Abstrak

Penelitian ini bertujuan menganalisis dan menguraikan kesiapan para guru Madrasah Ibtidaiyah di Madrasah Ibtidaiyah Negeri 10 Aceh Tengah dalam mengimplementasikan pembelajaran tematik sesuai standar yang ditetapkan. Metode kualitatif deskriptif digunakan dalam penelitian ini. Subyek penelitian melibatkan para guru yang telah berpengalaman. Keabsahan data diperiksa melalui triangulasi data dan member check, sedangkan analisis data melibatkan reduksi data, sajian data, dan penarikan kesimpulan. Hasil penelitian mengungkap beberapa hal: sebagian guru yang memahami pembelajaran tematik kesulitan menerapkan konsep tersebut, namun mampu merencanakan pembelajaran dengan baik; para guru melaksanakan pembelajaran tematik sesuai RPP, namun metode dan media pembelajaran yang digunakan cenderung kurang bervariasi, sementara keterampilan dalam menyusun rubrik penilaian autentik masih perlu ditingkatkan. Kendala dalam implementasi meliputi ketersediaan sarana belajar yang terbatas, keterbatasan sumber belajar dan media, kesulitan menyusun rubrik penilaian sikap, dan hambatan dalam mengintegrasikan pendekatan saintifik dalam pembelajaran tematik. Disarankan agar sekolah meningkatkan sarana dan prasarana, mengembangkan sumber belajar, memberikan pelatihan dalam menyusun rubrik penilaian autentik, serta mendukung integrasi pendekatan saintifik dalam pembelajaran tematik guna meningkatkan efektivitas proses pembelajaran.

 

Abstract

This study aims to analyze and describe the readiness of Madrasah Ibtidaiyah teachers in Madrasah Ibtidaiyah Negeri 10 Aceh Tengah in implementing thematic learning according to the established standards. Descriptive qualitative method was used in this study. The research subjects involved experienced teachers. Data validity was checked through data triangulation and member check, while data analysis involved data reduction, data presentation, and conclusion drawing. The results revealed several things: some teachers who understand thematic learning have difficulty applying the concept, but are able to plan lessons well; teachers implement thematic learning according to lesson plans, but the methods and learning media used tend to be less varied, while skills in compiling authentic assessment rubrics still need to be improved. Constraints in implementation include limited availability of learning facilities, limited learning resources and media, difficulties in preparing attitude assessment rubrics, and obstacles in integrating the scientific approach in thematic learning. It is recommended that schools improve facilities and infrastructure, develop learning resources, provide training in preparing authentic assessment rubrics, and support the integration of the scientific approach in thematic learning to improve the effectiveness of the learning process.