LEARNING THEMATIC PRIMARY SCHOOL

ABSTRACT

Education in Indonesia has undergone many innovations in various hal.Misalnya only in terms of strategy. We first highlight of the learning system has been implemented in primary schools. At primary school there is a difference between the implementation of the strategy used in the lower classes with the high class. Generally, in particular low-grade primary school used a parent thematic learning strategies of learning are integrated. In the implementation of a teacher should pay attention to the principles of good principles to be used as guidelines as a teacher in the teaching and the principles that should be considered a teacher when designing a learning activity.

 

LEARNING THEMATIC PRIMARY SCHOOL
  

Education in Indonesia to date has undergone many innovations. One of them is about the learning system. Government through the department of education has begun to disseminate and implement a range of innovative learning strategies at every level of education, from elementary, junior high school, to university. However, here we will discuss is only at the primary level only. Why is that?

 Because the number of primary schools in Indonesia are more numerous than the other levels of education and the elementary school level, teachers implement a lot of strategy and learning methods so that when the process of learning takes place, the learning was fun, effective, and efficient both for teachers and students. The second, in the application of strategies and methods in elementary school, that there are differences in implementation between the implementation of strategies and methods used in high grade with low grade. Here we first highlight is on the application of strategies and methods are applied to the lower classes. It is quite interesting to be discussed, given the lower classes tend to unruly because the charracteristic and behavior patterns that have low-grade student is different and has a characteristic or uniqueness of each.

In the lower classes have been recognized and implemented on an integrated learning and thematic learning. Are thematic learning and integrated learning it? For more details, let us discuss one by one. First, thematic learning is learning that incorporates some of the subjects to link it in one particular theme or a theme that has been established previously. While integrated learning is an approach to learning that intentionally linking some aspects of both intra and inter-subject courses.

 Furthermore, integrated learning can be applied only on subjects such as science subjects. IPA is one of the subjects used as a means of developing self-potential students to acquire sufficient knowledge, skills, and attitudes necessary to understand and adjust to the phenomena and changes in the environment around him, in addition to fulfilling the need to continue to pursue education higher.

Learning and development of this potential is one key to the success of increasing the human resource potential in entering the world of technology, including the world of information technology in the era globalisasi. Thus, for integrated learning science in elementary schools included in the Integrated Education for elementary school science is a product of the Education Unit Level Curriculum (SBC) 2006 which is nothing but the implementation and application of the mandate of Law Number 23 Year 2003 on National Education System (System) and only devoted to the elementary school level students (SD) and High School (SMP). Integrated Science Education (integrated science) as applied in Western countries, is trying to merge, combine and integrate science learning within a coherent whole. With the implementation of this integrated learning science, material science is expected to separate in some subject areas, namely Physics, Chemistry, and Biology can be taught in an integrated and comprehensive in the field of study, Integrated Science.

However, in learning science, there are also disadvantages the majority of science teaching in primary schools was more emphasis on the mastery learning sejumah facts and concepts, and less to facilitate students to achieve learning outcomes komprensif. Overall goals and kharakteristik regarding elementary school science education, as already stated in the curriculum on learning activities in general have been reduced to a mere transfer of the concepts that later became rote material for students.

In the application of integrated science teaching in primary schools are usually only applied to three models of learning that are considered suitable for use in the implementation of integrated learning in primary schools. The model includes: First, Related Model. This model presents an explicit relationship in a subject, is to link one topic to another topic, one concept to another concept, one skill to another skill as well as from one task to the next.

 Second, Spider Nets Model. This model in its application that is by developing a topic given by the teacher in the form of sub-sub topic by considering the relation of all the sciences in an integrated science that has been simplified. Third, the Integrated Model. This model is in its use is to combine some of these concepts in the disciplines of material here, especially the integrated science course that overlap each other followed by the determination of priorities, concepts, and attitudes.

While in itself a notabennya Thematic Learning is learning which combines some of the subjects the SD's (Science, Social Studies, Mathematics, Indonesian Language, Civics) by linking it to the theme of the week, it's usually a theme in everyday life and real events students who had experienced earlier in their daily lives. This is due to the purpose of learning can be achieved to the fullest.

On thematic learning elementary science subjects, especially on children or students are expected to understand and comprehend the material submitted by the IPA with the teacher invites the active participation of students to jump in and experience for yourself the things that relate to materials science.

Thematic priority to student learning as the main target of learning, so here only the teacher's role as facilitators and motivators, while students who take an active role.

Not all primary schools are already implementing thematic teaching methods. Because the thematic learning does have drawbacks, namely the separation between the subjects with each other not so obvious.

In accordance with our observations have been carried out in 03 primary schools Jetis, Karanganyar, SD was already applying for low-grade thematic learning between grades 1, 2, and 3. This coincides with our observation that SD 3SD class. At that time we happened to be assigned to teach science subjects on the theme of Energy.
Concepts or methods that we use to implement learning activities is the active participation of students. Where we invite students to feel and look for their own energy tau what they know and write it on the board. Apparently they were very enthusiastic and responded with a positive response in the classroom.

"Energy is the ability to do work. Where various forms of energy. Among others, there is energy of motion, light energy, heat energy and sound energy. Energy sources are also different kinds of sunlight, food, wind, electricity, and petroleum is a source of energy is widely used in everyday life”.

 
That was a glimpse of the material on the energy that we convey the difficulties of its own siswa.Untuk is natural that we overcome the rowdy students in the classroom is not easy especially as our teachers are in demand to be able to handle and conditioning class in order to remain orderly. But it all does not really matter, because we can handle it with pleasure.

One way to focus students' attention is by applying ice breaking at the time of learning so that students are not saturated and bosan.Ice breaking the right is related to the material to be taught.

Not only that science education in primary schools must be balanced with the awareness of teachers to membelajarkan science education in primary schools with educational technology. If the IPA is intended primarily to encourage students to be able to explain the observations about the neighborhood, it also aims to technology education student member means a member of the added value of objects in their environment and ways to deal with complex modern life. The success of science education by linking educational technology can enhance and develop the thinking process that includes the skills to gather information, solve problems and make a decision.

In the handbook of teaching and learning in primary schools are the principles of operational learning and development should be a handbook for teachers that includes the following principles:

1) Refers to the destination.

2) Flexibility.

3) Compliance.

4) The balance between theoretical lessons, practical as well as the development of values ​​and attitudes.

5) Continuity of learning materials.

6) Active learning and cooperative physical, mental, and social.

Teacher educators and professional mandate of the IPA is required to collaborate on the sixth principle in science teaching and learning activities in class. Structured learning objectives, the method chosen, the subject matter, learning strategies are developed, as well as the use of evaluation should be related to each other and derived from the standard of competence, basic competence, subject matter, and the indicators that have been listed in teaching science curriculum in primary schools .

Science teaching in primary schools will be effective when it is in the process of implementation of learning activities science teachers to teach subjects as closely as possible to empower all students' potential and refers to the achievement of learning outcomes of each individual student. There are good teachers by paying attention to design pembelajara seven main characteristics of learning that is effective include:

• The principle of constructivism.

• student-centered learning.

• Learn by experience.

• Develop social skills, cognitive, and emotional.

• Develop curiosity, imagination, and godless fitrah.

• lifelong learning.

• The combination of independence and cooperation.