Implementasi Pembelajaran Tematik pada Masa Pandemi Covid-19 di Kelas II MI As-Salam O’o Dompu

Abstract

This study aims to explore in depth about the implementation, challenges and efforts of teachers to overcome various problems in thematic learning in Islamic primary school. This research uses descriptive research where sampling is done by purposive and snowball. The data collection techniques using interviews, observation and documentation. The results of the study describe that the implementation of thematic learning is guided by the lesson plans and refers to the theme as normal conditions. The problems faced in the application of thematic learning are factored in by factors of readiness and teacher understanding of planning, implementation, and evaluation. The teacher's efforts to overcome the various problems above are through regular discussions about thematic learning of the 2013 curriculum as well as exploring and understanding in detail about the important components in planning, implementing and evaluating as well as effectively utilizing the surrounding environment as a learning resource.

Analysis of Learning Natural Sciences through 2013 Curriculum-Based Textbooks with KTSP Patterns in Elementary Schools: Case Study at PTQ Annida Elementary School, Salatiga City.

“…1) Teachers must have skills and broad insights; 2) Students are required to have analytical skills, link between material, explorative, and elaborative; 3) Facilities and infrastructure must support science learning; 4) Comprehensive assessment of all aspects of science studies contained in other subjects; And 5) The teacher's tendency with the theme being taught (Afrida: 2021).…”

“…In thematic learning, students do not study science, Indonesian, mathematics or other subjects. Students will learn through themes that have been presented covering all subjects (Afrida, 2021). In thematic learning, indicators of Natural Sciences and Social Sciences subjects will appear in grades IV, V, and VI.…”