ii iii

INTERNATIONAL CONFERENCE ON EDUCATION ANDTRAINING

(ICET)

PROCEEDINGS

THEME

QUALITY IMPROVEMENT IN

EDUCATION & TRAINING

International Conference In Education & Training (ICET) Faculty of Education, State University of Malang

collaborated with International Journal of Innovation in Education (IJIIE)

MINISTRY OF RESEARCH, TECHNOLOGYAND HIGHER EDUCATION

STATE UNIVERSITY OF MALANG

FACULTY OF EDUCATION

2015

WORKING PAPER INTERNATIONAL CONTRIBUTION PROCEEDINGS

International Coference in Education and Training (ICET) Faculty of Education, State University of Malang November 6th – 8th 2015, Malang

Reviewer Saida Ulfa (Universitas Negeri Malang, Indonesia)

Burhanuddin (Universitas Negeri Malang, Indonesia)

Kazuhiro Sumi (Saga university, Japan)

Makiko Kishi (Meiji University, Japan)

Sebastiao Pereira (Instituto Superior Cristal DIli, Timor Leste)

Qi Xiao He (Guangxi Normal University, China)

Mirjam Anugerahwati (State University of Malang, Indonesia)

Steering Committee Sopingi (Universitas Negeri Malang, Indonesia)

Juharyanto (Universitas Negeri Malang, Indonesia)

Agustinho dos Santos Goncalves (Instituto Superior Cristal Dili, Timor Leste)

Viengdavong Luangsithideth (Ministry of Education and Sports, Laos PDR)

Wang Hui (Guangxi Normal University, China)

Secretariat ICET FIP UM UNIVERSITAS NEGERI MALANG, FAKULTAS ILMU PENDIDIKAN Gedung D2 Lantai 1,

Jl Semarang 5 Malang, 65145 Indonesia

Phone. +62341551213, fax +62341566962

CP: Sopingi 082231606363

Layout : Agus Dwi Irawan K.

Cover Design : Agus Nurkhalimi

Hak cipta yang dilindungi

Undang-undang pada : Pengarang

Hak Penerbitan pada : Fakultas Ilmu Pendidikan Universitas Negeri Malang

Dicetak oleh : Universitas Negeri Malang

xi, 664 hlm; 29,7 cm

ISBN 978-602-73626-1-1

Dilarang mengutip atau memperbanyak dalam bentuk apapun

tanpa izin tertulis dari penerbit

Penerbit Fakultas Ilmu Pendidikan Universitas Negeri Malang

Jl Semarang 5 Malang Kode Pos 65145

Telp. (0341) 551312

iv

PREFACE

The International Conference on Education and Training (ICET), Faculty of Education, State

University of Malang, 2015 took place in Malang, Indonesia, between 6 and 8 November, 2015. ICET

is an international conference covering research and development in the field of education and

training. The conference aims at creating a forum for further discussion for an education and training

field incorporating a series of issues and/or related to quality improvement in education and training.

Therefore, the call for papers was addressed to scholars and/or professionals of the field of eduaction

and training. Driven by the fast-paced advances in the education field, this change is characterized in

term of its impact on the education implementation.

During the conference, 4 keynotes speakers were held in order to advance and contribute to specific

research areas in the filed of education.More than 130 pre-registered authors submitted their work in

the conference. The ICET 2015 finally accepted and hosted 94 original research papers. All papers

submitted to the conference were reviewed using a double-blind peer review process. The conference

commite decided about the acceptance or not of the submitted papers, with the contribution of

competence and expertised reviewers. Collaborate with International Journal in Innovation in Edition

(IJIIE), the selected papers will be published at IJIIE as the Special Issues Edition under theme

“Quality Improvement in Education and Training”.

We would like to thank all members that participated in any way in the ICET 2015, especially: (a)

the Inderscience Publisher for supporting and receiving the selected papers to be published as the

Special Issues Edition of the International Journal of Innovation in Education; (b) the Co-organizing

Universities and Institutes for their support and development of a high-quality conference; (c) the

members of the scientific committee that honored the conference with their presence and provided a

significant contribution to the reviewer of papers as well as for their indications for the improvement

of the conference; and (d) all members of the organizing committee for their willing to organize the

conferenece as good as possible.

