Thematic Learning In Elementary Schools Research Articles

Teachers Ability to Provide Learning Variations in Thematic Learning in Elementary Schools

In conditions in the field there are still several skills that are not yet visible or fulfilled, many teachers only carry out tasks limited to transferring knowledge without knowing how to package learning to attract students' attention, so that many students are found who lack the motivation to study actively at school, use learning resources which is less than optimal, and the use of models that are less varied or innovative. The aim of the research is to describe conditions in the field regarding the ability of elementary school teachers to carry out thematic learning variations at SDN 70 Tolotongga, Bima City. This research is a qualitative descriptive research. Data collection was carried out in three meetings. The research subjects were class III teachers. The variables in this research are the teacher's skills in providing variations and student responses. The data collection techniques used were observation, interviews and documentation. The results of research at SDN 70 Tolotongga, Bima City, teachers have been able to master the skills in carrying out varied learning very well. Variations in learning are carried out in many ways, both through body movements, sounds, activities that can increase enthusiasm for learning, group formation and the use of learning media. Therefore, teachers' abilities in carrying out variations in thematic learning should continue to be improved in order to minimize the obstacles that arise

PENGEMBANGAN E-MODUL BERBASIS FLIPBOOK MAKER PADA PEMBELAJARAN TEMATIK DISEKOLAH DASAR

This study aims to produce an e-module based on Flipbook Maker in the thematic learning of Grade 5 SD with the theme 6 of Heat and its Transfer to improve learning outcomes. To achieve the research objectives, the Research and Development (R&D) method was used with the Dick and Carey development model through 8 stages. This research and development produces E-modules like electronic books by designing and using flipbook makers in thematic learning in elementary schools on theme 6 Sub-theme 1 learning 1 to 6 grade 5 with the characteristics of this product that can be used on Android smartphones, laptops with the help of software and the internet network in which there are step menus leading to learning from the material menu the question menu, the observing menu, the information gathering menu, the reasoning menu, and the communicating menu. This research was conducted at SD Negeri 21 Riam Berasap with 72 research subjects consisting of fifth grade students with details of 3 students for one to one individual tests, 9 students for small group tests, and 30 students for field tests. As well as In this study involved 6 design expert validators, media experts, and thematic subject matter experts. Data from questionnaires and attitude scale instruments were analyzed by qualitative and quantitative analysis. Overall, from the results of data analysis (in the value range 1-5) the E-module is stated to be "very valid" with an average of 4.5. Thus, the analysis of empirical test data with individual test procedures, small groups, and field tests on 30 students of SDN Negeri 08 Siduk grade 5 shows the attitude of students is "very happy" using e-modules based on Flipbook maker using smartphone android, as well as leptopo with an average 80.9%. The e-module effectiveness test with the criteria of students' attitudes towards the e-module and pre-test and post-test scores involving 30 students turned out to be quite good which can be proven by the results in the data, the flipbook maker-based e-module in school thematic learning basic can be applied to grade 5 students.  

Development of Integrated Thematic Learning Based on Seesaw in Fifth-Grade Elementary School

The use of smartphones in students' daily lives causes low student motivation to learn, especially after the Covid-19 pandemic. Students prefer to use their smart phones rather than studying. This causes low student learning outcomes. Innovative learning activities that make smartphones a fun learning medium for students are needed. The Seesaw digital class can be a solution to this problem. Therefore, this study explains the validity, practicality, and effectiveness of the Seesaw digital class in fifth-grade elementary schools. This research is a development research with a 4-D model. The participants were fifth-grade students from Cluster One Baso District, Agam Regency. The data collected in this study are validity data, practicality data, and data on the effectiveness of the Seesaw digital class. The data collection instruments used were questionnaires and interview sheets. The data obtained was then analyzed in the form of quantitative calculations and descriptive analysis. This development research produced a product in the form of Seesaw-based integrated thematic learning in elementary schools. The results of product validation in the form of Seesaw-based integrated thematic learning tools show that the product is valid based on the assessment made by the validator in a very valid category. The results of teacher responses and student responses for practicality with very practical categories. The results of the effectiveness test were seen from the learning outcomes of students who also increased. This shows that Seesaw-based integrated thematic learning is suitable for use in fifth-grade elementary schools.

