PELAKSANAAN PEMBELAJARAN TEMATIK SEKOLAH DASAR DI DAERAH DEKAT PERBUKITAN

2019 ◽  
Author(s):  
Bayu Purbha Sakti
Keyword(s):  
Everyday Life ◽  
Primary Schools ◽  
Research Data ◽  
Assessment System ◽  
Learning Assessment ◽  
Research Approach ◽  
Hilly Area ◽  
Interview Technique ◽  
Exchange Information ◽  
Thematic Learning

The purpose of this study was to determine the implementation of thematic learning in primary schools in areas near the hills. The location of the school studied was determined based on the location approaching the hilly area. The selected public elementary school is a school located near the hilly area. The selected primary schools are schools that have implemented the 2013 curriculum. The research approach used is qualitative. The author determines SDN 1 Kragilan as a research location. Research data were collected by observation and interview techniques. Activities carried out in observation techniques are researchers' observation activities of the teacher who is the object of research. The activity carried out in the interview technique was an interview with a teacher at SDN 1 Kragilan. The teachers can already understand thematic learning. Thematic learning is learning taught to children that combines several subjects put together in a theme. Thematic learning can take lessons from the natural surroundings and everyday life. The teachers have obstacles in carrying out thematic learning. The teachers find it difficult to run a thematic learning assessment system. Students are not yet accustomed to using thematic learning. The teachers already have a solution in thematic learning. The teachers exchange information, knowledge, and opinions with other teachers about thematic learning.

scholarly journals PELAKSANAAN PEMBELAJARAN TEMATIK DI SDN 1 KRAGILAN

2019 ◽  
Author(s):  
Bayu Purbha Sakti
Keyword(s):  
Data Analysis ◽  
Everyday Life ◽  
Research Data ◽  
Assessment System ◽  
Learning Assessment ◽  
Research Approach ◽  
Data Display ◽  
Analysis Techniques ◽  
Exchange Information ◽  
Thematic Learning

The purpose of this study is to describe the implementation of thematic learning in SD N 1 Kragilan.The research approach used is qualitative. The author determines SDN 1 Kragilan as a research location. Research data were collected by observation and interview techniques. Data analysis techniques used include the phase of data reduction, data display, and data verification.The results showed that the teachers were able to understand thematic learning. Thematic learning is learning taught to children that combines several subjects put together in a theme. Thematic learning can take lessons from the natural surroundings and everyday life. The teachers have obstacles in carrying out thematic learning. The teachers find it difficult to run a thematic learning assessment system. Students are not yet accustomed to using thematic learning. The teachers already have a solution in thematic learning. The teachers exchange information, knowledge, and opinions with other teachers about thematic learning.

scholarly journals PELAKSANAAN PEMBELAJARAN TEMATIK DI SDN 1 KRAGILAN

2019 ◽  
Vol 10 (1) ◽  
pp. 65-70
Author(s):  
Bayu Purbha Sakti ◽  
Sri Budiyono
Keyword(s):  
Data Analysis ◽  
Everyday Life ◽  
Research Data ◽  
Assessment System ◽  
Learning Assessment ◽  
Research Approach ◽  
Data Display ◽  
Analysis Techniques ◽  
Exchange Information ◽  
Thematic Learning

The purpose of this study  is to describe the implementation of thematic learning in SD N 1 Kragilan. The research approach used is qualitative. The author determines SDN 1 Kragilan as a research location. Research data were collected by observation and interview techniques. Data analysis techniques used include the phase of data reduction, data display, and data verification. The results showed that the teachers were able to understand thematic learning. Thematic learning is learning taught to children that combines several subjects put together in a theme. Thematic learning can take lessons from the natural surroundings and everyday life. The teachers have obstacles in carrying out thematic learning. The teachers find it difficult to run a thematic learning assessment system. Students are not yet accustomed to using thematic learning. The teachers already have a solution in thematic learning. The teachers exchange information, knowledge, and opinions with other teachers about thematic learning.

scholarly journals Pelaksanaan Pembelajaran Tematik Di SDN 1 Kragilan

2021 ◽  
Author(s):  
Bayu Purbha Sakti
Keyword(s):  
Data Reduction ◽  
Research Data ◽  
Assessment System ◽  
Learning Assessment ◽  
Research Approach ◽  
Data Display ◽  
Analysis Techniques ◽  
Exchange Information ◽  
Thematic Learning

The purpose of this study is to describe the implementation of thematic learning in SD N 1Kragilan.The research approach used is qualitative. The author determines SDN 1 Kragilan as aresearch location. Research data were collected by observation and interview techniques.Data analysis techniques used include the phase of data reduction, data display, and dataverification.The results showed that the teachers were able to understand thematic learning. Thematiclearning is learning taught to children that combines several subjects put together in atheme. Thematic learning can take lessons from the natural surroundings and everydaylife. The teachers have obstacles in carrying out thematic learning. The teachers find itdifficult to run a thematic learning assessment system. Students are not yet accustomed tousing thematic learning. The teachers already have a solution in thematic learning. Theteachers exchange information, knowledge, and opinions with other teachers aboutthematic learning.

