Thematic Book Research Articles

Analysis of Character Education Values in 4th Grade Student Thematic Books in the 2013 Curriculum

This study aimed to analyze the values of character education in the thematic books of 4th-grade Curriculum 2013 students. Textbooks or teaching materials are among the most important learning tools in stimulating, advancing, educating, and improving the nation's welfare and having a meaningful role in student achievement. The importance of teaching materials as a medium for internalizing educational values, teaching materials should be packaged based on character education. The research was conducted at SDN Tanah Tinggi 7 Tangerang City in the 4th-grade skills. The method used is qualitative research. The data source used was the thematic book of the 2013 curriculum for the 4th-grade students. The data were obtained using content review techniques, observation, and interviews. Data analysis is done by using content analysis systematically on the thematic books being studied. The results showed that half of the 4th grade have loaded character values contracted in the 2013 curriculum. Values curriculum most common character is the character value friendly, communicative and likes to read. Meanwhile, the least character value found was the character value of the national spirit

CONTENT ANALYSIS OF CHILDREN LITERATURE (POETRY) IN THE 2013 CURRICULUM ELEMENTARY SCHOOL STUDENT BOOK IN SHAPING CHILDREN'S PERSONALITY CHARACTERISTICS: AN OVERVIEW OF STYLISTIC ANALYSIS

Literary work is the result of an author's imagination through the medium of language. One form of literary works is poetry. As a literary work, poetry is bound to lines and stanzas. In this study, we discussed the problem of how the content of children's literature (poetry) contained in the 2013 curriculum thematic book of elementary school in shaping the students’ personality characteristics viewed from stylistic analysis. The purpose of the study was to determine the stylistics of children's poetry contained in the 2013 curriculum thematic books of elementary school. The type of this research was qualitative research using descriptive method. This research was in the form of a documentation study, which analyzed the forms of poetry contained in the thematic books of elementary school. Thus, the object of this research was these forms of poetry. Based on the results of data analysis, it was found that the children's poetry contained in elementary school students' books used several sound elements, such as rhyme, alliteration, assonance, anaphora, epanalepsis, mesodiplosis, and onomatopoeia. Meanwhile, the use of diction found in the book was in the form of Arabic diction. Then, the use of images was in the form of images of sight, hearing, smell, and taste while the figures of speech used in this book were personification, hyperbole, metaphor, and simile. Then, it was also found several language deviation, such as morphological, syntactic, and graphological deviations. The forms of children's poetry contained in the thematic books of elementary school weredesigned in accordance with the characteristics of children's poetry. This was seen from the way the elements of sound, diction, figure of speech, images, and language deviations are used.

SOAL HIGHER ORDER THINKING SKILLS (HOTS) MATEMATIKA PADA BUKU TEMATIK TERPADU KURIKULUM 2013

Low ability of students solving the problems can be overcome by accustomed to work on Higher Order Thinking Skills (HOTS) which include analyzing (C4), evaluating (C5) and creating (C6). This study aims to find the distribution of Mathematics questions based on HOTS in integrated thematic textbooks in the 2013 curriculum. Its importance is to give an overview to the government, especially teachers about the quality of these books which are used by schools until 2021. This research is a content analysis with a qualitative approach. Data sources in this study are integrated thematic textbooks of Curriculum 2013 revised edition 2018 for grades I to III SD / MI. The data analysis technique uses percentage analysis. The results showed that the cognitive level of HOTS class I in C4 at 22%, C5 at 4%, C6 at 11%. Class II, C4 at 28%, C5 at 1%, C6 at 6%. Meanwhile, class III, C4 at 29%, C5 at 3%, C6 at 6%. In conclusion, HOTS mathematics questions on cognitive level C4, C5, and C6 in the thematic books of the 2013 curriculum for classes I, II, and III have not reached the criteria for good questions because the percentage of good questions for each cognitive level is C4 40%, C5 30% , and C6 by 30%.

