Thematic Learning Model on Lower Class Student in SDIT Ukhuwah

Banjarmasin

Galuh Nashrulloh Kartika Majangsari Rofam

, Nur Zazin

, Hamdan Husein Batubara

, Dessy Noor

Arini

Universitas Islam Kalimantan MAB Banjarmasin, Adhyaksa Street, Number 2, Kayu Tangi, Banjarmasin, ZIP Code

70123, Indonesia.

STAI Darul Ulum Kotabaru, Mega indah Street, Semayap, Kotabaru, ZIP Code 72115, Indonesia.

Keywords: Model, Thematic Learning, Lower Class Students

Abstract: Thematic learning is one of the integrated learning model that uses themes to link some subjects so as to

provide meaningful experiences to students. The purpose of this research is to describe the basic concept of

thematic learning model which applied to SDIT Ukhuwah Banjarmasin, its implementation and implication.

This research is a qualitative research using descriptive phenomenological method. Furthermore the authors

use content analysis to analyze information on curriculum documents SDIT Ukhuwah Banjarmasin. The

results of this study are the basic concept of thematic teaching model applied to SDIT Ukhuwah

Banjarmasin, implementation of thematic learning model including planning, implementation and

evaluation. The thematic learning model has implications for teachers, students, textbooks and has

implications for facilities, infrastructure, learning resources and instructional media.

1 INTRODUCTION

The core of education is the learning process. In the

process of learning, teachers have a very important

role, even as a key to the success of the teaching and

learning process in various levels of education

(Prastowo, 2017). Education aims to maintain and

develop the potential (resources) to the whole human

beings through educational process with the

orientation of developing aspects of humanity,

namely the physical-biological and spiritual-

psychological aspects. Giving priority to humanity is

the basic principle of humanism, as well as the

khalifatullah (divine agency), so that in order to

create a humanist religious of human being, it is

necessary that teachers are able to equip their

students to have environmental and social

responsibility. In this case the teacher is not only

required to transfer the knowledge and values to the

students, but also responsible to build a humanist

and religious human-teacher relationship (Mas'ud,

2002).

Thematic learning is one of the alternative

models of learning that can support the process of

humanization in the whole of educational process in

schools. This is in line with Rusman's opinion that

the thematic learning model enables students both

individually and actively groups to explore and

discover concepts and holistic principles, authentic

and sustainable. (Rusman, Model-model

Pembelajaran: Mengembangkan Profesionalisme

Guru, 2010) There are several reasons that become

the benchmark on the importance of thematic

teaching model for elementary students (SD/MI),

first, students of SD/MI psychologically is at the

stage of development of cognition that is concrete

operational. According to Jean Piaget (Piaget, 1950)

that at that age still requires a concrete (media)

visual tool (real) to explain a concept. (Santrock,

2011) Second, elementary students still think holistic

in general. Third, elementary school children are still

happy to actively move with the rough psychomotor.

Fourth, almost all of lower class students have a

high curiosity. (Depdiknas, 2007)

Elementary school student or lower grade

primary school students, namely the 1th class, 2nd

class and 3th class are in the early age range. Early

childhood is a short period, but it is very important

for one's life, because at this time all the potential of

the child should be encouraged so that will develop

Rofam, G., Zazin, N., Batubara, H. and Arini, D.

Thematic Learning Model on Lower Class Student in SDIT Ukhuwah Banjarmasin.

DOI: 10.5220/0009020800002297

In Proceedings of the Borneo International Conference on Education and Social Sciences (BICESS 2018), pages 337-346

ISBN: 978-989-758-470-1

337

optimally. At such an early age, various intelligences

such as IQ, EQ, and SQ are growing very rapidly. In

their developmental level, they still understand

everything as a whole (holistic), they also

understands the relationships between concepts in a

simple way. So, the learning process in this age is

still depend on concrete objects and direct

experience. (Muhammad Nur Wangid, 2014)

In principle, thematic learning is learning by

using the theme serves to provide convenience for

students in understanding and exploring the concept

of materials integrated in the theme. Thematic

learning adds to the spirit of learning because the

lessons taught are real, meaningful and well-known.