Dean,

Prof. Dr. Bambang Budi Wiyono, M.Pd

v

vi

TABLE OF CONTENT

PREFACE .................................................................................................................................. v

TABLE OF CONTENTS ................................................................................................................. vii

1 The Development of Portuguese Language Teaching Materials to Improve Learning

Quality In Timor Leste

Agostinho dos Santos Gonçalves....................................................................................... 1

2 The Effectiveness of Papua Peace Education (PAPEDA) in the Primary Schools

Agustinus Hermino .................................................................................................................. 11

3 Strengthening the Role of Family for Reduction Students Problem through School -

Based Family Therapy

Arbin Janu Setiyowati....................................................................................................... 19

4 Quality Culture in Higher EducationToward a Leading University

Arifin ....................................................................................................................................... 27

5 Exploring of School Asset

Asep Sunandar; Djum-djum Noor Benti; R Bambang Sumarsono ......................................... 35

6 Review of Centralization and Decentralization Approaches to Curriculum

Development in Indonesia

Desi Eri Kusumaningrum; Teguh Triwiyanto ......................................................................... 41

7 Optimalizing Teacher’s “God-Spot” in Promoting the Learning Effectiveness in

Elementary School

Diah Saptorini................................................................................................................... 53

8 Digital Image-Based Analysis of Cognitive Function and Visual Perception in Learning

Photography

Dody Dorjanto ........................................................................................................................ 63

9 The Development of Thematic Learning Based on Lesson Study with Orientation on

Region Diversity for Teachers of Elementary Grade in the City of Malang, Province of

East Java, Indonesia

Endang Setyo Winanrni; Sehkabuden; Sri Harmini ............................................................... 77

10 Conservation Values of Local Wisdom Traditional Ceremony Rambu Solo Toraja’s

Tribe South Sulawesi as Efforts the Establishment of Character Education

Erman Syarif; Hasriyanti.................................................................................................. 83

11 Dream and Fact of Education in the “3T” Kupang

Galang Surya Gemilang ................................................................................................... 89

12 Training on Peer Review: an Effort to Develop EFL Students’ Writing Skills,

Cooperation, and Autonomous Learning

Jumariati........................................................................................................................... 99

13 The Assessment and Recommendation for the Principal Preparation Program

Muhammad Ardiansyah ......................................................................................................... 109

14 Junior High School Students in Remote Area: Learn and Help Parent Dilemma

Nurul Ulfatin .......................................................................................................................... 117

vii

15 Women's Reproductive Health Improvement through Understanding Problem Solving

Approach in Aisyiah Sugio

Ratna Nurdiana; Yayuk Chayatun Machsunah ...................................................................... 123

16 The Development of Roro Jonggrang Literature Story Books for the Alternative Basic

Foundation to Integrate Thematic Instructional for the First Grade of Elemantary

Students

Ratna Trieka Agustina............................................................................................................ 129

17 The Development of Tutorial Methode Based on Web Facilitated in the Lecturing of

Dance Art Study of Primary School Level

Retno Tri Wulandari .............................................................................................................. 137

18 Improving the Quality of Learning Sociology in Timor Leste by Using Teaching

Materials Based on the Context of Social Environment

Sebastiao Periera ................................................................................................................... 147

19 Implementation of the Supervision of the Principal in Improving Competence

Paedagogik Teacher Catholic High School (SMAK) St. Albertus in Malang

Sri Wening Rahayu ................................................................................................................. 157

20 Increasing Capacity Market Analysis and Government Intervention Failure Economic

Approach through Learning Portfolio Public

Sukisno; Hadi Suryanto.......................................................................................................... 165

21 The Model of Quality Assurance Implementation as a Form of Control for

Organizations

Sunarni ................................................................................................................................... 173

22 A Knowledge Management Model for Primary School Management

Sunaryo .................................................................................................................................. 189

23 English Adjective Clause Construction: Using Corpus in Structure Analysis Class

Tantri Refa Indhiarti; Iis Nur Rodliyah ................................................................................. 199

24 The Implementation of Educational Management Audit to Measure the Principals’

Managerial Performance in Indonesia

Teguh Triwiyanto; Ahmad Nurabadi ..................................................................................... 217

25 The Development of an Integrated Thematic Model through Scientific Approach Based

Value of Inquiry in Blitar East Java Indonesia

Widayati ................................................................................................................................. 231

