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This research uses a qualitative descriptive approach by utilizing observation, interviews and documentation analysis to determine the difficulties faced by teachers in implementing thematic learning. Research participants included the principal and class VI teachers at SD Negeri Peninggilan 5. The research findings revealed several main difficulties faced by teachers. First, at the planning stage, teachers have difficulty integrating lesson material into classroom learning steps when preparing lesson plans. Second, during implementation, teachers consider thematic learning to be time consuming because it covers many subjects and remains teacher-centered. Finally, in terms of evaluation, teachers experience difficulties in assessing students' affective mood due to individual differences, as well as facing challenges in completing subject-specific student learning outcomes reports. Efforts to overcome these difficulties so that thematic learning can be useful in improving the overall quality of teaching for other teachers.    

The purpose of this study was to determine the development process, the feasibility of teaching materials, and students' responses to printed teaching materials. This study uses the ADDIE development model. Limited trials in this study were carried out on 23 grade VI students at SDN Trawas 1 Mojokerto. The data collection technique was carried out using a review test, a validation test on several experts and a student response questionnaire. The results of this study show the feasibility of the content of the material by 87% with very feasible criteria, presentation feasibility of 83% with very feasible criteria, language feasibility of 88% with very feasible criteria, and graphic feasibility of 80% with feasible criteria, as well as the results of the response questionnaire students by 93% with very good criteria  

Meritokrasi sebagai sistem penempatan di dalam suatu jabatan pemerintahan atau pun pekerjaan berdasar kepantasan dan kelayakan, secara implisit tidak lepas disinggung dalam Al-Qur`an. Hal ini dapat diamati misalnya, dalam surat Yusuf: 55 tentang jabatan bendahara negara yang diajukan oleh Yusuf as. kepada Raja Mesir, juga dalam surat Al-Qashash: 26 tentang pengajuan Musa as. untuk bekerja kepada Syu’aib as., juga dalam Al-Baqarah: 247 tentang pengangkatan Thalut sebagai raja. Dari ketiga ayat tersebut, semua penempatan itu berdasar pada kelayakan, Yusuf as. yang diungkap sebagai “hafîdzun ‘alîm”, Musa as. yang diungkap dengan “al-qawiyyul-amîn”, dan Thaluth yang diungkap dengan “basthatan fil-‘ilm wal-jism”. Pengungkapan ketiganya dengan kompetensi masing-masing menjadi petunjuk Al-Qur`an untuk memperhatikan penempatan suatu posisi kepada orang yang tepat untuk mendapatkannya. Penelitian ini adalah penelitian kualitatif melalui studi kepustakaan, dengan pendekatan tafsir tematik (tafsir maudlu’î) tentang ayat-ayat Al-Qur`an yang mengandung pesan meritokrasi seperti, Al-Baqarah: 30-31, 247, Yusuf: 55, An-Nur: 55, dan Al-Qashash: 26, juga kata yang semakna dengan meritokrasi, seperti kata ahlun, dalam An-Nisa`: 58, An-Nahl: 43, dan Al-Anbiya`: 7. Dari ayat-ayat yang diteliti dapat teridentifikasi, bahwa di antara standar sistem merit dalam Al-Qur`an, antara lain: 1) kapabilitas, yang teridentifikasi dari pengetahuan dan pengalaman; 2) profesionalisme, yang teridentifikasi dari sikap yang bertanggung jawab; 3) moralitas, yang teridentifikasi dari karakter yang amanah; 4) kerja keras, yang teridentifikasi dari kekuatan. Kata kunci: al-qur’an, meritokrasi, tafsir Al-Qur`an, tafsir maudlu’