This study is intended to examine the basic concepts

of thematic learning model applied to SDIT

Ukhuwah Banjarmasin, its implementation and its

implications..

2 THEORETICAL REVIEW

2.1 Thematic Learning

Thematic learning comes from the word integrated

teaching and learning or integrated curriculum

approach whose concept has long been proposed by

John Dewey as an effort to integrate the student’s

growth and their developmental ability (Saud, 2008).

Jacob views thematic learning as an interdisciplinary

curriculum approach (integrated curriculum

approach). Thematic learning is an approach in the

learning process by linking and combining teaching

materials in a subject or inter subjects with all

aspects of child development, as well as the needs

and demands of educational, social and family

environments.

Another definition of a thematic approach is the

holistic approach, which combines aspects of

epistemology, social, psychology, and pedagogic

approaches to educate children, connecting the brain

and body, between person and person, between

individuals and communities, and between

knowledge domains (Saud, 2008).

Thematic learning as a concept can be

interpreted as a learning approach involving several

subjects to provide meaningful experience for

students. It is said to be meaningful because in

thematic learning, students will understand the

concepts they learn through direct experience and

relate them to other concepts that already

understood.

Thematic learning is a learning-oriented

approach that is tailored to the child's developmental

needs. This learning derives from learning theories

that reject the drill process as the basis for the

formation of children's intellectual knowledge and

structure. This learning theory is driven by Gestalt

psychologists, (including Piaget's theory) who

emphasize that learning should be meaningful and

emphasize the importance of learning programs that

are oriented to the child's developmental needs.

As Soekamto et al. say that the thematic learning

model is "a conceptual framework that describes a

systematic procedure in organizing learning

experiences to achieve certain learning goals and

serves as a guide for instructional designers and

teachers in planning teaching and learning

activities." it was suggested by Joyce that the

learning model is a planning or a pattern used as a

guide in planning classroom lessons or learning in

tutorials and for defining learning tools including

books, films, computers, curriculum and others. So

that each learning model directs the student into the

learning design to help the student in such a way that

the learning objectives are achieved. (Trianto, 2013)

Some of the characteristics of thematic learning

are:

a. Student-centered thematic learning. This is in

keeping with modern learning approaches that

put more students into study subjects. The role of

more teachers as facilitators is to provide

convenience to students to do learning activities.

b. Thematic learning can provide hands-on

experience. With this direct experience, students

are confronted with something concrete as the

basis for understanding more abstract things.

c. In thematic learning the separation between

subjects becomes less clear. Even in the

implementation in the early classes of madrasah

ibtidaiyah (MI), the focus of learning is directed

to the discussion of the closest themes related to

student life.

d. Thematic learning presents concepts from

various subjects in a learning process. Thus,

students can understand the concepts in their

entirety. It is necessary to assist the student in

solving the problems encountered in everyday

life.

e. Thematic learning is flexible because teachers

can link learning materials from one subject to

another, even with the student's life and the

circumstances in which the school and students

are located.

f. Learning outcomes can develop in accordance

with the interests and needs of students. Thus,

students are given the opportunity to optimize

their potential.

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2.2 Thematic Learning Model

How to pack a learning experience designed by the

teacher is very influential on the meaningfulness of

learning for students. Learning experiences that

show the interrelationships of conceptual elements

make learning more effective. Acquiring the

wholeness of learning, knowledge, and unanimity of

real life views can only be reflected through

thematic learning (Saud, 2008).

Based on how to combine concept, skill, topic

and thematic unit, Forgaty (1991) suggests that there

are ten models in planning thematic learning, that is,

1) the fragmented model, separating disciplines

based on subjects, such as mathematics, Indonesian,

IPA and so forth. 2) The Connected Model is based

on the assumption that topics in one discipline relate

to one another. 3) The Nested Model is the

integration of the concept of mastering the concept

of skills through a learning activity. 4) The

Sequenced Model is a model of integrating topics

between different subjects in parallel. 5) The Shared

Model is a combination of learning due to the

"overlapping" concept or idea on two or more

subjects. 6) The Webbed Model of this model

departs from a thematic approach as a blend of

materials and learning activities. 7) The Threaded

Model is a model of integration of skills form. 8)

Integrated Model is the integration of a number of

topics from different subjects, but essentially the

same in a particular topic. 9) Immerrsed Model, this

model is designed to assist students in filtering and

integrating experiences and knowledge related to

their use. 10) Networked Model is a learning

integration model that relies on the possibility, the

change of conception, the form of problem solving,

and the demands of new skill form after the students

conduct field study in different situations, conditions

and contexts (Forgarty, 1991).

