The Implementation of Thematic Learning in MIN Medan

Neliwati, Derliana Marbun and Mahariah

English Education Departement, Tarbiyah Faculty and Teachers Training, The State Islamic University of North Sumatra

(UIN SU) Medan, Indonesia

Keywords: Implementation, Learning, Thematic Learning.

Abstract: Thematic learning is a learning that is carried out by conveying the subject matter through a theme that links

various subjects. This study aims to reveal the implementation of thematic learning in MIN Medan. The

subjects of this research are all students and teachers involved in the implementation of thematic learning in

MIN Medan Sunggal. The subjects were selected through snowball sampling technique. This research uses

field research with qualitative method through social and educational phenomenology approach. The data are

collected through observations, interviews, and documentations. There are three findings of this study: first,

the teachers’ perception on thematic learning is in accordance with the students’ development and ability in

learning and thinking in MIN Medan. In addition, by applying the thematic learning, students will be more

familiar with learning materials concretely in accordance with the students’ life experience in everyday life.

Second, the planning in thematic learning involves seven aspects from defining the themes to developing the

assessment. Third, Thematic learning process is done in three stages, namely: (1) the preliminary activities,

(2) core activities, and (3) final activities. Preliminary activities contains a warming-up activity seeks to

motivate students in learning. This can be done through the counting, singing and telling stories (storytelling),

and ask things related to the themes that will be delivered. The conclusion of the research indicates that the

teachers in MIN Medan strongly support thematic learning. It can be seen from the positive perceptions they

provided and their ability to plan and implement it.

1 INTRODUCTION

Thematic learning is not a newly emerging term,

especially if it is associated with the 2013

Curriculum. Even before the 2013 curriculum was

implemented, many schools had implemented

thematic learning. But to find out more clearly about

this thematic learning, researchers will describe the

understanding of thematic learning from various

sources and references of scientists firstly.

In terms of understanding, learning is the

development of knowledge, skills, or a new attitude

at a time when individual information and interact

with the environment. Learning is an approach to

learning that let children to play an active role in the

learning activities (Yunanto, 2004). While the themes

is the principal theme is the basic idea of the mind or

a staple of conversation (Depdiknas, 2007). Then,

Theme is confirms tools or container to put forward

various concepts to students as a whole (Kunandar,

2007). In the study, the theme is given with the

intention of bringing together the content of the

curriculum in one unified whole, enriching the of

student language and make learning that involve

multiple subjects to provide a meaningful experience

to the students. the coherentsion in this learning

process can be seen from the aspect of the process or

time, aspects of the curriculum, and teaching and

learning aspects. So, thematic learning is integrated

learning that uses the theme as a unifying material

contained in some subjects and given in one lesson

time.

Thematic interpreted as relating to the theme, and

the theme itself means "a staple of the mind; the basis

of the story (which is discussed, used as the basis for

composing, modifying rhymes and so on). " For

example, the theme of the play is that vile and evil

will surely be defeated by the good and noble (KBBI,

2008). Not much different, in other literary sources,

"thematic" defined as "concerning the theme; the

subject matter" (Hendro Darmawan, 2011)

Thematic learning is a learning strategy that is

applied to the child class elementary school early. In

accordance with the stages of child development, the

characteristics of the way children learn, the concept

Neliwati, ., Marbun, D. and Mahariah, .

The Implementation of Thematic Learning in MIN Medan.

DOI: 10.5220/0008889905190526

In Proceedings of the 7th International Conference on Multidisciplinary Research (ICMR 2018) - , pages 519-526

ISBN: 978-989-758-437-4

519

of learning and learning means, then learning

activities for grades early SD (Elementary School)

should do with thematic Learning. Thematic learning

model is integrated learning model that uses thematic

approach involving multiple subjects to provide

meaningful experiences to students.

