Abstract: Thematic Learning Implementation in Elementary School (Phenomenology Studies in Pamotan SDN 01 and 01 Majangtengah Dampit Malang)
International Journal of Science and Research (IJSR)

International Journal of Science and Research (IJSR)
Open Access | Fully Refereed | Peer Reviewed

ISSN: 2319-7064

Downloads: 122

Research Paper | Education Management | Indonesia | Volume 5 Issue 11, November 2016

Thematic Learning Implementation in Elementary School (Phenomenology Studies in Pamotan SDN 01 and 01 Majangtengah Dampit Malang)

Yuni Narti, Punaji Setyosari, I Nyoman Sudana Degeng, Wasis D. Dwiyogo

Research focuses 1) Teachers effort in organizing strategy is focused on the structural strategy, which refers to the way of sequencing and synthezising the facts, concepts, procedures, or pronciples related to integrated thematic learning plan.2) Teachers effort in delivery strategy is focused on teaching media, students interaction with media, and learning-teaching structure.3) Teachers effort in learning management strategy is focused on scheduling, student progress report, and motivation management. This research was conducted by qualitative research design with phenomenological approach. This research was done oin SDN Pamotan 01 and SDN Majangtengah 01. The findings from the observed phemnomena in these elementary school were. The organizational strategy was done by basic competency mapping, developing theme network, syllabus, and arranging lesson plan (RPP). The formation of class organization through study group is in accordance with the lesson given and the number of students, the organizing strategy as regulated. The teachers performed introduction, then core activity which consists of exploration, elaboration, and confirmation, and then performed closing on RPP drafting. The delivery strategy 1) Teachers arranged and modified the material by combining multiple subjects into one theme in daily life and conveyed them in a simple language that easy to understand.2) The teachers tried to engage the students to be actively involved in learning activities to give direct response and conclude the message of the subject.3) The teachers gave a special guidance toward the students who have difficulty in understanding the materials individually.4) The students were showing enthusiasm when the teachers explains the materials using pictures and demonstration methods.5) The integration in the delivery of learning has not been maximized yet, some subjects still delivered separately. The management strategy of thematic learning were resulted in these findings 1) the schedule of thematic learning implementation was done through sub-theme execution everyday 2) The formulation of the students progress records was done by the assessment of learning process. Assessment tools used in this thematic learning could be a test or a non-test. The assessment was done to observe the accomplishment of the basic competencies assigned and the indicators of each subjects on the given theme. The assessment was no longer based on the theme, but it has been separated to the basic competencies, the learning outcomes, and the indicators of the subjects.3) the prizes and awards were given to the students who were excel in the study, the praise and award were done to encourage students in completing the tasks. Supports and guidance were given to the students who were slow. A good motivation in study will lead to a good results.

Keywords: Organizational strategy, delivery strategy, management strategy, and thematic learning

Edition: Volume 5 Issue 11, November 2016

Pages: 1849 - 1855

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How to Cite this Article?

Yuni Narti, Punaji Setyosari, I Nyoman Sudana Degeng, Wasis D. Dwiyogo, "Thematic Learning Implementation in Elementary School (Phenomenology Studies in Pamotan SDN 01 and 01 Majangtengah Dampit Malang)", International Journal of Science and Research (IJSR), https://www.ijsr.net/search_index_results_paperid.php?id=ART20163223, Volume 5 Issue 11, November 2016, 1849 - 1855

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