2.3 Implementation of Thematic

Learning Model

Learning in schools is a form of curriculum

implementation. In learning activities, all the

concepts, principles, values, knowledge, methods,

tools and skills of teachers in the form of a real

curriculum (actual curriculum). Miller and Saller

state that in some cases, implementation has been

identified with instruction. Similarly, Saylor, said

that instruction is thus the implementation of the

curriculum plan, usually, but not necessarily

involving teaching in the sense of student teacher

interaction in an educational setting. This

understanding provides an understanding that the

curriculum in the actual dimension is the

implementation of the written curriculum in a series

of learning activities.

The implementation of a competency-based

curriculum is developed with a personality-oriented

development (humanistic curriculum), towards a

life-oriented and work-oriented curriculum (social

and technological reconstruction). The public

relations curriculum is applied at the beginning of

basic education, where a number of basic skills for

personal development such as literacy, writing,

critical thinking skills, courage put forward ideas

and cooperative skills. While the social and

technological reconstruction curriculum is integrated

with the curriculum of academic subjects used in the

middle and end of primary education (Rusman,

Manajemen Kurikulum, 2012).

The 2004 competency-based curriculum (KBK)

is revised by the 2006 curriculum (KTSP),

demanding a paradigm shift in education and

learning. The next 2006 curriculum is enhanced by

the presence of the 2013 curriculum that aims to

encourage students to be better able to observe, ask

questions and present what is obtained or known

after the students receive the subject matter. The

target of the 2013 curriculum is that learning is

basically not just learning concepts, theories and

facts, but also the applications in everyday life (al-

Tabany, 2014).

2.3.1 Planning

Planning in the educational context is part of the

curriculum which is a guide that contains guidance

on the type and source of the individual required, the

learning media used, the actions that need to be

done, the source of the cost, the necessary personnel

and facilities, the monitoring and evaluation system,

the role of the element - the element of energy to

achieve the goals of educational institutions

(Rusman, Manajemen Kurikulum, 2012).

Curriculum planning becomes the starting point of

curriculum validity as a reference in an institution.

Integrated learning planning in elementary

school highly prioritizes the attention of teachers,

namely attention and carefulness in identifying

KD/KI and set indicators on each subject to be

integrated. Teachers must understand deeply the

content of each of their core competencies and

indicators before integrating in a theme. In applying

integrated learning, a teacher should have experience

teaching the theme, subtheme of the entire content of

subjects, teachers can more quickly see the

Thematic Learning Model on Lower Class Student in SDIT Ukhuwah Banjarmasin

339

connectedness of Basic Competence, Core

Competence and Indicators of instructional

interface.

2.3.2 Application

The learning process in the 2013 curriculum should

be touch on three domains, namely attitude,

knowledge and skills. The dominant nature of

transforming substance or teaching material so that

students know about "why," while the realm of

knowledge leads to the transformation of substance

or teaching material so that students know about

"what." The skill dominates the transformation of

substance or teaching material so that students know

about "how." , after applying the curriculum, there is

an increase and balance between the ability to be a

good human (soft skills) and people who have the

skills and knowledge to live properly (hard skills) of

the students. The improvement and balance between

soft skills and hard skills is contained in the

competence of attitudes, competence of knowledge

and skill competence (Trianto Ibnu Badar at-

Taubany, 2017).

2.3.3 Evaluation

Evaluation is a systematic and continuous process

for collecting, describing, interpreting and

presenting information about a program to be used

as a basis for making decisions, preparing policies or

subsequent programming (Widoyoko, 2014).

