PAPER

INTEGRATED THEMATIC LEARNING

( Nature, Background, Concepts, Characteristics, and Objectives of
Integrated Thematic Learning)

By Group 4
Amirah Yunelza (20129244)
Latania Yusma Fitas Taftian (20129153)
Rizka Hidayatul Husna(20129199)
Tiara Utari (20129356)

International Class of PGSD 2020

Lecturer:

Mai Sri Lena, S.Pd, M.Pd

PRIMARY TEACHER EDUCATION

FACULTY OF EDUCATION
PADANG STATE UNIVERSITY
2021

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 FOREWORD

Assalamu’alaikum Warahmatullahi Wabarakatuh

Praise be to Allah Subhanahu Wa Ta'ala for giving the author the ease of completing
the paper on time. Without Allah's grace and help, the writer will not be able to finish this
paper properly. Do not forget the prayers and greetings poured out to the great Prophet
Muhammad Shallallahu 'Alaihi Wasallam. The author gives thanks to Allah Subhanahu Wa
Ta'ala for the abundance of mercy, so that the paper on " Integrate Thematics Learning (The
Nature, Background, Concepts, Characteristics, and Objectives of Integrated Thematic
Learning " can be completed. This paper was prepared in order to fulfill the task of the
course. The author hopes that this paper can be useful for those who read it.
The author realizes that this paper still needs a lot of improvement due to errors and
shortcomings. The author is open to criticism and suggestions from readers so that this paper
can be better. If there are many mistakes in this paper, both related to writing and content, the
author apologizes.
That is what the author can convey. Finally, I hope this paper can be useful.
Wassalamualaikum warahmatullahi wabarakatuh
 
Padang, August 21th 2021

Team

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 Table of Contents

Cover...................................................................................................................................i
Foreword............................................................................................................................ii
Table of Contents...............................................................................................................iii
Chapter I
Background..............................................................................................................1
Problem formulations..............................................................................................1
Purpose ...................................................................................................................1
Chapter II
A. The Nature of Integrated Learning..........................................................................3
B. Background of the Birth of Thematic Learning......................................................3
C. Thematic learning concepts.....................................................................................4
D. Characteristics of Thematic Learning......................................................................5
E. Thematic Learning Foundation...............................................................................6
F. Principles of Thematic Learning.............................................................................7
G. Objectives of Thematic Learning Implementation in Elementary Schools.............7
Chapter III
Conclusion...............................................................................................................8
Suggestion...............................................................................................................8
References...........................................................................................................................9

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 CHAPTER I
PRELIMINARY

A. Background
Learning is an activity that involves teachers, students, and other components
in order to achieve learning objectives. In other words, learning is a process that
contains a series of actions of teachers and students on the basis of reciprocal
relationships.
At this time there is the term thematic learning or it can also be called
integrated learning, namely learning that uses certain themes to link some of the
content of the subject with the daily life experiences of students so that it can provide
meaningful experiences for them. Where usually thematic learning itself is used in the
lower classes, namely grades 1, 2, and 3 SD/MI. So far, there are still many people
who don't even know what the actual background for the emergence of thematic
education at the elementary school level is.
The 2013 curriculum is a new curriculum that has begun to be established.
There is a changing curriculum that aims to improve, but there are still obstacles in
the teaching process where teachers still use conventional teacher-centered methods,
teachers use lecture methods while students only listen, take notes and memorize,
sometimes teachers only give questions. exams and answers that usually appear in the
previous year so that only form cognitive intelligence while the affective and
psychomotor aspects of children do not develop. And there is a sense of boredom,
boredom and passiveness towards students because learning tends to be unpleasant.
To answer this problem, thematic learning is present in opening a wide space for
students because lessons are more meaningful, powerful and also fun because
thematic learning is not just learning but includes and encourages students to learn to
know, learn to do, learn to be, learn. to live together. So that it triggers students to be
active, creative, and ambitious in learning.
Then, this paper was written to explain thematic learning.