Based on observation results, student learning outcomes are still low. This research aims to improve student learning outcomes in Integrated Thematic Learning using the Teams Games Tournament (TGT) learning model. This research was carried out at UPTD SDN 66 Kanjitongan, Kanjitongan Hamlet, Mattiro Tasi Village, Maros Baru District, Maros Regency. The subjects of this research were 19 students in class IIIA UPTD SDN 66 Kanjitongan for the 2023/2024 academic year. The type of research used is Classroom Action Research. Based on the research results, it can be concluded that the application of the Teams Games Tournament (TGT) model in Integrated Thematic Learning can improve the learning outcomes of class III A UPTD students at SDN 66 Kanjitongan. This is shown by the results of the analysis in cycle I, the percentage of students who have reached the Minimum Completeness Criteria is 68.42% and the percentage of students who have not reached the Minimum Completeness Criteria is 31.58%. 2 cycles with the percentage of students who have reached the Minimum Completeness Criteria89.47% and the percentage of students who have not reached the Minimum Completeness Criteria 10.53%.

Based on observation results, student learning outcomes are still low. This research aims to improve student learning outcomes in Integrated Thematic Learning using the Teams Games Tournament (TGT) learning model. This research was carried out at UPTD SDN 66 Kanjitongan, Kanjitongan Hamlet, Mattiro Tasi Village, Maros Baru District, Maros Regency. The subjects of this research were 19 students in class IIIA UPTD SDN 66 Kanjitongan for the 2023/2024 academic year. The type of research used is Classroom Action Research. Based on the research results, it can be concluded that the application of the Teams Games Tournament (TGT) model in Integrated Thematic Learning can improve the learning outcomes of class III A UPTD students at SDN 66 Kanjitongan. This is shown by the results of the analysis in cycle I, the percentage of students who have reached the Minimum Completeness Criteria is 68.42% and the percentage of students who have not reached the Minimum Completeness Criteria is 31.58%. 2 cycles with the percentage of students who have reached the Minimum Completeness Criteria89.47% and the percentage of students who have not reached the Minimum Completeness Criteria 10.53%.

The aim of this research is to determine the effect of the picture and picture learning method to increase student learning activity in thematic learning. The research method used is an experimental research method, based on this type of research data in the form of quantitative research. The data collection techniques used by researchers are tests (pretest and posttest), observation and documentation. The population of this study was taken from class III at SD Negeri 0507 Pasar Latong and the sample in this study was taken from all 33 class III students. From the results of the "t" test, namely Tcount > Ttable, Ho is rejected and Ha is accepted.Based on the calculation results, it shows that the posttest average > pretest average, namely: 63.5 > 85.75. The results of hypothesis testing using the t test show that the value of T = 4.018, with a level of α = 0.05 with degrees of freedom (df) 33-1 = 32, the results obtained are T table = 1.697. The calculation results obtained Tcount > Ttable or 4.018 > 1.697, in accordance with the basic provisions for decision making that Ha is accepted and Ho is rejected, meaning that there is a significant influence of the picture and picture Learning method to increase students' active learning in class III thematic learning at SD Negeri 0507 Pasar Latong.    

Penelitian ini bertujuan untuk mengetahui efektivitas pembelajaran tematik di sekolah dasar. Metode penelitian yang digunakan dalam penelitian ini adalah metode Systematic Literature Review (SLR). Pengumpulan data yaitu dengan mendokumentasikan semua artikel yang terkait dengan penelitian. Penelitian ini menggunakan 12 artikel jurnal nasional yang diperoleh dari database google scholar dengan menggunakan aplikasi Harzing’s Publish or Perish dan peneliti menggunakan hanya 8 artikel terpaut dengan tema yang diteliti. Berdasarkan hasil penelitian disimpulkan bahwa efektivitas pembelajaran tematik di sekolah dasar dapat dijadikan solusi dalam menanggapi permasalahan siswa sehingga memberikan dampak positif terhadap hasil belajar siswa selain itu juga dapat meningkatkan kualitas pendidikan di Indonesia.

