Teachers’ Difficulties in Implementing Thematic Teaching and Learning in Elementary Schools
Abstract
The objective of this study was to identify teachers’ difficulties in implementing
thematic learning in elementary schools. The study was phenomenology-type
qualitative research. Data were collected through interviews followed by focus
group discussion; the focus group discussion involved 15 elementary school
teachers from eight provinces that had implemented Curriculum 2013. The
data were analyzed by means of Cresswell’s steps. The results of the study
showed that teachers encountered obstacles in selecting appropriate problems
and themes within thematic, scientific and problem-based learning and in
managing time for project-based learning. The availability of learning facilities
was still limited. The problems found at the assessment stage was the teachers’
capacity in selecting appropriate techniques, in creating good instruments and
in formulating clear assessment criteria.
Keywords: teachers’ difficulties, thematic learning, elementary schools
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