Based on the condition of the learners, learners in

the class 1-3 was at an early age span. In the age of

development of all aspects of intelligence such as IQ,

EQ and SQ grow and develop very unusual. In

general, the level of development is still viewed

everything as one unit (holistic) so the lesson depends

on concrete objects. In addition, if the learning is done

separately, then it will bring up the issue at the

beginning of class (the class of 1-3) i.e. high number

of repeating classes and dropping out of school. It

shows that the majority of school readiness learners

class early SD/MI in Indonesia is still low. (Trianto,

2011).

Teaching and learning with thematic learning

does not equal a learning-based subjects. Therefore,

in thematic learning teachers prosecuted for

professional develop thematic material. A lot of

things that need to be prepared by the teacher in the

thematic study. Both before, during and after

completion of the study was carried out in the process

of teaching and learning. In accordance with the

curriculum of 2013, Government oriented learning

thematic on SD/MI students level. To support these

things, then he made a wide range of training for

teachers in order to implement the thematic learning

in a professional manner. These activities include

certification of teachers, thematic learning training,

further education for teachers of SD/MI who devoted

to the thematic learning.

Based on early observations, researchers find the

data in the MIN Field, in accordance with the

expectations of the 2013 Curriculum is supposed to

level SD/MI thematic learning has been applied since

grade one to grade four, but in fact has not been

completely carry out thematic learning. This is

affected by many things, such as the availability of a

book. Which is less than expected, supporting

learning not optimal, less conducive learning

environment. And the most ironic is a teacher

educated with thematic, but not fully lead to thematic

learning. The interested researchers in carrying out

research with the title "Implementation of Thematic

Learning in MIN Medan".

2 RESEARCH FOCUSED

This research is focused on the implementation of the

thematic study conducted in Medan city, with the

MIN indicator research include: Teacher perceptions

of thematic learning, thematic learning

implementation plan, management of class on

thematic learning, and the learning process on the

thematic MIN Medan.

3 RESEARCH OBJECTIVES

1) Perceptions of teachers about thematic learning

in MIN Medan.

2) Thematic lesson planning.

3) Thematic learning Process in MIN Medan.

4 RESEARCH METHODS

This research was carried out at the Level of State

Madrasahs (MIN) Medan Sunggal, Setting the

research it is the whole teacher who carry out

thematic learning in classes I and IV in Medan

Sunggal Subdistrict MIN Medan Sunggal. The

research was carried out in class when the learning

takes place. In the headmaster's office, teacher's

room, the Administration office, and around the area

of the school, as well as other locations that evolved

with regard to the collection of research data.

This research is the study of the field by using the

method mode of qualitative inquiry, qualitative

research is selected as the type of research because

the researchers wanted to study the more profound

things that relate to research data, so it will be found

meaning or cultural themes in this research fit data

that can be collected. There are two approaches used

in this study i.e. social phenomenology and education

approach.

This approach is used because researchers want to

reveal the phenomenon of social behavior in

implementing thematic learning activities at MIN

Medan Sunggal.

5 RESEARCH SUBJECT

The subject of this research is the whole teacher who

still actively teaching and implementing thematic

study on class I and IV MIN Medan Sunggal. The

selection of subjects of research researchers using the

technique snowball sampling. The source of the data

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520

in this study consists of primary and secondary data

sources.

6 THE DATA COLLECTION

INSTRUMENTS

To criminalize research data in accordance with the

focus of his research, then the researcher is using type

of research instrument which include: first, the non

participant Observation, which the researchers did in-

depth observations in accordance with the focus

research, but was not involved in full with

communities, researchers studied only as observer

outside the scene was examined.

Second, In-depth Interview, namely conducting

interviews in-depth with the subject and informant

research in accordance with the research

problem.Data will be collected through this

instrument is about the history of the establishment of

the MIN Medan Sunggal, the profile of MIN Medan

Sunggal, perceptions of teachers on thematic

learning, thematic Learning implementation plan, the

management of in-class learning thematic, and

thematic learning at MIN Medan Sunggal.