. Based on initial research at SDN Kaligrenjeng 01, it was found that thematic learning was still considered difficult to implement due to several factors, including, educators dominated more during the learning process and learning media were rarely used during the learning process. The aim of the research is to explain the development, explain the use and learning achievements of students in using PUT3 Group learning media in elementary school thematic learning. The results of learning media validation can be seen from the percentage results by material expert validators, media experts and language experts respectively. 80.00%, 92.50%, and 96.00%, the average validator assessment is 89.36% so that the learning media is suitable for use. Educators' response to the media was 84.00% and students' response to the media was 94.89%. The increase in the average value of students before using the media and after using the media was 75.79%, this shows that there was an increase in the average value of the class, so that the PUT3 Group media was stated to be able to improve students' learning achievement. Based on the research results, it was concluded that the media PUT3 Group learning in elementary school thematic learning is suitable for use. The results of the responses from educators and students show that the PUT3 Group media is easy to use. PUT3 Group learning media in elementary school thematic learning can improve student learning achievement.    

This research was motivated by the low memory of student for remembering the lesson because the use of less varied method in class 2 of 3 sukaratu elementary school in Tasikmalaya. This study aims to identify and describe the planning, implementation, and skill improvement of studen’s memory in thematic learnign by using singing learning method. The method used in this research is Classroom Action Research (PTK) according to Kemmis and Mc. Taggart which consists of planning, action, observation, and reflection in each cycle. The discussion of this study uses using singing learning method In the learning process of time unit and capital letters which are testedat the end of each cycle The results of the study stated that  singing learning method were able to improve memory of student in 3 Sukaratu of elementary school. This increase before using singing learning method (pre-action) obtained an average value of 63,54 with a percentage of 19,31% in the "less" category. After using that singing learning method in cycle I, an average value of 69,67 was obtained with a percentage of 51,62 % in the "less" category. Then in cycle II an average value of 81.77 was obtained with a percentage of 87.10 % in the "very good" category.

This research was motivated by the low memory of student for remembering the lesson because the use of less varied method in class 2 of 3 sukaratu elementary school in Tasikmalaya. This study aims to identify and describe the planning, implementation, and skill improvement of studen’s memory in thematic learnign by using singing learning method. The method used in this research is Classroom Action Research (PTK) according to Kemmis and Mc. Taggart which consists of planning, action, observation, and reflection in each cycle. The discussion of this study uses using singing learning method In the learning process of time unit and capital letters which are testedat the end of each cycle The results of the study stated that  singing learning method were able to improve memory of student in 3 Sukaratu of elementary school. This increase before using singing learning method (pre-action) obtained an average value of 63,54 with a percentage of 19,31% in the "less" category. After using that singing learning method in cycle I, an average value of 69,67 was obtained with a percentage of 51,62 % in the "less" category. Then in cycle II an average value of 81.77 was obtained with a percentage of 87.10 % in the "very good" category.

This research is a development research (R&D) using the ADDIE development model which consists of: 1.) Analysis; 2.) Design; 3.) Development; 4.) Implementation; and 5.) Evaluation. Data collection was carried out by interviews, questionnaires and tests. The results of the interviews were analyzed descriptively qualitatively, while questionnaires and tests were analyzed quantitatively. Validation was carried out by questionnaire instrument experts, material experts, media experts and practitioner experts by class IV educators. The results of the analysis show that cartoon film learning media is included in the "very feasible" category to be used as a learning medium in class IV SDN 9 Sampurtoba. Based on Validation: 1.) Questionnaire Instrument Expert with an average percentage of 90%; 2.) Learning material experts get an average percentage of 95%; 3.) Learning media experts with an average percentage of 95%; 4.) Expert Practitioner with an average percentage of 93%. And continued with the distribution of Pre-Test and Post-Test questions to class IV with a lot of 15 students, obtained an average Pre-Test score of 42 increased with an average post-test result of 80. From the data acquisition it can be concluded that the developed cartoon film learning media is effective in improving learning outcomes.

