BAHASA PENGHELA ILMU PENGETAHUAN DALAM PEMBELAJARAN BERBASIS TEKS: RANCANG BANGUN MATERI PEMBELAJARAN TEMATIK TERPADU

2020 ◽  
Vol 6 (2) ◽  
pp. 151-165
Author(s):  
Mahsun Mahsun ◽  
Baiq Wahidah ◽  
Khusnul Khotimah ◽  
Muh. Khairussibyan
Keyword(s):  
Elementary School ◽  
Conceptual Model ◽  
School Level ◽  
Disordered Materials ◽  
Text Book ◽  
The Government ◽  
Thematic Learning

Based on the result of the researches on  text book materials under 2013 curriculum published by  the government, for elementary school level, it is found that the materials from one competence to another on those books are not well-integrated, even the competences are elaborated in single theme or subtheme. Though those text books are entitled “Integrated Thematic Book of Curriculum 2013”, they still do not show the integration they should give. It is assumed that the disordered materials are caused by the absence of a certain field of knowledge that should be used as a binder and medium of transmitting and integrating the whole competences in case the material changes. Regarding the problem, this article delivers a brief description on how Indonesian language is used to bind and become a medium of transmission of the whole nonintegrated field of competences from any different materials. In other word, this article presents a conceptual model of designing integrated thematic learning on the basis of the language as a medium of transferring knowledge

scholarly journals Pengembangan Budaya Literasi Dalam Pembelajaran Tematik Integratif Di Madrasah Ibtidaiyah

2020 ◽  
Vol 2 (1) ◽  
pp. 1-18
Author(s):  
Jamilatun Nafi’ah
Keyword(s):  
Elementary School ◽  
Classroom Management ◽  
School Level ◽  
Learning Methods ◽  
Integrative Curriculum ◽  
Good For ◽  
Basic Ability ◽  
Thematic Learning

Literacy plays an important role in learning including at the elementary school level. Literate ability is good for students, encouraging the development of other abilities, because literacy is a basic ability to gain abilities in other fields. Especially in providing an understanding of the 2013 thematic integrative curriculum learning. Learning that contains several subject matters integrated into one theme needs to empower literacy culture in its application. Literacy culture in integrative thematic learning can be developed in terms of classroom management, choosing learning methods related to literacy and choosing strategies in applying literacy to integrative thematic learning.

scholarly journals The Effect of Limitation on Smartphone Use in SDIT Al Madinah

2019 ◽  
Vol 2 (3) ◽  
pp. 97
Author(s):  
Andina Nurul Wahidah ◽  
Syarifah Qutratun Nada
Keyword(s):  
Elementary School ◽  
Case Study Research ◽  
Structured Interview ◽  
School Level ◽  
Research Subjects ◽  
Native Communities ◽  
School Year ◽  
Digital World ◽  
The Government ◽  
The Impact

Addiction to gadgets in children is one of the main concerns of the government in Indonesia today. Children belonging to the Alfa generation (born in 2010 and above) are also called digital native communities who have been born face to face with the digital world that has so developed. The application of the rules on limiting the use of smartphone  should continue to be promoted since the elementary school level. The method used in this research is qualitative with the type of case study research. The study was conducted in the Al Madinah Integrated Islamic Elementary School (SDIT), which is located on Jalan Danau Sentarum, Pontianak Kota District, Pontianak City, West Kalimantan in the 2019/2020 school year. The selection of research subjects using purposive sampling techniques. Data collection techniques through interviews and documentation using semi-structured interview guidelines and supporting documents according to research needs. In-depth interviews were conducted with 3 (three) speakers. Data analysis techniques collected through various techniques and instruments used were analyzed descriptively using the Miles and Huberman models. The impact caused by the implementation of the rules for limiting the use of smartphone  at SDIT Al Madinah tends to have a very dominant positive effect, namely (1) increasing the productivity of students' time while at school, and (2) increasing the learning activities of students in the classroom. It greatly affects the learning process in the classroom, and students appear to be more active when there is discussion and make the learning atmosphere better.

scholarly journals PELATIHAN KURIKULUM 2013 UNTUK GURU SD DI SD ISLAM AL FATIH KECAMATAN ALALAK KABUPATEN BARITO KUALA KALIMANTAN SELATAN

2019 ◽  
Vol 2 (01) ◽  
Author(s):  
Muhammad Yunus
Keyword(s):  
Elementary School ◽  
Primary School ◽  
Community Service ◽  
School Teacher ◽  
Learning Activities ◽  
School Level ◽  
Educational Goals ◽  
Training Activities ◽  
The Government ◽  
And Training