B. Problem Formulation
1. What is the Nature of Thematic Learning?
2. What is the Background of the Birth of Thematic Learning?
3. What are the Thematic Learning Concepts?
4. What are the Characteristics of Thematic Learning?
5. What is the Purpose of the Thematic Learning Implementation in Elementary
School?

C. Purpose
1. To Know The Nature of Thematic Learning
2. To know the background of the birth of thematic learning
3. To Know The Thematic Learning Concepts

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4. To know what are the characteristics of thematic learning
5. To know the purpose of the implementation of thematic learning in elementary
school?

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 CHAPTER II
DISCUSSION

A. The Nature of Integrated Learning

Thematic learning is learning that is applied in the 2013 curriculum that uses
themes to link several subjects so that students get meaningful experiences. Basically,
thematic learning is developed to create learning in which students themselves are
mentally active in building their knowledge based on the cognitive structure they
already have. Educators play more of a role as facilitators and mediators of learning.
The following are some definitions of integrated thematic learning according to
experts, namely:
1. According to Poerwadarminta (in Abdul Majid, 2014: 80) thematic learning is
integrated learning that uses themes to link several subjects so that they can
provide meaningful experiences to students. The theme is the main idea or main
idea that is the subject of the discussion.
2. According to Hadisubroto (in Trianto, 2010:57) integrated learning is learning that
begins with a certain subject or theme that is associated with other subjects,
certain concepts are associated with other concepts, which are carried out
spontaneously or planned, both in one field. one or more studies, and with a
variety of children's learning experiences, learning becomes more meaningful.
3. According to Abdul Majid (2014: 80) thematic learning is one of the integrated
learning models (integrated instruction) which is a learning system that allows
students, both individually and in groups to actively explore and discover
scientific concepts and principles holistically, meaningfully. , and authentic.
4. According to Ibadullah Malawi and Ani Kardawati Thematic learning is an
integrated learning model that uses themes to link several subjects so that they can
provide meaningful experiences for students. Integrated learning is defined as
learning that connects various ideas, concepts, skills, attitudes, and values, both
between subjects and one subject.
Based on the description above, it can be concluded that thematic learning is
learning that uses themes to relate several subjects so that it can provide meaningful
experiences to students.

B. Background of the Birth of Thematic Learning

According to Bell (in Abdul Majid (2014:84) integrated learning begins with
the development of knowledge schemas that exist in students. This is one of the
developments of constructivism philosophy. One view of the process of
constructivism in learning is that in the learning process ( the acquisition of
knowledge) begins with the occurrence of this cognitive conflict can only be
overcome through self-knowledge (self-regulation).At the end of the learning process,
knowledge will be built by the child himself through his experiences from the
interaction with his environment.

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 Basically, integrated learning is developed to create learning in which students
themselves are mentally active in building their knowledge based on the cognitive
structure they already have. Educators play more of a role as facilitators and
mediators of learning. Emphasis on teaching and learning focuses more on the success
of students in organizing their experiences, not on the accuracy of students in
replicating what educators do.
The determination of the Thematic Approach in learning in MI/SD is due to
the development of students in the lower grades of elementary school, generally at a
developmental level who still see everything as a whole (holistic) and are only able to
understand the relationship between concepts in a simple way. Therefore, the learning
process still depends on concrete objects and experiences that are experienced
directly.
Learning carried out with separate subjects will cause less development of
children to think holistically and make it difficult for students to relate concepts to
their real life everyday. As a result, students do not understand the benefits of the
material they are learning in real life, so the strategy to provide comprehensive
knowledge uses thematic learning In accordance with the developmental principle that
children's physical development cannot be separated from their mental, social, and
emotional development, because of psychological development. will influence the
child to adjust the development of his abilities.
In addition, with the implementation of separate learning, problems arise in
low grades (I-III), including the high number of repeating classes and dropping out of
school. The repeat grade and dropout rates for first grade elementary school students
are much higher than in other classes. Data for 1999/2000 shows that the rate of
repeating the first grade is 11.6% while in the second grade it is 7.51%, the third
grade is 6.13%, the fourth grade is 4.64%, the fifth grade is 3.1%, and the sixth grade
is 0. ,37%. In the same year the first grade dropout rate was 4.22%, still much higher
than the second grade 0.83%, third grade 2.27%, fourth grade 2.71%, fifth grade
3.79%, and sixth grade 1.78%. This national figure is even more alarming when
viewed from the data in each province, especially those with only a few
kindergartens. This is especially the case in remote areas. At present, only a few first-
grade elementary school students have attended previous preschool education. In
1999/2000 there were only 12.61% or 1,583,467 students aged 4-6 years who entered
Kindergarten, and less than 5% of students were in other preschool education.
In the context of implementing the content standards or (SI) contained in the
National Education Standards, the implementation of learning in the lower classes,
namely grades 1, 2, and 3 MI will be more appropriate if managed with integrated
learning through a thematic learning approach for all subjects. Thematic model
learning is expected to be able to improve and enhance the learning process in the
classroom and increase students' mastery of learning materials.