Exploration of Holistic Character Values on Integrative Thematic Books

Exploration of Holistic Character Values on Integrative Thematic Books

Analysis of The Character Value Relevance Analysis of Theme 4 "Obligations and Rights" in The Character Forming of Class III Students in Elementary School

This study discusses the analysis of the relevance of the content of character values ​​in theme 4 "Duties and Rights" in the formation of the character of third grade elementary school students. With this, the researchers found problems that need to be researched. The problem is about how the character values ​​are loaded in the thematic book for students in theme 4 "Duties and Rights" for grade III elementary school. This research is a qualitative research using content analysis method. The data subject is the student book theme 4 "Duties and Rights" revised edition 2018. The character values ​​that are the focus of this research are the value of self-confidence, the value of disciplined character, the value of the character of responsibility, the value of caring character, and the value of polite character. The results obtained from this study are the five characters in accordance with the Regulation of the Minister of Education and Culture No. 64 of 2013 concerning Content Standards for Primary and Secondary Education. The frequency of occurrence of character values ​​analyzed is 57 which consists of 10 occurrences of confident character, 5 frequency of appearance of discipline character, 12 frequency of appearance of responsibility character, 16 frequency of appearance of caring character, and 14 frequency of appearance of polite character.

ANALYZING THE CONTENT OF HISTORY MATERIALS IN THE 2013 CURRICULUM INTEGRATED THEMATIC BOOK FOR PRIMARY SCHOOLS (SD/MI)

The content of history materials should not be ignored in learning at elementary schools. However, in reality, history has always been regarded as a second-level lesson that is not very important. One of the causes is the teacher's ignorance of the educational values contained in the content of history materias. This study aimed to analyze history content in SD/MI thematic books. The object of this study was the 2013 curriculum integrated thematic book revised edition of 2017/2018. The method in this study was content analysis. The values found in the content of history materials at elementary schools included educational, instructive, recreational, and inspirational values. These values were contained in theme 5 “my hero” at grade IV, theme 7 “events in life” at grade V, and theme 3 “figures and inventions” at grade VI. In addition,, several character values were also found including heroism, nationalism, cooperation, unyielding, vigilant, and willingness to sacrifice for the sake of people. This study demonstrated the benefits of studying history for students. The 2013 curriculum integrated thematic book was very suitable to be used as a medium in studying history material at elementary school.

IMPLICATURES IN FOURTH GRADE STUDENTS’ BOOKS OF THE 2013 CURRICULUM REVISION EDITION AT 2016

This study is focused on implicatures in fourth-grade students’ books of the 2013 curriculum revision edition in 2016. It aimed at identifying the forms of implicatures and the background contexts which were found in the students' books of the 2013 curriculum theme 6 and theme 9 for the fourth grade of elementary school. This study used implicature theory based on Grice's perspective which distinguished implicatures based on their types, namely conventional implicatures, and unconventional implicatures. In addition, this study also examined the conventional implicatures and conversational implicatures that arise as a result of speakers not obeying the maxims in the principle of cooperation and the maxims contained in the principle of politeness. References to other theories were the context of speech situations and the context of language use. The method used was a qualitative descriptive method. The data collected was in the form of words or written speech. The data was obtained from the fourth-grade elementary school students' book of the 2013 curriculum revised edition in 2016 in two integrated thematic books, namely; theme 6 (Cita-citaku) and theme 9 (Kayanya Negeriku). The results showed that the implicatures found in the sixth and ninth theme students' books were conventional implicatures and non-conventional implicatures. In the student book theme 6, there were 7 conversational implicatures found and in the student book theme 9 found 8 conversational implicatures. Besides that, the researcher also found 4 conventional implicatures in the students' book theme 6 and 8 other conventional implicatures in the students' book theme 9. The maxims that were violated based on the principle of cooperation were the maxim of quantity, the maxim of quality, and the maxim of relevance. Besides that, the context behind the speech event was in the form of background knowledge that is both understood by the speakers and their speech partners. The context of the purpose of the speech that was found is entirely influenced by the themes proclaimed in each book.

