INTEGRATED THEMATIC LEARNING PAPER

Various Forms Of PT In Terms Of The Nature Of The Material Being Combined,

The Method Of Integration, Implementation Time, Planning, Triggering Elements
And Determining The Flexibility And Requirements Of PT

(To Fulfill Integrated Thematic Learning’s Group Assignment)

Lecturer :

Ms. Mai Sri Lena, S.Pd, M.Pd

Compiled by:

Group 2

Dani anisa imanda 20129258

Iga rosari 20129293

Sanseni safitri 20129072

Silvi Wardahtun Aisyah 20129209

Primery School Teacher Education

Faculty Of Science Education

Padang State University

2021

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 Foreword

Praise and gratitude to Allah SWT. who has made it easy for us to finish this paper in
titled "Various Forms Of Implementation Of Pt In Terms Of The Nature Of The
Material Combined, The Way Of Integration, Implementation Time, Planning,
Triggering Elements And Determining The Flexibility And Requirements Of PT" can
be completed. This paper was prepared in order to fulfill the tasks of the integrated
thematic learning course. Hopefully this paper can be useful for those who read it.
Without god's grace and help, we would not be able to complete this paper properly.
Don't forget to pray and sholawat for the great prophet Muhammad SAW.

We realize that this paper still needs a lot of improvement due to its mistakes and
shortcomings. We as group 2 are open to criticism and suggestions from readers so
that this paper can be even better. If there are still many errors in this writing, both
related to writing and content, we apologize. Thank you.

Padang, August 28th, 2021

Compiler

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 Table of Contents

Foreword............................................................................................................................ii
Table Of Contents.............................................................................................................iii
CHAPTER 1.......................................................................................................................1
PRELIMINARY................................................................................................................1
A. Background...................................................................................................................1

B. Problem Formulation...................................................................................................2

C. Purpose..........................................................................................................................2

CHAPTER II......................................................................................................................3
DISCUSSION.....................................................................................................................3
CHAPTER III..................................................................................................................15
CLOSING.........................................................................................................................15
A. Conclusion...................................................................................................................15

B. Suggestion...................................................................................................................15

REFERENCES.................................................................................................................16

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 CHAPTER 1
PRELIMINARY

A. Background
Along with the development of an increasingly modern era, it should be
accompanied by the development of better education, but in fact the implementation
of education until now still adheres to a managerial administrative approach, namely
the implementation of learning that emphasizes the completion of learning programs.

As a result, the interests and needs of students are ignored or even not touched at
all because teachers are only focused on completing learning according to the
program. The implementation of such education will be able to stifle the innovation
and creativity of teachers to develop their ideas. The neglect of children's interests
and needs will result in obstacles to child development. Children's development is
only in the cognitive aspect which is not always in accordance with the interests and
needs of children so that it will inhibit children's creativity.

To overcome this problem, of course, efforts are needed to achieve learning that
can develop children as optimally as possible, both cognitive, affective, and
psychomotor aspects as well as creativity development. For elementary school
children who are still at the concrete operational level, namely understanding
something that is real or not abstract, children need direct and real learning
experiences in everyday life.

Learning that can develop the potential of children, among others, is integrated
learning. It is based on the development of children in a holistic manner, taking place
in an integrated manner (the aspect of one dimension affects aspects of the other
dimensions). In integrated learning, teachers are required to have the ability to design
and implement learning according to the characteristics of children in order to keep
up with the development of an increasingly advanced era.

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B. Problem Formulation
Based on the background of the problem above, the problems that will be
discussed in this paper are:

1. What are the various forms of PT implementation?

2. What are the properties of the combined materials?
3. How to combine materials?
4. What is the implementation time of the material?
5. What are the ptt flexibility and requirements?

C. Purpose
From the description of the problem formulation above, the objectives of this
paper are:

1. To find out the various forms of ptt implementation.

2. To determine the properties of the combined material.
3. To know how to combine materials.
4. To find out the implementation time of the material.
5. To know the flexibility and requirements of PT

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 CHAPTER II
DISCUSSION

2.1 Various forms of integrated thematic learning implementation.

In practice, there are several factors that influence the way teachers carry out
integrated learning. This can result in various forms of integrated learning
implementation. This variety can be determined by the nature of the material being
combined, how to combine the material, the planning of the guide, the timing of its
implementation, and seen from the elements. the trigger. The things that need to be
considered in developing integrated learning are expressed by the PGSD development
team (1996: 13), namely accuracy in anticipating the benefits of inter- and intra-field
conceptual linking directions, mastery of materials and methodologies for fields of
study that need to be linked and paying attention to the curriculum developed. exists
so that educational goals can be achieved. According to the PGSD development team
(1996:10-13).

