The Effectiveness of Scientific Collaboration Model on Integrative Thematic Learning in Elementary Schools of Surakarta City
Abstract
The process of learning in the level 2013 curriculum uses a scientific approach. By combining integrative thematic learning implemented in all classes in Elementary Schools, which includes all subjects presented in an integrative manner with the theme as a unifier. In particular, this study aims to conduct research and the effectiveness of the Scientific Collaboration learning model to be implemented in integrative thematic learning in Elementary Schools to improve student learning outcomes. The model used in this study is a quantitative descriptive model. This type of study is conducted by Research and Development (R&D) by producing certain products and testing the effectiveness of the products. The collection of the data was done using questionnaires, interviews, documentation, and observation. From the students’ needs, students like to learn in a way that respects them as humans and can make them think critically so they can actively think and act. The two pre-research data from the questionnaire became a reference for researchers to make the Scientific Collaboration learning model effective to be implemented in appropriate integrative thematic learning to improve learning outcomes in the cognitive realm in Elementary Schools in Surakarta City. The effectiveness of the Scientific Collaboration learning model to be implemented in integrated thematic learning that is feasible to improve learning outcomes in the cognitive realm in Elementary Schools in the city of Surakarta.
Keywords: learning, scientific collaboration model, integrative thematic learning.
Full Text:
PDFReferences
MIAO Y., SONG J., LEE K., and JIN C. Technological catch-up by east Asian firms: Trends, issues, and future research agenda. Asia Pacific Journal of Management, 2018, 35(3): 639–669. https://doi.org/10.1007/s10490-018-9566-z
ALAWIYAH F. Standar Nasional Pendidikan Dasar Dan Menengah. Aspirasi: Jurnal Masalah-masalah Sosial, 2017, 8(1): 81–92. https://doi.org/10.46807/aspirasi.v8i1.1256
TILAAR H. A. Standarisasi Pendidikan Nasional: Suatu Tinjauan Kritis. Rineka Cipta, Jakarta, 2006.
ZAZIN N. Gerakan Menata Mutu Pendidikan. Teori dan Aplikasi. Arruz Media, Yogyakarta, 2011.
MACHIN A. Implementasi Pendekatan Saintifik, Penanaman Karakter dan Konservasi Pada Pembelajaran Materi Pertumbuhan. Jurnal Pendidikan IPA Indonesia, 2014, 3(1): 28–35. https://doi.org/10.15294/jpii.v3i1.2898
CINTIA N. I., KRISTIN F., and ANUGRAHENI I. Penerapan Model Pembelajaran Discovery Learning Untuk Meningkatkan Kemampuan Berpikir Kritis Dan Hasil Belajar Kimia. Jurnal Pendidikan Kimia Indonesia, 2017, 32(1): 69–77. http://dx.doi.org/10.23887/jpk.v1i1.12808
FADEL C., & TRILLING B. 21st Century Skills: Learning for Life in Our Times. Jossey-Bass, San Francisco, California, 2009.
GILLIES R., ASHMAN A., and TERWEL J. (eds.) The Teacher's Role in Implementing Cooperative Learning in the Classroom. Computer Supported Collaborative Learning Series, Vol. 8. Springer, New York, 2008. https://doi.org/10.1007/978-0-387-70892-8
HANDINI O., & HERMOYO B. Intensitas Pembelajaran Tematik Integratif Melalui Pendekatan Saintifik Di SD Kestalan Surakarta. Widya Wacana, 2019, 14: 58–62. http://dx.doi.org/10.33061/ww.v14i1.2760
HANDINI O., & HERMOYO B. Implementation of Local Cultural Activity through Learning Social Science (IPS) in Elementary School Students of Surakarta. 2020.
SABAR B. R. Kontribusi Delapan Standar Nasional Pendidikan Terhadap Pencapaian Prestasi Belajar. Jurnal Pendidikan dan Kebudayaan, 2014, 20(4): 470–482. https://doi.org/10.24832/jpnk.v20i4.160
TRINIDAD J. E. Understanding student-centred learning in higher education: students’ and teachers’ perceptions, challenges, and cognitive gaps. Journal of Further and Higher Education, 2020, 44(8): 1013–1023. https://doi.org/10.1080/0309877X.2019.1636214
LASHARI T. A., ALIAS M., KESOT M. J., and AKASAH Z. A. An affective-cognitive teaching and learning approach for enhanced behavioural engagements among engineering students. Engineering Education, 2013, 8(2): 65–76. https://doi.org/10.11120/ened.2013.00011
MASLOW A. H. Motivation and personality. Cantrik Pustaka, London, 2017.