KESESUAIAN MATERI PEMBELAJARAN DENGAN KOMPETENSI DASAR PADA BUKU TEMATIK TEMA 3 KELAS IV SEKOLAH DASAR EDISI REVISI 2017

This study aims to determine the suitability of learning materials with basic competencies in the thematic book theme 3 class IV SD revision edition 2017. The research method used is the descriptive qualitative method. The subjects of this study were thematic books on the theme of 3 grade IV SD as well as class teachers and one of the fourth-grade students from SDN 99 OKU. The data collection techniques used were documentation and interviews. In this study, an analysis was carried out covering 3 domains, namely, affective, cognitive, and psychomotor domains. In the affective domain, the data collection technique used interviews, while the cognitive and psychomotor domains used the documentation study by analyzing the 2 aspects analyzed. Based on the results of interviews with teachers and students to see the level of suitability in the affective domain, which is very appropriate. As for the results of the analysis of the level of conformity between the learning material and basic competencies in the cognitive and psychomotor domains as a whole, from the 2 aspects analyzed, the results are included in the very appropriate category. Thus it can be concluded that the suitability of the learning material with the basic competencies in the theme book 3 for grade IV SD revision edition 2017 is very appropriate. Keywords: suitability, learning material, basic competencies, thematic book theme 3

ANALYSIS OF THE SUBJECT MATTER OF ART AND CULTURE CLASS III MI/SD, CONFORMITY OF CHARATERISTICS, HOTS, AND 4C

The analysis of the subject matter of Cultural and Arts and MI / Elementary Workshops conducted by the author aims to find out the relevance of the subject matter contained in the Thematic Book of teachers and class III students of the 2013 revised 2018 curriculum with the scope of the subject matter of Cultural Arts and MI / SD Crafts which includes competencies knowledge and skills, characteristics and development of MI / SD Art and Cultural Materials, analyzing KI-KD and their relevance to MI / SD Art and Cultural structure, characteristics of student development, HOTS, 4C (Critical Thinking, Creativity, Communication, Collaboration ), cultural and citizenship literacy and character education, and innovation. The method used is the type of library research. Collection and review of reference indicators for the analysis of the subject matter of Art and Culture and Grade III elementary / MI. The research method used is the type of library research. The results of the analysis state that the relevance of the scope of Culture and Arts and Crafts in Permendikbud number 21 2016 on Basic and Secondary Education Content Standards with the 2013 Revised 2018 Curriculum Student Book is considered to be relevant. Characteristics of Cultural Arts and MI / Elementary Workshops include aspects of fine arts, aspects of music, aspects of dance and aspects of skills. Characteristics of student development are in a concrete operational stage. Hots Distribution (Critical Thinking 24%, Problem Solving 9%, and Creative Thinking 67%). 4C distribution (Critical Thinking 23%, Communication 6%, Collaboration 8%, and Creativity 63%). Cultural and citizenship literacy as well as character education are listed in the subject matter of Cultural Arts and the Revised Workshop of 2018 books of teachers and class III students. The innovations offered in the learning of Arts and Culture and MI / SD Crafts are using interactive multimedia that is relevant to the development of science and technology in the era of the industrial revolution 4.0.

PKM Bimbingan Belajar Siswa SD Negeri 057239 Sekoci Langkat Sumatera Utara di Masa Pandemi Covid-19

The program to help students learn is a community service carried out at SD Negeri 057239 Sekoci, Besitang District, which is located at Sukaramai Hamlet, Sekoci Village, Langkat Regency, North Sumatra. for 1 month starting from March 31, 2021 to May 6, 2021. The activities carried out in this service are teaching and learning activities at home and helping students in doing school assignments which are carried out for 1 month. The material comes from thematic books and guidebooks from schools. In the implementation of this Community Service there are several obstacles such as: The distance to teaching at home between classes 3,4 and 5 is very far in insufficient time, Lack of attention from students in learning at home, students' awareness of their responsibility in doing assignments is still lacking, lack of communication and parental attention to their children.

