evaluation of learning Thematic
Eureka Education - Review of thematic learning can be interpreted as evaluation that information on the acquiring knowledge and understanding of children looking for, the development of children's skills and social and emotional development of children through alternative assessment and informal way using (Department of Education, 1996: 65). According to Joni Raka (1996: 16), which basically analyzes the thematic learning for learning activities differs not by conventional analysis. Therefore all of the principles that must be observed in the conventional learning concerns thematic learning review. The difference in the evaluation of thematic learning more emphasis on the process of business creation and accompaniment effects (caring effect), such as the ability to work together, tolerance and so on. According to the Center for Curriculum (02), the assessment of pupils in classes I and II of primary school does not follow the rules of evaluation as other topics, the first grade of primary school the child does not know considering all how to read and Write how to choose the first class is not emphasized in writing in the evaluation.
Features of Primary Schools Learning
interest and learning strategies in primary schools
Primary School is an institution of basic education in the formal education that cater for children aged seven to twelve years. Rasyidi, W. (1993) Elementary School According to a unit or units of social institutions (social institution), which was given the mandate or a special task by the community to systematically implement the basic education substantially. Thus, the primary school name a unit of social services relates a specific mandate was given by the people to basic education first fragment for six years to implement on a second part of the basic education for three years in junior high school or equivalent education units to be continued , Therefore, according Sujanto, A. (1986: 98) strong basic education will encourage education, because education is beyond primary school is exactly what dominates the development of the child the primary school level. An ability to be controlled by a primary school graduates, as mentioned by the national educational standards in primary school graduation standards, students are to demonstrate capable skills of listening, reading, writing and arithmetic. This indicates that the core in the primary school learn the mastery of the 3Rs was (writing, reading and Arithmetical) or the so-called basic skills. After Mikarsa, et al. (05: 1.11) the ability to read, write, and count (calis device) is the first and primary objective in the objectives of education in the primary school. This goal is a goal that most basic because it largely determines the well the least traffic abilities of others. Hamid, S. (1989) suggested that the basic skills that are generally accepted, is reading, writing and arithmetic. These basic skills needed and should be just as good for someone who will work well for those who will continue their studies
More Jarolimek & Foster. (1985: 3) says that mastering the teaching of writing, reading and mathematics are the basis for the learning of crucial importance. Without this ability, a student is a hurdle in improving their ability to learn. Part of the culture and accepted as part of the spiritual background of all citizens is therefore focused the ultimate goal of the organization of the primary school on aspects of literacy. The successful realization of the basic educational goals as above by the reaction of learning is determined above, which is a form of implementation of the plan included in the curriculum. At this time, since the adoption of Regulation No 22, 23 and 24 of 06 on the content standards, graduate competence standards and implementation sugar Diknas No. 22 and 23, the current curriculum school level is the Education Unit Level Curriculum (SBC). According to the National Education Standards (06) SBC is ready for operation curriculum, and is produced implemented by each unit of education itself.
In the SBC schools wide autonomy in the formulation and the curriculum in accordance with the potential to determine who the individual is set with reference to the Standards content and skills that have been BSNP the requirements and needs. Therefore learning is done in class guided by the principles of learning, outlined in the SBC. After Mulyasa (06: 44) SBC the result is not more than curriculum development is is based on competence. Therefore, the development of the learning process at school refers to the principle of competence-based learning curriculum. Curriculum Centre (02) noted, the principles - principles of teaching and learning activities in a competence-based curriculum (1) a student-centered; (2) learning by doing; (3) develop social skills; (4) develop curiosity, imagination and nature godless; (5) problem-solving skills to develop; (6) students' creativity to develop; (7) develop the ability to use science and technology; (8) menumbuhkn kesadarab seagai good citizens; (9) for lifelong learning; and (10) a mixture of competition, kerjsama and solidarity
More Hamalik (06: 87). it is said that with a centered approach implemented strategies in competence-based curriculum learning on children as the development of knowledge to transform as subject learning and not as an object of passive waiting for instructions from teachers. The learning process was organized with the memandirikan learners to learn, collaborate with other learners, to make observations and to identify their own learning outcomes for reflection and build their students their own knowledge. The role of the teacher in the learning process to be more than an agent and not the initiator of the study. Therefore, the learning process can be carried out a strategy Learning Cooperative learning , championship learning, school learning by CBSA, community-based learning in the form of integration of school and community, as well as integrated learning .
More Jarolimek & Foster. (1985: 3) says that mastering the teaching of writing, reading and mathematics are the basis for the learning of crucial importance. Without this ability, a student is a hurdle in improving their ability to learn. Part of the culture and accepted as part of the spiritual background of all citizens is therefore focused the ultimate goal of the organization of the primary school on aspects of literacy. The successful realization of the basic educational goals as above by the reaction of learning is determined above, which is a form of implementation of the plan included in the curriculum. At this time, since the adoption of Regulation No 22, 23 and 24 of 06 on the content standards, graduate competence standards and implementation sugar Diknas No. 22 and 23, the current curriculum school level is the Education Unit Level Curriculum (SBC). According to the National Education Standards (06) SBC is ready for operation curriculum, and is produced implemented by each unit of education itself.