26 Orientation Communication Style Students in Class

Wildan Zulkarnain ................................................................................................................. 243

27 Relationship of Self Efficacyand Cognitive Learning Outcomes Improving Radio

Receiver Subject for Students of SMK Negeri 2 Kupang

Yetursance Y. Manafe ............................................................................................................. 251

28 Reducing Negative Effects of Biases, Stereotypes and Prejudices in the Context of

Multicultural Society of Indonesia by Experiential Learning

Yohanes Yupilustanaji Apgrianto ........................................................................................... 257

29 Uniqueness of Pesantren to Solve the Problem of Santri

Yuliati Hotifah ........................................................................................................................ 265

viii

30 Higher Education and High School in Promoting Super Science High School Project

Murni Ramli;DanarPraseptiangga;Teguh E.Saraswati;Kusumandari;YudiRinanto 273

31 Implementation of Principal’s Transformational Leadership to Build Students’

Character in SMKN 1 Mojokerto

Diah Puji Nali Brata .............................................................................................................. 283

32 The Impact of Differences Student’s Independent Base on Learning Approach and

Intrapersonal Intelligence

Eny Nur Aisyah ...................................................................................................................... 293

33 SupplySideMapping andAnalysis BasedDimensionalQuantity, Quality, Location,

andTime inDenpasar

Harti Kartini; Sri Estu Winahyu; Lilik Bintartik ................................................................... 307

34 Meaning of Yoga Learning Through Travel

I Wayan Suyanta .................................................................................................................... 313

35 Quality Management for Open Distance Learning

Arafah Husna ......................................................................................................................... 323

36 Curriculum Based Blended Learning Model to Improve Student Softskill in Higher

Education

Nisaul Barokati Selirowangi .............................................................................................

37 StudyImplementation ofNonformal Education Basedon EconomicCommunity in Rural

Areas

331

Zulkarnain .............................................................................................................................. 341

38 Learning Social Network: An Inovative System Provides New Learning Experiences

for Students in Higher Education

Deka Dyah Utami ................................................................................................................... 349

39 Strategic Planning for the Developement of Integrated Early Childhood Education

Institution

Sri Wahyuni ............................................................................................................................ 357

40 The Implementation of Humanist Leadership

Ifit Novita Sari ........................................................................................................................ 371

41 The Effectiveness of Creativity Teaching Training for Elementary School Teachers in

East Java

Moh. Irtadji; Tutu Chusniyah; Rumidjan............................................................................... 377

42 Enhancing Learning Quality Via Innovative Technology

Punaji Setyosari ..................................................................................................................... 385

43 The Innovation of Complete Class Sustainable System in Improving the Quality of

Education in Gowa Regency

Abdul Kadir ............................................................................................................................ 395

44 Informal Education: What is Taught? What is Problem? What is Solution?

Hajjah Rafiah; Nur Aida Endah Pratama; Yudha Adrian ..................................................... 403

45 Students’ Awareness of Gender Differences in Language Use as Depicted in the Media

Mirjam Anugerahwati ............................................................................................................ 409

46 Teacher-Students Positive Relationship

Durrotunnisa .......................................................................................................................... 419

ix

47 Insight from Analytical Chemistry in Building Scientific Method in Education

Suryani Wonorahardjo ........................................................................................................... 425

48 The Effects of Multiple Intelligences Learning Strategies towards Intrapersonal

Intelligence of Underachiever Students

Weni Sri Utami ....................................................................................................................... 433

49 An Understanding of Teachers of Early Childhood Education on Emotion

Imanuel Hitipeuw ................................................................................................................... 441

50 The Cultivation of the Religious Values as Forming Character Students

Nur Aisyah; Suratno ............................................................................................................... 445

51 Designing Saintific Learning Models Application of Primary School Based on 2013

Curriculum

M. Zainuddin .......................................................................................................................... 453

52 Development and Implementation of Temathic Teaching Instrument to Improve

Quality of Process and Result of Learning in Elementary School

Sa’dun Akbar .......................................................................................................................... 461

53 The Historical Significance Instructional Strategy: A Way to facilitate SMA Students’

Historical Thinking

Susanto Yunus Alfian.............................................................................................................. 473

54 Education Quality Improvement Efforts in Primary and Madrasah through Parent

Student Participation

R Bambang Sumarsono .......................................................................................................... 481