Development of Student Worksheet (LKPD) Based on Project-Based Learning to Improve Students' Critical Thinking Skills in Integrated Thematic Learning in Elementary Schools

The average thinking skills of chitis in elementary school students are still relatively low, this can be seen during integrated thematic learning. To overcome these problems, LKPD will be developed based on Project Based learning (PjBL). This study aims to: 1) develop PjBL-based LKPD that is feasible to be used to improve students' critical thinking skills in integrated thematic learning in grade IV, 2) Analyze the effectiveness of PjBL-based LKPD in improving students' critical thinking skills in integrated thematic learning in Class IV. This research is a Research and Development research. Sampling using purposive sampling technique. The population in this study was grade IV students of SD Negeri 2 Pinang Jaya Kemiling Bandarlampung. Data collection using documentation techniques, written tests, and questionnaire dissemination. The instrument used is a test that has been tested for validity and reliability using the help of the SPSS 24.0 for windows program with a significance level of 0.05. Furthermore, the data is processed using an independent sample-test. The research results are (1) PjBL-based LKPD are suitable for use and (2) PjBL-based LKPD are effective for use.

Strengthening Character through the Application of Pancasila Values in Science Content Thematic Learning in Elementary Schools

This research is a qualitative research whose background is that there are still some students who still do not reflect Pancasila behavior both during learning and outside of learning. This study aims to analyze character strengthening through the application of Pancasila values ​​in thematic learning of science content at SDN 008 Samarinda Ulu. The technique used in this triangulation is triangulation of data sources to test the validity of the data. The results of research that has been carried out by researchers in class IVB SDN 008 Samarinda Ulu is that the teacher has applied Pancasila values ​​in the thematic learning of science content so that it influences student character. Its application is by getting students to pray, say hello, greet. The teacher gives freedom to students to express opinions, respect differences, help others, consult, and be fair when learning takes place which is integrated with strengthening religious, national, independent and mutual cooperation characters. There are no difficulties in strengthening character through the application of Pancasila values ​​in thematic learning

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.

The Effect of the PBL Model to Increase Student Learning Activities in Integrated Thematic Learning in Elementary Schools

The facts show that the low involvement of students in integrated thematic learning is due to the lack of a suitable model used in learning. The research aims to increase student learning activities using the PBL model. This is classroom action research, carried out in the stages of planning, implementing, observing, and reflecting. The research approach is both qualitative and quantitative. The results of the study show that the use of the PBL model in integrated thematic learning can increase student learning activities, and students are able to work together with their group members, which ultimately leads to an increase in student learning abilities in integrated thematic subjects. The results showed an increase in student learning activity from 63% in cycle I to 93% in cycle II. It was concluded that the use of the PBL model was very effective in increasing student learning activities.

Integrated Thematic E-LKPD with RADEC- Based Neapod in Grade V Elementary School

The rapid development of science and technology makes integrated thematic learning in elementary schools use technology. However, the current LKPD only contains a collection of questions. The material is not structured and does not contain images that can attract students' interest. The existing LKPD is only a learning support, not a learning media. This research aims to produce E-LKPD products using the RADEC-based Nearpod application to keep abreast of existing technological developments and help students understand the material. This type of research is development research with the ADDIE development model. Methods of data collection, namely by interviews and documentation. Data collection instrument using a questionnaire. Data analysis techniques using descriptive qualitative analysis, quantitative, and inferential statistics. The result of the research is that the average percentage of the assessment given by the teacher is 89% (very practical) and 87% students (very practical). The N-Gain score test was used to test the findings of the pre-test and post-test, and the results showed that the category was influential in the high category. Effectiveness can also be judged by how actively students are involved in their education. It was concluded that E-LKPD using the RADEC-based Nearpod application could improve student learning outcomes.

