Democratization of Learning through Thematic Assignment

Abstract

This article describes the results of research on learning democratization in Sangihe. This study is the first year of a five-year plan. Long-term goal of this research is to create the democratic science learning in schools. Democratic learning model was developed through thematic assignment, involving the participation of parents and communities. This study covers three main stages, namely designing and developing instruction, implementation and evaluation. Democratization of learning was analyzed based on indicators of student's activities, the role of teachers and parents. The results showed that the collaboration of teachers, students and parents in the development of the design can initiate the process of democratization. Implementation of thematic assignment instruction involving parent's role, can motivate students and encourage the activities of student groups to increase from the first to tenth meeting. Thematic assignment on environmental issues, were easily understood by students and allow parents act as learning partners, motivator and facilitator. Dialogical assessment was encourages student groups to improve the learning activity from the initial to the next meeting. The final evaluation results showed that the study group interaction in a democratic climate can reduce individual differences and establish an open collaboration, so the groups learning outcomes fairly homogeneous.

Mathematical Construction Through Conceptualization of Natural and Socio-Cultural Objects in the NKRI Border Area

“…The problem of access to education in Marore Sub district and Makalehi Island is still a serious problem among others related to the availability and implementation of teacher assignments, learning materials, support, and parents/community views on learning. Learning materials, which are prepared nationally, only depend on textbooks; teachers have not been creative in utilizing learning resources from the surrounding environment [5,6]. Utilization of the environment (natural and socio-cultural) as a source of learning on small islands has strategic values such as (1) increasing knowledge, skills and positive benefits of the natural and sociocultural potential of the community, (2) increasing mastery of the relationship between the concept of learning with the reality of life around children, (3) developing participatory community activities for the implementation of education.…”

“…Thematic learning about the environment will increase (1) the actual knowledge and attitudes towards the utilization of natural resources, (2) the relationship between experience and what is learned, [5], (3) the motivation to obtain information and exchange ideas [7], (4) the collaborative activities among students, and between students and parents [5,8], (5) the learning process across ages or education levels [9], (6) the group interactions with different socio-cultural backgrounds, (7) the problem-solving skills and critical thinking [10].…”

Teacher Perception toward Thematic Learning of Indonesian Curricullum at First Class of Elementary School

“…Thematic learning provides direct experience to students ". [9] State that thematic learning is developed based on research activities, where students are faced with facts, physical, social and interaction phenomena, to build relationships between their context and their knowledge.…”

The Development of Integrative Comic as a Media and Materials in Theme CitaCitaku Class IV Basic School

“…In addition, the 2013 curriculum also implements a thematic learning model system by integrating several subjects tied into a theme. Thematic learning is a pedagogic model based on the choice of theme or topic of study (Medellu, 2015: 111) The thematic teaching objectives according to Hajar (2013) are 1) Making a learning activity between teachers and learners more focused on the process than the outcome, 2) Provide broad opportunities for learners to learn contextually,…”