Learning Needs Analysis: Thematic Teaching Book Based on HOTS Assisted with 3D Stereoscopic Images to Improve Critical Thinking Ability of Elementary School Students

This study is descriptive explorative which aims to see the needs of teachers and students in implementing High Order Thinking Skills (HOTS) based learning in thematic learning. The research objectives were achieved through observation, interviews and document study. The results of observations show that in learning students have problems with learning interest, this can be seen when students do activities that are not related to learning. Meanwhile, the results of the interviews which were supported by document study data revealed that in the thematic book the conceptual presentation was not given in depth. It is necessary to add various activities that support the student learning process. In addition, the teacher argues that it is necessary to provide pictures as an illustration of the teaching concept given, this is because elementary school students are in the 7-11 year age range who are still in the concrete operational thinking stage which requires textbooks that can present abstract concepts. concretely. Based on this, it is natural that students are not interested in participating in learning. This study concludes that the thematic textbooks currently used have shortcomings in the presentation of HOTS material and supporting activities. To cover these shortcomings, it is necessary to develop thematic books that have a more complete concept of material and are made according to the characteristics of elementary school students and contain various activities to support HOTS ability improvement. The development of textbooks is needed as an effort to increase learning interest so that learning objectives can be maximally achieved.

Analisis Pembelajaran Ips Kelas V Tema 6 Subtema 1 Pembelajaran 1 Dengan Menggunakan Strategi Dua Tinggal Dua Tamu Dan Card Sort

The author analyzes social studies learning using the Two Stay Two Stray strategy and the Card Sort strategy in the Thematic Book of Class V Theme 6 Human and Animal Organs. The underlying foundation is the lack of engagement strategies with a HOTS mindset. Social studies material in collaboration with these 2 learning strategies is oriented to the HOTS mindset. Methodology This research uses qualitative research with an inductive approach. Data was obtained by observation and interviews as well as important notes. The research location is at MIS Al Islamiyah Bangkar, Muara Uya District, Tabalong Regency, South Kalimantan Province. The subject in this study was the homeroom teacher of MIS Al Islamiyah Bangkar. The application in learning the two-stay-two-guest strategy is asking to form groups of 4 people. Their task Two people visit another group while the other two stays in the group to entertain other visiting groups. while the card sort strategy uses 2 media, namely cardboard as a sorting medium and a magic bag to shuffle the material when it comes to the fore. The implication is in interesting learning activities and a HOTS-oriented mindset. Strategy Two, there are only two guests and the Card sort strategy has a good correlation with basic competencies and indicators in the thematic book Theme 6 Human and Animal Organs, sub-theme 1 Human Body learning 1. Applying these 2 strategies has advantages in responsibility, cooperation, solving problems, learning motivation, and learning evaluation. These two strategies have the advantage of creating high thinking so that students are active in thinking. Students can develop their abilities or ways of thinking so that they can master higher-order thinking skills (HOTS). Keywords: Social Studies Learning Analysis, Strategy two stay two guests, strategy

The development of thematic modules based on Strengthening Character Education (PPK) and Quick Response (QR) code

Less attractive and effective learning modules in thematic learning and less reinforcement in character education make students bored and do not really implement strengthening character education in the school environment and society. Therefore, alternative teaching materials are needed in thematic learning and strengthening student character education. The purpose of this research is to develop thematic modules based on PPK and QR code. This study applied the Bog & Gall development research model. The data analysis technique used was quantitative and qualitative data analysis. The research instruments used were observation, questionnaires and documentation. The results of research on the development of thematic modules based on PPK and QR Code, it is known that the results of the analysis of media experts obtained a score of 92.86 percent with a very valid category, material experts obtained a score of 88.64 percent in the very valid category, linguists obtained a score of 75 percent with a fairly valid category, the response of educators obtained a score of 89.92 percent in the very practical category, the response of students obtained a score of 87.78 percent in the practical category. Based on the results of the explanation above, the thematic module based on PPK and QR Code can be used as a supplementary teaching material for the thematic book to make it easier for students to acquire the lesson content and apply characters education in schools and communities.