Satu dari cara mencapai tujuan pendidikan diperlukanlah pedoman penyelenggaraan kegiatan pembelajaran  berupa kurikulum. Kurikulum 2013 (K13) adalah kurikulum yang secara resmi pada tahun 2014 menggantikan pendahulunya yaitu Kurikulum Tingkat Satuan Pendidikan (KTSP). Pada tahun 2018 pemerintah mencanangkan seluruh sekolah wajib menerapkan K13 dari tingkat dasar sampai lanjutan. Kenyataannya masih ada sekolah yang belum menerapkan kurikulum 2013 ini dikarenakan belum adanya sosialisasi dan pelatihan terkait kurikulum 2013. Satu di antaranya adalah Sekolah Dasar Islam Al Fatih di Kabupaten Barito Kuala, Kalimantan Selatan yang belum menerapkan K13 dan masih memakai KTSP sebagai kurikulumnya. Permasalahan yang dihadapi adalah minimnya pengetahuan tentang K13 karena  belum adanya sosialisasi dan pelatihan K13. Beranjak dari masalah tersebut tim pengabdian masyarakat melakukan kegiatan pelatihan K13 yang bertujuan untuk mengenalkan dan memahamkan penerapan K13. Metode yang digunakan dalam penelitian ini adalah ceramah, diskusi, dan pendampingan. Setelah mengikuti pelatihan guru mendapatkan pemahaman tentang K13 di tingkat sekolah dasar dan mampu membuat perangkat pembelajaran yang sesuai dengan K13.Kata kunci: pelatihan, kurikulum 2013, guru SDOne of the ways to achieve educational goals is a guideline for implementing learning activities in the form of curriculum. 2013 Curriculum (K13) is a curriculum that officially in 2014 replaced its predecessor, the Education Unit Level Curriculum (KTSP). In 2018 the government proclaims that all schools are required to apply K13 from elementary to advanced levels. In fact there are still schools that have not implemented the 2013 curriculum because there is no socialization and training related to the 2013 curriculum. One of them is Al Fatih Islamic Primary School in Barito Kuala District, South Kalimantan, which has not implemented K13 and still uses KTSP as its curriculum. The problem faced is the lack of knowledge about K13 due to the lack of K13 socialization and training. Moving on from this problem the community service team conducted K13 training activities aimed at introducing and understanding the application of K13. The method used in this study is lecture, discussion, and mentoring. After attending thetraining the teacher gets an understanding of K13 at the elementary school level and is able to make learning devices that are in accordance with K13.Keywords: training, 2013 curriculum, elementary school teacher

scholarly journals Kepraktisan Penggunaan Multimedia Interaktif Pada Pembelajaran Tematik Kelas IV SD

2018 ◽  
Vol 2 (1A) ◽  
pp. 1-11
Author(s):  
Maharani Putri Kumalasani
Keyword(s):  
Elementary School ◽  
Educational Technology ◽  
Elementary Schools ◽  
Interactive Multimedia ◽  
Fourth Grade ◽  
School Level ◽  
Teacher Interviews ◽  
Student Questionnaire ◽  
Media Learning ◽  
Thematic Learning

Multimedia interaktif salah satu media pembelajaran yang telah banyak diterapkan di sekolah dasar, hal ini membuktikan bahwa perkembangan teknologi pendidikan sudah merambah pada tingkat sekolah. Multimedia Interaktif merupakan media alternatif yang dapat membantu siswa belajar dengan aktif. Hal ini membuat peneliti tertarik untuk melihat lebih dalam bagaimana tingkat kepraktisan multimedia interaktif digunakan di sekolah dasar. Penelitian ini bertujuan untuk melihat tingkat kepraktisan penggunaan multimedia interaktif pada pembelajaran tematik kelas IV SD. Instrumen yang digunakan berupa pedoman wawancara dengan guru dan angket kepraktisan yang diberikan guru, observer, dan siswa. Hasil analisis dari angket oleh guru diperoleh persentase 90,6%, dimana persentase tersebut termasuk dalam kriteria “Sangat Praktis”. Berdasarkan hasil analisis angket dari observer menunjukkan 90% dengan kriteria “Sangat Praktis”. Sedangkan hasil angket siswa menunjukkan 94,2% dengan kriteria “Sangat Praktis”. Dapat disimpulkan bahwa kepraktisan penggunaan multimedia interaktif dalam pembelajaran tematik kelas IV termasuk dalam kriteria sangat praktis untuk digunakan dalam proses pembelajaran. Multimedia interaktif sebagai salah satu alternatif media pembelajaran untuk menjadikan pembelajaran lebih berkualitas. Interactive multimedia one of the learning media that has been widely applied in elementary school, it is proved that the development of educational technology has penetrated at the school level. Interactive Multimedia is an alternative medium that can help students learn actively. This makes the researcher interested to see more deeply how the level of practicality of interactive multimedia is used in elementary schools. This study aims to see the practicality level of the use of interactive multimedia in the fourth grade thematic learning elementary school. The instruments used are teacher interviews and practicality questionnaires given by teachers, observers, and students. The results of the analysis from the questionnaire by teachers obtained percentage of 90.6%, where the percentage is included in criteria Very Practical. Based on the results, the questionnaire of analysis from observer showed 90% with criteria Very Practical. While, the student questionnaire results is show 94.2% with criteria Very Practical. It can be concluded that the practicality of using interactive multimedia in the fourth-grade thematic learning is included in criteria very practical for use in the learning process. Interactive multimedia as one of the alternative media learning to make learning more quality.