55 Improving the Students’ Learning Mastery on Social Subject through Group

Investigation Method for the Students’ Creative Character Building of Kardina Massa

Islamic Elementary School Blitar

Hadi Mustofa .......................................................................................................................... 491

56 On-Line Editing Application for Writing Colaboration in Educator Community with

Different Characteristics

Eko Pramono Adi; Henry Praherdiono ................................................................................. 499

57 The Effectiveness of Simulation Game-Based Counseling to Improve Students’

Emotional Intelligence

M Ramli .................................................................................................................................. 505

58 Instructional Management Strategy in Thematic Approach in Order to Improve the

Quality Instruction in Elementary School

Agus Wedi .............................................................................................................................. 513

59 Strengthening Empathy of Educational Counselor Candidates with Presentation of the

Video Fact on Demand in Learning Partnership Model

Henny Indreswari; Henry Praherdhiono ............................................................................... 523

60 Developing an Integrated Model of Physical Activities and Mental Character Building

as an Alternative Intervention towards Students with Juvenile Delinquency

Mardianto; Kurniati Rahayuni; Febrita Heynoek ................................................................. 529

x

61 Education and Training Evaluation, CIPP Approach

Ach Rasyad ........................................................................................................... ............

62 Facilitative Learning Model Based on Alih Belajar

Hardika ..............................................................................................................................

63 Psychosocial Factors Affecting Self Regulated Learning for Gifted Students

Nur Eva ..............................................................................................................................

64 Development of Integrated Moral Education Model in Primary School

Sulthoni..............................................................................................................................

65 Role of Informal, Formal, Non-Formal Education in Forming Adaptive Behavior and Development of Curriculum for Slow Learner Children in SD Inklusif

537

543

551

561

Ruminiati ............................................................................................................................... 565

66 Analysis Model of the Indonesian Content as a Haul of Integrated Thematic Based

Learning in Elementary School

Alif Mudiono ......................................................................................................................... 575

67 Innovative Teaching Models for Gifted Children at Inclusive Primary School

Moh Effendi;RinaRifqie Mariana.................................................................................... 583

68 Effects of Participative Management on Employees Commitment

Burhanuddin ........................................................................................................................... 591

69 Indonesian Traditional Game “Gobak Sodor” as a Teaching Model for a Holistic

Learning in Primary Education

Nur Amalia ............................................................................................................................. 607

70 Effectiveness of Stress Self- Learning Management Module Due to Work on Special Education Teacher

Abdul Huda; Agung Kurniawan; Moh. Efendi ...................................................................... 615

71 Principal Leadership on Improving Learning Quality

Ahmad Yusuf Sobri ................................................................................................................. 621

72 The Development of Honest Behavior through Kantin Kejujuran for Elementary School Students at SD Sawojajar I Malang

Imam Nawawi.....................................................................................................................

73 The Roles of Principals in the Implementations of Collegial Supervision

633

Maisyaroh .............................................................................................................................. 639

74 Implementation ofHuman Resources Management in Improving Quality of Primary Achievement

Juharyanto........................................................................................................................ 643

75 Parents’ Participation Towards The Implementation Of Education At School

Bambang Budi Wiyono ........................................................................................................... 651

76 Protreptics Stategy: A Learning Model to Encourage the Students’ Creativities

Sopingi ................................................................................................................................... 657

77 Role Library Management In The Use Of Information Technology In STAHN Gde Pudja Mataram

Siti Zaenab ............................................................................................................................. 665

xi

78 Culture Huma Betang (Long House) In Central Kalimantan

Sanasintani ............................................................................................................................. 675

xii

ANALYSIS MODEL OF THE INDONESIAN CONTENT AS A HAUL OF

INTEGRATED THEMATIC BASED LEARNING IN

ELEMENTARY SCHOOL

Alif Mudiono; Yuniawatika State University of Malang

Email: alifmudiono@gmail.com

Abstrak: This study aims to produce a analysis model of Indonesian material as a haul of integrated

thematic based learning in elementary schools. Data was collected by means of researching and

collecting data description indicators of achievement of competencies, cognitive load, the analysis

of the substance, and the data Indonesian’s function as a haul of learning. Based on data analysis

findings description results Indonesian material analysis as a haul of integrated thematic based

learning on first grade of Elementary Schools with the subtheme Joy of Exercise it showed that the

function of Indonesian in 2013 elementary school curriculum is used for hauling in Mathematics;