Third, the FGD (Focus Group Discussion), rolling

out focused interviews with collecting some people

focused subject and informant research in a research

stage to trawl data effectively and efficiently as well

as a deep according to a focus research. The data

could be netted through FGD is data about the

perceptions of teachers about thematic learning,

thematic Learning implementation plan, the

management of in-class learning, thematic and

thematic learning in MIN Medan Sunggal.

Fourth, the study documentation, in which

researchers collect documents that can be retrieved

via the data archives stored in the salafi community.

The archive can be collected relating to the history of

the establishment of the MIN Medan Sunggal, profile

of MIN Medan Sunggal, State teachers and students

MIN Medan Sunggal, RPP thematic in MIN Medan

Sunggal, work programmes and activities of the MIN

Medan Sunggal, regulations in MIN Medan Sunggal,

photographs relating to the focus of the research, as

well as other data that developed in the research.

7 THE ANALYSIS OF

RESEARCH DATA

The data analysis process includes three stages of a

cycle as suggested that Miles & Huberman (1984)

apply reduction data, data display and the withdrawal

of the conclusion. A transcript of the interview and

FGD and notes field will be reduced, coded and

categorized by type and relevance in answering the

research question. The selected data that has been

shown to facilitate the process of withdrawal and the

definition of the conclusion.

8 DATA VALIDITY GUARANTEE

TECHNIQUE

This research uses techniques guarantee the validity

of the data that is common in qualitative research,

namely transferabilitas and credibility. To ensure the

level of benefiting the data obtained in this study, the

research team will conduct three of the following:

a) To the possible extend its involvement in the

field of research to get a better understanding

about certain things, and to test certain

information that may be misinterpreted or

informant researcher.

b) Perform a triangulation of sources and methods.

Data obtained with different sources checked

(informant, records and documents) and by

different methods (observation, FGD and

interviews).

c) Member cheks that carry data and interpretation

of that data back to the participants and ask them

if the data and the interpretation of the data that

researchers create are correct or have meaning

as understood in accordance with the

participants.

9 RESEARCH FINDING

9.1 Perceptions of Teachers on

Thematic Learning

Thematic learning held on SD/MI is a very suitable

learning applied because according to the needs and

abilities of the participants his protégé. Before guru

able and willing to apply the pembelajran theme, then

the teacher should have a good perception of pula

about it. There is some perception that disclosed the

teachers learning about Medan Sunggal MIN

The Implementation of Thematic Learning in MIN Medan

521

thematic. First, there is the teacher who perceives that

the thematic learning very helpful understanding

student learning about the material either

theoretically or contextually in accordance with what

they get in everyday life. Students can combine the

concepts of theories about a matter of everyday life

with hers. In addition, with thematic learning so

students will be better able to socialise with your

fellow students in his class, especially in the delivery

of material through the method of discussion. The

application of discussion method in essence already

applied since class I MIN, so the teachers more easily.

Second, there are teachers who suggested in its

perception of this thematic learning in order to be able

to run well, then the first teachers must understand the

capabilities students in understanding the learning

material. Third, there are teachers who strongly

approve and support the thematic learning class MI,

because with the thematic of students we can

understand what the teacher explained with intact and

concrete. What is conveyed directly associated with

teacher found students in his life, so that direct

students responded in kind. This is the merit of that

thematic. While his weakness is, among others, not

all students want to reveal what he saw because there

is a lot of difference in the attitude of students in

learning.

9.2 Thematic Lesson Planning

Before the implementation of lessons in school, it is

very necessary in the teaching and learning process.

Simple learning planning means the process of

activities that will be carried out during the Teaching

and Learning Process, to achieve the learning

objectives effectively and efficiently. Lesson plans

can be seen from the teacher's ability to make Lesson

Plans (RPP). There are factors in the RPP, which

include: (1) School identity and learning material /

themes, (2) Core Competencies (KI), (3) Basic

Competencies, (4) Indicators, (5) Learning

Objectives, (6 ) Learning Materials, (7) Learning

Approaches and Methods, (8) Learning Activities, (9)

Learning Resources and Media, (10) Assessment.