Thematic Learning Implementation in Used Areas from Earthquake in Gantiwarno Sub-District Klaten Regency

2021 ◽  
Author(s):  
Bayu Purbha Sakti
Keyword(s):  
Elementary School ◽  
Learning Strategies ◽  
School Teacher ◽  
Research Data ◽  
Assessment System ◽  
Learning Assessment ◽  
Learning Material ◽  
Public Elementary School ◽  
Earthquake Disaster ◽  
Thematic Learning

This study aims to find out the understanding, preparation, difficulties, and solutions to difficulties explored by teachers in the implementation of thematic learning in areas affected by earthquake disasters in Gantiwarno Sub-District, Klaten Regency. This research is a qualitative study conducted in a number of state elementary schools that were affected by the earthquake in Gantiwarno Sub-District, Klaten Regency. The two public elementary school teachers that were the object of research were the upper class teacher and the public elementary school teacher. Research data were collected by observation, documentation, and interview techniques. Research data were analyzed by data reduction, data display, and data verification. Thematic learning conducted in areas affected by the earthquake disaster in Gantiwarno Sub-District can be prepared by the teachers. The teachers prepare learning plans by making Learning Implementation Plans (RPP). The teachers find it difficult to run a thematic learning assessment system. Thematic learning material written in books is incomplete. The teachers experienced panic and confusion when a sudden earthquake occurred. The teachers have difficulty in learning outside the classroom. The teachers already have a solution in implementing thematic learning which was carried out in the area of the former earthquake disaster Gantiwarno Sub-District. The teachers exchange information, knowledge, and opinions with other teachers about thematic learning. The teachers can already practice what is printed in thematic textbooks. The teachers have also been able to apply learning strategies and methods according to thematic textbooks.

IMPLEMENTASI KURIKULUM 2013 PADA PEMBELAJARAN TEMATIK TERPADU TEMA INDAHNYA NEGERIKU SUB TEMA KEANEKARAGAMAN HEWAN DAN TUMBUHAN KELAS IV SEMESTER 2 SDN TOMPOMULYO 02 KABUPATEN PATI

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Mudzanatun Mudzanatun ◽  
Eka Kurniasih
Keyword(s):  
Fourth Grade ◽  
Research Data ◽  
Research Approach ◽  
Average Percentage ◽  
Is Research ◽  
Assessment Of Learning ◽  
Learning Evaluation ◽  
Fourth Grade Students ◽  
Thematic Learning ◽  
Class Iv

This research is motivated by the lack of knowledge of teachers in the implementation of the curriculum in 2013 on the learning process. Teachers do not understand fully the curriculum in 2013, because of socialization of the service is still lacking.The problem in this study is how the implementation of the curriculum in 2013 of integrated thematic learning on the theme?óÔé¼?ØIndahnya Negeriku?óÔé¼?Ø Sub Theme ?óÔé¼?ôKeanekaragaman Hewan dan Tumbuhan?óÔé¼?Ø class IV in the 2nd half of the fourth grade students of SDN Tompomulyo 02?. The purpose of this study is to investigate the implementation of the curriculum in 2013 on the theme of integrated thematic learning on the theme?óÔé¼?ØIndahnya Negeriku?óÔé¼?Ø Sub Theme ?óÔé¼?ôKeanekaragaman Hewan dan Tumbuhan?óÔé¼?Ø class IV in the 2nd half of the fourth grade students of SDN Tompomulyo 02.This research uses descriptive qualitative research approach that is research data collection in the form of words. Location of the study in 02 Pati SDN Tompomulyo fourth grade 2nd semester.Data sourced words research results. The average percentage of lesson plans prepared by teachers good observer I category with a percentage of 82,21%, a good observer II category with a percentage of 81,77% . The average percentage of the implementation of learning that teachers do a good observer I category with a percentage of 82,19%, a good observer II category with a percentage of 8,.43%. Assessment of learning evaluation conducted after a study showed that six of 21 people there are 10 students or 47,62% to the category of very good, good category there are 5 students with a percentage of 23,80%, good enough category there are 4 students with a percentage of 19,05%, unfavorable category there are 2 students or 9,53%, and there were no students in the category of bad result.Suggestions given to teachers , learners and the school is implementing in order to further develop the learning in the classroom in accordance with the implementation of the curriculum in 2013 .

