Relevansi Pembelajaran Tematik Terpadu Terhadap Penguatan Kompetensi Holistik Peserta Didik Madrasah Ibtida’iyah

Sefty Dewi

doi:10.62159/jpt.v7i2.2555

Sefty Dewi Universitas Lamongan

DOI: https://doi.org/10.62159/jpt.v7i2.2555

Keywords: pembelajaran tematik terpadu; prinsip; karakteristik; keunggulan; kelemahan Madrasah Ibtidaiyah

Abstract

This study aims to comprehensively examine the basic concepts, principles, characteristics, advantages and disadvantages of integrated thematic learning in Madrasah Ibtidaiyah (MI). The method used is library research by analyzing various relevant scientific sources. The results show that integrated thematic learning is an integrative approach using themes to link competencies from several subjects so students gain holistic and meaningful learning experiences. This approach is based on progressivism, constructivism, and humanism, and supported by cognitive development theory stating that MI-aged children are in the concrete operational stage. Key principles include student-centered learning, direct experience, cross-subject integration, flexibility, meaningfulness, and development of multiple intelligences. Characteristics include themes as unifiers, holistic, meaningful, active, integrative nature, and varied methods. Advantages include contextual and meaningful learning, increased motivation, critical thinking development, and reduced overlapping material. Weaknesses include high teacher competency demands, complex planning, difficulty in integrated assessment, and not all material being easily integrated.

References

Am, I. A., Saputra, S. Y., & Amelia, D. J. (2018). PEMBELAJARAN TEMATIK INTEGRATIF PADA KU-RIKULUM 2013 DI KELAS RENDAH SD MUHAMMADIYAH 07 WAJAK. JINoP (Jurnal Inovasi Pembelajaran), 4(1), 35. https://doi.org/10.22219/jinop.v4i1.4936

Amris, F. K., & Desyandri, D. (2021). Pembelajaran Tematik Terpadu menggunakan Model Problem Based Learning di Sekolah Dasar. Jurnal Basicedu, 5(4), 2171–2180. https://doi.org/10.31004/basicedu.v5i4.1170

Gafar, A. G. H., & Haryati, T. (2022). Pembelajaran Tematik Integratif pada Mata Pelajaran IPS da-lam Kurikulum 2013 di SDN Teke Kecamatan Palibelo. Ainara Journal (Jurnal Penelitian dan PKM Bidang Ilmu Pendidikan), 3(3), 202–210. https://doi.org/10.54371/ainj.v3i3.176

Gresinta, E., & Suharyati, H. (t.t.). Strategi Peningkatan Pembelajaran Tematik Terpadu di Sekolah Dasar dengan Analisis SWOT.

Hakim, I. N. (1970). PEMBELAJARAN TEMATIK-INTEGRATIF DI SD/MI DALAM KURIKULUM 2013. IN-SANIA : Jurnal Pemikiran Alternatif Kependidikan, 19(1), 46–59. https://doi.org/10.24090/insania.v19i1.463

Hidayati, Y. M., & Septiani, T. (2016). STUDI KESIAPAN GURU MELAKSANAKAN KURIKULUM 2013 DALAM PEMBELAJARAN BERBASIS TEMATIK INTEGRATIF DI SEKOLAH DASAR SE KECAMA-TAN COLOMADU TAHUN AJARAN 2014/2015. Profesi Pendidikan Dasar, 2(1), 49–58. https://doi.org/10.23917/ppd.v2i1.1494

Indriani, A. (2015). Penerapan Pembelajaran Tematik Kurikulum 2013 oleh Guru SD/MI di Desa Klepek Kecamatan Sukosewu Kabupaten Bojonegoro Semester Gasal Tahun Ajaran 2014/2015. Jurnal VARIDIKA, 27(1), 43–49. https://doi.org/10.23917/varidika.v27i1.738

Larasati, A., & Sukartono, S. (2022). Problematika Guru dalam Pembelajaran Tematik di Sekolah Da-sar. Jurnal Basicedu, 6(3), 4517–4523. https://doi.org/10.31004/basicedu.v6i3.2866