scholarly journals Pengembangan Multimedia Interaktif Macromedia Flash Berbasis K-13 Sebagai Inovasi Pembelajaran Tematik Untuk Siswa Sekolah Dasar

2020 ◽  
Vol 5 (2) ◽  
pp. 211-226 ◽  
Author(s):  
Bagus Amirul Mukmin ◽  
Nurita Primasatya
Keyword(s):  
Elementary School ◽  
Primary Schools ◽  
Interactive Multimedia ◽  
Research Process ◽  
Development Stage ◽  
School Level ◽  
Expert Assessment ◽  
Learning Material ◽  
K 13 ◽  
Thematic Learning

Currently at the elementary school level has used Curriculum 2013 (K-13) which emphasizes thematic learning by studying various fields of science simultaneously in a series of themes. But the problem is there is no learning material which is packaged in the form of interactive multimedia that is able to link K-13 thematic learning in elementary school.                The aim of this research is to produce interactive multimedia products based on K-13 as a thematic learning innovation in valid primary schools. The type of this research is a research and development (R&D) by adapting the ADDIE development model. It is said to adapt because this research process stops at the development stage in terms of product validity. Product validity based on graphic design experts score 87 with valid criteria. Meanwhile, according to Sciences experts this product got a score of 86 with valid criteria, for Mathematic experts it got a score of 86, Indonesian material experts got a score of 90, and Civics material received a score of 89 with valid information. In the expert assessment of Sports education received a score of 93 with a very valid category. From the multimedia linguistic point of view, the evaluation is very valid and appropriate to cognitive development level of children with a validity value of 92. Thus the conclusion of this study is that interactive K-13 based multimedia products are said to be valid and feasible to use.

scholarly journals Infusion of Environment Dimension of ESD into Science Learning Through the RADEC Learning Model in Elementary Schools

2021 ◽  
Vol 7 (SpecialIssue) ◽  
pp. 205-212
Author(s):  
Hana Lestari ◽  
Muhammad Ali ◽  
Wahyu Sopandi ◽  
Ana Ratna Wulan
Keyword(s):  
Elementary School ◽  
Elementary Schools ◽  
Science Learning ◽  
Science Curriculum ◽  
Thinking Skills ◽  
Learning Model ◽  
Environmental Conservation ◽  
School Level ◽  
Development Education ◽  
Thematic Learning

This study aims to provide an overview of infusion of environment dimension of ESD into thematic learning thought the RADEC learning model in elementary schools. This study used a descriptive qualitative approach involving four teachers and twenty students in elementary school Bogor City who were taken based on purposive sampling technique. Data were collected through interviews, observation, and primary school science curriculum documents, which were processed using triangulation techniques. The results of this study indicate that in general, indicators derived from basic competencies can be oriented towards the goal of sustainable education in the dimensions of environmental preservation. Natural science learning which is packaged in thematic learning at the elementary school level can provide opportunities in the process of implementing sustainable development education holistically and comprehensively. The RADEC model can stimulate students to learn actively, not only mastering the concept of environmental conservation but also thinking skills and attitudes in preserving the environment. The RADEC model can be applied in synchronous and asynchronous online learning so it is suitable for use during the Covid-19 pandemic

scholarly journals PENINGKATAN HASIL BELAJAR IPA SISWA KELAS VI MELALUI MEDIA PEMBELAJARAN VIDEO PADA TEMA 6 DAN 7 TOPIK BIOLOGI

2019 ◽  
Vol 4 (01) ◽  
pp. 38-44
Author(s):  
Enin Iriani
Keyword(s):  
Elementary School ◽  
Action Research ◽  
Learning Outcomes ◽  
Research Method ◽  
Science Learning ◽  
School Level ◽  
Science Students ◽  
Gain Score ◽  
Integrated Or ◽  
Thematic Learning

Integrated or thematic learning of science at the school level must continue to be improved. The purpose of this study was to improve the learning outcomes of science students in themes 6 and 7 on the topic of Biology through the use of video. The research method used in this study was classroom action research with 2 cycles. This research was conducted in January-February 2019 at State Elementary School 02 Jatimulya (SDN Jatimulya 02), Bekasi. The number of samples used was 36 students. Science learning outcomes of Biology topics after being given a learning video experienced an increase, although not large, while a gain score of 0.14 with a low gain score criteria. In conclusion, there was an increase in science learning outcomes on the topic of Biology after being given a learning video.

