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All Journal EL ROBIH: Jurnal Pendidikan Madrasah Ibtidaiyah
Siti Fatimah
Universitas Nahdlatul Ulama Al Ghazali Cilacap

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ANALISIS IMPLEMENTASI PEMBELAJARAN TEMATIK TERPADU PADA KELAS RENDAH SD/MI TERHADAP HASIL BELAJAR SISWA Rahmawati Triutami; Siti Fatimah; Isna Fatimatuz Zahroh
EL ROBIH: Jurnal Pendidikan Madrasah Ibtidaiyah Vol. 2 No. 2 (2025): EL ROBIH: Jurnal Pendidikan Madrasah Ibtidaiyah
Publisher : Universitas Nahdlatul Ulama Al Ghazali Cilacap

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52802/elrobih.v2i2.2219

Abstract

Integrated thematic learning is an approach that is conceptually most appropriate to the characteristics of cognitive development in lower grade elementary school/Islamic elementary school (SD/MI), but its implementation in the field still faces various obstacles because it is reinforced by the Independent Curriculum policy. This study aims to analyze the concept, conduct implementation practices, challenges, handling strategies, and apply integrated thematic learning to lower grade student learning outcomes based on the latest literature review. The method used is a systematic literature review with the PRISMA approach, which searches scientific articles published in 2020–2025 from the Google Scholar, Garuda, SINTA, DOAJ, and ERIC databases, then selects them through inclusion and exclusion criteria to obtain a number of relevant articles for thematic analysis. The results of the study indicate that the implementation of integrated thematic learning is still overshadowed by four main groups of challenges, namely teacher factors (pedagogical competence, mastery of material, and teaching creativity), student factors (motivation, initial abilities, and diversity of characteristics), facility factors (media, technology, and textbooks), and curriculum factors (administration, assessment, and material integration). Various studies show that strategies such as Project Based Learning, Problem Based Learning, Cooperative Learning, differentiated learning, game-based learning, and the use of digital media and interactive LKPD have proven effective in improving cognitive, affective, and psychomotor learning outcomes, while fostering student motivation, activeness, critical thinking, creativity, collaboration, and communication skills. The conclusion of this study confirms that the success of integrated thematic learning is highly dependent on the synergy between teacher readiness, facility support, and curriculum policies that are adaptive to the school context.
ANALISIS KESULITAN BELAJAR MATEMATIKA PADA SISWA KELAS RENDAH MADRASAH IBTIDAIYAH DAN STRATEGI PENANGANANNYA Naeli kholifatul Fadila; Siti Fatimah
EL ROBIH: Jurnal Pendidikan Madrasah Ibtidaiyah Vol. 2 No. 2 (2025): EL ROBIH: Jurnal Pendidikan Madrasah Ibtidaiyah
Publisher : Universitas Nahdlatul Ulama Al Ghazali Cilacap

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52802/elrobih.v2i2.2220

Abstract

Mathematics is a foundational subject that shapes logical, systematic, and analytical thinking from the earliest years of formal education, yet many students in the lower grades (Grades I–III) of Madrasah Ibtidaiyah (MI) continue to experience persistent learning difficulties in mastering basic mathematical concepts. This study aims to analyze the forms and causes of mathematics learning difficulties among lower-grade MI students and to formulate appropriate handling strategies based on current scientific literature. A qualitative library research (studi pustaka) design was employed, using descriptive-qualitative content analysis of national accredited (SINTA) and reputable international journal articles published between 2021 and 2025. Data were collected through documentary tracing of relevant publications and analyzed using the interactive model of Miles, Huberman, and Saldaña, comprising data condensation, data display, and conclusion drawing, with source and theory triangulation to ensure trustworthiness. The findings indicate that learning difficulties manifest in number recognition, arithmetic operations, conceptual understanding, word-problem solving, conceptual errors, misconceptions, logical reasoning, and numeracy. These difficulties are shaped by internal factors (motivation, interest, cognitive readiness, concentration, self-confidence), external factors (family environment, learning facilities, peers), teacher-related factors (competence, instructional strategy, assessment practices), and learning-related factors (media, methods, and models). Effective handling strategies include differentiated instruction, Problem Based Learning, Realistic Mathematics Education, contextual approaches, concrete and manipulative media, educational games, digital technology, numeracy-based instruction, individual mentoring, remedial programs, peer tutoring, teacher-parent collaboration, and diagnostic assessment. The study concludes that early, diagnostic, and collaborative intervention is essential to prevent cumulative mathematical learning difficulties in MI students.
Co-Authors Isna Fatimatuz Zahroh Naeli kholifatul Fadila Rahmawati Triutami