C. Thematic learning concepts

According to Goys Keraf (2001:107) the word theme comes from the Greek
word tithenai which means "to put" or "to put" and then the word developed so that
the word tithenai turned into a theme. According to the meaning of the word, the

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 theme means "something that has been described" or "something that has been
placed". Broadly, the theme is a tool or container to introduce various concepts to
students as a whole.
Integrated thematic learning is an approach to learning that intentionally links
several aspects both within and between subjects. With this integration, students will
gain knowledge and skills as a whole so that learning becomes meaningful for
students.
The meaning of Integrated Thematic learning is a learning approach that
involves several subjects to provide meaningful experiences to students. It is said to
be meaningful in integrated thematic learning, meaning that students will understand
the concepts they learn through direct experience and connect them with the concepts
they already understand.
The concept of thematic learning is the development of the thoughts of two
educational leaders, namely Jacob in 1989 with the concept of interdisciplinary
learning and Fogarty in 1991 with the concept of integrated learning. Thematic
learning is an approach to learning that intentionally relates several aspects, both
intra-subject and inter-subject. With this integration, students will gain knowledge and
skills as a whole so that learning becomes meaningful for students.
BNSP (2006:35) states that the learning experience of students occupies an
important position in efforts to improve the quality of graduates. For this reason,
educators are required to be able to design and implement learning experiences
appropriately. Every student needs knowledge and skills in order to live in the
community, and this provision is expected to be obtained through learning
experiences at school. Therefore, the experience of learning in schools as much as
possible provides provisions for students in achieving the skills to work. These skills
are called life skills, which are broader in scope than just skills.

D. Characteristics of Thematic Learning

Integrated Thematic Learning has several characteristics, including
(Guidelines for Development of Integrated Thematic Learning, Ministry of National
Education, 2004)
1. Learner centered
2. Give direct experience to students
3. The separation between students is not very clear
4. Presenting concepts from various subjects in a learning process
5. It is flexible.
6. Learning outcomes can develop according to the interests and needs of
students
7. Holistic, meaning that an event that is the center of attention in Integrated
Thematic learning is observed and studied from several subjects at once,
not from a fragmented point of view.
8. Meaningful, meaning that the study of a phenomenon from various aspects
allows the formation of a kind of schemata that students have.
9. Authentic, meaning that the information and knowledge obtained are
authentic.

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 10. Active, meaning that students need to be directly involved in the learning
process from planning, implementation to the assessment process.
11. Another form of the implementation of Integrated Thematic which departs
from the theme.

Abdul Majid (2014:89-91) states that as a learning model in elementary

schools, thematic learning has the following characteristics.
1. Student-centered
Thematic learning is student centered. This is in accordance with the
modern learning approach which places more students as learning subjects,
while the teacher acts more as a facilitator, namely providing facilities for
students to carry out learning activities.
2. Provide hands-on experience
Thematic learning can provide direct experiences to students (direct
experiences). With this direct experience, students are faced with
something real (concrete) as a basis for understanding more abstract
things.
3. The separation of subjects is not very clear
In thematic lessons, the separation between subjects is not very clear. The
focus of learning is directed to the discussion of the themes that are most
closely related to students' lives.
4. Presenting concepts from various subjects
Thematic learning presents concepts from various subjects in a learning
process. Thus students are able to understand these concepts as a whole.
This is needed to help students solve the problems they face in everyday
life
5. Be flexible
Thematic learning is flexible (flexible) where teachers can link teaching
materials from one subject to other subjects.
6. Using the principle of learning by playing and having fun.