scholarly journals Implementation of Multiple Intelligences Approach Based On Batak Angkola Culture in Learning Thematic For Class IV SD Negeri 100620 Pargarutan Julu South Tapanuli District

2019 ◽  
Vol 2 (4) ◽  
pp. 547-551
Author(s):  
Frida Marta Argareta Simorangkir ◽  
Darinda Sofia Tanjung
Keyword(s):  
Multiple Intelligences ◽  
Multiple Intelligence ◽  
Learning Assessment ◽  
Research Approach ◽  
Self Assessment ◽  
Analysis Techniques ◽  
Descriptive Research ◽  
Visual Spatial ◽  
Thematic Learning ◽  
Research Type

The purpose of this study is to describe the preparation, implementation and assessment related to the implementation of the Batak Angkola culture-based Multiple Intelligences approach in the thematic learning of grade IV SD 100620 Pargarutan Julu, South Tapanuli District. This research uses a qualitative research approach with descriptive research type. The subjects of this study were grade IV teachers and grade IV students. Data collection techniques used were observation, interviews, and documentation. Data analysis techniques consist of data reduction, data display and conclusion drawing. The results showed that the implementation of the Multiple Intelligences approach in thematic learning in grade IV SD 100620 Pargarutan Julu, South Tapanuli Districttook place well. The teacher has used varied learning methods and strategies for the Batak Angkola culture, including using lecture and story methods for students who are superior in verbal-linguistic intelligence, demonstrations in ritual ablution for students who are superior in physical-kinesthetic intelligence. For students who excel in multiple intelligence, the teacher teaches with presentations that combine creative linguistic, mathematical and kinesthetic methods with creativity. The learning assessment is reviewed from 3 aspects namely; 1) cognitive by oral, written and assignment tests, 2) affective by observation and self-assessment, and 3) psychomotor with project and practice assignments. It can be concluded that the teacher has carried out activities to provide apperception and motivation and to carry out multiple intelligence-based activities to develop the nine types of intelligence, including: linguistic-verbal, mathematical-logical, visual spatial, kinesthetic, musical, interpersonal, intrapersonal, naturalist and existentialist. So with the implementation of the Multiple Intelligences approach, thematic learning is more fun and meaningful.

PERAN BAHASA INDONESIA DALAM PEMBELAJARAN TEMATIK TERPADU MELALUI PENDEKATAN SAINTIFIK

2017 ◽  
Vol 5 (2) ◽  
pp. 171
Author(s):  
Yusnawarni Yusnawarni
Keyword(s):  
Social Studies ◽  
Social Life ◽  
Primary Schools ◽  
Knowledge And Skills ◽  
New Learning ◽  
Scientific Approach ◽  
The Subject ◽  
Thematic Learning ◽  
Bahasa Indonesia

To commemorate the 21st century, a new learning model was designed in 2013 curriculum, in which there is a shift from teachers give knowledge to students become student must actively seek out knowledge from a variety of learning resources. In this case, the teacher acts as facilitators. Thus, language is a very central role, because the language should be in front of all other subjects. Curriculum 2013 imposed a thematic integrated learning which is no longer based subjects. Various subjects for primary schools (such as: Religion, Civics, Indonesian, Mathematics, Science, Social Studies, and so on) are integrated intoone book. The subject matter is not presented in textbook, but it presented in book thematics lesson, the themes are about nature, social life and culture. In this new curriculum, learning process is implemented by applying a scientific approach (observing, questioning, experimenting, associating, and networking) that includes three aspects such as attitudes, knowledge, and skills. So, how is the role of Indonesian in an integrated thematic learning by applying scientific approaches in primary schools in 2013 curriculum? By appying the method, the object of this paper is to gain preview about the role of Indonesian in 2013 curriculum that uses integrated thematic learning by scientific approach in primary schools.AbstrakUntuk menyongsong abad ke-21, model pembelajaran baru dirancang dalam Kurikulum 2013, yang di dalamnya terdapat pergeseran dari siswa diberi tahu menjadi siswa harus aktif mencari tahu ilmu pengetahuan dari berbagai sumber belajar. Dalam hal ini, guru berperan sebagai fasilitator. Dengan demikian, peran bahasa menjadi sangat sentral, karena bahasa harus berada di depan semua mata pelajaran lain. Kurikulum 2013 memberlakukan pembelajaran tematik terpadu yang tidak lagi berbasis mata pelajaran. Berbagai mata pelajaran untuk sekolah dasar (seperti: Agama, PPKN, Bahasa Indonesia, Matematika, IPA, IPS, dan sebagainya) diintegrasi menjadi satu buku. Materi pelajaran tidak disajikan dalam buku mata pelajaran, tetapi dalam buku tema pelajaran, baik tema alam, sosial, maupun budaya. Proses pembelajaran dalam kurikulum baru ini diimplementasikan melalui pendekatan saintifik (mengamati, menanya, menalar, mencoba, dan mengomunikasikan) yang mencakup tiga aspek, yaitu sikap, pengetahuan, dan keterampilan. Lalu, bagaimana peran bahasa Indonesia dalam pembelajaran tematik terpadu melalui pendekatan saintifik di sekolah dasar pada Kurikulum 2013 ini? Melaluimetode deskriptif, yang menjadi tujuan penulisan ini adalah mendapatkan gambaran mengenai peran bahasa Indonesia dalam Kurikulum 2013 yang menggunakan pembelajaran tematik terpadu melalui pendekatan saintifik di sekolah dasar.