The ability of teachers to complete the lesson plan

varies greatly. Based on data and documents that can

be obtained by researchers about this lesson plan, it

can be stated that it still needs to be done. In addition,

there is a need for trainings on the preparation of a

good lesson plan that is carried out in school and

outside school. In addition to that, the tagline was

held a training-training on the preparation of the

lesson plan both kept in the school and outside the

school. In addition, there must be discussions

between teachers because not all teachers are less able

to develop lesson plan properly, because it relates to

the background of each teacher.

Furthermore, in carrying out the planning

activities for the learning of this thematic, there are

several steps which are:

9.2.1 Determine Theme

Determination of the theme is the first step of learning

thematic planning activities. The teacher is greatly

helped by the determination of the theme, because the

Government has been providing books for learning

with the determination of the whole theme.

9.2.2 Analyzing Graduates Competency

Standards (SKL), Core Competencies

(KI), Basic Competencies (KD), and

Making Indicators

After the teacher sets a theme that is in accordance

with what is contained in the teacher's book, then the

teacher is tasked with analyzing the SKL, KI and KD

that are in accordance with the theme. In analyzing KI

and KD, the teacher must really adapt them to the

themes contained in several subjects related to the

theme. This is the most difficult thing for the teacher

to do because the teacher must really determine the

Basic Competencies (KD) of all subjects according to

their respective themes. But the teachers also do not

need to worry because Competence (KD) has been

arranged in accordance with their respective themes

in the thematic book from the government.

So the teacher just copied it. The teacher's task is

only to adjust the theme with the Basic Competencies

that exist in the subject and allocate the time

according to the theme. Sometimes in the thematic

book, there are some weaknesses, including the

indicators written are not in accordance with Basic

Competencies (KD), then the teacher at MIN Medan

Sunggal Medan City will make his own indicator and

replace the indicators already listed in the teacher's

book. The preparation of indicators that are in

accordance with Basic Competencies is very

necessary in order to achieve learning objectives

effectively and efficiently.

Furthermore, in analyzing the Basic

Competencies, core competencies and indicators the

teachers in Medan Sunggal MIN must see its Core

Competencies (KI-KI-3 and 4). Then, to make the

indicators must be seen then it used to be basically a

Competence (KD). Do not let teachers devise

indicators do not comply with the request of what

there is on KD. Then, after the KD is known, the

teacher creates a theme network that matches his KD

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for several related subjects. For example linking

mathematics, social studies, and Indonesian subjects

in one theme .

9.2.3 Determine the Learning Material

After the teacher's formulating indicators, then the

teacher determines the material based on charge

indicators will respectively. The material is

determined by the teachers adapted to the existing

theme. So in the end, the material that exists on one

theme will relate to the rest of the subjects. How to

determine the learning material, then it should be seen

from the formula etrdapat in the basic Competence

(KD). While to find out the material description, the

only thing that can be seen from the indicator.

9.2.4 Determine Learning Approaches and

Methods

In accordance with the 2013 curriculum, specifically

in the determination of learning approaches and

methods is not the same as the previous curriculum,

namely the Education Unit Level Curriculum (KTSP)

in 2006. The approach used is Scientific Learning.

While the strategies and methods applied are using

multi strategies and multi methods. That is, the

strategy used in thematic learning is not just one, but

the mixing of various strategies that exist in

accordance with the subject matter. Similarly, the

method used is not just one method, but many

methods are in accordance with the subject matter.

In a simple learning approach in definition is the

way the teacher views the learning process in two

ways. First, how the teacher views learning

psychology where the teacher must be able to apply

various learning theories that are in accordance with

the conditions of students and their teaching

materials.