UMKM di Desa Kedungdalem memiliki peluang untuk berkembang karena memiliki beberapa keunggulan dan keunikan yang berpotensi. Namun pelaku UMKM di Desa Kedungdalem masih menggunakan pemasaran offline dikarenakan kurangnya ilmu pemanfaatan teknologi para pelaku UMKM, hal ini yang menyebabkan UMKM Desa Kedungdalem kurang dikenal oleh masyarakat luas. Dengan adanya permasalahan tersebut, kelompok 50 KKN-T MBKM melakukan kegiatan pengabdian berupa pendampingan rebranding dan digital marketing melalui Kuliah Kerja Nyata Tematik MBKM dengan tujuan dapat membantu dan memotivasi UMKM di Desa Kedungdalem agar berkembang mengikuti perkembangan industri kreatif masa kini. Metode yang digunakan dalam pengabdian ini yaitu dengan pendampingan secara tatap muka dengan pelaku UMKM Desa Kedungdalem. Hasil dari kegiatan pendampingan ini yaitu dapat membantu beberapa UMKM dalam hal pembuatan logo, memperbaharui kemasan, dan juga menerapkan digital marketing dalam mempromosikan produk atau jasanya.

Based on the results of measuring PPH consumption for the City of Surakarta in 2020, the PPH score was 90.8 with a total energy consumption of 2,031 Kcal/capita/day. This figure illustrates that the Energy consumption of Surakarta City residents has reached 94.5% of the ideal Energy Adequacy Rate (AKE) of 2,150 Kcal/capita/day. Meanwhile, from the PPH Availability of Surakarta City, a score of 91.9 was obtained with a total energy availability of 2,481 Kcal/capita/day. Judging from these two figures, in terms of quantity and quality in general, the food consumption of Surakarta City residents is close to ideal, so it is expected that the status of the Surakarta City community as a whole is in good condition. Then from the availability side, an overview of the various food ingredients available in Surakarta City has reached 103% of the Availability Energy Adequacy Rate (AKE) of 2,310 Kcal/capita/day.

The purpose of this research is to describe the integrative thematic learning process for fifth grade students. The method used in this study is qualitative. Data collection techniques using interviews and observation and analyzed based on reduction diagrams, interpretation and conclusion. Research results at the learning planning stage, some lesson plans have used thematic lesson plans, but there are some subject matter that have not used thematic lesson plans. At the small part of the learning implementation stage, the delivery of material has not used thematic learning models, as seen in the delivery of material still based on subjects. Most of them already use thematic learning models. Furthermore, at the assessment stage, the thematic assessment model has not been used. The assessment of learning outcomes carried out by all teachers is in the form of a written test which is still carried out based on the subject. The obstacles to the application of thematic learning, namely the lack of socialization regarding thematic learning and the limitations of adequate teaching aids, so that it is less than optimal in concrete learning  

Tujuan untuk meningkatkan kemampuan guru SDI Wutik Kabupaten Sikka dalam menyusun RPP tematik melalui supervisi akademik. Dalam penelitian menujukkan bahwa  supervisi akademik secara kelompok pada siklus I, diperoleh data guru-guru belum mengikuti prosedur penyunan RPP tematik dengan benar dan RPP yang disusun oleh guru SDI Wutik masih belum maksimal, maka perlu dilakukan supervisi akademik lanjutan yaitu pada siklus II. Pelaksanaan tindakan supervisi akademik pada siklus II dilakukan dengan mendatangkan nara sumber dan pendekatan supervisi akademik secara individual (percakapan individu). Hasil penelitian  rata-rata (1) Kemampuan guru kelas SDI Wutik Kabupaten Sikka, dalam mengikuti prosedur menyusun RPP tematik meningkat dari kondisi awal sebesar 29,17% (kategori sangat kurang) menjadi 68,75% (kategori cukup) diakhir siklus I dan menjadi  84,38% diakhir siklus II. Dan, (2) Kemampuan guru kelas SDI Wutik dalam menyusun RPP tematik meningkat dari kondisi awal 57,74 (kategori Cukup) menjadi 75,00 (dengan kriteria Baik), dan meningkat menjadi 89,29 diakhir siklus II. Berdasarkan analisis data penelitian penulis menyimpulkan bahwa supervisi akademik dapat meningkatkan kualitas RPP Tematik guru Kelas SDI Wutik Kabupaten Sikka pada semester ganjil tahun pelajaran 2021/2022.