Web-Based Peer and Self-Assessment System Design and Development for Elementary School Students

2018 ◽  
Vol 3 (1) ◽  
Author(s):  
Mehmet EMIN KORTAK
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Primary Schools ◽  
Peer Assessment ◽  
Assessment System ◽  
Assessment Process ◽  
School Students ◽  
Self Assessment ◽  
Web Based ◽  
User Friendly

This research aimed at designing and improving the web-based integrated peer and self- assessment. WesPASS (web-based peer-assessment system), developed in this research, allows students to assess their own or their peers’ performance and project assignments and to report about the result of these assessments so that they correct their assignments. This study employed design-based research. The participants included 102 fourth grade primary school students and their 4 teachers from 2 state and 2 private primary schools in Ankara, Kecioren (Turkey) who employed the system and were engaged in a questionnaire survey to assess its quality. The findings were analyzed through quantitative data analysis. The findings revealed that the system can be used by elementary school students for peer and self-assessment system. The participants stated that WesPASS is simple and user-friendly, and it accelerates the assessment process by employing information technology and allows to share opinions 

scholarly journals Exploring the functions of music in the lives of young people on the autism spectrum

2021 ◽  
pp. 030573562110089
Author(s):  
Melissa L Kirby ◽  
Karen Burland
Keyword(s):  
Young People ◽  
Everyday Life ◽  
Interpretative Phenomenological Analysis ◽  
Autism Spectrum ◽  
Phenomenological Analysis ◽  
Multiple Methods ◽  
Social Functions ◽  
Interview Technique ◽  
Autistic People ◽  
Insight Into

Current research investigating the functions of music in everyday life has identified cognitive, emotional, and social functions of music. However, previous research focuses almost exclusively on neurotypical people and rarely considers the musical experiences of autistic people. In addition, there is limited research which focuses explicitly on the musical experiences of young people on the autism spectrum. Current research exploring the functions of music may therefore not accurately represent the experiences of the autistic community. This article aims to explore the function of music in the lives of young people on the autism spectrum through a series of interviews. Eleven young people on the autism spectrum age 12 to 25 ( M = 19.4) were interviewed about the function of music in their lives. An adaptive interview technique, utilizing multiple methods of communication, was employed to account for the participants’ broad communicative and personal needs. Interpretative phenomenological analysis revealed four key functions of music in the participants’ lives: Cognitive, Emotional, Social, and Identity. Collectively, these results provide a unique insight into the musical experiences of young people on the autism spectrum.

scholarly journals An AI Framework to Teach English as a Foreign Language: CSIEC

AI Magazine ◽  
2009 ◽  
Vol 30 (2) ◽  
pp. 59 ◽  
Author(s):  
Jiyou Jia
Keyword(s):  
Foreign Language ◽  
Educational Communication ◽  
Assessment System ◽  
System Structure ◽  
Learning Assessment ◽  
Dialogue System ◽  
Learning Abilities ◽  
Web Based ◽  
English Classes ◽  
English Instruction

CSIEC (Computer Simulation in Educational Communication), is not only an intelligent web-based human-computer dialogue system with natural language for English instruction, but also a learning assessment system for learners and teachers. Its multiple functions—including grammar-based gap filling exercises, scenario show, free chatting and chatting on a given topic—can satisfy the various requirements for students with different backgrounds and learning abilities. After a brief explanation of the conception of our dialogue system, as well as a survey of related works, we will illustrate the system structure, and describe its pedagogical functions with the underlying AI techniques in detail such as NLP and rule-based reasoning. We will summarize the free Internet usage within a six month period and its integration into English classes in universities and middle schools. The evaluation findings about the class integration show that the chatting function has been improved and frequently utilized by the users, and the application of the CSIEC system on English instruction can motivate the learners to practice English and enhance their learning process. Finally, we will conclude with potential improvements.

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