Analysis of Online Learning Student Activities Using the Problem Based Learning (PBL) Model through Lesson Study

Online lectures so far have been less effective and being less attractive to students often makes students passive, bored, and not enthusiastic about attending lectures. Students are not active in the lecture process will not achieve a learning goal. This study aims to describe the analysis of student activities with the Problem Based Learning (PBL) model through lesson study in online learning. The research method used is a qualitative descriptive analysis method. Data validity techniques use triangulation techniques. Data is collected by observing techniques and recording student activities during online learning. Data analysis techniques present calculations in the proportion of observations on student activity. The implementation of research is carried out based on lesson study activities, namely plan, do and see. In the planning stage, model lecturers and observers agreed that the problem to be solved was online learning with the Problem Based Learning (PBL) model. Activities that will be observed 5 aspects, namely oral activities, listening activities, writing activities, mental activities and emotional activities. At the do stage, model lecturers carry out learning through the PBL model. The orientation of the problem is centred on the observation of integrated thematic learning in elementary schools. While the see stage shows the profile of student learning activities in online learning through the PBL model, namely oral activities of 86.1, listening activities of 96.3, writing activities amounted to 89.4, mental activities amounted to 86, and emotional activities amounted to 80.6. Based on the results of the research above, student activity through the lesson study-based PBL model can be categorized as high. This is inseparable from the collaborative role of lecturers in organizing learning, from planning to evaluation. 

Flipbook Maker Based E-Module Development Design in Thematic Learning in Elementary School

This research is oriented towards making flipbook maker-based e-module development designs for thematic subjects at SDN 21 Riam Berasap Sukadana District, North Kayong Regency, West Borneo Province, based on the need assessment output identified by researchers empirically, namely that thematic learning has not been implemented integrated with technology products, so that in quantity there are still many students who did not meet the KKM. The research method used in this study is R&D (research and development) research, which refers to the Dick and Carey model of development design, which starts from carrying out the process of general instructional objectives to the creation of the design itself, with teachers and students being research subjects as well as recipients. benefits from the designs produced by researchers to developers who can be given special authority to carry out developments on the designs produced in this research. The design of the flipbook maker-based e-module development for thematic subjects at SDN 21 Riam Berasap was produced by taking into account the elements of an attractive appearance, language that is easy for students to understand, and the use of features in the flipbook maker application that include audiovisual elements (sounds, images, animations, and videos), which are also what students need for effective technology-based learning in the context of thematic learning in research locations.

Gender Responsive Pedagogy in Thematic Learning in Elementary Schools

Gender-responsive thematic learning still needs to be found in elementary schools. Gender bias is still found in some student teaching materials. It can trigger the emergence of a mindset in students that will continue to be carried into adulthood, resulting in gender inequality. This study aims to analyze gender-responsive thematic learning in elementary schools. This research is a case study, with the subjects involved, namely 2 class V teachers. Data collection techniques used in this study were interviews, observation, and documentation, with research instruments in the form of observation and interview guidelines. Data analysis techniques are carried out through several stages, namely data collection, data reduction, data display, and making conclusions. The results of this study indicate that teachers have a very important role in implementing gender-responsive thematic learning in elementary schools. Gender-responsive thematic learning in elementary schools is carried out by determining learning objectives, making learning tools like lesson plans and teaching materials free from gender bias, and conducting fair and objective assessments. Classroom management is carried out by providing the same facilities to students in the learning process, not to benefit or harm one gender.

NEED ANALYSIS OF ETHNOPEDAGOGY-BASED THEMATIC LEARNING MODULES DEVELOPMENT FOR GRADE V ELEMENTARY SCHOOL STUDENTS IN PEKANBARU

The implementation of thematic learning in elementary schools is a new thing. One of the problems that occur in the implementation of thematic learning is the textbooks published by the Ministry of Education and Culture , which are compiled and used nationally, so it do es not indicate the Ethno pedagogy of students' regions and students' knowledge about Indonesian culture, especially the culture in their regions that have still lack and educators do not have reference teaching materials that contain Ethno pedagogy-based thematic learning or instill local cultural values. Basically, thematic learning aims to introduce students to the environment that is closest to students. The purpose of th e research is only to analyze and describe the need for the development of Ethno pedagogy-based thematic learning models for elementary school students in Pekanbaru so that the data used are qualitative data. The needs analysis of the development of Ethno pedagogy-based thematic learning modules includes curriculum analysis, student analysis, and teacher needs analysis. Various analyses were carried out to determine the need of developing a comprehensive Ethno pedagogy-based learning module based on the students’ conditions, curriculum, and teacher needs. A thorough and accurate needs analysis is expected to be developed for Ethnopedagogy-based thematic learning modules for grade V elementary school students in Pekanbaru that are based on the needs of the research field .

