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Thematic Learning in Elementary School: Problems and Possibilities

机译：小学专题学习：问题和可能性

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摘要

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.
机译：专题学习是印度尼西亚小学的推荐方法之一。专题方法使用主题来创造积极，有趣和有意义的学习。但是，在实施主题学习时仍存在问题。本研究的目的是识别小学专题学习的问题和机遇。本研究使用定性研究方法。该研究在Boyolali和Surakarta周围的地区受到限制。进行观察，访谈，问卷和文件分析技术来收集数据。共有22名来自一六级的小学教师成为这项研究的受访者。这些受访者随机选择并从各种小学中传播。本研究的结果表明，学校进行的主题学习是好的，但仍然存在他们的问题（1）政府提供的专题教学材料并不按照学生的日常条件，（2）教师没有传达学习主题和主题之间的互动的好处，（3）仍然难以理解学习和学习内容之间的联系的学生。出于这个原因，作为可以采取的机会，本研究提出了具有语境方法的主题学习。这个机会的含义是需要发展语境专题教学材料，以便学习更接近学生的日常生活，更有意义。

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