Evaluation/assessment on integrated thematic

learning refers to Permendikbud 66/2013 on

Assessment Standards, where assessment should be

conducted comprehensively in inputs, processes, and

products. The assessment standard aims to; a)

ensuring student assessment of the assessment, b)

ensuring the implementation of professional

appraisal, educative, effective, efficient and

appropriate to the socio-cultural context, c) ensuring

objective reporting of student appraisal results,

accountable and informative (Trianto Ibnu Badar at-

Taubany, 2017)

The assessment object in thematic learning

involves an assessment of the student's learning

outcomes and outcomes. Assessment of the learning

process is an effort to provide value to the learning

activities undertaken by teachers and students, while

the assessment of learning outcomes is the process

of assessing the learning outcomes achieved by

using certain criteria. Learning outcomes are an

achievement of how the learning process is

conducted based on competencies that include

aspects of knowledge, attitudes, skills and values

embodied in the habit of thinking and acting

(Rusman, Pembelajaran Tematik Terpadu, Teori,

Praktik dan Penilaian, 2015).

The types of assessments on the thematic

curriculum based on the tools used consist of test

assessments and non-test assessments. Assessment

by using test techniques is also called conventional

appraisal, student assessment results are described in

the form of letters or numbers. This test technique is

performed by oral test, written test and action test.

The assessment by using non-test techniques

(alternative assessment) is used as a support in

providing an overview and progress of student

learning as a whole in accordance with the authentic

assessment in the implementation of the curriculum

2013, the assessment is implemented in an

integrated manner with learning activities conducted

through the collection of student work (portofolio),

work (product), assignment (project), performance

and written tests.

2.4 Implications of Thematic Learning

Model

The thematic lessons applied to the early grades of

elementary school bring some implications that all

parties must be aware of. The application of the

2006 curriculum and the 2013 curriculum by using

thematic and thematic learning models has

implications for teachers, students, textbooks and

also implications for facilities and infrastructure,

learning resources and instructional media (Rusman,

Pembelajaran Tematik Terpadu, Teori, Praktik dan

Penilaian, 2015)..

3 RESEARCH METHODOLOGY

This research is a qualitative research (Miles B. ,

1986) using descriptive phenomenological method.

Furthermore the author use content analysis to

search information on curriculum documents SDIT

Ukhuwah Banjarmasin

3.1 Data and Data Sources

The authors take the main data in this study in the

form of data from the informant, especially the

headmaster, vice principal of the academic field,

teachers and staff, namely in the form of ideas and

thoughts that are the forerunner of curriculum or the

occurrence of changes in curriculum and observed

events and all forms of documents (written

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curriculum as documents), photographs related to

thematic learning in SDIT Ukhuwah.

The curriculum document in this case is extracted

from official documents that are internal and

external (Eriyanto, 2011). While the additional data

is other documents that can be used as research

materials related to the focus of the study.

3.2 Research Instrument

The researcher as a functioning instrument sets the

focus of research, selects information as a source of

data, conducts data collection, assesses data quality,

analyzes data, interprets data and draws conclusions

on its findings.

Glaser and Strauss (Glaser, 1967), and Strasuss and

Corbun (Strauss, 1990), suggest that researchers

have theoretical sensitivity. This concept will

certainly be useful in order to evaluate the

researcher's skills and readiness in conducting

qualitative inquiry.

3.3 Data Collection Technique

Data collection techniques conducted by the authors

obtained through four strategies, as proposed by

Bogdan & Biklen, Merriam and Creswell (Creswell,

2012). The four strategies are observation, interview,

documentation and audio-visual material.

3.4 Data Analysis Techniques

Qualitative data analysis in this research is inductive

then developed into hypothesis. Based on the

hypothesis formulated, then searched data repeatedly

so it can be concluded whether the hypothesis is

accepted or rejected (Bungin, 2003).

Miles and Huberman, argued that activity in

qualitative data analysis is done continuously until

complete, so the data is saturated. Stages in data

analysis are data selection, data reduction, display

data, and conclution drawing/verivication (Miles B. ,

1986).

3.5 Data Validity Checking

The researcher tested the validity of this research

with triangulation method. The triangulation process

mentioned above is done continuously throughout

the process of data collection and data analysis, until

the researchers believe that there are no more

differences, and nothing else needs to be confirmed.