Second, how the teacher views the psychology of

his students, when the teacher must be able to adapt

the subject matter to the learning needs of his

students. In general, the needs of students in learning

are tailored to the type of student learning, namely:

(1) the type of visual learning, students who have this

type can receive subject matter with a concrete

picture of the material to be taught, (2) the type of

auditory learning is where students with this type can

learn with a systematic explanation of the material

from the teacher, and (3) the type of kinesthetic

learning, which is where in this type of students must

be taught through practical activities not just theory.

Following these three types of learning, the

learning activities in the 2013 Curriculum are very

suitable using the Scientific Learning approach. This

is because the Scientific Learning approach with the

terms used in the core activities of the Teaching and

Learning Process are: observing, asking, exploring,

associating and communicating has reflected the

application of these three types of learning. The

scientific learning approach focuses more on

scientific approaches because it uses scientific

methods. Furthermore, in choosing a learning

strategy and method, the teacher must implement

multi strategies and multi methods in learning.

Furthermore, in conveying learning material in

accordance with the theme, the teachers at MIN

Medan Sunggal used many learning methods, so that

they were very supportive of students' learning

activities. By using various strategies and methods,

students are more active and creative in learning

process.

9.2.5 Providing Media, Tools and Learning

Resources

Media, learning tools and resources aim to make it

easier for students to receive subject matter. There are

many learning media, such as: learning videos,

learning CD, teaching aids, pictures, schemes and so

on. As for learning tools such as: flipcharts, markers,

LCD and so on. While learning resources are all

reference books used as reference for learning

materials. Media, learning tools and resources are

used to support the effectiveness and efficiency of

learning.

Some of the teachers at MIN Medan Sunggal

choose media that are not too complicated and require

large costs. But they make their own media and tools

and learning resources. Besides that there are also

teachers who brought the original media di to the

classroom so that students get to know more

concretely the material through the media brought by

the teacher.

The media that will be displayed must make

students feel interested and motivated to listen to the

material presented by the teacher, so that the teachers

must be able to make the media as interesting as

possible in its appearance, with various colors and

shapes that can encourage students to learn. MI

teacher creativity is needed in making this media.

Regarding the source book, the teacher's and student's

books have not been entirely received from the

government. So, to prevent the lack of availability of

the teacher's book, then the Head of MIN Medan

Sunggal appealed to all parents of students to copy

student books obtained from other sources, for

example from the internet. As it turns out, all the

The Implementation of Thematic Learning in MIN Medan

523

parents of students no one objected by the Principal

appeal.

9.2.6 Determine Learning Activities

The learning activities contained in the RPP consist

of: (1) preliminary activities, (2) core activities, and

(3) closing activities. The preliminary activity

contains motivation and apperception so students are

ready and willing to receive lessons. Then, the core

activity contains material about scientific and

thematic implementation when the teacher presents

learning material in a particular theme. The scientific

approach in which there are several activities with the

use of scientific methods, namely observing, asking,

exploring, associating and communicating.

9.2.7 Preparing Learning Evaluations

Assessment in thematic learning is an effort to obtain

various information on a periodic, continuous, and

comprehensive basis about the process and results of

growth and development that have been achieved by

students through learning activities. Assessment is a

series of activities to obtain, analyze, interpret data

about student learning processes and results that are

carried out systematically, and continuously, so that

it becomes meaningful information.

The basic principles of integrated learning

assessment are:

1) Assessment in grade I and II follows assessment

rules of the other lessons in elementary school.

Considering that all grade 1 elementary school

students have not all been fluent in reading and

writing, the method of assessment in grades I is

not emphasized in written assessment.

2) The ability to read, write and count is an ability

that must be mastered by students in grades I and

II. Therefore, mastery of these three abilities is

a prerequisite for class upgrading.

3) Assessment is carried out by referring to the

indicators of each Basic Competency and

Learning Outcomes from subjects.

