ANALYSIS OF THEMATIC LEARNING DESIGN USING SCIENTIFIC APPROACH IN KAMPUS MENGAJAR

Abstract

This study analyzes integrated thematic learning using a scientific approach to restore basic literacy and numeracy among lower-grade students at a Kampus Mengajar target school in Garut. Employing a qualitative descriptive approach, data were gathered through in-depth interviews with lower-grade teachers and the analysis of collaboratively developed Lesson Plans (RPPs).  The results indicate that teachers do not independently compile the syllabus from the initial stage because the school curriculum system provides standard documents and binding themes. However, at the operational RPP level, teachers successfully integrated scientific approach steps adaptively, focusing on observing and trying activities tailored to the cognitive development of lower-grade children. Constraints regarding rigid integration of cross-subject Basic Competencies (KD) were resolved by teaching these materials separately outside thematic hours. Furthermore, the Kampus Mengajar program successfully accelerated the development of concrete learning media that support classroom scientific activities.