Penerapan Model Discovery Learning dalam Pembelajaran Tematik Terpadu di Kelas IV Sekolah Dasar : Studi Literatur

This research aims to describe the application of the Discovery Learning model in integrated thematic learning in elementary schools. This research is motivated because there are still several problems that occur in the implementation of integrated thematic learning in elementary schools, especially the lack of teacher understanding of the implementation of integrated thematic learning in elementary schools. The method used in this research uses literature study (library research) through literature review to strengthen the analysis of the various sources used. Literature study in this writing is as a basis for forming an initial writing plan and as a secondary data source for writing, secondary data sources in the form of books, online journals, theses, and dissertations as well as other sources relevant to the application of the Discovery Learning model in learning. thematic integrated in elementary schools. The main sources of this research are reputable articles and journals. The results obtained by the writer from the search will be reviewed and analyzed using the content analysis method. Based on the results of the analysis of 15 journals, and reinforced by several theories, it can be concluded that the use of the Discovery Learning model is effective for application and can improve the implementation of integrated thematic learning in elementary schools. It can be seen from the explanation of how the learning planning is designed by the teacher, observations on aspects of the teacher and aspects of students, and the learning outcomes obtained by students.

PENERAPAN PENDEKATAN SAINTIFIK DALAM PEMBELAJARAN TEMATIK TERPADU DI KELAS II SEKOLAH DASAR (STUDI LITERATUR)

This research aims to describe the application of the scientific approach in integrated thematic learning in elementary schools. This research is motivated because there are still many mistakes in implementing integrated thematic learning in elementary schools. This research uses a literature study method (library research) through a literature review to strengthen the analysis of the various sources used. This research begins with formulating a research problem followed by analyzing the relevant research results. Data collection in this literature study was carried out using non-tests, namely by searching electronic journals through reputable journals, books, theses, and online journals that are relevant to the application of the scientific approach. The keywords used for journal search are the Scientific Approach, Integrated Thematic. The results obtained from the research will be analyzed by the author using the content analysis method. From the results of the research analysis of 15 relevant journals, it shows that the scientific approach is effectively applied in integrated thematic learning in elementary schools.

PENERAPAN MODEL DISCOVERY LEARNING (DL) DALAM PEMBELAJARAN TEMATIK TERPADU DI KELAS IV SEKOLAH DASAR (STUDI LITERATUR)

This study aims to re-analyze the use of discovery learning models in integrated thematic learning in elementary schools. The design of this study is Literature Review. A literature review study is a method used to collect data or sources related to a particular topic that can be obtained from various sources such as journals, books, internet, and other literature. The purpose of this study is to describe the application of the Discovery Learning (DL) model to integrated thematic learning in elementary schools. Data collection is done by using non-test that is by searching electronic journals through Google Scholar and study documentation in the library. From the research results 15 relevant articles show that the Discovery Learning model is effective in improving student learning outcomes. The key word used for journal research is Discovery Learning, integrated thematic. In this study, researchers used a literature study, first the researchers formulated the research problem, then proceeded to explore existing research relevant to analysis. From the research results 15 relevant articles show that the Discovery Learning (DL) learning model is effective in improving student learning outcomes.

Implementasi Model Student Facilitator and Explaining pada Pembelajaran Tematik Terpadu Di SD

This research aims to implement the use of the Student Facilitator and Explaining cooperative model in integrated thematic learning in elementary schools. And to see the effect on learning outcomes. This type of research is descriptive research with qualitative methods, because it is done to search for data and facts. After the data is collected then it is presented in the form of a sentence which is then drawn conclusions based on the facts seen. Based on the learning results obtained by the researcher, after conducting the research, it showed that of the total students, only 7% of students or 6 students had scores below the minimum completeness value. Meanwhile, the other 93% or 22 other people have high scores. With an average value of 89. From this it can be concluded that the Student Facilitator and Explaining learning model has a very good influence on learning outcomes. Supported by the use of the Student Facilitator and Explaining model of learning steps in the learning process.