4) Assessment is carried out continuously and

during the teaching and learning process takes

place, for example when students tell stories in

the preliminary activities, read on the core

activities and sing at the end of the activity.

5) The work of students can be used as material for

teacher input in making student decisions for

example: Use of punctuation, spelling of words,

or numbers.

Assessment procedures for thematic learning are:

1) Formulate or reinforce teaching objectives

2) Review the teaching material based on the

curriculum and syllabus of the subjects

3) Develop assessment tools, both tests and non-

tests, which are suitable for use in assessing the

types of behavior reflected in the teaching

objectives

4) Use assessment results in accordance with the

objectives of the assessment

5) In thematic learning assessment is carried out to

assess the achievement of Basic Competencies

and Indicators in each subject contained in the

theme. Thus the assessment in this case is no

longer integrated through themes, but has been

separated according to Basic Competencies,

Learning Outcomes and Subject Indicators.

The final score on the school report card is

returned to the subject competencies found in the first

and second grade elementary schools, namely:

Indonesian, Mathematics, Natural Sciences,

Citizenship Education and Social Sciences, Cultural

Arts and Skills, and Physical Education, Sports and

health.

Assessment of thematic learning in the 2013

curriculum is using authentic assessment. Authentic

assessment is a significant measurement of student

learning outcomes for the realm of attitudes, skills,

and knowledge.

Conceptually authentic assessment is more

significant than even standardized multiple choice

tests. When applying authentic assessments to find

out students' learning outcomes and achievements,

teachers apply criteria related to knowledge

construction, observing and trying activities, and

achievement values outside of school.

Authentic assessment has strong relevance to the

scientific approach to learning in accordance with the

demands of the 2013 Curriculum. Because, this kind

of assessment is able to illustrate the improvement in

student learning outcomes, both in order to observe,

reason, try, build networks and others.

9.3 Thematic Learning Process

The implementation of thematic learning every day is

done using three stages of activity, namely activity

opening/early/introduction, core activities, and

closing activities. The allocation of time for each

stage is the opening events more or less 5-10% of the

time the lessons are provided, the core activities more

or less 80% of the time the lessons that have been

provided, whereas the closing activities implemented

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with the allocation of more time less 10-15% of the

time a lesson is provided.

Thematic learning procedures include the

following: first, the initial activities, including:

informing the themes and sub themes that will be

studied and clarified the objectives and learning

activities to be performed.

Second, core activities, include: giving guided

questions that serve to arouse students learning

motivation and learning materials, providing

associate tasks or activities to students who concerned

with themes and give priority to the acquisition of

direct experience on the students, gave a report on the

results of the activities of the students, and doing

reinforcement by discussing together activities that

have been carried out from the students.

Third, the closing activity, include: formulating

final conclusions of the themes or topics that are

discussed and the final test (postest).

Thematic Learning Implementation phase include

the following: first, the activities

introduction/beginning/opening. This activity is

mainly performed to create the atmosphere of early

learning to encourage the students focusing himself to

follow the learning process, intended to prepare

students to be mentally ready learn the knowledge,

skills, and attitudes.

The nature of the opening activity is an activity to

warming. At this stage can be done by extracting the

child about the themes that will be presented. Some

examples of activities that can be done is to pray

before learning, storytelling, physical

activity/physical and sing.

Second, the core Activities/presentation. This

activity focuses on activities aimed at developing the

ability of read, write, and count. Presentation of

learning materials is done using a variety of

strategies/methods vary and can be done in a

classical, small group or individual.

Third, end cover/activities and follow-up. The

nature of the activities of the cover is to compose.

Some examples of kegiatn cover can do is infer/reveal

the learning outcomes that have been done, read short

passages of the qur'an, storytelling, reading the

story/stories from the book example, pantomime,

moral messages, music/music appreciation.

