Pembelajaran Tematik Integratif IPA dan IPS di Madrasah Ibtidaiyah (MI) dalam Kurikulum 2013
DOI:
https://doi.org/10.21154/cendekia.v14i1.617Keywords:
Tematik, kurikulum, IPA, IPS.Abstract
This research is inspired by a question: why does curriculum 2013 using integrated thematic learning. To address this question, a philosophical, psychological, and juridical basis should be discussed. By understanding those things, integrated thematic learning is suited with curriculum 2013. As the description above, this study is to focus on how the integrated thematic learning at MI level is implemented because this learning will become a main model that educators should develop the curriculum 2013. Referring to Integrated thematic learning of curriculum 2013, science and social studies are not removed but they are integrated based on theme. Those studies will be topics of all subjects in MI. This integration is done in two points: (1) attitude, skill, and knowledge integration in learning process and (2) integration of basic concepts that are closely related. The theme makes a meaning among basic concepts so the students do not learn partially. Therefore, science and social studies give a whole meaning to the learners as reflected at the available theme
: انطلقت هذه الدراسة من السؤال "لما لابد أن يكون تطبيق المنهج الدراسي 2013 على أساس التعليم الوموضوعي الموØّد" ØŸ . لإجابة هذا السؤال لابد من دراسة أسسه الÙلسÙية والنÙسية والØكمية، ÙبالÙهم العميق لهذه الأسس الثلاثة Ùالتعليم الموضوعى الموØّد هو المناسب للمنهج الدراسي 2013. وعلى هذا الأساس Ø£Ùجريت هذه الدراسة مركزّة ÙÙŠ "كي٠يكون التدريس الموضوعي الموØّد ÙÙŠ مستوى المدرسة الإبتدائية "ØŒ لأن هذا النموذج من التدريس هو نموذج رئيس ويجب على المدرس تطويرها لأجل تطبيق النهج الدراسي 2013. ÙˆÙÙŠ المنهج الدراسي 2013ØŒ كانت مادة علم الطبيعة وعلم الإجتماع لا تØØ°Ùان وإنما تÙÙˆØّدان على أساس الموضوع. أصبØت هاتان المادتان موضوع دراسة ÙÙŠ جميع المواد الدراسية ÙÙŠ المدارس الإبتدائية. ويكون هذا التوØيد والتمزيج ÙÙŠ جانبين، الأول ،التمزيج الموقÙÙŠ والمهاري والمعلومات ÙÙŠ عملية التعليم، والثاني تمزيج المÙاهيم الأساسية المتعلقة بها. كان الموضوع جمع شتّى المÙاهيم الأساسية Øتى لا يدرس الطلاب المÙاهيم الأساسية Ù…Ùرّقة. بهذا كان تدريس علم الطبيعة وعلم الإجتماع يعطيان الطلاب المعنى الموØّد كما يظهر ذلك ÙÙŠ المواد الدراسية المتنوعة
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