Analisis instrumen penilaian kurikulum 2013 buku guru kelas V tema 8 edisi revisi 2017 berdasarkan perspektif HOTS sebagai transfer of knowledge

<p class="Abstract"><em><span lang="EN-US">The purpose of this study is to determine the assessment instrument based on HOTS perspective (Higher Order Thinking Skills) in the thematic book of the fifth grade teacher theme 8 "our friend's environment". This research is a qualitative descriptive research with content analysis method. The data source of this research is the thematic book of the fifth grade teacher theme 8 "our friend's environment" which contains KI, KD, learning objectives, learning steps, student activities and learning assessment grids. The sampling technique used purposive sampling technique with the semantic data validity test technique. The data analysis technique uses the Milles and Hubberman model technique through four stages which include data collection, data reduction, data display and conclusion drawing. The results obtained are that there is an assessment rubric in accordance with the HOTS (Higher Order Thinking Skills) perspective.</span></em></p>

Importance of Insurance Mechanisms in Natural Disasters' Risk Mitigation: A case study in Indiav

Introduction: This study aims to understand the dynamics of insurance as a risk management tool for natural disasters in India. It further explores different strategies and programs for disaster insurance adopted by the Indian government and highlights these initiatives' gaps. Methods: The authors conducted both offline and online desk reviews to understand the dynamics of insurance mechanisms and government strategies. They conducted a narrative review of existing literature, including peer-reviewed articles, thematic books, and government and non-governmental reports from diverse sources. Results: The review clearly shows that despite the various types of natural disasters the country faces, the coverage of disaster insurance in India remains low. It outlines the importance of insurance as a risk management tool, especially for the most vulnerable sections of society living in rural parts. The review further highlights the benefits of different government schemes and strategies while at the same time highlighting the gaps in these schemes. Conclusion: The review calls for an urgent and sustained effort to increase the number of individuals insured against natural disasters in the country by addressing the policy shortcomings and engaging with the communities and the private sector to understand their respective needs. The review also underlines the importance of creating awareness regarding disaster insurance among the wider population. Furthermore, it calls for a comprehensive disaster management plan with insurance as one of its pillars.

NILAI PENDIDIKAN KARAKTER DALAM PEMBELAJARAN IPS DI SEKOLAH DASAR

This study conducted an empirical study of the implementation of the value of character education in social studies learning at SDN 1 Gunung Terang, Bandarlampung. This study uses a qualitative descriptive design with content analysis techniques. Based on the results and discussion, it is stated that: 1) The process of implementing the value of character education in SDN 1 Gunung Terang, Bandarlampung consists of the planning, implementation, and evaluation stages; and 2) The suitability of integrated thematic books with character education includes religious character, tolerance, discipline, creative, democratic, curiosity, national spirit, respect for achievement, friendship, enjoy reading, and care for the environment.