Berdasarkan hasil observasi dan wawancara dengan guru kelas V di SD Negeri 1 Waluyorejo menunjukkan bahwa kemampuan berfikir kritis peserta didik masih rendah dalam pembelajaran tematik. Oleh sebab itu, perlu dibutuhkan alternatif medel pembalajaran yang dapat meningkatkan kemampuan berfikir ktitis peserta didik dalam pembelajaran tematik. Penelitian ini bertujuan meningkatkan kemempuan berfikir kritis pada pelajaran tematik melalui penerapan model pembelajaran Problem Based Instruction (PBI) pada siswa kelas V SD. Jenis penelitian adalah penelitian tindakan kelas yang melibatkan siswa kelas V yang berjumlah 19 orang siswa. Pengumpulan data hasil belajar siswa dikumpulkan dengan tes hasil belajar, metode analisis data dengan analisis deskriptif kuantitatif. Hasil penelitian ini menunjukan bahwa hasil belajar mata pelajaran tematik melalui penerapan model pembelajaran Problem based instruction (PBI) pada siswa kelas V hasil peneliitian menunjukkan bahwa kemampuan berfikir kritis dapat meningkat dari siklus ke siklus. Pada pra siklus 15,8%, siklus I 52,65%, siklus II 89,45 sehingga dikategori "sangat kritis". Sehingga penerapan model Problem Based Instruction bisa menjadi alternatif dalam meningkatkan kemampuan berfikir kritis peserta didik di sekolah dasar.

Penelitian ini bertujuan untuk (1) mengetahui implementasi model Problem Based Learning untuk meningkatkan kemampuan berfikir kreatif siswa pada tema 1 subtema 3  Kelas III SD N  1 Waluyorejo, (2) mengetahui peningkatan kemampuan berfikir kreatif siswa yang menggunakan model Problem Based Learning pada tema 1 subtema 3 kelas III SD Negeri 1 Waluyorejo. Model penelitian ini adalah Penelitian Tindakan Kelas (PTK). Penelitian Tindakan Kelas (PTK) ditandai dengan adanya suatu tindakan. Tindakan ini tidak hanya dilakukan sekali, akan tetapi tindakan ini dilakukan berulang-ulang sampai tujuan Penelitian Tindakan Kelas (PTK) ini tercapai. Hasil penelitian ini dapat dijelaskan sebagai berikut: (1) implementasi model pembelajaran Problem Based Learning meliputi; mengidentifikasi masalah, membimbing penyelidikan, mengembangkan hasil penyelidikan, mengevaluasi proses pemecahan masalah, generalisasi atau kesimpulan dapat diterapkan ke siswa pada materi tema 1 subtema 3 kelas III di SD Negeri 1 Waluyorejo, (2) untuk hasil kemampuan berfikir kreatif siswa pada pembelajaran tematik dengan mengimplementasikan model Problem Based Learning mampu meningkatkan berfikir kreatif siswa dengan hasil pada pra siklus rata-rata persentase ketuntasan tes kemampuan berfikir kreatif  siswa sebesar 32 % dengan kategori sangat kurang. Kemudian pada siklus I rata-rata persentase ketuntasan tes kemampuan berfikir kratif siswa meningkat mencapai 52% dengan kategori kurang, sedangkan rata-rata ketuntasan tes kemampuan berfikir kreatif  siswa pada siklus II yang diperoleh meningkat menjadi 88,75 % dengan kategori sangat baik. Sehingga implementasi  model Problem Based Learning menjadi alternatif solusi untuk meningkatkan kemampuan berfikir kreatif siswa di SD Negeri 1 Waluyorejo.

