PROBLEMATIKA PEMBELAJARAN TEMATIK DI MI SWASTA AL-KHAERAT POLEONRO KECEMATAN POLEANG TENGAH KABUPATEN BOMBANA

Nuraeni, Nim. 18010104078, N (2022) PROBLEMATIKA PEMBELAJARAN TEMATIK DI MI SWASTA AL-KHAERAT POLEONRO KECEMATAN POLEANG TENGAH KABUPATEN BOMBANA. Other thesis, IAIN Kendari.

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Abstract

ABSTRAK
Nuraeni, Nim. 18010104078. “Problematika Pembelajaran Tematik di MI Swasta
Al-Khaerat Poleonro Kecematan Poleang Tengah Kabupaten Bombana. Melalui
bimbingan Raehang, S.Ag, M.Pd.I. dan Dr. Marzuki M.A
Tujuan penelitian ini adalah mendeskripsikan pelaksanaan pembelajaran tematik
di MI Swasta Al-Khaerat Poleonro Kecematan Poleang Tengah Kabupaten Bombana,
mendeskripsikan masalah atau problem guru dan siswa dalam pelaksanaan pembelajaran
tematik yang dihadapi MI Swasta Al-Khaerat Poleonro Kecematan Poleang Tengah
Kabupaten Bombana dan mendeskripsikan solusi yang digunakan sekolah dalam
menghadapi problematika pembelajaran tematik di MI Swasta Al-Khaerat Poleonro
Kecematan Poleang Tengah Kabupaten Bombana. Jenis penelitian ini adalah deskriptif
kualitatif. Sumber data dalam penelitian ini adalah kepala sekolah, guru tematik dan
siswa/i kelas I, II, dan III di MI Swasta Al-Khaerat Poleonro dan tehnik pengumpulan
data adalah observasi, wawancara dan dokumentasi. Teknik analisis data yaitu reduksi
data, penyajian data dan penarikan kesimpulan atau verifikasi. Hasil penelitian
menunjukan bahwa Penerapan pembelajaran tematik di MI Swasta Al-Khaerat Poleonro,
belum dilaksanakan secara maksimal. Hal ini dapat dilihat dari a) tahap perencanaan,
guru kesulitan dalam menyusun RPP (rencana pelaksanaan pembelajaran) b) tahap
pelaksanaan, proses pembelajaran masih berpusat pada guru, penyampaian muatan
pembelajaran masih terpisah. c) tahap penilaian, guru menggunakan penilaian
pengetahuan dan keterampilan sedangkan aspek penilaian sikap belum tampak
dilakukan. Problem guru dalam pelaksanaan pembelajaran tematik yaitu guru kesuliatan
dalam penyusunan RPP (Rencana Pelaksanaan Pembelajaran), metode pembelajaran
guru yang digunakan dalam proses belajar mengajar yang tidak sesuai dengan kurikulum
2013, penyajian dan pendayagunaan media pembelajaran yang belum stabil, motivasi
belajar siswa yang rendah, serta sarana dan prasarana yang kurang memadai. Solusi
yang ditempuh MI Swasta Al-Khaerat Poleonro yaitu guru dikirim secara bergiliran
mengikuti seminar dan pelatihan kurikulum 2013, mengikuti KKG (Kelompok Kerja
Guru), melakukan sharing-sharing dengan sesama teman guru, guru menyediakan media
sendiri sesuai dengan materi yang diajarkan, memilih metode berdasarkan materi dan
kondisi siswa di kelas, serta terus berupaya melengkapi sarana dan prasarana sekolah
terkait pembelajaran tematik. .
Kata Kunci : Problematika, Pembelajaran Tematik
ABSTRACT
Nuraeni, Nim. 18010104078. “Problematics of Thematic Learning at Private
MI Al-Khaerat Poleonro, Central Poleang District, Bombana Regency. Through the
guidance of Raehang, S.Ag, M.Pd.I. and Dr. Marzuki M.A
The purpose of this study is to describe the implementation of thematic
learning at the Al-Khaerat Poleonro Private MI, Central Poleang District, Bombana
Regency, describe the problems or problems of teachers and students in implementing
thematic learning faced by Al-Khaerat Poleonro Private MI, Central Poleang District,
Bombana Regency and describe the solutions used. schools in dealing with thematic
learning problems at the Private MI Al-Khaerat Poleonro, Central Poleang District,
Bombana Regency. This type of research is descriptive qualitative. Sources of data in
this study were principals, thematic teachers and students in grades I, II, and III at the
Private MI Al-Khaerat Poleonro and the data collection techniques were observation,
interviews and documentation. Data analysis techniques are data reduction, data
presentation and conclusion drawing or verification. The results showed that the
application of thematic learning at MI Private Al-Khaerat Poleonro, had not been
implemented optimally. This can be seen from a) the planning stage, the teacher has
difficulty in preparing the lesson plan (learning implementation plan) b) the
implementation stage, the learning process is still teacher-centered, the delivery of
learning content is still separate. c) the assessment stage, the teacher uses an assessment
of knowledge and skills while the attitude assessment aspect has not been seen to be
carried out. The problems of teachers in implementing thematic learning are teacher
difficulties in preparing RPP (Learning Implementation Plans), teacher learning
methods used in the teaching and learning process that are not in accordance with the
2013 curriculum, presentation and utilization of learning media that are not yet stable,
student learning motivation is low, and inadequate facilities and infrastructure. The
solution adopted by MI Private Al-Khaerat Poleonro is that teachers are sent in turns to
attend seminars and 2013 curriculum training, following the KKG (Teacher Working
Group), sharing with fellow teachers, teachers providing their own media according to
the material being taught, choosing methods based on the material and conditions of
students in the classroom, and continue to strive to complete school facilities and
infrastructure related to thematic learning.
Keywords: Problematics, Thematic Learning.

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