LANDASAN TEORI DAN PENERAPAN MODEL PEMBELAJARAN TEMATIK INTEGRATED, IMMERSED, DAN NETWORKED PADA JENJANG MI

Aza Farkhana; Aza Zaharani; Latifatul Azizah; Yogi Fatihatul Izzah

doi:10.61722/jmia.v3i5.12819

Authors

Aza Farkhana Sekolah Tinggi Agama Islam (STAI) Sultan Syarif Hasyim Siak
Aza Zaharani Sekolah Tinggi Agama Islam (STAI) Sultan Syarif Hasyim Siak
Latifatul Azizah Sekolah Tinggi Agama Islam (STAI) Sultan Syarif Hasyim Siak
Yogi Fatihatul Izzah Sekolah Tinggi Agama Islam (STAI) Sultan Syarif Hasyim Siak

DOI:

https://doi.org/10.61722/jmia.v3i5.12819

Keywords:

pembelajaran tematik, integrated, immersed, networked, madrasah ibtidaiyah

Abstract

Thematic learning is suited to the characteristics of Madrasah Ibtidaiyah (MI) students, who view things as a whole. However, teachers still find it difficult to choose and apply appropriate integration models because they do not yet understand the theoretical foundations and characteristics of each model. This study aims to describe the theoretical foundations of thematic learning, as well as the concepts, characteristics, and application of the integrated, immersed, and networked models in MI. The method used is a literature study, reviewing relevant books, journal articles, and regulatory documents, which were then analyzed using descriptive qualitative analysis. The results show that thematic learning is grounded in philosophical, psychological, and legal foundations. The integrated model combines concepts that overlap across subjects and is teacher-directed, the immersed model places students' interests and experiences at the center of integration, and the networked model extends learning through a network of resource persons and learning resources outside the classroom. It can be concluded that each of the three models has its own strengths and limitations, so their selection should be adjusted to the theme, teacher readiness, and student characteristics.

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