The Level of Difficulty of Teachers in Thematic Learning

Abstract

The problem in this study is the difficulty of teachers in thematic learning in elementary schools related to the implementation of the 2013 curriculum. The purpose of the study was to determine the level of difficulty of teachers in thematic learning in Elementary School Cluster IV Tanete Riattang District Bone District. The research approach uses qualitative research with descriptive qualitative research. The research subjects were the teacher or homeroom teacher who taught thematic learning in Elementary School Cluster IV which applied the 2013 curriculum totaling 22 people. Data collection techniques using questionnaires and supporting interviews. Data were analyzed by data reduction, data presentation, and drawing conclusions. The results showed that teachers at the planning stage felt quite difficult and felt the most difficult in the preparation of lesson plans due to changes in the curriculum component. At the implementation stage the teacher found it quite difficult to integrate several maples into one learning accompanied by character planting. At the assessment stage, teachers still experience difficulties, especially in reporting learning outcomes due to lack of understanding and are not familiar with thematic learning assessments. Keyword: Degree of difficulty, Thematic Learning