INDRIANI F., & ATIATURRAHMANIAH A. Evaluation of the implementation of integrative thematic learning: A qualitative research approach phenomenology. Jurnal Penelitian dan Evaluasi Pendidikan, 2019, 23(2): 184–196. https://doi.org/10.21831/pep.v23i2.27431
RAHMADHANI S., YUNISRUL, and HELSA Y. Discovery learning model in integrated thematic learning for elementary school students. Tunjuk Ajar: Jurnal Penelitian Ilmu Pendidikan, 2020, 3(2): 202-209. http://dx.doi.org/10.31258/jta.v3i2.202-209
PRASETYO T. Pengembangan perangkat penilaian hasil belajar dalam pembelajaran tematik integratif kelas V SD. Jurnal Prima Edukasia, 2017, 5(1): 102-111. https://doi.org/10.21831/jpe.v5i1.7528
ASIH H., HOBRI H., & OKTAVIANINGTYAS E. Pengaruh Pembelajaran Kolaboratif Berbasis Lesson Study Learning Community (LSLC) Terhadap Hasil Belajar Siswa Pada Pokok Bahasan Peluang. KadikmA, 2018, 9(3): 183-193. https://doi.org/10.19184/kdma.v9i3.11552
MOHD YUNOS M., ATAN N., MOHAMAD SAID M., MOKHTAR M., and ABU SAMAH N. Collaborative Learning in Authentic Environment Apps to Promote Preschool Basic Scientific Process Skills. International Journal Of Interactive Mobile Technologies, 2017, 11(3): 4-15. http://dx.doi.org/10.3991/ijim.v11i3.5774
SUKMADINATA. Metode Penelitian Pendidikan. Remaja Rosdakarya, Bandung, 2012.
MONTGOMERY D. C. Design and Analysis of Experiments. 5th ed. John Wiley & Sons, New York, 2017.
TSAGRIS M., & PANDIS N. Normality test: Is it really necessary? American Journal of Orthodontics and Dentofacial Orthopedics, 2021, 159(4): 548–549. https://doi.org/10.1016/j.ajodo.2021.01.003
GHASEMI A., & ZAHEDIASL S. Normality tests for statistical analysis: A guide for non-statisticians. International Journal of Endocrinology and Metabolism, 2012, 10(2): 486–489. https://doi.org/10.5812/ijem.3505
DIKBAS F., FIRAT M., KOC A. C., and GUNGOR M. Homogeneity Test for Turkish Temperature Series. BALWOIS, Ohrid, 2010, pp. 1–5. https://www.researchgate.net/publication/238731953_Homogeneity_Test_for_Turkish_Temperature_Series
GHONIN HAMIDAH Q., SUTARMI FADHILAH S., and WASITO ADI B. The Development of Thematic Integrative Based Learning Material for Fifth Grade Elementary School. International Journal of Educational Research Review, 2019, 4(1): 8–14. https://doi.org/10.24331/ijere.460596
MAJID A. Pembelajaran Tematik Terpadu. PT Remaja Rosdakarya, Bandung, 2014.
ABDUH M., NUGROHO, and SISKANDAR. Evaluasi Pembelajaran Tematik Dilihat dari Hasil Belajar Siswa. Indonesian Journal of Curriculum and Educational Technology Studies, 2014, 1(1): 1–9.
HANDINI O., HIDAYATULLAH M. F., AHKYAR M., and GUNARHADI. The implementation of the scientific approach in integrative thematic learning to support communication skills of elementary school teachers in cluster IX Surakarta. International Journal of Engineering and Advanced Technology, 2019, 8(5): 318–322. https://doi.org/10.35940/ijeat.E1045.0585C19
SWANN W. The impact of applied cognitive learning theory on engagement with e-learning courseware. Journal of Learning Design, 2013, 6(1): 61–74. https://doi.org/10.5204/jld.v6i1.119
ROOPA S., & RANI M. Questionnaire Designing for a Survey. The Journal of Indian Orthodontic Society, 2012, 46(4): 273–277. https://doi.org/10.5005/jp-journals-10021-1104
Refbacks
- There are currently no refbacks.