The following will describe the various forms of integrated learning implementation :

1. Judging from the nature of the material being combined.

If viewed from the nature of the integrated material, then there are at least two
forms of integrated learning implementation, namely:

a) Integrated learning within the field of study.

Integrated learning is said to be intra-field of study if it combines

materials (subject/sub-topic, concepts/sub-concepts, skills or values) in
one field of study. A learning that combines measurement materials,
ratios, fractions arithmetic operations. For example, is integrated learning
within the field of mathematics. Learning that combines listening, reading,
speaking, and writing skills, is integrated learning within the Indonesian
language field.

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 b) Integrated learning between fields of study. A learning that combines
mathematics and science, for example, is said to be integrated learning
between fields of study of mathematics and ipa. Integrated learning can
also occur between Science, Social, Math, and Indonesian.

2. Judging from the way the material is integrated.

In carrying out integrated learning, teachers sometimes still pay close

attention to the boundaries between one field of study and another. However,
sometimes also, the boundaries between one subject and another are very
vague, almost like there is no partition. In practice, if a theme has been
determined, the teacher and students examine the theme from the point of
view of each field of study. Based on the theme, the teacher (with students)
determines the elements of the field of study that must overlap with the field
of study other studies. If a theme has been determined, for example
"flooding", students are invited to study aspects of mathematics, science
aspects, social studies aspects, and flood without paying attention to the
interrelationships between what is learned in mathematics, science, and social
studies.

Meanwhile, learning can also result in students having to fully

integrate some or even all fields of study. Students are not only required to
know aspects of each field of study, but must organize them in such a way as
to become a unified whole. Generally this happens. in project learning.

This stage should be carried out after making a thorough mapping of

basic competencies in all subjects taught in elementary schools with the aim
that there is an even distribution of integration and achievement. When
determining several subjects to be integrated, it should be accompanied by
reasons or rationales related to the achievement of basic competencies by
students and the meaning of learning.

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3. Judging from the time of implementation of the material.

According to Trianto (2011: 220) setting the lesson schedule is an

administrative procedure. The timing of the implementation of integrated
learning can vary. Some integrated learning is carried out at a certain time,
namely if the material being taught fits well to be taught in an integrated
manner. Integrated learning periodically, there are also those who carry out
integrated learning all day long. Integrated learning that is carried out at a
certain time is called temporary integrated learning. In this case, the
implementation of integrated learning does not follow a regular schedule. This
learning occurs without certainty of time. Such learning is highly situational.
By looking at the various implementations of integrated learning, it can be
explained that integrated learning starts from the planning, implementation
and evaluation stages. Integrated learning is still divided into three models,
namely thematic learning models, intra-field integration and inter-field
studies, each of which will be explained further.

There are two kinds of thematic teaching schedule models which are
described as follows.
1. Model thematic teaching schedule with subjects.
2. Learning models with subjects are generally used in elementary
schools. This schedule model, with the theme included in the subject.
This means that the themes used in thematic learning do not appear in
the schedule, but what is written on the schedule is the name of the
lesson.
3. Integrated thematic teaching schedule model. An integrated thematic
lesson schedule is a lesson schedule that uses themes, not subject
names. Therefore, in the lesson the names of the lessons are not

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 written. Techniques for designing thematic subject schedules with
subjects
All teachers who teach in grades 1, 2 and 3, both classroom
teachers, religious subjects, physical education teachers, as well as
local content need to jointly develop a lesson schedule. Develop a
lesson schedule using a table containing subjects and hours of subjects.
All teachers consulted to determine the theme. The technique of
designing an integrated thematic lesson schedule. All teachers who
teach in grades 1, 2 and 3, both classroom teachers, religious subjects,
physical education teachers, as well as local content need to jointly
develop a lesson schedule. Before the start of the new school year, all
teachers consult to determine the themes used in thematic learning in
one year.
It is recommended that madrasas or schools have schedules with
subject names as a guide for teachers to understand the number of
hours for each subject.
Integrated learning can also be designed periodically, for example
at the end of every weekend, at the end of every quarter, and so on.
The implementation times have been designed for sure. Meanwhile,
the implementation of integrated learning can also be carried out all
day long. there are lessons in the field of study. There are only
students who learn according to what they want. Therefore, it is not
surprising that in integrated learning, which is known as integrated day
or integrated day.