Mutiani, M., Sapriya, S., Handy, M. R. N., Abbas, E. W., & Jumriani, J. (2021). Pembinaan Etika Pe-serta Didik Melalui Pembelajaran Tematik-Integratif Di Sekolah Dasar. EDUKATIF : JURNAL ILMU PENDIDIKAN, 3(3), 704–709. https://doi.org/10.31004/edukatif.v3i3.397

Najib, D. A., & Elhefni, E. (2016). Pengaruh Penerapan Pembelajaran Bermakna (Meaningfull Learn-ing) Pada Pembelajaran Tematik IPS Terpadu Terhadap Hasil Belajar Siswa Kelas III di MI Ahliyah IV Palembang. JIP Jurnal Ilmiah PGMI, 2(1), 19–28. https://doi.org/10.19109/jip.v2i1.1063

Nuraini, N., & Abidin, Z. (2020). Kesulitan guru dalam mengimplementasikan pembelajaran tematik terintegratif di sekolah dasar. Premiere Educandum : Jurnal Pendidikan Dasar dan Pem-belajaran, 10(1), 49–62. https://doi.org/10.25273/pe.v10i1.5987

Nurasiah, I., Rachmawati, N., Supena, A., & Yufiarti, Y. (2022). Literatur Riview: Model Pembelaja-ran Brain Based Learning di Sekolah Dasar. Jurnal Basicedu, 6(3), 3991–4003. https://doi.org/10.31004/basicedu.v6i3.2768

Rini Kristiantari, Mg. (2015). Analisis Kesiapan Guru Sekolah Dasar dalam Mengimplementasikan Pembelajaran Tematik Integratif Menyongsong Kurikulum 2013. JPI (Jurnal Pendidikan In-donesia), 3(2). https://doi.org/10.23887/jpi-undiksha.v3i2.4462

Rusita Purnamasari, & Purnomo, H. (2021). IMPLEMENTASI KURIKULUM 2013 PADA PEMBELAJA-RAN TEMATIK-INTEGRATIF DI SEKOLAH DASAR. Didaktik : Jurnal Ilmiah PGSD STKIP Subang, 7(01), 163–174. https://doi.org/10.36989/didaktik.v7i01.169

Santi, A. U. P. (t.t.). PENGARUH MODEL TEMATIK TERHADAP KREATIVITAS GURU DALAM MENGAJAR DI SEKOLAH DASAR NEGERI JAGAKARSA 09 PAGI. 1(2).

Sari, N. A., Akbar, S., & Yuniastuti, Y. (2018). Penerapan Pembelajaran Tematik Terpadu di Sekolah Dasar. Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan, 3(12), 1572–1582. https://doi.org/10.17977/jptpp.v3i12.11796

Siti Rahimah Ikhsani, Arrum Tangawunisma, Atika Sholeha, Putra Divanka, & Dede Indra Setiabudi. (2023). Karakteristik Pembelajaran Tematik Yang Ideal Pada Sekolah Dasar. Student Scien-tific Creativity Journal, 1(1), 290–295. https://doi.org/10.55606/sscj-amik.v1i1.1126

Suryana, D. (2017). PEMBELAJARAN TEMATIK TERPADU BERBASIS PENDEKATAN SAINTIFIK DI TA-MAN KANAK-KANAK. JPUD - Jurnal Pendidikan Usia Dini, 11(1), 67–82. https://doi.org/10.21009/JPUD.111.05

Wahab, D. A. S., Ulya, N. M., & Susilawati, S. (2025). Aplikasi Prinsip Pembelajaran Tematik Penggal-ian Tema, Pengelolaan Pembelajaran, Evaluasi, dan Reaksi. Al-Madrasah Jurnal Pendidikan Madrasah Ibtidaiyah, 9(2), 959. https://doi.org/10.35931/am.v9i2.4253

Widyaningrum, R. (2012). MODEL PEMBELAJARAN TEMATIK DI MI/SD. Cendekia: Jurnal Kependidi-kan dan Kemasyarakatan, 10(1), 107. https://doi.org/10.21154/cendekia.v10i1.405