E. Thematic Learning Foundation

1. Philosophical Foundation
The philosophical foundation in thematic learning is strongly influenced by three
philosophical schools, namely: (1) progressivism, (2) constructivism, and (3)
humanism. The flow of progressivism views the learning process as emphasizing
on the formation of creativity, providing a number of activities, a natural
atmosphere, and paying attention to student experiences.

2. Psychological Foundation
In thematic learning, it is mainly related to the psychology of student development
and psychology of learning. Developmental psychology is needed especially in
determining the thematic learning content/materials given to students so that the
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 level of breadth and depth is in accordance with the stages of development of
students. Learning psychology contributes in terms of how the thematic learning
content/material is delivered to students and how students should learn it.

3. Juridical Platform
The juridical basis in thematic learning relates to various policies or regulations
that support the implementation of thematic learning in elementary schools. The
juridical basis is Law no. 23 of 2002 concerning Child Protection which states that
every child has the right to receive education and teaching in the context of his
personal development and level of intelligence in accordance with his interests
and talents (article 9). UU no. 20 of 2003 concerning the National Education
System states that every student in every educational unit has the right to receive
educational services according to their talents, interests, and abilities.

F. Principles of Thematic Learning

Thematic learning has the following principles:
 Learners find out, not be told.
 The focus of learning is directed to the discussion of competencies through the
themes closest to the lives of students.
 There are themes that unify a number of basic competencies related to various
concepts, skills and attitudes.
 Learning resources are not limited to books.
 Students can work independently or in groups according to the characteristics
of the activities carried out.
 Teachers must plan and implement learning in order to accommodate students
who have different levels of intelligence, experience, and interest in a topic.
 Basic Competencies of subjects that cannot be combined can be taught
separately.
 Provide direct experiences to students (direct experiences) from the concrete
to the abstract.
 Thematic learning activities designed in the syllabus are not a sequence of
learning activities, but the form of learning activities to achieve Basic
Competence teachers can make adjustments.

G. Objectives of Thematic Learning Implementation in Elementary Schools

1. It is easy to focus on one particular theme or topic.
2. Learn knowledge and develop various subject competencies in the same theme.
3. Have a deeper and more effective understanding of the subject matter.
4. Develop better language competence by linking other subjects with students'
personal experiences.

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 5. More passionate about learning because they can communicate in real situations
such as telling stories, asking questions, writing while studying other subjects.
6. More feel the benefits and meaning of learning because the material is presented
in the context of a clear theme.
7. Teachers can save time, because the subjects that are presented in an integrated
manner can be prepared at once and given in 2 or 3 meetings.
8. Good character can be developed by raising a number of character values
according to the situation and conditions.

CHAPTER III
CLOSING
Conclusion
It can be concluded that thematic learning is learning that uses themes to relate several
subjects so that it can provide meaningful experiences to students. Thus, thematic learning is
present in opening a wide space for students because learning is more meaningful,
memorable and also fun. Thematic learning includes and encourages students to learn to
know, learn to do, learn to be, learn to live together. Thematic learning contains a variety of
subjects that are summarized in one theme and contrasts with centered lessons that only teach
one lesson. Compared to the conventional approach, this thematic learning emphasizes more
on students' activities, independent, active and creative learning. Students not only learn
something, but also enrich the learning experience, and understand the right way of learning
for themselves.

Suggestion
The existence of the Indonesian curriculum system is changing due to improvements, but
there are still obstacles in the teaching process. It is hoped that Thematic Learning will be
able to answer the problems and problems that occur in education so that it can be understood
by students who will continue the intelligent and creative generation.

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