(Rofam, 2018)

4 FINDING AND DISCUSSION

4.1 Thematic Learning Model Applied

to Sdit Ukhuwah Banjarmasin

Theme as a unifying activity that combines several

subjects at once, by making thematic learning, which

is integrated between the subjects of Religion, Civic

Education and Personality, Science and Technology

consisting of (Bahasa Indonesia, Mathematics,

Social Sciences, Natural Sciences), Aesthetics (Art

Culture-Skills), and Physical and Sports and health.

Especially for religious subjects, given the

freedom to teachers to make indicators that will be

taught based on a predetermined theme. These

indicators refer to the weighting of the presentation

as set forth in the curriculum Baseline Framework.

Thematic learning for students of grade I, II, and

III SDIT Ukhuwah there is no schedule of lessons,

because the learning must be done by classroom

teachers presented in an integrated theme. So the

presentation schedule is a theme lesson that contains

several subjects at once. If there are basic

competencies and indicators made it turns out to be

unmatched in a theme, then the specific indicators

need to be made a separate theme in order to achieve

mastery of basic competence.

In the preparation of integrated learning, teachers

need to look at all curricula and syllabuses of all

subjects to find topics and determine the theme of

topics that can be linked or integrated. The

determination of the theme or topic chosen on the

subject at SDIT Ukhuwah involves the students in

performing tasks related to the activities that are part

of the student's life.

The determination of the theme to be raised in

the curriculum of SDIT Ukhuwah is reflected in the

indicators of basic competencies on the subjects to

be discussed, taking into account the following

matters; 1) The selected theme is not too broad, but

can be used to combine the desired subjects. 2)

Theme full of meaning, so as to give the impression

for students for the next learning. 3) The theme

corresponds to the child's psychological

development level. 4) Themes are developed

according to the interests of the child. 5) The theme

corresponds to events occurring within the learning

timeframe. 6) The theme is in accordance with the

applicable curriculum and public expectations of

student learning outcomes. 7) Themes are tailored to

the availability of learning resources.

Based on the theme integration pattern presented

by Forgaty, the thematic learning model applied to

the student of grade I, II and III in SDIT Ukhuwah is

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341

Webbed Model. The teacher apply thematic teaching

using a theme as a basis for learning various subject

disciplines.

The Webbed Model is an integrated learning

model whose development begins by defining a

particular theme which is the central theme for the

connectedness of various subjects. After determining

the theme, then developed into subthemes by

memeperhatikan the theme of the relationship with

the content of existing subjects. Webbed models

depart from thematic approaches as material guides,

and learning activities. The theme binds the learning

activities of students, either in the content of various

subjects or cross-subject (Rusman, Pembelajaran

Tematik Terpadu, Teori, Praktik dan Penilaian,

2015).

The most important thing in integrated thematic

learning is that students need extra time to optimize

their talents, actualize themselves with their social

environment. Integrated thematic learning guides

students to achieve maximum ability in thinking

skills by optimizing multiple intelligences, as part of

the process of developing the dimensions of

attitudes, skills and knowledge.

4.2 Implementation of Thematic

Learning Model

Implementation of integrated thematic learning

demands the ability of teachers in transforming

learning materials in the classroom in the form of

themes containing the content of the combined

subjects. Teachers must understand the core

competencies (KI) consisting of spiritual attitudes,

social attitudes, knowledge and skills, basic

competencies (KD) and indicators of each subject

content. The three elements are then integrated into

themes that will be taught to students (Rusman,

Pembelajaran Tematik Terpadu, Teori, Praktik dan

Penilaian, 2015). Subsequent themes are translated

into sub-themes and each sub-theme contains six

learning activities, so that one theme can be

implemented for approximately one month.

SDIT Ukhuwah implements the 2013 curriculum

in classes I and II beginning in the 2016/2017

academic year, while for the third class still use the

2006 curriculum (Jamilah, 2017). This is in line with

Oliva's idea that curricula need to pay attention to

changes that occur in society, the development of

science, political conditions and government

policies. These developments provide a strong

foundation for curriculum change in elementary

schools (Oliva, 1992). Furthermore, the

implementation procedure of thematic learning

follows three stages: planning, implementation and

evaluation.

