EVALUATION OF THEMATIC LEARNING CURRICULUM 2013 AT MADRASAH IBTIDAIYAH Umri Nur Safitri, Ahwy Oktradiksa, Norma Dewi Shalikhah*
Universitas Muhammadiyah Magelang
Abstract
As a teacher and a learning evaluator, you must have strategic steps to improve and make perfect thematic learning application in elementary schools in order to create learning atmosphere effectively and appropriately. This study aims to discover the teacher preparation in preparing thematic learning, knowing the implementation of thematic learning, and knowing how they evaluate thematic learning that have been implemented so far. This is a qualitative research and the case study research conducted at MI Ma^arif Ngadipuro. The subjects in this study were grade 3 teachers as the main actors in determining educational success. The techniques of collecting data were using structured interviews the grade 3 teachers, classroom observations and documentation. The data analysis technique was using data reduction, data presentation, and drawing conclusions. The results of this study indicate that the application of learning at MI Ma^arif Ngadipuro begins from preparing or planning thematic learning which is classified into five parts, namely determining learning objectives with KD analysis, establishing or developing theme networks, creating theme networks, compiling syllabus, and RPP. The process of implementing thematic learning at MI Ma^arif Ngadipuro are carried out through 3 stages, namely initial activities, core activities, and final activities based on the learning steps in the RPP. And for the assessment or evaluation process, they are divided into 3 assessment domains, namely affective assessment, cognitive assessment, and psychomotor assessment.
