THEMATIC LEARNING WITH A SCIENTIFIC APPROACH IN ELEMENTARY SCHOOL: TEACHERS’ PERCEPTIONS
Abstract
Abstract:
Thematic learning with a scientific approach is being implemented in elementary schools. This approach highlights integrated and comprehensive learning on specific topics or themes, using the scientific method as the foundation for learning. This study aims to analyze teachers' perceptions of thematic learning with a scientific approach in elementary schools. The research employs a quantitative descriptive method, with teachers from upper-grade classes, specifically grades 4, 5, and 6, in 10 clusters of Mariorawa District Gugus 26 Primary Schools in Soppeng Regency as the subjects. The data collection was conducted by distributing questionnaires based on the topic. The results indicate that teachers' knowledge, thinking abilities, and emotional responses fall into the 'very good' category. However, the aspect of teachers' experience falls into the 'good' category. Therefore, this research is expected to contribute to the development of more effective policies and learning programs and to improve student learning outcomes.
Abstrak:
Pembelajaran tematik dengan pendekatan saintifik merupakan salah satu pendekatan yang dapat digunakan dalam pembelajaran di sekolah dasar. Pendekatan ini menitik beratkan pada pembelajaran yang terpadu dan komprehensif pada suatu topik atau tema tertentu, dengan menggunakan metode saintifik sebagai landasan pembelajarannya. Penelitian ini bertujuan untuk menganalisis persepsi guru terhadap pembelajaran tematik dengan pendekatan saintifik di sekolah dasar. Jenis penelitian ini adalah penelitian deskriptif kuantitatif dengan subjek penelitian yaitu guru pada kelas tingkat tinggi yaitu kelas 4, 5, dan 6 pada 10 kelompok Sekolah Dasar Gugus 26 Kecamatan Mariorawa Kabupaten Soppeng. Pengumpulan data dilakukan dengan menyebarkan kuesioner sesuai topik. Hasilnya menunjukkan bahwa aspek pengetahuan, kemampuan berpikir, dan perasaan guru berkategori sangat baik. Namun, aspek pengalaman guru berkategori baik. Dengan demikian, penelitian ini diharapkan dapat berkontribusi dalam membuat kebijakan dan program pembelajaran yang lebih efektif dalam meningkatkan hasil belajar siswa.
Downloads
References
Abel, V. R., Tondeur, J., & Sang, G. (2022). Teacher Perceptions about ICT Integration into Classroom Instruction. Education Sciences, 12(9). https://doi.org/10.3390/educsci12090609.
Adams, T., Koster, B., & Brok, P. den. (2022). Patterns in student teachers’ learning processes and outcomes of classroom management during their internship. Teaching and Teacher Education, 120(1), 10. https://doi.org/10.1016/j.tate.2022.103891.
Aditya, B. R., Andrisyah, Ismiatun, A. N., Atika, A. R., & Permadi, A. (2021). Digital disruption in early childhood education: A qualitative research from teachers’ perspective. Procedia Computer Science, 197(2021), 521–528. https://doi.org/10.1016/j.procs.2021.12.169.
Anggraeni, A., Roza, N. A., Furkan, I. M., Khairat, F., & Utari, T. (2023). Development of Interactive Multimedia in Integrated Thematic Learning by Using Macromedia Flash in Grade IV Elementary School. Journal Insparagonsociety, 2(1), 6–13. https://doi.org/10.54482/ijebiiits.v2i01.184.
Asrafil Husein La Ede, M., & Maulina, M. (2022). Efl Pre-Service Teachers’ Perception in Managing the Learning Process During Kampus Mengajar Program. Klasikal: Journal of Education, Language Teaching and Science, 4(1), 81–95. https://doi.org/10.52208/klasikal.v4i1.133.
Bardone, E., Raudsep, A., & Eradze, M. (2022). From expectations to generative uncertainties in teaching and learning activities. A case study of a high school English Teacher in the times of Covid19. Teaching and Teacher Education, 115(1), 10. https://doi.org/10.1016/j.tate.2022.103723.