4.2.1 Planning of Thematic Learning

Thematic Learning Planning Steps of Webbed

model that applied on SDIT Ukhuwah; Once the

teacher has a theme, the next step is to create a

network of Basic Competencies and indicators. All

basic competencies and indicators have been drawn

from all subjects (Religion, Bahasa Indonesia,

Mathematics, Civics Education, Social Sciences,

Natural Sciences, Aesthetics / Art-Culture and

Physical-Sports and Health) written in the network.

Model of learning with thematic approach

especially class I, II and III students through several

stages, among others, 1) teachers have chosen the

theme as unifying various subjects for one year; 2)

the teacher performs analysis of competency

standards, basic competencies and indicators of the

2006 curve; for class III and perform analysis for

Graduate Competency Standards (SKL), Core

Competencies (KI), Basic Competencies (KD) and

make indicators while keeping in mind the material

content of the Content Standards; 3) establishing a

mapping relationship between basic competencies,

indicators with themes; 4) create a network of Basic

Competencies and indicators; 5) construct syllabus

thematic and the sixth step is preparation of thematic

learning plan.

The steps are described as follows.

1) Theme Selection

The determination of the theme to be

developed in class I, II and III is adjusted to

the criteria of making the theme as described

previously, referring to the determination of

Kemendikbud.

2) Analysis of Competency Standards, Basic

Competencies and Indicators for Class III

and Analysis of SKL, KI, KD and Making

Indicators for Class I and II Students.

Activities to perform indicator analysis,

basic competencies and learning outcomes

that match the theme can be fully organized

by the school. Thus this activity need not be

done alone, but can be done simultaneously

with the determination of network

indicators. Analyze SKL, KI, KD and make

indicators done by reading all Graduate

Competency Standards, Core Competencies

and Basic Competencies of all subjects.

Each Basic Competence of each subject is

indi- cated by indicators adapted to the

criteria for making indicators.

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3) Making Relationships of Basic

Competencies, Indicators with Themes

The teacher identifies all basic indicators and

competencies of all subjects eg, Religion,

Bahasa Indonesia, Mathematics, Civic

Education, Social Sciences, Natural

Sciences, Art-Culture and Physical Sports

and Health. Next put the results of

identification into the format (table)

relationship indicator and Basic Competence

into the relevant theme. If there are basic

indicators and competencies that can not be

incorporated into a theme, the basic

indicators and competencies are made a

check mark or a specific theme and are

presented individually, either by classroom

teachers or by subject teachers (especially

basic indicators and competencies of

Religion and Penjas).

In the 2013 curriculum, Basic Competencies

of all subjects have been provided. Likewise

the themes for the learning process for one

year. Nevertheless, teachers should still make

indicators and mapping Basic Competencies

according to available themes.

4) Creating Basic Competency Networks

Creating a network of Basic Competencies

and indicators by way of decreasing the

results of checks from mapping into the

Basic Competence (KD) network format and

indicators.

5) Prepare Integrated Thematic Syllabus

After compiling the KD network and

indicators, the next step is to construct a

thematic syllabus to make it easier for the

teacher to see the entire design of the lesson

for each theme until thoroughly presented in

the learning process. The thematic syllabus

provides a comprehensive overview of the

selected theme and will be presented in a few

weeks (as scheduled theme needs) as well as

the forms of activities to be undertaken in

relation to the theme.

The components of the integrated syllabus

according to the guidelines of the Process

Standards include 1) Basic Competencies

selected from the Basic Competence

Network, 2) Indicators (made by the teacher

and also derived from the KD Network), 3)

Learning activities that contain presentation

planning for several weeks the need for

scheduled themes), 4) assessment of the

learning process and outcomes during the

learning process (containing assessment of

attitude, skills and knowledge aspects); 5)

cumulative time allocation in one week in

meeting hours, 6) Source and Media.

6) Develop an Integrated Thematic Lesson Plan

(RPP)

This step is the last step. In this thematic RPP

is expected to illustrate the process of

presenting in full by loading various

concepts of subjects that are incorporated in

the theme.

4.2.2 Application of Thematic Learning

At this stage the teacher essentially applied the

lesson plans that have been prepared previously.

