Holistic Thematic Learning in the Elementary School: Is It Thematic and Holistic?

Ain, Nurul

doi:10.2991/ictte-17.2017.99

Cited by 13 publications

(13 citation statements)

References 7 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Landasan teori kedua yang berhubungan dengan solusi adalah pembelajaran terpadu da lam bentuk pembelajaran tematik. Pembelajaran tematik adalah pembelajaran terpadu yang meng gunakan suatu tema untuk menghubungkan beberapa cabang dari pengetahuan untuk menye diakan pengalaman bermakna (Ain, 2017). Pem belajaran tematik didefinisikan sebagai suatu pembelajaran terpadu yang menggunakan tema untuk menghubungkan beberapa subjek yang memperkenankan siswa baik secara individu atau kelompok untuk aktif menemukan konsep dan prinsip saintifik secara holitik, bermakna, dan autentik (Assahary, 2017).…”

Section: Pendahuluanunclassified

Studi Pendampingan Pengembangan Bahan Ajar Tematik Terintegrasi Literasi Baru dan Literasi Bencana Pada Guru IPA Kabupaten Agam

Asrizal¹,

Festiyed

2020

jep

View full text Add to dashboard Cite

Literacy is required in the 4.0 industrial revolution and education in Indonesia. However, the real condition indicated that the integration of literacy in science learning of the science teachers was still limited. The solution of this problem is assisting the partner in writing science thematic learning material by integrating new literacy and disaster literacy. The objective of assisting is to improve competency of science teachers in writing thematic learning material. The target of the assisting activity was the teachers in science MGMP in Agam district. Methods in assisting include presentation and discussion, group work, independent task, and task presentation. Instruments to collect the data consist of knowledge test and questionnaire. Data analysis techniques were descriptive statistical analysis and paired comparison test. There are four results of the assistance, namely: 1). The average value of skills in integrating new literacy into thematic science worksheet is 70.5 and this average value can be classified into good category, 2). Teachers felt the benefits of assistance in aspects of learning material, thematic learning, integration of new literacy and disaster literacy in learning, and writing of thematic learning material, 3). The response of student from to the use of thematic science worksheet by integrating new literacy can be entered into very good category with an average value of 86.7, and 4). The implementation of assisting on the writing of thematic science learning material is effective to improve the new literacy and disaster literacy of science teachers.

show abstract

Section: Pendahuluanunclassified

Studi Pendampingan Pengembangan Bahan Ajar Tematik Terintegrasi Literasi Baru dan Literasi Bencana Pada Guru IPA Kabupaten Agam

Asrizal¹,

Festiyed

2020

jep

View full text Add to dashboard Cite

show abstract

“…If not, the focus of students in learning will be gone and unstructured. Through this theme, students will understand the sequence of the material to be taught later on [56] [57].…”

Section: Lesson Planningmentioning

confidence: 99%

Learning Activities for Social Skills in Elementary School

Salimi¹,

Dardiri²,

Sujarwo³

2020

ujer

View full text Add to dashboard Cite

“…The qualitative data were in the form of notes from validators; while the quantitative data were in the form of scores from the validators. Next, the qualitative data were analyzed descriptively, and the quantitative data were analyzed by means of formula (1). The result of the analysis, further, was used as the basis of validity of Takbulta media.…”

Section: Developing Preliminary Form Of the Product:-mentioning

confidence: 99%

Developing 3d Instructional Media Takbulta for the Sub-Theme of ?Potential Sources of Energy in Indonesia?.

Susetyarini¹,

Kuncahyono²,

RizkyFitriasari³

et al. 2018

IJAR

View full text Add to dashboard Cite

The availability of thematic, innovative, and interesting instructional media is deemed as a significant attempt for quality improvement on instructional activities in schools. In this current research, Takbulta (Kotak Timbul Berceritaa telling embossed box) has been developed as instructional media for the sub-theme of "Potential Resources of Energy in Indonesia." The sub-theme is one of several themes learnt by the fourth graders. This research constituted Research and Development model (R&D), which was previously advanced by Borg and Gall. The research phases encompassed research and data collection; planning the educational product; developing the product's preliminary form; initial field testing; the first revision of main product; main field testing; operational product revision; operational field testing; and final product revision. The results of validation gained from the media expert, material expert, and instructional practitioner 1 and 2 respectively signified 94.2%, 83.3%, 94.2%, and 94.2%. With respect to the aforementioned results, it has been explicated that Takbulta is appropriate to use. Moreover, the implementation of the media on the instructional activities shows that Takbulta has resulted in higher level of the students" active participatory during the instructional activities.

show abstract

Holistic Thematic Learning in the Elementary School: Is It Thematic and Holistic?

Cited by 13 publications

References 7 publications

Studi Pendampingan Pengembangan Bahan Ajar Tematik Terintegrasi Literasi Baru dan Literasi Bencana Pada Guru IPA Kabupaten Agam

Studi Pendampingan Pengembangan Bahan Ajar Tematik Terintegrasi Literasi Baru dan Literasi Bencana Pada Guru IPA Kabupaten Agam

Learning Activities for Social Skills in Elementary School

Developing 3d Instructional Media Takbulta for the Sub-Theme of ?Potential Sources of Energy in Indonesia?.

Contact Info

Product

Resources

About