Theme network in thematic learning in elementary school

Ain, Nurul; Rahutami, R

doi:10.1088/1742-6596/1013/1/012065

Cited by 9 publications

(11 citation statements)

References 3 publications

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“…The theme for each level from grade 1 to grade 6 is determined by the government through distributed textbooks. The books distributed are used by the teacher as a guide for planning and evaluating the learning undertaken (Ain & Rahutami, 2018).…”

Section: Teacher Of 1 St Gradementioning

confidence: 99%

The Elementary teacher readiness toward STEM-Based contextual learning in 21st Century Era

Kartimi¹,

Shidiq²,

Nasrudin³

2021

ilkonline

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Learning in the 21st century is expected to advance knowledge and improve student learning achievement, including at the elementary school level. In addition, learning in the 21st century is also expected to prepare students with 21st century skills that they should have. One learning approach that can be used is STEM-Based contextual learning. Therefore, this study aims to analyze the readiness of elementary school teachers to implement STEM-Based contextual learning in schools. The purposeddesign survey method was used in this study. Questionnaire and observation were used to collect the data. The questionnaire consisted of eighteen open-ended questions to find out the learning process conducted by the teacher, their perceptions of integrated contextual learning, and how the readiness of teachers towards the implementation of STEM-Based contextual learning. Respondents' involeved in this study were 32 elementary school teachers in Bandung, West Java, Indonesia. The result of the study indicated that elementary school teachers were ready to implement STEM-based contextual learning. However, the main problem faced by the teachers to implement STEM-based contextual learning was the difficulty of integrating the subjects and providing contextual aspects related to students' real life. This study was expected to provide an overview of the problems and possibilities in implementing STEM-based contextual learning at the elementary school level.

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Section: Teacher Of 1 St Gradementioning

confidence: 99%

The Elementary teacher readiness toward STEM-Based contextual learning in 21st Century Era

Kartimi¹,

Shidiq²,

Nasrudin³

2021

ilkonline

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“…Jaringan tema menunjukkan hubungan antara materi dengan sub tema dapat membuat guru lebih mudah mengimplementasikan pembela jaran tematik (Ain, 2018).…”

Section: Jep| Volume 4| Nomor 1|mei 2020|page 97-104unclassified

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

Asrizal¹,

Festiyed

2020

jep

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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.

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“…Nature provides information about various disciplines holistically, not separately. A theme that is lifted from natural and social phenomena that are close to students will make learning more intact and meaningful (Ain & Rahutami, 2018;Hayes, 1989;MacQuarrie, Nugent, & Warden, 2015).…”

Section: Introductionmentioning

confidence: 99%

“…The government determines the themes learned by students from grade 1 to 6 through thematic books shared. The books are used as a guide by the teacher to plan, teach, and evaluate thematic learning in elementary schools (Ain & Rahutami, 2018). The implementation of the 2013 curriculum in Indonesia has several challenges.…”

Section: Introductionmentioning

confidence: 99%

Thematic Learning in Elementary School: Problems and Possibilities

Wardani¹,

Sunardi²,

Suharno³

2020

Proceedings of the 3rd International Conference on Learning Innovation and Quality Education (ICLIQE 2019)

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Thematic learning is one of the recommended approaches for elementary schools in Indonesia. Thematic approaches use themes to create active, interesting and meaningful learning. However, there are still problems in the implementation of thematic learning. The purpose of this study is to identify problems and opportunities of thematic learning in elementary schools. Qualitative research methods were used in this study. This study is limited in the area around Boyolali and Surakarta. Observation, interviews, questionnaires and document analysis techniques were carried out to collect data. A total of 22 elementary school teachers from grade one to six became the respondents for this study. These respondents were randomly selected and spread from various elementary schools. The results of this study indicate that the thematic learning carried out in school is good, but still has problems they are (1) the thematic teaching materials provided by the government are not in accordance with the daily conditions of students, (2) teachers who have not conveyed the benefits of learning a theme and interactions between themes taught, and (3) students who are still having difficulty understanding the link between the themes studied and learning content. For this reason, as the opportunity that can be taken, this study proposes thematic learning with a contextual approach. The implication of this opportunity is the need for the development of contextual thematic teaching materials so that learning is carried out closer to students' daily lives and is more meaningful.

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Theme network in thematic learning in elementary school

Cited by 9 publications

References 3 publications

The Elementary teacher readiness toward STEM-Based contextual learning in 21st Century Era

The Elementary teacher readiness toward STEM-Based contextual learning in 21st Century Era

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

Thematic Learning in Elementary School: Problems and Possibilities

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