Based on the results of observation is done, the

researcher can describe the atmosphere of the

implementation of thematic learning activities. First,

the teacher set some seats while students will begin

the learning material, and the teacher told the students

to sit neatly. start learning by reading the prayer and

some verses of the Qur'an. Then, the teacher asked the

students to observe the media images that fit the

theme. Although it looks less conducive atmosphere

of the class, but the teacher's patience looks to guide

students to mengkondusifkan atmosphere with a

variety of activities that are more active. To lure

students asked, teachers provide the stimulus among

others by the way students in pairs advanced to the

next grade and demonstrate what is said by the

teacher. And after that, the teacher gives a question.

Then, the teacher also gave awards to students who

can ask questions with handclaps.

In reasoning activities, teachers provide a wide

range of problems that are found in everyday life and

students are matched with material based on the

themes presented. This activity is done as an attempt

to trigger the students ' critical thinking, logical and

systematic in reasoning something.

For example: teachers ask students independently

based on the text that he passes on "how facial

expressions people sad and excited, and just about

anything that can make the heart sad and joyful every

day of his life?Still with regard to the activities of the

reasoning in exploration, for example, students name

the angles of a triangle on the origami paper that has

been formed and the students are asked to determine

the angles A, B, C, and D through thematic guide

book.

Next after you have finished the process of

reasoning of the students either individually or in a

group, then each student collect knowledge that has

been gained by the knowledge of her friend in pairs

and exchange information with each other.

Furthermore, as a sense of accountability as a

result of the group discussion, students are asked by

the teacher to present the results of the group

discussion through a partner in front of the class.Each

couple ordered a teacher to alternately convey the

area of a triangle in front of the class is then defined

by the teacher.

To end the activity of learning, teachers ask

students to summarize the material that was submitted

by way of writing the reviews about the material that

has been studied. The teacher asked the students to

deliver some content reviews the material they have

written. Then the teacher emphasized the review of

the material they wrote, and the teacher delivered a

moral message related to the material presented.

The implemented of the activities of the thematic

study concludes with the assessment. Teachers assess

the learning process by means of conducting

observations in learning activities from the beginning

to the end of the activity. Teachers also conduct

assessment with written test instruments and test

orally. Assessment attitude also is done by the teacher

The Implementation of Thematic Learning in MIN Medan

525

in the form of a journal entry teacher, good spiritual

attitude or social attitudes.

10 CONCLUSIONS

Thematic learning is learning that does not serve the

material such as the delivery of the learning material

based on one particular subject. But thematic learning

presented with based on a particular theme. The

theme of the taught with regard to many subjects.

Themes taught in thematic learning in accordance

with the level of maturity and capacity SD/MI

students.

Teacher perceptions of thematic learning in

Medan city Medan Sunggal MIN can be disimpukan

that they strongly supported the existence of learning

themes. This is because through a specific theme,

then the student will be better acquainted himself with

the surrounding environment. In addition, the

teachers are also very sued his creativity in the

thematic learning because learning requires

concentration very thematic in its execution. Then,

the teacher must also understand all the students'

abilities so that when the teacher explains the

material, all students are truly able to understand it.

Planning of thematic learning compiledby the

teachers in Lesson Plan (RPP). There are several

steps in drawing up thematic RPP, namely: (1)

determine the themes, (2) Conduct an analysis of the

standard of competence of graduates (SKL), core

competence (KI), Basic Competencies (KD), and

create indicators, (3) determine the Learning

Material, (4) determines the Approaches and methods

of learning, (5) provides Media, tools and learning

resources, (6) determine the learning activities, and

(7) devised an evaluation of learning

Thematic learning process is done in three stages,

namely: (1) the preliminary activities, (2) core

activities, and (3) final activities. Preliminary

activities contains a warm-up activity seeks to

motivate students in learning. This can be done

through the counting, singing and telling stories

(storytelling), and ask things related to the themes that

will be delivered. After that, the core activities will be

carried out in the form of delivering themes related to

many subjects. In presenting this theme the teacher

takes a scientific thematic approach.

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