**KUMPULAN CONTOH KARYA ILMIAH TENTANG PENDIDIKAN THEMATIC LEARNING TO IMPROVE STUDENT ACHIEVEMENT LEARN MATH CLASS I SD**

**CHAPTER I**

INTRODUCTION

INTRODUCTION

**A. Background Issues**

Learning approach is a unit level education curriculum
demands have not been implemented to the fullest. Teachers are often implement
learning activities in a pure mathematics subjects and separate from other
subjects. Mathematics learning activities only learn the standard and basic
competencies related to Mathematics without associating it with other subjects.
This resulted in student learning as stuck in a boring routine so that learning
becomes less attractive and student motivation was low. Students also have not
been actively involved in finding the concepts that are learned, because
learning more centered on teachers. In addition, the present study subjects
less separately to think holistically develop students because students are not
informed about the relationship concept of some subjects, so that the
experience gained as a result of learning to be less meaningful. In the end implies
a low student achievement.

In connection with efforts to improve the quality of education and as the passing of the curriculum unit level of education, learning is packaged and designed to optimize the achievement of teacher standards and basic competencies outlined. To achieve this, the teacher should be able to apply the learning model to cater to the psychological development of students' Grade I. In this period, the student still sees the world as a unified and concrete, so the learning approach used in this class should be a thematic and integrative. With thematic and integrative learning is expected to provide a more meaningful experience for students and the whole, and can develop the full potential optimally. And ultimately expected to improve student achievement, especially in mathematics achievement.

In connection with efforts to improve the quality of education and as the passing of the curriculum unit level of education, learning is packaged and designed to optimize the achievement of teacher standards and basic competencies outlined. To achieve this, the teacher should be able to apply the learning model to cater to the psychological development of students' Grade I. In this period, the student still sees the world as a unified and concrete, so the learning approach used in this class should be a thematic and integrative. With thematic and integrative learning is expected to provide a more meaningful experience for students and the whole, and can develop the full potential optimally. And ultimately expected to improve student achievement, especially in mathematics achievement.

Learning approaches implemented at the beginning of the
second semester there is a gap when compared with the demands of learning
ideally suited to the unit level education curriculum that emphasizes mastery
of standards of competence and basic competences. Gaps include: learning that
have been conducted so far have not been able to generate high motivation to
learn, not to show students actively involved in finding the concepts are
studied, and less able to provide a meaningful and integral to the students.

Based on the above, it is encouraging writers to
eliminate these gaps, the problem with thematic learning approach to learning
mathematics. Therefore, at this writing scientific papers about "Math
Achievement Through Thematic Learning on Student Class I SD".

**B. Problem Formulation**

Based on the background of the above problems, it is
specifically the problem can be formulated as follows: "Whether through
thematic learning can improve student mathematics achievement grade I SD"

**C. Research Objectives**

Generally, this study aims to improve mathematics
achievement. While this study specifically aims to determine the thematic
learning can improve student mathematics achievement grade I school

**D. Benefits of Research**

1. Theoretical Benefits

Getting a new theory on improving mathematics achievement
through thematic learning in class I as well as a basis for further research.

2. Practical Benefits

a. For Teachers

Provide input to improve the quality of teaching
elementary school mathematics classroom I thematic learning model.

b. For Related Agencies

An input in their policy to support improved quality and
effectiveness of learning mathematics in school.

**CHAPTER II**

THEORETICAL

THEORETICAL

1. The nature of Mathematics Learning Achievement

a. Understanding Learning Achievement

Learning achievement by Sutratinah Tirtonegoro (1988: 43)
is "The assessment results of operations and learning activities stated in
the form of symbols, numbers, letters or words that can reflect the results
that have been achieved by each child within a certain period."

Meanwhile, according to Winkel (1991: 60) is the learning
achievement is "proof that business success can be achieved one after
obtaining a learning experience or learn something".

In line with the opinion of two experts, Anton Sukarno (1994:16) states that "learning achievement is the result obtained with the maximum efforts in order to actualize and themselves through learning."

In line with the opinion of two experts, Anton Sukarno (1994:16) states that "learning achievement is the result obtained with the maximum efforts in order to actualize and themselves through learning."

Of the three opinions on the above, it is achievement of
business outcomes assessment activities are expressed in the form of symbols,
numbers, letters or words in order to actualize and themselves through
learning.

In this research achievement is a number that is achieved
by each student within a specific time period as a result of the study, which
is a manifestation of his or her potential.