PPKN; SBDP; and PJOK material. The functions of Indonesian in fourth grade Subtheme Energy

Utilization is used as the core center for hauling Mathematics, Science; PPKN; SBDP; PJOK; and

IPS

Keywords: analysis model, for hauling learning, integrated thematic

Start the school year 2013/2014 the Government implemented a new curriculum called

Curriculum 2013. The Successful implementation of elementary school curriculum 2013

in learning activities in elementary school classes as expected by the government and the

public, is largely determined by its main stakeholder understanding and elementary school

teachers. In this case, an elementary school teacher is expected to have an understanding,

awareness, ability, creativity, patience, and perseverance in implementing the 2013

elementary school curriculum implemented in an integrated thematic and scientific

approach. Implementation of integrated thematic learning with the scientific approach have

implications for change in learning in elementary schools. That Changes gives result in

changes of the student books, teacher book, and assessment systems.

By the implementing 2013 curriculum that emphasizes activity-based learning, the

assessment is more emphasis on the assessment process which include the aspects of

attitudes, knowledge, and skills. This is also confirmed by Permendikbud No. 65 in 2013

on the Standard Process Elementary and Secondary Education states that "In accordance

with the standards of Competency and Content Standards, learning to use the principle of

partial learning towards an integrated learning. This was reaffirmed in Permendikbud

Number 67 in 2013 concerning Basic Framework and Curriculum Structure Elementary

school / MI states that "The implementation of Curriculum 2013 at the elementary school

/ MI is done through learning-integrated thematic approach in class I, III, IV, and V.

Learning Indonesian in 2013 elementary school curriculum implemented in an

integrated thematic, Indonesian material has a position for hauling other integrated thematic

learning materials, which are Civic education materials, Mathematics, Science, Social

Science, and the Indonesian learning material itself. For example, an analysis of Indonesian

material contents to determine KD: Processing and presents the text of the interview about

the types of businesses and jobs and economic activities and cooperatives independently

use the Indonesian spoken and written by selecting and sorting the raw vocabulary;

Indicators of Achievement: Find information about natural resources

575

576 Proceedings – International Conference on Education and Tarining (ICET) 2015

(bamboo, wood, and metal; Topic: Read the text of the three types of Natural Resources

(bamboo, wood, and metal). When examined revealed that the position of Indonesian

used to haul IPS material contents. In IPS material contents students can find information

on natural resources (bamboo, wood, and metal) it is such difficult category because after

reading a text about the three types of natural resources students need to analyze the text

and determines the natural resources that can be renewed and which can not be renewed.

Based on that view, as an attempt to determine the position of Indonesian material

contents that serves for hauling an integrated thematic-based learning material in the

elementary curriculum 2013 at this time needs to be done. The research activities of the

analysis of Indonesian material contents for hauling an integrated thematic-based material

starts from the description of Content Competence (KI) and the Basic Competency (KD);

indicators of goal achievement and development; the substance based on the level

domains and difficulties; as well as the analysis of the substance of the theme.

METHOD

This research uses qualitative descriptive approach. The research carried out by the steps

(1) research and collected data description indicators of achievement of competencies

Indonesian material contents in Elementary Curriculum 2013; (2) examine the level of

cognitive Indonesian material subtance in Elementary Curriculum 2013; and

(3) collate the material contents analysis Indonesian as the haul of integrated thematic

learning in the curriculum 2013. In the limited trial to the stage of the revision of the product

(final product revision), the validation test (validation testing), and the dissemination and

implementation (dissemination and implementation) is still being done in this research

(Borg and Gall, 1978: 626).

Validation experts test were conducted to strengthen the feasibility of the results of

Indonesian Material contents Analysis as a haul Integrated Thematic Based Learning in

Elementary School. Data collected through (1) the focus group discussions, (2) study the

documentation, (3) the analysis and interpretation of data, and (4) the validity and

authenticity of data.

The data were analyzed descriptively qualitative and based on the Attachment Policy

Education and Culture Minister Regulation No. 67 Year 2013 About the Basic Framework

and Curriculum Structure of Elementary School/Islamic elementary schools primarily

developed core competencies in the curriculum syllabus of 2013. This is in line with the

opinion of Patton (1990: 304) which states that analyzing qualitative data is done by way

of organizing, classifying, audit and edit data, and (3) describe, and interpret all

information.

