers at SDN 06 Emang Bemban and the object of this study was the implementation of thematic learning in low grades. Data collection techniques using observation, interviews and documentation. The research instrument used was observation sheets and interviews.The results of this study indicate that low grade teachers have implemented thematic learning, but there are several obstacles in the implementation process, namely; First, the lack of students' understanding of learning makes low grade teachers take initiatives to help students, one of the initiatives taken is to make learning separate or per subject. Second, the lack of use of learning media. Third, there are still teachers who have not been able to develop thematic lesson plans. By finding some of these obstacles, low grade teachers collaborated with the Education Unit at SDN 06 Emang Bemban to realize thematic learning that was carried out without experiencing any problems.

Pengaruh Penerapan Model Cooperative Learning dengan Mind Mapping terhadap Hasil Belajar Tematik Siswa Kelas III SD

Implementation of thematic learning is carried out using conventional learning models which cause students to still have difficulty understanding lessons. To improve understanding and student learning outcomes, appropriate models and strategies are needed. The purpose of this research is to find out how the thematic learning outcomes of students apply the cooperative learning model with mind mapping. This study used an experimental method in the form of a quasi-experimental design. Sampling using purposive sampling technique was used to select 31 students from class III A as the experimental class, and 30 students from class III B as the control class. Using measurement techniques for data collection. The instrument used is in the form of multiplechoice questions of 50 questions. By using Microsoft Excel in testing the hypothesis, the tcount is 3.6422 and the ttable for the significance level (5% and dk 31+30-2+59) is 2.000. If tcount > ttable, then Ha is accepted which indicates that the cooperative learning model with mind mapping has an effect on the thematic learning outcomes of class III students at SD Negeri 39 Pontianak Kota.

IMPLEMENTASI PEMBELAJARAN TEMATIK DI KELAS V MADRASAH IBTIDAIYAH PERSATUAN UMAT ISLAM MEKARJATI HAURGEULIS

Thematic Learning is part of the curriculum of the Madrasah Ibtidaiyah Persatuan Ummat Islam (PUI) Mekarjati, Haurgeulis, Indramayu; is a learning model using a theme as a hook for several subjects into a single unit, taught to fifth grade students. The purpose of teaching the thematic learning model is to be able to provide meaningful experiences for students, but in practice the teacher still has not carried out thematic learning as it should. The objectives of the study were to find out (a) the implementation of thematic learning in the fifth grade of Madrasah Ibtidaiyah PUI Mekarjati, Haurgeulis, and (b) the extent of the obstacles to the implementation of thematic learning in the fifth grade of Madrasah Ibtidaiyah PUI Mekarjati, Haurgeulis. This research was conducted using a qualitative (descriptive) approach using the methods (a) interviews of researchers with teachers and related parties, (b) classroom observations on the learning process in the classroom from the beginning to the end of learning and (c) documentation of the learning process in the classroom. While the data analysis technique used is the data triangulation technique, namely to check the validity of the data. The results showed that the implementation of thematic learning in class V Madrasah Ibtidaiyah PUI Mekarjati Haurgeulis consisted of three stages, namely the learning planning stage, the implementation stage of the learning process and the learning evaluation stage. At the planning stage, the learning is in accordance with the standards or the 2013 curriculum. At the stage of the thematic learning implementation process in class V, the teacher has not fully implemented the thematic learning by referring to the Learning Implementation Plan (RPP) that has been made previously. At the learning evaluation stage, the teacher uses authentic assessment in accordance with the reference provisions in the 2013 curriculum. The obstacles faced in thematic learning in class V Madrasah Ibtidaiyah PUI Mekarjati Haurgeulis are the limited knowledge of teachers in the application of thematic learning models, and inadequate school infrastructure adequate. The solution taken is to prepare lesson plans together in KKG activities, and maximize the use of existing facilities and infrastructure for the implementation of thematic learning.

Evaluasi Pelaksanaan Pembelajaran Tematik di SD Islam Al-Khairiyah Jakarta Utara

The purpose of this study is to evaluate the implementation of thematic learning in the fourth grade of SD Islam Al-Khairiyah, North Jakarta. Since SD Islam Al-Khairiyah has implemented thematic learning, there has never been an evaluation of the implementation of thematic learning, so it is necessary to conduct research to obtain information and objective data related to components that affect the success of the implementation of thematic learning. This research is evaluative research with CIPP model. The subjects of this study were the Principal of Al-Khairiyah Islamic Elementary School and fourth grade Teachers. This evaluation research was carried out in 2022 with the sampling method was purposive sampling. Data collection was obtained through interviews, observation, and documentation. The steps of data analysis include the data reduction, data presentation, conclusion and verification. the data validity checking was using triangulation technique. The results of the research on aspects of thematic learning planning, aspects of teacher academic qualifications, aspects of educational infrastructure, aspects of thematic learning implementation, and aspects of learning assessment results indicated that the implementation of thematic learning applied at SDI Al-Khairiyah has been running well and following the standard of the education process.

IMPLEMENTASI PENDIDIKAN INKLUSI PADA SISWA SLOW LEARNER DI MI AN-NAZWA CIKEUSAL KABUPATEN SERANG

The purpose of this research is to dig deeper into inclusive education in schools to provide special support to creative teachers to create creative, interesting, fun and complete learning activities. This study uses a qualitative method with a descriptive approach. According to Sugiyono, qualitative methods are usually called naturalistic research methods. The data collection techniques in this study are observation, interviews and documentation. The data analysis techniques are data reduction, data presentation and drawing conclusions. The discussion in this study explains the planning of implementing thematic learning for slow learner students at MI An-Nazwa Cikesal, namely by looking at intelligence, children usually have an IQ below the age of normal children, learning abilities are slower. And social children tend to be more silent. While the implementation of thematic learning for slow learner students in the preliminary stages of learning activities is carried out with direct practice and various methods according to the themes being studied. Furthermore, in the core activities each teacher has a different way of interacting. Furthermore, in the closing activity, reviewing the learning material that has been applied or working on the questions given by the teacher, giving a motivational boost so that students have a sense of enthusiasm in carrying out learning activities