Dewi, S., Tampubolon, B., Kresnadi, H., & Rio Pranata. (2023). Deskripsi Masalah Belajar Peserta Didik pada Pembelajaran Tematik Pasca Covid-19 di Kelas V. As-SABIQUN: Jurnal Pendidikan Islam Anak Usia Dini, 5(1), 25–37. https://doi.org/10.36088/assabiqun.v5i1.2593.
Elisasmita, & Desyandri. (2023). Implementasi Pembelajaran Tematik Terpadu Dengan Menggunakan Model Porto Folio Untuk Peningkatan Kualitas Pembelajaran Di Sekolah Dasar. Jurnal Pendidikan Dan Konseling, 5(1), 1707–1715. https://doi.org/10.31004/jpdk.v5i1.11025.
Fajarwati, L., Indrianti, D. T., & Faiqotul, I. (2023). Development of thematic teaching materials on literacy program for coastal communities. AIP Conference Proceedings, 1(1), 6. https://doi.org/10.1063/5.0127464.
Ghunu, N. M. S. (2022). The Challenges of Remote Area Elementary Schools in Thematic Curriculum Implementation. International Journal of Instruction, 15(2), 19–36. https://doi.org/10.29333/iji.2022.1522a.
Haines, C. K. (2021). Making Assessment Actionable through Assessor Training: A tool for building trust through moderation and calibration. Intersection: A Journal at the Intersection of Assessment and Learning, 2(3), 24570.
Hilmi, I. fajri, & Lena, mai sri. (2022). Peningkatan Hasil Belajar Peserta Didik Pada Pembelajaran Tematik Terpadu Dengan Menggunakan Model Kooperatif Tipe Teams Games Tournament (Tgt) Di Kelas V Sdn 05 Pasar Baru. (JKPD) Jurnal Kajian Pendidikan Dasar, 7(2). https://doi.org/10.26618/jkpd.v7i2.7005.
Idris, N., Talib, O., & Razali, F. (2022). Strategies in Mastering Science Process Skills in Science Experiments: a Systematic Literature Review. Jurnal Pendidikan IPA Indonesia, 11(1), 155–170. https://doi.org/10.15294/jpii.v11i1.32969.
Indrawami. (2022). Persepsi Guru Tentang Konsep Merdeka Belajar Mendikbud Nadiem Makarim Dalam Pembelajaran Tematik. JPT : Jurnal Pendidikan Tematik, 3(3), 7–12. https://siducat.org/index.php/jpt/article/view/598.
Johnson, S. N., & Gallagher, E. D. (2021). An early exploration of undergraduate student definitions of learning, memorizing, studying, and understanding. Advances in Physiology Education, 45(2), 342–352. https://doi.org/10.1152/ADVAN.00082.2020.
Khoury, O. (2022). Perceptions of student-centered learning in online translator training: findings from Jordan. Heliyon, 8(6), 7. https://doi.org/10.1016/j.heliyon.2022.e09644.
Lin, J., Pol, S. J., Korczak, D. J., Coelho, S., Segovia, A., Matava, C. T., Parekh, R. S., Science, M., Caldeira-Kulbakas, M., Crosbie, J., Carroll, S., Bed, J. L. G., Panzera, G., Imgrund, R., & Anthony, S. J. (2022). Impact of COVID-19 Public Health Protocols on Teachers Instructing Children and Adolescents During an In-Person Simulation. Journal of the Canadian Academy of Child and Adolescent Psychiatry, 31(2), 52–63. https://pubmed.ncbi.nlm.nih.gov/35614958/.
Long, C. S., Sinclair, B. B., Fraser, B. J., Larson, T. R., & Harrell, P. E. (2022). Preservice teachers’ perceptions of learning environments before and after pandemic-related course disruption. Learning Environments Research, 25(2), 343–357. https://doi.org/10.1007/s10984-021-09376-9.
Purwati, Darisman, D., & Faiz, A. (2022). Analisis Profesionalisme Guru dalam Pelaksanaan Pembelajaran Daring di Masa Pandemi Covid-19. Jurnal Basicedu, 6(2), 3729–3735.
Rahmi, L., & Landong, A. (2023). The Influence of Problem-Based Learning Model on Student Learning Outcomes in the Theme of Technology Development Class III SD Negeri 101731 Kp . Lalang. Widyagogik, 1o(2), 284–294. https://doi.org/10.21107/widyagogik.v10i2.18181.