Implementasi Model Student Facilitator and Explaining pada Pembelajaran Tematik Terpadu di SD

This research aims to implement the use of the Student Facilitator and Explaining cooperative model in integrated thematic learning in elementary schools. And to see the effect on learning outcomes. This type of research is descriptive research with qualitative methods, because it is done to search for data and facts. After the data is collected then it is presented in the form of a sentence which is then drawn conclusions based on the facts seen. Based on the learning results obtained by the researcher, after conducting the research, it showed that of the total students, only 7% of students or 6 students had scores below the minimum completeness value. Meanwhile, the other 93% or 22 other people have high scores. With an average value of 89. From this it can be concluded that the Student Facilitator and Explaining learning model has a very good influence on learning outcomes. Supported by the use of the Student Facilitator and Explaining model of learning steps in the learning process.

Integration of 21st Century Skills in Thematic Learning in Elementary School

The challenges of the 21st century require students to be responsive to advances in science and technology. Students need to prepare 21st century skills known as 4C (Critical Thinking, Communication, Collaborative, and Creativity). So that in learning there needs to be integration of 21st century skills combined with thematic learning. This study aims to analyse the integration of 21st century skills in thematic learning in elementary schools. This type of research uses a qualitative descriptive approach. The subjects of this study were teachers and third grade students. Data collection techniques are using observation, interviews, and documentation. Data validity technique used is triangulation. The data obtained will be analysed by reducing data, presenting data, and drawing conclusions. The results of the research on the integration of 21st century skills in thematic learning are shown through the activities carried out during learning. 21st century skills are integrated through discussion activities, solving problems that require high-order thinking skills, conveying arguments, and the ability to think with creative, innovative, and imaginative ideas. Through these learning activities, it can be concluded that the integration of 21st century skills in thematic learning is able to increase student activity in learning, increase potential, develop student skills, develop soft skill and hard skill competencies possessed by students in mastering thematic learning at school.

Teacher's Strategy in Developing Practical Values of the 5th Pancasila Precepts in Thematic Learning in Elementary School

Purpose of the study: This study aims to find out and describe the strategies that teachers can use to develop the practical value of the five Pancasila precepts in the thematic learning process for first grade students at elementary school 36/I Kilangan. Methodology: This research is a qualitative research with a phenomenological approach. The samples in this study were school principals, teachers, and 2 low grade students at elementary school 36/I Kilangan. Collecting data in this study using observation sheets, interview guide instruments. in this study using the Miles and Huberman analysis technique. Main Findings: The teacher's strategy in instilling the practical values of Pancasila, especially the precepts "Social Justice for All Indonesian People" in thematic learning in class I elementary school 36/I Kilangan shows that the teacher has become a good role model for students, especially in applying a family attitude, balancing rights and obligations , as well as work hard. The teacher uses several strategies in its implementation. Novelty/Originality of this study: The novelty of this study is knowing the teacher's strategy in instilling the practical values of the Pancasila precept "Social Justice for All Indonesian People" in thematic learning at elementary school 36/I Kilangan. Teachers use character-based learning strategies such as the PAIKEM strategy, cooperative learning and inquiry, as well as various lectures to familiarize students with always reading and discussing.

The Timely Habituation of Thematic Learning in Elementary School

Education is not only a teaching and learning process also necessitates thematic learning habits in elementary schools. It is still not optimal to familiarize elementary school students with time. There still students who are late for class, do not complete tasks on time, and do not engage in thematic learning processes. The aim of this research is to find out the timeliness of learning, including starting learning on time and doing assignments on time. This research is a qualitative descriptive study. The research was conducted at SD Negeri 5 Purwosuman Sragen with the principal, class teacher, and students. The data collection method was the non-test method, namely observation and interviews. Data analysis was carried out through qualitative descriptive analysis using data reduction, data presentation, and drawing conclusions or testing. The results of this study show that students are not on time in starting to study and do assignments, so they still need habituation so that they can be on time. A timely habituation in thematic learning must be followed by students' awareness of their role in the learning process.