**b. Understanding Mathematics**
According Djauzak Ahmad (1994: 13) "Mathematics is
one of the basic science in everyday life that are useful to understand the
basics of science and technology is developing today".

Meanwhile, according to Johnson and Myklebust told
Mulyono Abdurrahman (1999: 252), "Mathematics is the language of symbolic
function expresion practical for quantitative relations and spatial, while the
theoretical function is to facilitate thinking".

In line with this opinion, Kline in Mulyono Abdurrahman (1999: 252) argues that "Mathematics is the language of symbolic and its main characteristic is the use of deductive reasoning method, but also not forgetting how inductive reasoning".

From the opinions of the above, meaning that Mathematics is one of the basic science in everyday life, which is a symbolic language to enable people to think by using deductive and inductive ways of reasoning.In this study is a Mathematics is one of the basic science that is useful for understanding the basics of science and technology, which enable people to think and solve problems in everyday life.

In line with this opinion, Kline in Mulyono Abdurrahman (1999: 252) argues that "Mathematics is the language of symbolic and its main characteristic is the use of deductive reasoning method, but also not forgetting how inductive reasoning".

From the opinions of the above, meaning that Mathematics is one of the basic science in everyday life, which is a symbolic language to enable people to think by using deductive and inductive ways of reasoning.In this study is a Mathematics is one of the basic science that is useful for understanding the basics of science and technology, which enable people to think and solve problems in everyday life.

**c. Factors Influencing Learning Achievement**

Student achievement is influenced by many different
factors, both from himself (internal) or from outside (external). Achievement
of learning achieved by students is essentially the result of interaction
between the various factors. Therefore, the introduction of teachers for
factors that can affect student achievement essential means in order to help
students achieve optimum learning according to individual ability (Mohammad
Usman & Lilis Setiawati Uzer, 1993: 9). The factors may include the
following:

**1) factors derived from self (internal)**

a) physical factors (physiology) both innate and
acquired. Which includes this factor is five senses are not working properly,
such as an illness, disability or developmental imperfect functioning of the
body that brings behavioral abnormalities.

b) psychological factors, both innate and acquired, consisting of:

b) psychological factors, both innate and acquired, consisting of:

(1) Factors intelektif covering potential factors, namely
intelligence and talent and real skill factor, which is owned achievements.

(2) non intelektif Factors that certain personality
elements such as attitudes, habits, have needs, motivations, emotions, and
self-adjustment.

c) physical and psychological maturity factor.

2) factors originating outside the self from the outside
(external)

a) Social factors comprising:

(1) family environment.

(2) The school environment.

(3) Environment community.

(4) Environment group.

b) Cultural factors, such as customs, science,
technology, and art.

c) physical environmental factors, such as the facilities
and learning facilities.

d) the spiritual and religious factors.

Similarly, several internal and external factors that
interact either directly or indirectly affect student achievement.

**d. Learning Mathematics**

Learning Mathematics in Elementary Schools can choose the
material that is able to develop the students' abilities and personal form, so
as to follow the development of science and technology. Learning Mathematics in
Elementary School can not be separated from mathematics itself is
characteristic properties and patterned abstract deductive and consistent.

Thus teaching and learning of Mathematics should also not
be equated with other sciences, because students who learn math and even then
different abilities, the teaching and learning activities must consider the
individual differences and characteristics of students. (Djauzak Ahmad, 1994:
13)

Furthermore, Djauzak Ahmad (1994: 17) states that
"The purpose of learning mathematics in general is to prepare students to
be able to face the changing circumstances of life through exercise and basic
logical thinking, rational, critical, careful and effective". In addition,
the student should be able to use mathematics in their daily lives and learning
of science.

In Curriculum 2004 (2003: 6) also mentioned "The
purpose of learning is to train and foster Mathematics way of thinking
systematically, logically, critically, creatively and consistently. And develop
attitudes appropriate persistent and confident in solving problems. "

While Ichsan Moch (2003: 4) formulate learning objectives Mathematics, as follows:

1) Grow and develop numeracy skills (using numbers) as a tool in their daily lives.

While Ichsan Moch (2003: 4) formulate learning objectives Mathematics, as follows:

1) Grow and develop numeracy skills (using numbers) as a tool in their daily lives.

2) Fostering students' abilities to through Mathematics.

3) Develop a basic knowledge of mathematics as a
preparation to study further.

4) Establish a logical stance, critical, meticulous, creative and disciplined.