This thematic learning will be applicable and well

implemented if supported by various learning

resources needed for learning, so that teachers when

organizing thematic learning will easily utilize

existing learning resources, either by bringing

learning resources into the classroom or taking

students to the environment about which is separate

from its classroom.

The application phase of learning includes:

1) Introduction/Opening Activity

At this stage can be done apperception

activities, teachers introduce to class students

about the theme to be presented. It is expected

that student experiences related to the theme

can be maximally explored, so that the learning

process becomes more fun, memorable and

easier to achieve the programmed competence.

Teachers perform several activities aimed at

supporting apperception and attracting students'

attention such as story telling, physical activity

/ sports and singing.

2) Core Activities

The core activities are focused on activities

aimed at developing literacy, writing, and

arithmetic. The presentation of learning

materials is done by using strategies / methods

that vary and can be done by class, small

group, or individual. Remembering the lower

class students of Teachers use joyful learning

approach so that students are not saturated.

3) Closing Activity

The nature of closing activities is to infer

learning outcomes. Some concluding activities

include revealing the learning outcomes,

rethinking the material already delivered,

storytelling, reading stories from books,

pantomimes, moral messages contained in

every learning material, music / musical

appreciation.

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4.2.3 Evaluation of Thematic Learning

The evaluation of thematic learning at SDIT

Ukhuwah focused on evaluation of process and

outcomes. Process evaluation is directed at the level

of involvement, interest, and spirit of students in the

learning process, while the evaluation of results is

directed at the level of understanding and attitudes

of students to the substance of the material and its

benefits for the daily life of the students. In addition,

evaluation can also be a collection of student work

during the learning activities that can be displayed in

a presentation/exhibition of student handicrafts.

Instruments used to reveal students

'understanding of the subject matter are the test of

learning outcomes and to know the level of ability of

students to perform a task in the form of tests of

deeds or skills and to reveal students' attitudes

toward the subject matter used the way interviews or

dialogue informally. In addition, the instruments

developed in thematic learning at SDIT Ukhuwah

are: quizzes, oral questions, daily replication, block

replication, and individual or group assignments and

observation sheets.

Assessment is a series of activities to obtain,

analyze and interpret data about the learning process

and learning outcomes of students conducted in a

systematic and sustainable, so that becomes

meaningful information in decision making (al-

Tabany, 2014). The evaluation applied to SDIT

Ukhuwah considers the following matters: 1)

Assessment is conducted to measure the

achievement of Basic Competence (KD) ie at the

core competency 3 (KI-3) knowledge and core

competence 4 (KI-4) skills, 2) using reference

criteria that is based on what students can do after

following the learning process, 3) The planned

system is a continuous assessment system, by

collecting all indicators then the results are analyzed

to determine the KD that has been owned and which

have not owned. This is used to identify the students'

difficulties, 4) The results of the assessment are

analyzed to determine the follow-up in the form of

the improvement of the next learning process,

remedial program for students whose competence

has not reached the completeness and the enrichment

program for students who have fulfilled the mastery,

5) The assessment system is tailored to the

experience learning taken in the learning process, for

example, a study that commissioned field

observation, then evaluation of the process by

interviewing technique, while evaluation of

result/product in the form of the result of doing field

observation.

The assessment/evaluation of thematic learning

at SDIT Ukhuwah is done to know the achievement

of basic competence and indocator on each subject

contained in the learning theme, so that the

assessment system is not integrated in the theme, but

has been separated according to the basic

competence, the indicators and the learning

outcomes. While the reporting of the results of the

assessment is 1) the value or description of the

achievement of competence, for the assessment of

the competence of knowledge and skills including

the results of integrated thematic assessment, 2)

description of attitude, to assess the competence of

spiritual and social attitudes, 3) assessment by each

teacher then reported to parents guardians and

students in the form of Student Study Reports.