RESULTS AND DISCUSSION

Description of Bahasa Indonesia Material Analysis Results as a Haul of Thematic

Learning Based Integrated Subtheme Joy of Exercise First Grade Elementary School

Subtheme 1 about Fond of Exercise at lesson 1 shows that the Indonesian material

contents used to (1) describe various sports activities; (2) reading texts sports activities;

(3) arrange the letters of the names of sporting activities, and (4) write the names of sport.

This language material classified of domain comprehension level (C2) and is due to explain

the kinds of activities, reading text reading; and write down the names of

Alif Mudiono; Yuniawatika, Analysis Model of Indonesian Content as ... 577

guidance sports activities needed by the teachers. While the function of Indonesian in SBDP

material contents used for drawing expression through observation. The substance of this

despite hard category and in the domain of knowledge (C1) since the students of beginer

class they are still in the begining process of learning to read and write (Mudiono, 2010).

Lesson 2; Indonesian material contents used to understand the reading of the text and

the image of sports equipment; (2) put the words and images of sports equipment; and (3)

indentify sport attitude orderly. The subtance is easy reflected in the indicator category to

read the text because elementary students begin to read smoothly and students do not have

difficulties installing combining words with images.The middle subtances level of the

material being reflected when students identify attitudes orderly and retelling orderly

attitude needed a guidance of teachers. Indonesian functions in (1) identify the orderly

attitude in activity and (2) distinguish the orderly attitude and disorderly in a sports game.

This material subtance has hard and medium level category. Level of difficulty is reflected

when students identify patterns and demand student’s understanding (C2). The level of

medium category and has the domain knowledge (C1) because students are expected to

distinguish the example of orderly and disorderly attitudes in daily life. Meanwhile,

Indonesian functions in mathematical material contents used to predict patterns of images

including the level of difficulty and have the domain analysis (C4) for predicting the images

required critical power and creative thinking of students (Mudiono, 2009: 6).

Lesson 3; Indonesian material contents used to (1) deliver the text that have been read

and heard by student and (2) practice the text content either orally or in writing. The

subtance of this material requires a high level of understanding (C2) for first grade students

have been asked to convey the contents of the text which they heard. Indonesian function

in mathematical material contents used to count objects up to 20 it is still have the middle

category and requires student’s understanding (C2), while the function of Indonesian in

PPKN material content used to understand the various forms of orderly attitudes and

socialize the game they usually play at school and home.

Lesson 4; Indonesian material content used to (1) describe experiences after exercise;

(2) practice how to say thank you; (3) imitate perform locomotor movements; and (4)

deliver the thank you by showing the orderly attitude; and (5) convey the text of the family

story. This material contents have different levels of the domain of comprehension,

application, and synthesis. Level domain application (C3) and categorized as difficult

category because grade one are expected to socialize words. The domain of understanding

(C2) reflected when students are expected to tell about his experience and explains a good

attitude in a sports game, and students can submit a text story about his family. Domain-

level synthesis (C5) easy category is due to first-grade students more easily perform

locomotor movement through the game.

Indonesian functions in PJOK material subtance used to explain the positive attitudes in

a sports game, the substance of these have included the category of easy and requires

student’s understanding (C2) because information that is expected of the teachers that the

students can distinguish the body before and after exercise. Indonesian functions in PPKn

material subtance used to show the orderly attitude at home and school. This material has

a sphere of understanding (C2) because students already have experience doing both

578 Proceedings – International Conference on Education and Tarining (ICET) 2015

habit. Meanwhile, the function of Indonesian in SBdP material content in the medium

category and has a sphere of understanding (C2) for activity sing a song "Thank You My

Teacher" boldly and correctly.

Lesson 5; the Indonesian function is used to (1) answer the questions and (2) recounted

the contents of the text with its own language. The material subtance is included easy

category because by understanding the descriptive text (C2) students can get to know the

contents of the text that is read / understood by answering various questions based on text

content. Other domains reflected the understanding that students can retell the contents of

the descriptive text by using spoken language orally. Indonesian functions in mathematical

material content is used to measure the distance of the jump, its included in the medium

category and still in the domain of knowledge. However, first grade students in activities

comparing the distances which are longer and shorter already put into difficult category

because students have entered the domain of analysis (C4) for comparing different

distances. Indonesian functions in SBdP material content is included into medium category

and are used to provide understanding in singing children's songs to be more confident.