DEVELOPMENT OF COMMUNICATIVE COMPETENCE OF CHILDREN OF SENIOR PRESCHOOL AGE BY MEANS OF MODERN PICTURE BOOKS

The article analyses the features of modern picture books (wimmelbooks, storybooks, sketchbooks, etc.). An integrated approach to working with a children picture book is demonstrated in order to develop the communicative competence of a senior preschool child, which takes into account two vectors (psychological and speech) and is based on the system of work on creating an independent story by a senior preschool child and includes three types of classes: comprehending the content of the picture book; creating a story based on the plot of the book (based on the model of the educator); creating a story based on the illustrative material of the picture book. A modified methodology for teaching the perception and comprehension of the material of the picture book by children is proposed, which assumes the presence of two structural parts in each of the three types of activities: encouraging children in perception, examining illustrations by children and teaching the story based on the illustration content. It is indicated that the effectiveness of the second part of the lesson is directly proportional to the effectiveness of the first. The article discusses the formation of the dialogical component of communicative competence, which is based on the ability to put questions correctly. The types of question systems are considered: Bloom’s Taxonomy Questions, Quintilian questions, “reflexive questions”, Larry King’s Soft Questions. A lesson with the use of picture books should begin with the formation of thematic book sets by the teacher, considering illustrations and the teacher’s emotional story. It has been proved that a picture book is an effective means of the the development of a preschool child’d desire to communicate, and the age period of preschool childhood is sensitive for the development of communicative competence

Metode Analisis Muatan Literasi Sains pada Buku Ajar Tematik Sekolah Dasar/Madrasah Ibtidaiyah (Studi Deskriptif Pada Buku Tematik Kelas 4 Tema 1)

This study aims to understand how to analyze literacy content in Natural Sciences (IPA) textbooks. The analysis was carried out on the thematic textbook of curriculum 2013 class 4th entitled “Indahnya Kebersamaan”. The research was conducted using a qualitative descriptive method by mapping Knowledge of Science (KoS), Nature of Science (NoS), Science as The Way of Thinking (WoT), and Science Technology Society (STS) as elements that need to be met in IPA textbooks based on scientific literacy criteria build by Chiapetta. Based on the results of the search, it is known that the Thematic Book for class 4 Theme 1 has generally fulfilled the elements of scientific literacy.

BAHASA PENGHELA ILMU PENGETAHUAN DALAM PEMBELAJARAN BERBASIS TEKS: RANCANG BANGUN MATERI PEMBELAJARAN TEMATIK TERPADU

Based on the result of the researches on text book materials under 2013 curriculum published by the government, for elementary school level, it is found that the materials from one competence to another on those books are not well-integrated, even the competences are elaborated in single theme or subtheme. Though those text books are entitled “Integrated Thematic Book of Curriculum 2013”, they still do not show the integration they should give. It is assumed that the disordered materials are caused by the absence of a certain field of knowledge that should be used as a binder and medium of transmitting and integrating the whole competences in case the material changes. Regarding the problem, this article delivers a brief description on how Indonesian language is used to bind and become a medium of transmission of the whole nonintegrated field of competences from any different materials. In other word, this article presents a conceptual model of designing integrated thematic learning on the basis of the language as a medium of transferring knowledge

Pengembangan Video Animasi Stop Motion Materi Keragaman Suku Bangsa dan Agama di Negeriku IV SD

This study aims to: (1) develop stop motion animation video learning media on the material of ethnic and religious diversity in my country for grade IV SD and (3) knowing the response of students to the stop motion animation video learning media on the material of ethnic and religious diversity in my country in grade IV Elementary School.
 This research is an R&D (Research and Development) study. The implementation of this research uses the 4D model steps, namely: (1) Define, (2) Design, (3) Development, (4) Dissemination. Based on the results of the interviews obtained, it was obtained that: (1) the learning media were still thematic books, pictures of ethnic diversity, and assignments for making clippings. (2) learning activities have not used media that attract the attention of students. (3) not using audio-visual learning media in the learning process.
 Based on the research that has been done 1) Produce a stop motion animation video learning media of ethnic and religious diversity in my country. 2) The results of the validation by material experts get the final result percentage of 89.25% with very feasible criteria. The results of the validation by media experts obtained a percentage of the final result, namely 81.25% with very decent criteria. 3) The results of the response of students in limited trials get a percentage of the final result that is 100% with very feasible criteria. Due to the COVID-19 pandemic, students responses are only limited to trial activities.