4.3 Implications of Thematic Learning

Model

Application of 2006 curriculum and curriculum

2013 on SDIT Ukhuwah using thematic and

thematic integrated thematic learning model that

leads to improving the quality of education. This

thematic and thematic lesson is able to develop

students 'insights and activities through a network of

themes that contain students' knowledge, skills,

values and attitudes through intact and simultaneous

learning.

a. Implications of Thematic Learning for

Teachers

In implementing thematic learning, teachers

have the most important role. Teachers are

required to understand the thematic approach

and learning both conceptually and

practically. Considering time allocation,

selecting themes that are close to and familiar

with students and building the basic

competencies to be achieved from those

themes.

b. Thematic Learning Implications For Students

Students are prepared to participate in

learning activities in which it is possible to

perform activities, individually, small group,

and classical. Students are prepared to

participate in various and active learning

activities.

c. The Implications of Thematic Learning on

Textbooks

The application of thematic learning at SDIT

Ukhuwah uses integrated teaching materials,

considering thematic teaching demands the

availability of adequate teaching materials

and can meet the needs of integrated

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learning, although current textbooks can still

be used as a reference for each subject. SDIT

Ukhuwah provides an opportunity for

teachers to use special supplement books

containing integrated teaching materials.

d. Implications of Thematic Learning to

Facilities and Prasaraana, Learning

Resources and Learning Media

Thematic learning essentially emphasizes

students both individually and in groups to

actively seek, explore and discover concepts

and principles in a holistic and authentic way

(Rusman, Manajemen Kurikulum, 2012).

Therefore, in its implementation requires

various facilities and learning infrastructure.

The classrooms on SDIT Ukhuwah are designed

in such a way that is interesting and not boring. The

classroom wall is used to display some of the

students' work and be used as a learning resource.

Teachers organize the space according to the theme

being taught. Students are invited to compose or

move the bench according to the need of the theme

taught at that time. The bench and chair at SDIT

Ukhuwah is designed for one student so it is light

and easy to move as needed. In addition, students are

not conditioned to always just sit on a chair, but can

sit on the carpet or mat that has been provided. Even

the learning activities are varied and workable both

indoors and outdoors.

The learning that took place at SDIT Ukhuwah

utilized various sources of learning both of which

are specially designed for the purposes of learning

(by design), as well as the learning resources

available in the school environment (by utilization).

Learning on SDIT Ukhuwah optimizes the use of

various learning media. Using a variety of media

will assist students in understanding abstract

concepts, and they are used in learning activities in

place of objects that are too dangerous or difficult to

obtain, objects that are too large or too small. The

use of this medium can be varied into the use of

visual media, audio media, and audio-visual media.

The use of le (Miles M. B.)ning tools and media, and

the interaction patterns of learning, teachers use

various forms of activities such as experiment, role

play, question and answer, demonstration,

conversation.

5 CONCLUSIONS

The results of this study, based on the data presented

in the research finding and discussion in the

previous chapter, some cunclusions can be drawn.

First, the basic concept of thematic teaching model

applied to the student of grade I, II and III in SDIT

Ukhuwah is Webbed Model. The teacher apply

thematic teaching using a theme as a basis for

learning various subject disciplines.

Second, implementation of thematic learning

model including planning, application and

evaluation. Thematic Learning Planning Steps of

Webbed model that applied on SDIT Ukhuwah;

Once the teacher has a theme, the next step is to

create a network of Basic Competencies and

indicators. All basic competencies and indicators

have been drawn from all subjects (Religion, Bahasa

Indonesia, Mathematics, Civics Education, Social

Sciences, Natural Sciences, Aesthetics/Art-Culture

and Physical-Sports and Health) written in the

network. At this stage the teacher essentially applied

the lesson plans based on Webbed Model that have

been prepared previously. This thematic learning

will be applicable and well implemented if

supported by various learning resources needed for

learning, so that teachers when organizing thematic

learning will easily utilize existing learning

resources, either by bringing learning resources into

the classroom or taking students to the environment

about which is separate from its classroom.

The evaluation of thematic learning at SDIT

Ukhuwah focused on evaluation of process and

outcomes. Process evaluation is directed at the level

of involvement, interest, and spirit of students in the

learning process, while the evaluation of results is

directed at the level of understanding and attitudes

of students to the substance of the material and its

benefits for the daily life of the students. In addition,

evaluation can also be a collection of student work

during the learning activities that can be displayed in

a presentation/exhibition of student handicrafts

Third, The thematic learning model has implications

for teachers, students, textbooks and has

implications for facilities, infrastructure, learning

resources and instructional media.

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