The purpose shall be deemed to have been met if the student already has a number of capabilities in the field of Mathematics. In order for the purpose of learning mathematics can be achieved optimally, teachers should be able to apply the right approach to learning mathematics.

4) Establish a logical stance, critical, meticulous, creative and disciplined.

The purpose shall be deemed to have been met if the student already has a number of capabilities in the field of Mathematics. In order for the purpose of learning mathematics can be achieved optimally, teachers should be able to apply the right approach to learning mathematics.

Ichsan Moch (2003: 8-9) suggests four different learning
approaches Mathematics, namely:

**1) active learning approach (Student Active Learning = SAL)**
SAL is an activity that emphasizes learning students
physically, intellectually, and emotionally in order to obtain maximum learning
outcomes, whether cognitive, affective, and psychomotor. To enable students to
learn, then the teacher should be able to create an exciting learning
activities, such as by presenting learning materials is impressive and
stimulating creativity, so that learning becomes more meaningful and memorable.

**2) An integrated approach**

That is an approach that links the subjects Mathematics
with other subjects. By knowing the linkage concept of some subjects, it will
be able to give the sense of meaningfulness, so that students are more
confident in understanding a concept.

**3) constructivist approach**
That is a series of learning activities in the classroom
through three phases, namely: exploration phase, the phase of the introduction
of the concept and application of the concept to reach the significance of
understanding.

**4) a realistic approach (Realistic Mathematics Education = RME)**

That is a learning approach that starts from the things
real for students, emphasizing skills "process of doing mathematics".
In this approach the teacher's role is nothing more than a facilitator,
moderator, or evaluator, while the students are thinking, communicating the
"reasoning" it, practicing the nuances of democracy by respecting the
opinions of others.

**2. Thematic Learning**

a. Understanding Learning Thematic

Thematic learning as a new approach is considered
essential. Hadi Mulyono (2000: 13) provide an understanding of thematic
learning can be seen as:

1) Learning to move from one particular theme as the focus (center of interest) that are used to understand the symptoms and other concepts derived from the field of study concerned and from other subject areas.

1) Learning to move from one particular theme as the focus (center of interest) that are used to understand the symptoms and other concepts derived from the field of study concerned and from other subject areas.

2) A learning approach that connects a variety of fields
of study that reflects the real world around and within the range of
capabilities and development.

3) A way to develop the knowledge and skills of children simultaneously.

4) Assemble or combine a number of concepts in several different subject areas, in the hope children will learn better and meaningful.

3) A way to develop the knowledge and skills of children simultaneously.

4) Assemble or combine a number of concepts in several different subject areas, in the hope children will learn better and meaningful.

According Ujang Sukandi (2003: 108) "was intended as
a thematic learning management learning activities planned by creating
coherence in the subject matter of the theme".

While Ichsan Moch (2003: 9) states that "Learning
Mathematical models Webbed or thematic learning is a learning approach that
links multiple subjects with a particular theme."

**b. Thematic Learning Characteristics**
Based on the nature of thematic learning, PGSD
Development Team (2001: 58-59) suggests some traits or characteristics of the
study as follows:

1) Holistic

1) Holistic

A symptom or event that becomes the center of attention
in thematic learning observed and studied from several fields of study as well,
not from the point of view fragmented. Integrated learning allows students to
understand the phenomenon from all sides. In turn, this will make students
become more discerning and wise in facing or dealing with events that are before
them.

2) Meaningful

An assessment of various aspects of the phenomenon as
described above, allows the formation of such a network among the student
schemata.

3) Authentic

Thematic learning also allows students to understand the
concepts and principles directly who want to learn. This is because they are in
direct learning activities. Their own understanding of the learning outcomes,
results and interactions with facts and events, not just the results of the
teacher notices.

4) Active

Thematic learning is essentially the basis of the
approach developed diskoveri inquiry. Students need to be actively involved in
the learning process, from planning, implementation to evaluation process.
Thematic learning basically put into account the desires, interests and abilities
of students.

Therefore, thematic learning is not merely designing the
activities of each field of study that are related. Although it could have been
done, it can not comply with a philosophical foundation, psychological and
practical thematic learning. Thematic learning could be developed from a theme
agreed upon with the glancing aspects of the curriculum that can be learned
through the development of the theme.

