<![CDATA[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.]]>
Copyrights © 2025
