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Penelitian ini bertujuan untuk menganalisis penerapan metode tematik dalam pembelajaran bahasa berdasarkan perspektif siswa dan guru. Penelitian dilakukan melalui pendekatan kualitatif dengan melibatkan wawancara mendalam, observasi kelas, dan analisis dokumen. Hasil penelitian menunjukkan bahwa metode tematik mampu meningkatkan pemahaman siswa terhadap materi bahasa melalui integrasi berbagai keterampilan bahasa, seperti membaca, menulis, berbicara, dan mendengar, dalam konteks tema tertentu. Guru memandang metode ini sebagai strategi efektif untuk memotivasi siswa, meskipun terdapat tantangan dalam perencanaan dan pelaksanaannya, terutama terkait waktu dan sumber daya. Perspektif siswa mengungkapkan bahwa metode ini mempermudah mereka memahami materi dan meningkatkan partisipasi aktif dalam pembelajaran. Penelitian ini juga mengidentifikasi faktor-faktor yang memengaruhi keberhasilan implementasi metode tematik, termasuk kesiapan guru, kurikulum, dan dukungan fasilitas. Temuan ini memberikan wawasan penting bagi pengembangan pedagogi bahasa dan menyarankan peningkatan pelatihan bagi guru dalam penerapan metode tematik.

Penelitian ini bertujuan untuk menganalisis penerapan metode tematik dalam pembelajaran bahasa berdasarkan perspektif siswa dan guru. Penelitian dilakukan melalui pendekatan kualitatif dengan melibatkan wawancara mendalam, observasi kelas, dan analisis dokumen. Hasil penelitian menunjukkan bahwa metode tematik mampu meningkatkan pemahaman siswa terhadap materi bahasa melalui integrasi berbagai keterampilan bahasa, seperti membaca, menulis, berbicara, dan mendengar, dalam konteks tema tertentu. Guru memandang metode ini sebagai strategi efektif untuk memotivasi siswa, meskipun terdapat tantangan dalam perencanaan dan pelaksanaannya, terutama terkait waktu dan sumber daya. Perspektif siswa mengungkapkan bahwa metode ini mempermudah mereka memahami materi dan meningkatkan partisipasi aktif dalam pembelajaran. Penelitian ini juga mengidentifikasi faktor-faktor yang memengaruhi keberhasilan implementasi metode tematik, termasuk kesiapan guru, kurikulum, dan dukungan fasilitas. Temuan ini memberikan wawasan penting bagi pengembangan pedagogi bahasa dan menyarankan peningkatan pelatihan bagi guru dalam penerapan metode tematik.

Learning in the digital era needs to be supported by various supporting facilities. Variations in student needs and school capabilities affect the differences in the procurement of relevant supporting facilities. This study aims to analyze learning support facilities in public and private schools in West Java. Data was collected by interviewing teachers from each school. The results of this study show that both schools have different facilities and facilities to support the digita era. SDIT Titian Ilmu has more equitable and complete digital facilities compared to SDN 087 Rancabolang. This shows that schools in Indonesia are uneven in terms of digital facilities, especially in public schools. Nevertheless, both schools have realized the importance of keeping up with the times to support the learning process. These schools have used digital learning to support the learning process. However, SDN 087 Rancabolang still has limited digital facilities due to the uneven distribution of facilities within the school which only provides one infocus that is used alternately and the internet (WIFI), while SDIT Titian Ilmu, the facilities and facilities are evenly distributed, namely infocus in each class and a computer lab. However, teachers at SDN 097 Rancabolang do not just let this digital-based learning continue, but they try to familiarize themselves with the use of this technology.

Learning in the digital era needs to be supported by various supporting facilities. Variations in student needs and school capabilities affect the differences in the procurement of relevant supporting facilities. This study aims to analyze learning support facilities in public and private schools in West Java. Data was collected by interviewing teachers from each school. The results of this study show that both schools have different facilities and facilities to support the digita era. SDIT Titian Ilmu has more equitable and complete digital facilities compared to SDN 087 Rancabolang. This shows that schools in Indonesia are uneven in terms of digital facilities, especially in public schools. Nevertheless, both schools have realized the importance of keeping up with the times to support the learning process. These schools have used digital learning to support the learning process. However, SDN 087 Rancabolang still has limited digital facilities due to the uneven distribution of facilities within the school which only provides one infocus that is used alternately and the internet (WIFI), while SDIT Titian Ilmu, the facilities and facilities are evenly distributed, namely infocus in each class and a computer lab. However, teachers at SDN 097 Rancabolang do not just let this digital-based learning continue, but they try to familiarize themselves with the use of this technology.