4. Flexibility of integrated learning.

Thematic learning is flexible (flexible) where teachers can relate

teaching materials from one subject to other subjects, even linking
them to student life and the environmental conditions in which the

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 school and students are located. In practice, the integrated learning
developed by the teacher is only one dimension. There is spontaneous
integrated learning that combines two subjects as a whole. There is
also planned integrated learning based on a certain theme, and carried
out every certain period of time. There is almost no integrated
learning. unidimensional.

5. Integrated Learning Requirements.

To be able to carry out integrated learning, several things are needed,

including:

a) The professional foresight of teachers in anticipating the use of

various possible directions for conceptual linking intra or
between fields of study.
b) Mastery of materials and methodologies in related fields of
study.
c) Educational insight that is able to make teachers always alert to
take advantage of every decision and action to provide real
derivatives for the achievement of the overall goals of
education (instructional impact and accompaniment impact).
6. The Steps Of The Thematic Learning Implementation Plan

According to Rusman (2015:156-162) there are six stages in

developing a thematic learning implementation plan, namely:

1. Determine the subjects to be integrated

This stage should be carried out after making a thorough mapping

of basic competencies in all subjects taught in elementary schools
with the intention that there is an even distribution of cohesion.
When determining several subjects to be integrated, it should be

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accompanied by reasons or rationales related to the achievement of
basic competencies by students and the meaning of learning.

2. Learn basic competencies and indicators of the content of

the subjects to be integrated

At this stage, an assessment of basic competencies at the same

level and class is carried out from several subject content that
allows it to be taught using the umbrella of an unified theme.
Previously it was necessary to determine in advance the aspects
of each subject matter that could be integrated.

Consider the following example:

Indonesian Mathematics IPA Cultural arts

and crafts

Listening Counts up to Living things Visuals:

three digits and life expression
processes pictures

Talking Measurements: Objects and Imaginative

length, weight their properties pictures
of

Read Energy and its Imaginative

changes object

Write Rhythm
(color, line)

Based on the mapping of aspects in each subject matter, as printed

in bold and circled above, then the basic competencies and

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indicators for each subject matter can be determined as shown in
the following example:

Indonesian Mathematics IPA Cultural arts and

crafts

Describing Understand Describe Responding to

the animals the concept the various visual
around of the visible elements: spots,
(verbally) sequence of parts of lines, planes, colors
whole animals and shapes
numbers around
the house
and
school

3. Selecting and setting a unifying theme/topic

The next stage is choosing and setting a theme that can unite
the basic competencies and indicators in each subject that will
be combined in the same class and semester. In choosing and
setting a theme, there are several things that need to be
considered, including: a) the chosen theme must allow the
thinking process for students to occur and be related to their
learning methods and habits, b) the scope of the theme is
adjusted to the age and development of students, including
interests. , needs, and abilities, and c) setting the theme starting
from the closest environment and recognized by students.

Unifying themes that will be discussed in thematic learning can

be determined by the teacher and/or with students based on

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 these considerations. Examples of themes, such as: “natural
events”, “family”, “cleanliness”, “health”, “recreation”,
“transportation”, “communication tools”, “experience”, etc.
The scope of the theme set should not be too broad or too
narrow. Themes that are too broad can be further elaborated
into sub-themes or sub-themes that are more specific and more
concrete. The theme or sub-theme can then be further
developed into a learning material/content. When described it
will look like below.

For example, the theme of “experience” can be developed into

sub-themes: (1) pleasant experiences, (2) sad experiences, (3)
funny/lucky experiences. The theme of "transportation means"
can be developed into sub-themes such as the following
examples: (1) land transportation, (2) sea transportation, 3) air
transportation. The theme of "natural events" can be developed
into sub-themes: (1) floods, (2) earthquakes, (3) volcanic
eruptions, (4) landslides, etc. Children's theme 1 theme 2
children's theme 3 material 1 material 2 material 3.

4. Linking basic competencies with a unifying theme.

At this stage, a mapping of the basic competencies of each

subject is carried out which will be combined with a unifying
theme. The mapping can be made in the form of a chart and/or
a theme network matrix showing the link between a unifying
theme and the basic competencies of each subject. Not only
that, this mapping must also show the relationship between the
unifying theme and the indicators of achievement. An example
of mapping the relationship between basic competencies and

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 the unifying theme of “animals” is shown in the chart and
matrix below.