In the SBC schools wide autonomy in the formulation and the curriculum in accordance with the potential to determine who the individual is set with reference to the Standards content and skills that have been BSNP the requirements and needs. Therefore learning is done in class guided by the principles of learning, outlined in the SBC. After Mulyasa (06: 44) SBC the result is not more than curriculum development is is based on competence. Therefore, the development of the learning process at school refers to the principle of competence-based learning curriculum. Curriculum Centre (02) noted, the principles - principles of teaching and learning activities in a competence-based curriculum (1) a student-centered; (2) learning by doing; (3) develop social skills; (4) develop curiosity, imagination and nature godless; (5) problem-solving skills to develop; (6) students' creativity to develop; (7) develop the ability to use science and technology; (8) menumbuhkn kesadarab seagai good citizens; (9) for lifelong learning; and (10) a mixture of competition, kerjsama and solidarity
More Hamalik (06: 87). it is said that with a centered approach implemented strategies in competence-based curriculum learning on children as the development of knowledge to transform as subject learning and not as an object of passive waiting for instructions from teachers. The learning process was organized with the memandirikan learners to learn, collaborate with other learners, to make observations and to identify their own learning outcomes for reflection and build their students their own knowledge. The role of the teacher in the learning process to be more than an agent and not the initiator of the study. Therefore, the learning process can be carried out a strategy Learning Cooperative learning , championship learning, school learning by CBSA, community-based learning in the form of integration of school and community, as well as integrated learning .
the characteristics of early childhood development classes SD
The features of the development of children in class one, two and three SD usually physical growth reaches maturity. They were able to control the body and balance. In addition to the social development of children and Ego has shown on their gender, to compete with their peers has begun to have friends who have been able to share and independently. Elementary school students the intellectual development, according to Piaget's stages of cognitive development of children (1950), primary school age children are at the stage of concrete operations. In the age group of children start behavior study to show as follows:
start looking at the world from one aspect of the situation objectively, on a different aspect of elements is reflective so shift simultaneously;
have
- think start operating;
- with operational thinking to classify objects;
- The construction and use of connectivity rules and use simple scientific principle causal relationship;
- Understand. The concept of substance, liquid volume, length, width, area and weight
learn Considering the stage of development of thinking, the tendency primary school children trains, namely:
concrete
concrete implies a learning process to move from concrete things which can be seen, smelled, touched and manipulated tinkering with an emphasis on the use of the environment as a learning resource. The use of the environment is more meaningful and to produce the process and the results valuable because the students are confronted with the event and the actual situation, of course, makes it more real, factual, meaningful and truth can be considered.
Integrative
At stage of primary school age children look at something that I as a whole learned they have to sort out the concept of different disciplines, not been able. It shows the thinking of the child deductive namely from the general to section by section.
Hierarchical
At this stage of primary school age learn the way children as easy to develop gradually from things up, things are more complex. In this context it is necessary to the logical order, the
Basic. Reading, writing and arithmetic in elementary school students to appreciate the relationship between matter and scope extent and depth of the material
After Jarolimek and Foster (1985: 230)., Primary school responsible for the teaching of basic skills, including reading, writing and arithmetic since colonial times to the present. This ability has been agreed as the basics in literacy (reading and writing). Someone who is not good enough to handle this task, the "blindness" doing his school work and have experienced their limits in decisions in their lives outside school. Competence in reading, writing and arithmetic are often referred to as "the 3Rs". Mastering this skill will make the child communicative person. While Tilaar (1998: 30) noted that the reading and writing a skill that must be by any member of modern society owned, because today's modern society, it is said as a knowledge society. This means that people will not be able, without the science to develop. The process has no knowledge but reading process
Owen (Zuchdi and Budiasih 1997: 20). Argued there are several stages of child progress, namely: Phase pre-reading, the child 6 years ago to distinguish letters have been able and numbers. Most of them already knows their name when it is written. Phase 1, which was up to about the second class, the children focus on the words out in a simple story. Increased age between 7 or 8 years won most children have required knowledge of letters, syllables and words that are read. In Phase 2, which is about when he was three and four years old in grade, the children can use the words he did not analyze the use of the font patterns and conclusions based context did not know. In Phase 3 of the fourth grade to grade two junior high, it seems a rapid development in reading to be, is the pressure measurement no longer on paper but on the understanding of knowledge.
Owen (Zuchdi and Budiasih 1997: 20). Argued there are several stages of child progress, namely: Phase pre-reading, the child 6 years ago to distinguish letters have been able and numbers. Most of them already knows their name when it is written. Phase 1, which was up to about the second class, the children focus on the words out in a simple story. Increased age between 7 or 8 years won most children have required knowledge of letters, syllables and words that are read. In Phase 2, which is about when he was three and four years old in grade, the children can use the words he did not analyze the use of the font patterns and conclusions based context did not know. In Phase 3 of the fourth grade to grade two junior high, it seems a rapid development in reading to be, is the pressure measurement no longer on paper but on the understanding of knowledge.
In view of the development of writing, Owens said there are parallels between the development of literacy skills. Generally, a good writer is a good reader, and vice versa. The process of writing around in drawing both symbols represent, but the writing is different from the drawing, and it is known by the child when she was three years old
After Akhadiah et al ( 1993: 81). Implementation of writing in schools basic particular in class one and two can not be separated with reading starters, although reading and writing are two different skills. The writing is productive while receptive to read. The ability to write, is not natural, but obtained by the process of teaching and learning. To write the letter as a symbol of sound, the student should practice how to keep stationery and move his hand to pay attention to what is to be written (in the picture) students should be trained to observe the epitome of sound to understand, to write each letter symbolizing a particular tone it properly. To be useful, the process of learning to write the beginning was held after the student is able to recognize the letters.
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