Pembelajaran bermakna merupakan proses pembelajaran dimana informasi baru dihubungkan dengan stuktur pengertian yang dimiliki seseorang dalam proses pembelajaran, Maksudnya pembelajaran bermakna terjadi apabila peserta didik mencoba menghubungkan fenomena baru dengan pengatahuan yang ia miliki, serta dikaitkan dengan pelajaran sehingga memunculkan konsep-konsep baru.  Pengkajian Model Meaningful Learning pada pembelajaran tematik ini bertujuan untuk menghasilkan pembelajaran yang bermakna dalam penerapan pembelajaran tematik. Metode yang digunakan dalam penelitian ini menggunakan metode kepustakaan dengan pendekatan kualitatif. Metode kepustakaan yang dilakukan dalam penelitian ini dengan cara mengumpulkan data, informasi yang terdapat dalam kepustakaan. Analisis data dilakukan dengan mengkaji Konsep Model Pembelajaran Bermakna (Meaningful Learning) pada pembelajaran tematik. Dalam Model Pembelajaran Bermakna (Meaningfull Learning) terdapat beberapa model pembelajaran yang dapat menghasilkan pembelajaran bermakna, yaitu model pembelajaran peta konsep, model pembelajaran advance organizer, dan model pembelajaran kontekstual.         

Thematic learning in elementary schools has several special characteristics that distinguish it from other learning approaches. Children of school age / 6-12 years are called school age, because children have finished kindergarten as a real preparatory institution. It is called the ripe period for learning, because the child has tried to achieve something, but the activity of playing development is only aimed at getting pleasure when doing the activity itself. It is called a mature period for school, because children already want new abilities, which can be provided by schools (Nasution Noehi, 1993: 44). According to Banett, et al., the characteristics of elementary school age children are as follows. (1) They are naturally curious and interested in the world around them. (2) Enjoys playing and prefers to have fun. (3) Likes to organize himself to handle things, explore a situation and try new ventures. (4) usually thrilled and driven to excel because they do not like to experience dissatisfaction and reject failures. (5) Learn effectively when satisfied with the situation that occurs. (6) Learning by working, observing, taking initiative and teaching other children (Mulyani Sumantri & Nana Syaodih, 2000: 12).

. Tujuan penelitian ini adalah untuk mengetahui efektivitas media smart card (kartu pintar) pada pembelajaran tematik di MI Maslakul Huda Gunungsari. Penelitiannya merupakan lapangan yang bersifat deskriptif kualitatif. Sumber data penelitian adalah Guru kelas IV dan Kepala Sekolah. Adapun teknik pengumpulan data melalu wawancara dan dokumentasi, dengan teknik analisa data yaitu reduksi data, penyajian data, dan kesimpulan/verifikasi data. Hasil penelitian ini menunjukkan bahwa implementasi media smart card pada pembelajaran tematik dilakukan dengan permainan tepuk kartu dengan langkah-langkah yang telah ditentukan, adapun kendala yang dihadapi guru dalam menerapkan media smart card ini adalah adanya keterbatasan waktu untuk menyiapkannya sehingga hanya digunakan untuk beberapa pembelajaran saja. Peran media smart card pada pembelajaran tematik adalah sebagai media yang dapat membuat siswa lebih aktif berinteraksi, membuat suasana kelas lebih kondusif, mempermudah guru dalam penyampaian materi, memudahkan siswa mengingat dan memahami materi, serta dapat meningkatkan hasil belajar siswa. Sehingga dapat dikatakan implementasi media smart card sesuai dengan kemampuan.