Meanwhile, the in PJOK material content which has difficult category because in addition

to the first class of students attempted to be understood of the technique of jumping with

the correct technique (C2).

Learning 6; Indonesian material contents used to explain the rules of the game of ‘Kasti’

(baseball) complete and correct. The material subtance is included in hard category because

it requires student’s understanding (C2) in explaining the game of Kasti’ (baseball).

Indonesian functions in mathematical material content used to (1) create a mathematical

sentence based on daily life and (2) solve problems related to addition and subtraction. This

subtance has difficult category because students have to understand the concepts of addition

and create math sentences based on problems faced by students daily. Thus, the domain of

evaluation (C6) is used to evaluate whether students math problems drawn already

contextual lives at home and community. Indonesian functions in PPKn material content

have medium category and it is used to provide an understanding (C2) in describing the

rules of life at home and school. Indonesian functions in PJOK material content used as a

haul to (1) perform manipulative motion by playing baseball;

(2) practice the basic movement patterns in simple game; and (3) practice balance and

agility of the body through simple game. This material content is included in difficult

category because besides the students are expected to understand the concept of a baseball

game in motion manipulative (C2), the student is assigned to practice patterns of motion

and balancing the body through the game.

Description of Results of BI Content Analysis as a haul in Thematic Integrated

Learning Based Subtheme Energy Utilization fourth grade in elementary school

Subtheme 2 on Energy Utilization at lesson 1 shows that the Indonesian material content

used to present a report on the experiment which is related to thermal energy and writing

with a raw vocabulary. This material are the application (C3) to what has been delivered

by teachers. This material is quite difficult because in making the report the students have

to write coherently research results by using the standard language. While the function of

Indonesian in science materials used to (1) identify the source and energy changes in

activity from the picture and (2) presented a report on the experiments of thermal energy.

As for the material in sciece subtance remains the domain of knowledge (C1) and

application (C3) with a medium level of difficulty. Due to the material students are asked

to explain and recount the results of the images identification assosiate with

Alif Mudiono; Yuniawatika, Analysis Model of Indonesian Content as ... 579

energy changes. In addition, the function of Indonesian in PPKN subtances used to

implement energy-saving behavioral attitudes which is belonging to the domain of analysis

(C4) in medium level of difficulty. On this material are invited to familiarize themselves

about saving energy in daily life.

Learning 2; there are no Indonesian material but functions of Indonesian contained in

the materials of other content. Indonesian functions on science materials used to describe

the sources of alternative energy and its benefits. This material include into medium

because the students at the firsttime have required to understand (C2) all kinds of alternative

energy sources as well as in working on this material the student needs some guidance from

the teacher. Indonesian functions on SBDP subtance used to be creative to make a picture

frame from natural materials. This material is a synthetic material (C5) it is difficulty level

because to do this material requires the guidance of a teacher and the work creation also

dynamic depending on each student work. As well as this job requires tenacity,

thoroughness and patience of the students. Indonesian functions on mathematics material

content used to solve story problems related to mathematical sentences that have the same

values and different. These materials belong to the domain of evaluation with difficulty

level. Due to the math story problems is a matter of a story that could outwit if students are

not careful in reading matter. Students who do not carefully lead them not being able to

understand the intent and purpose about the story. For that students need to read repeatedly

to understand the intent and purpose of that question.

Lesson 3; Indonesian material content used to write information about the use of

alternative energy. These materials belong to the domain of knowledge (C1) with a medium

level of difficulty. Due to the students in working on this matter need to search data on

energy utilization alaternatif has done as well as in writing information students need the

guidance of teachers so that the information is written are the facts and in accordance with

the rules of proper writing. Language function Indonesaia in science materials contents

used to describe the use of alternative energy. This material is classified as medium because

the students before explaining are required to understand (C2) the results of writing and

search about the use of alternative energy. Indonesian functions in PJOK material content

used in practicing various physical fitness activities associated with resistance training and

strength and flexibility. This material is relatively easy for students because they have

accustomed to and happy to apply (C3) the physical activities like gymnastics. So it will be

easier for students to move to follow the orders of teachers.