**CHAPTER III**

DISCUSSION

DISCUSSION

**A. Description of Initial Conditions**

Teachers are often implement learning activities in a
pure mathematics subjects and separate from other subjects. Mathematics
learning activities only learn the standard and basic competencies related to
Mathematics without associating it with other subjects. This resulted in student
learning as stuck in a boring routine so that learning becomes less attractive
and student motivation was low. Students also have not been actively involved
in finding the concepts that are learned, because learning more centered on
teachers. In addition, the present study subjects less separately to think
holistically develop students because students are not informed about the
relationship concept of some subjects, so that the experience gained as a
result of learning to be less meaningful. In the end implies a low student achievement.

B. Planning Actions

Based on the standards of competence and basic
competences subjects Citizenship Education, Indonesian Language, Mathematics,
Natural Sciences and Social Sciences, the authors take steps to plan for
thematic learning model, among others:

a. Create / select a theme.

a. Create / select a theme.

b. Perform analysis of basic competencies, learning
outcomes and indicators in accordance with the theme.

c. Creating a network grouping indicators.

d. Implementation plan based thematic learning network
indicators that have been made.

Initial activities for each meeting includes prayer, student attendance and appersepsi. Phase appersepsi be a story or sing with the aim to focus students' attention and drive student interest in themes that will be discussed.

Initial activities for each meeting includes prayer, student attendance and appersepsi. Phase appersepsi be a story or sing with the aim to focus students' attention and drive student interest in themes that will be discussed.

Core activities are the main activities carried out in
the study. While the final activity is a series of activities carried out to
end the meeting, including the evaluation and provide follow-up chores.

**C. Implementation of Measures**

In this stage the teacher implementing thematic learning
model in accordance with the implementation plan has been prepared learning.
Measures implemented include activities during the learning process include
initial activities, core activities and activities of late.

Learning activities for each meeting began with the early
form of prayer, student attendance and appersepsi. Followed by a core activity
at each meeting conveying one indicator of Mathematics as a core (core study).

As examples of indicators Mathematics with Basic
Competence "Do addition and

subtraction of two-digit numbers" are a core (core
study) at each meeting are:

a. Add two numbers without saving techniques, numbers to 100, for a meeting to-1.

b. Add two numbers with saving techniques, numbers to 100, for a meeting of the 2nd and the 3rd.

a. Add two numbers without saving techniques, numbers to 100, for a meeting to-1.

b. Add two numbers with saving techniques, numbers to 100, for a meeting of the 2nd and the 3rd.

c. Subtract two numbers without borrowing techniques,
numbers to 100, for a meeting to-4.

d. Subtract two numbers with techniques borrowed, numbers
to 100, for a meeting of the 5th and 6th.

Mathematics indicators are associated with indicators of
other subjects appropriate to the theme, which is written in the RPP.

Learning at every meeting always ends with an assessment
and provide follow-up portfolio assignment. And at the end of the meeting held
daily tests to determine academic achievement in Mathematics.

**D. Reflection**

Learning by leaving conventional learning will be able to
develop the students' interest and motivation in learning. Students can be more
accepting of the teaching is done by teachers because of its varied and
concrete. Besides the teacher as a facilitator and students as learners will be
more easily achieved due to high student motivation to increase student
activity. It is appropriate to the curriculum of the maximum level of education
unit

**CHAPTER IV**

CLOSING

CLOSING

**A. Conclusion**

Based on the discussion of the writing imiah with
thematic learning in teaching Mathematics in class I can be delivered the
following conclusion:

1. Thematic learning model for learning mathematics is
done by linking the subjects Mathematics with other subjects through the
concepts can be integrated in the shade of a particular theme.

2. With thematic learning can improve student mathematics
achievement grade I.

3. By implementing thematic learning model can enhance the active role (participation) in the learning process.

3. By implementing thematic learning model can enhance the active role (participation) in the learning process.

**B. Suggestion**

Based on our research, there are some suggestions that
can be used as a consideration as well as a description of the closing of this
study include:

1. For Schools

Should pursue the procurement of various props especially
for low-grade Math (grades 1 and 2), both self-droping and schools, so that
more support in the cultivation of mathematical concepts in a more real and
increasing student learning activities and enable thematic learning model.

2. For Teachers

Should prepare carefully supporting the thematic learning
and learning facilities are necessary, because it affects the effectiveness and
efficiency of learning, which in turn influence the process and outcomes of students
learning mathematics.

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Mulyono. 2000.

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& Edy Legowo. 2003.

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*Anak Supernormal dan Program Pendidikannya*. Jakarta: Bumi Aksara.
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