Rohaeni, S. (2020). Pengembangan Sistem Pembelajaran Dalam Implementasi Kurikulum 2013 Menggunakan Model ADDIE Pada Anak Usia Dini. Jurnal Intruksional, 1(2), 122–130. https://jurnal.umj.ac.id/index.php/instruksional/article/download/6258/4038.
Safitri, N., Darmayanti, R., Usmiyatun, U., & Nurmalitasai, D. (2023). 21st Century Mathematics Learning Challenges: Bibliometric Analysis of Trends and Best Practices in Shinta Indexed Scientific Publications. JEMS: Jurnal Edukasi Matematika Dan Sains, 11(1), 136–152. https://doi.org/10.25273/jems.v11i1.14283.
Sahabuddin, E. S., & Dirawan, G. D. (2022). Green School-Based Animation Video Media In Increasing Student ’ s Awareness Of The Environment. International Journal of Elementary Education, 6(3), 386–392. https://doi.org/10.23887/ijee.v6i3.54084.
Sidek, R., Halim, L., & Buang, N. A. (2021). Kefahaman dan Persepsi Guru Sains tentang Kreativiti Saintifik serta Pendekatan untuk memupuknya dalam Pengajaran dan Pembelajaran Sains Sekolah Menengah. Jurnal Pendidikan Sains Dan Matematik, 11(1), 95–102. https://ir.upsi.edu.my/detailsg.php?det=6932.
Slavin, R. E. (2018). Educational psychology. In Psychological Bulletin (Vol. 25, Issue 7). https://doi.org/10.1037/h0074121.
Steed, E. A., Shapland, D., & Leech, N. (2022). Early Childhood Teachers’ Perceptions of the Effectiveness of Their Elementary School’s Approach to Social Emotional Learning: A Mixed Methods Study. Early Childhood Education Journal, 50(7), 1121–1132. https://doi.org/10.1007/s10643-021-01248-4.
Sulistyawati, W., Wahyudi, & Trinuryono, S. (2022). Analisis (Deskriptif Kuan.titatif) Motivasi Belajar Siswa Dengan Model Blended Learning Di Masa Pandemi Covid19. Kadikma, 13(1), 68–73. https://doi.org/10.19184/kdma.v13i1.31327.
Vigren, H., Alisaari, J., Heikkola, L. M., Acquah, E. O., & Commins, N. L. (2022). Teaching immigrant students: Finnish teachers’ understandings and attitudes. Teaching and Teacher Education, 114(1), 11. https://doi.org/10.1016/j.tate.2022.103689.
Wati, U., Hastuti, W. S., & Mustadi, A. (2021). Analysis of Student Creativity in Developing Science Learning Media during the COVID-19 Pandemic. AL-ISHLAH: Jurnal Pendidikan, 13(3), 2790–2799. https://doi.org/10.35445/alishlah.v13i3.612.
Yang, D. C., Sianturi, I. A. J., Chen, C. H., Su, Y. W., & Trakulphadetkrai, N. V. (2022). Taiwanese primary school teachers’ perceived enablers for and barriers to the integration of children’s literature in mathematics teaching and learning. Educational Studies in Mathematics, 110(1), 125–148. https://doi.org/10.1007/s10649-021-10115-3.
Zhou, H., & Tu, C. C. (2021). Influential factors of university teachers’ lifelong learning in professional development. Australian Journal of Adult Learning, 61(2), 267–297. https://eric.ed.gov/?id=EJ1315930.
Zhou, J. (2022). Global learning: Definition, assessment, and approaches. Journal of Global Education and Research, 6(2), 115–132. https://doi.org/10.5038/2577-509x.6.2.1148.
Zhou, N., Tigelaar, D. E. H., & Admiraal, W. (2022). Vocational teachers’ professional learning: A systematic literature review of the past decade. Teaching and Teacher Education, 119, 103856. https://doi.org/10.1016/j.tate.2022.103856.
Copyright (c) 2023 Erma Suryani Sahabuddin, Widya Karmila Sari Achmad, Nur Fadhilah Alam, Latri
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Authors who publish with this journal agree to the following terms:
1) Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
2) Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
3)Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