Lesson 4; Indonesian material content used to find information about castor oil as an

alternative energy source in reading text. This material is relatively easy because the

material gain the knowledge (C1) of students toward information about castor oil after

reading the text of the readings that are already available. Indonesian functions in

Mathematics material content used to explain the concept of the Multiples Greatest Guild

(KPK) this material has been difficult due to understand (C2) KPK concept at elementary

school age (novice) is difficult, students are asked to carefully calculate multiples of two

numbers as a basic reference for the KPK. Indonesian functions on SBDP subtance used to

be creative to make tassel creations with natural materials. This material is quite difficult

because in applying tassel it requires technique an take some teacher guidance to

580 Proceedings – International Conference on Education and Tarining (ICET) 2015

steer to avoid mistakes in tassel techniques. Besides creativity of students is also required

in completing tassel activities.

Lesson 5; Indonesian material content used to (1) provide a simple review of the dangers

of formalin food and (2) find the meaning of a few words of text reading. Both of these

materials classified as medium and difficult. Classified as medium due to the re- write the

danger of formalin food students have to understand (C2) what was they previously read

and written in their own words that uses bahasa Indonsia well and properly. Relatively easy

because the students have understood (C2) the reading in the text so it will be easy to find

difficult words in the text and searching for meaning in dictionary KBBI. Indonesian

functions in science materials content is used to explain the properties of thermal

conductivity and the difference. This material is quite difficult because students are

required to know and understand (C2) in advance properties of thermal conductivity as well

as students also need the guidance of the teacher in order to avoid deep understanding less

precise. Indonesian functions in PJOK material content used to explain the nutrients and

health benefits for the body. This material is classified as medium because students are

required to understand (C2) the types and benefits of nutrients for health, yet students

helped by a text that reads previously which describes the types and benefits of food

substances.

Learning 6; Discuss the function of Indonesia in science materials content is used to

distinguish the heat transfer properties. This material is quite difficult because students

need good understanding (C2) about heat transfer properties and it is need teacher’s

guidance in understanding these properties in order to avoid deviations. Indonesian

functions in IPS material content is used to describe the experience in cooperation with a

friend. This material is classified as medium because students already understand (C2) in

explaining the attitude of cooperation but still requires the guidance of teacher.

CONCLUSIONS AND RECOMMENDATIONS

Conclusions

Indonesia language learning in the elementary curriculum 2013 conducted thematically

intergrated, has a position as a haul other integrated thematic learning materials, that are

Civic Education materials, Mathematics, Science, Social Science, PPKn, SBdP and

Indonesian learning material subtance itself.

Analysis of Indonesian subtance as a haul integrated thematic-based learning in the

curriculum in 2013, which is based on the multiplication of information (transfer of

information) has not been able to provide adequate supplies to colleger (PGSD) well as

prospective teachers and professional teachers in elementary school. On that basis, the

analysis of Indonesian subtance used as a haul integrated thematic-based learning in the

curriculum 2013. In this case the college immediately change the direction trassfer of

learning that emphasizes the behavior of learning how to learn in order lecturer of

Indonesian language learning courses for elementary school and course curriculum

development lecturer, as well as the colleger of PGSD as a candidate for a professional

teacher able to teach others as agents of learning in elementary school reformer.

Alif Mudiono; Yuniawatika, Analysis Model of Indonesian Content as ... 581

Suggestion

The connection with the findings in this study, there are various parties who need to be

given advice, namely the lecturer of Indonesian education course of Elementary school,

course curriculum development lecturer, colleger - S1 KSDP (Education Elementary and

Preschool) as a candidate for elementary school teachers and elementary school teachers

which have implemented the curriculum 2013.

Lecturer of Indonesian education course elementary and course curriculum

development lecturer at the SI Department of Education Elementary and Preschool

Program (KSDP) recommended increasing the ability of students in an effort to plan and

socialize-based learning thematic integrated in accordance with the demands of the

curriculum which is currently enforced (Curriculum 2013).

For the colleger (S1) as a candidate for elementary school and professional teachers also

as a reformer in the world of formal education in elementary schools in addition to

implementing the thematic integrated learning using scientific approach, this research can

provide feedback to collegers as prospective and professional teachers in elementary in

analyzing the Indonesian material subtance used as haul thematic integrated based- learning

in elementary school curriculum 2013.

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