From the connection chart above, it can be described more

fully in the following matrix example:

Subject Content Basic Competencies Indicator

Indonesian Talking about the  imitating the

animals around movements and
sounds of certain
animals
 Explain the
characteristics of
animals in detail
(name,
characteristics,
voice, where they
live) with a
coherent choice of
words and
sentences
 read and complete
short texts with
pictures

IPA Describe the visible  Make a list of the

parts of animals main body parts of
around the house and animals (cats, birds,
school fish) and their uses
from observations
 Imitating various

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 animal sounds in
the environment
 Simple drawing of
animals and naming
the main parts of
the animal's body
 Tell how animals
move based on
observations for
example: using legs,
belly, wings and
fins

Matematika Understand the • Mention the number

concept of the of objects
sequence of whole • Read and write
numbers numeric symbols in
words and numbers
• Determine that a
collection of objects
is more, less, or
equal to another set

Crafts and arts Responding to various  Express feelings of

visual elements: bits, interest in the
lines, fields, colors, observed object
shapes from various visual
elements and their
combination.

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5. Preparation of thematic learning syllabus

From the results of the entire process that has been carried out
in the previous stages, it is used as the basis for the preparation
of the thematic learning syllabus. In general, this syllabus is
defined as an outline, summary, overview, or main points of
content/thematic learning materials. The syllabus is a further
elaboration of competency standards, basic competencies to be
achieved, and the main points of material that students need to
learn. In compiling the syllabus, it needs to be based on the
matrix/connection chart that has been developed. The basic
competencies of each subject that cannot be linked in thematic
learning are arranged in a separate syllabus. The syllabus
format is arranged in the form of a matrix and contains the
subjects to be integrated, the basic competencies and indicators
to be achieved, the main materials, strategies or learning steps
to be carried out, the time allocation needed, and the sources of
library materials that are used as references. Examples of
formats and guidelines for the preparation of thematic learning
syllabus can be seen in the attached matrix.

6. Preparation of thematic learning implementation plans

For the purposes of implementing thematic learning, it is

necessary to prepare a learning implementation plan (RPP).
The preparation of this lesson plan is the realization of the
student learning experience that has been set out in the learning
syllabus. The thematic lesson plan components include:

a) Subject identity (name of subject to be combined,

class, semester, and time/number of meeting
hours allocated).

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b) Basic competencies and indicators to be achieved.
c) The main materials and their descriptions that
students need to learn in order to achieve basic
competencies and indicators.
d) Learning strategies (concrete learning activities
that students must do in interacting with learning
materials and learning resources to master basic
competencies and indicators).
e) The tools and media used to facilitate the
achievement of basic competencies, as well as the
sources of materials used in thematic learning
activities are in accordance with the basic
competencies that must be mastered.
f) Assessment and follow-up (procedures and
instruments that will be used to assess student
achievement and follow-up on assessment results)
A.

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 CHAPTER III
CLOSING

A. Conclusion
From the discussion above, it can be concluded that the various forms of
integrated thematic learning can be viewed from several aspects, including:

1. Judging from the nature of the material that is combined, including intra-field
of study and between fields of study
2. Judging from the way the material is integrated
3. In the integration of materials, strict attention must be paid to the boundaries
between one field of study and another because sometimes the boundaries
between one subject and another are very vague, it is almost as if there is no
barrier that limits it.
4. Judging from the implementation time, thematic learning uses a certain time
(temporary or periodic) or one full day (integrated day).
5. In terms of flexibility, thematic learning is flexible where teachers can relate
teaching materials from one subject to other subjects, even linking them to
student life and the environmental conditions in which the school and students
are located.
6. In addition, in the implementation of integrated learning, it must have several
requirements that must be possessed.

B. Suggestion
Prospective educators and educators should understand how to implement
integrated learning so that integrated learning is appropriate.

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Izzaucon. (2014). Persyaratan Pelaksanaan Pembelajaran Terpadu.

http://izzaucon.blogspot.com.

Kadarwati, A.(2017). Pembelajaran Tematik. Magetan: https://books.google.co.id/.

Nora, D. (2014). IMPLEMENTASI PEMBELAJARAN TEMATIK . Padang:

googleusercontent.com.

Amelia,W (2019). Praktek Pembelajaran Terpadu di Sekolah Dasar.

googleusercontent.com.

Erni, W. D.(2019). IMPLEMENTASI PEMBELAJARAN TEMATIK KELAS IV.

googleusercontent.com.

Karli,H (2020). Penerapan Pembelajaran Tematik SD di Indonesia. googleusercontent.com.

Putri,S (2017). Implementasi Pembelajaran Tematik. blogspot.com.

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