scholarly journals Adaptasi Pembelajaran E-Learning dan Blended Learning di Era New Normal pada Peserta Didik Madrasah Ibtidaiyah

2021 ◽  
Vol 3 (1) ◽  
pp. 23-36
Author(s):  
Jamilatun Nafi’ah
Keyword(s):  
Elementary School ◽  
Online Learning ◽  
Distance Learning ◽  
Blended Learning ◽  
School Level ◽  
New Normal ◽  
Face To Face ◽  
E Learning ◽  
The Government

E-learning delivered by the government during the Covid 19 pandemic can indeed be applied by a number of institutions in Indonesia, but the habituality of conventional learning that spontaneity changes distance learning makes educators and students have difficulties and limitations both in facilities and materials provided by teachers. This is felt for students, especially at the elementary school level who still need intensive face-to-face guidance. Therefore, there needs to be a combination of online learning with conventional learning or through face-to-face.  Therefore, to answer the problem blended learning is also applied in learning during Covid 19 until the current New Normal era. Even so, in the application of both e-learning and blended learning educators need to pay attention to matters related to facilities, and conditions of learners and understand the technical and learning steps well. Pembelajaran e-learning yang sampaikan oleh pemerintah saat pandemi Covid 19 memang bisa di terapkan oleh sejumlah institusi di Indonesia, namun keterbiasaan pembelajaran konvensional yang spontanitas berganti pembelajaran jarak jauh membuat para pendidik maupun peserta didik mengalami kesulitan serta keterbatasan baik dalam fasilitas maupun materi yang di berikan guru. Hal ini dirasakan bagi peserta didik khususnya di tingkat sekolah dasar yang masih membutuhkan bimbingan secara intensif secara tatap muka. Oleh karena itu, perlu adanya kombinasi antara pembelajaran daring dengan pembelajaran secara konvensional atau melalui tatap muka.  Maka, untuk menjawab permasalahan tersebut  blended learning turut di terapkan dalam pembelajaran di kala Covid 19 hingga era New Normal saat ini. Meski begitu, dalam penerapannya baik e-learning maupun blended learning para pendidik perlu memperhatikan hal-hal terkait fasilitas, serta kondisi peserta didik serta memahami teknis dan langkah pembelajarannya secara baik.  

scholarly journals The Implication of Authentic Assessment in Thematic Integrated Learning Process at Lower Level Elementary School

2018 ◽  
Author(s):  
Taufina ◽  
Chandra
Keyword(s):  
Elementary School ◽  
Learning Process ◽  
Authentic Assessment ◽  
School Level ◽  
Learning Assessment ◽  
Average Score ◽  
Qualitative And Quantitative ◽  
Product Assessment ◽  
Level Building ◽  
Thematic Learning

The assessment done focused on authentic assessment which is sought to assess the students' competence in terms of attitude, knowledge and skill. This research is classified into descriptive study. This research applied concurrent embedded models in which qualitative and quantitative models were applied disproportionately. The results of the research indicated that the integrated thematic learning assessment for the implementation of 2013 Curriculum at lower level Elementary Schools in Kabupaten 50 Kota had been done fairly well. The average score obtained before mentoring activities were done was 39,06 (low) while that after mentoring activities were done was 64,78 (quite good). Based on the result, it was concluded that the authentic assessment could be done during the learning process (process assessment) and after the learning process was done (product assessment). Nevertheless, it should be realized that, in Elementary School level, building the students' characters is more crucial than developing their academic ability.

The English Camps as Method of Promoting Fun English at Elementary School Level in Indonesia

2020 ◽  
Vol 4 (2) ◽  
pp. 174
Author(s):  
Meida Rachmawati ◽  
Suzana Widjajanti ◽  
Ahmad Ahmad ◽  
Aslan Aslan
Keyword(s):  
Elementary School ◽  
Language Learning ◽  
Curriculum Design ◽  
Scientific Evidence ◽  
School Curriculum ◽  
School Level ◽  
English Learning ◽  
Learning Method ◽  
School Students ◽  
Scientific Publications

This article aimed to promote English in elementary school students through a fun learning method, called the Fun English Camp. Several studies had been conducted to encounter the best solution to handle this issue. The researchers used PRISMA Protocol as an instrument to collect the data that has been widely used in the process of selecting relevant articles. The researchers reviewed twenty five scientific publications, related to Fun English Camp that has become an English learning approach for beginner students. Through a review of twenty five scientific publications, for instance book and journal, the researchers got scientific evidence that introduction of a learning method with the term Fun English camp has an impact on promoting language learning for elementary school children in Indonesia. Thus, the fun English camp method can be an interesting method to be applied by elementary school curriculum design in Indonesia. Keywords: English Camps, Learning Method, Fun English Learning

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