KETERAMPILAN SOSIAL PESERTA DIDIK DALAM PEMBELAJARAN TEMATIK DI KELAS V MI MUHAMMADIYAH SELO KULON PROGO

Learners’ social skill has an important role in learning process. There are some problems in society caused by low quality of someone’s social skill. MI Muhammadyah Selo Kulon Progo is one of the institutions developing learners’ social skill in learning process. One of the purposes of thematic learning in Muhammadyah Selo Kulon Progo is to develop learners’ social skill. The improvement of social skill in MI Muhammadyah Selo Kulon Progo aims to generate Madrasah graduates who are able to compete and to play a role in the community. This research aims to describe learners’ social skill in thematic learning, the implementation of thematic learning, and supporting factors and obstacles of developing learners’ social skill in thematic learning in Grade V of MI Muhammadyah Selo, KulonProgo. This research is qualitative descriptive research conducted through field observation. The subjects are learners, teachers of Grade V, and the principal of Madrasah. Meanwhile, the data is collected through interview, observation, and documentation. Social skill is someone’s ability to express their feeling, to have full responsibility, to have full consideration before doing something, and to be able to reject or to disagree influences in his/her environment. Thematic learning is learning approach using theme to relate some subjects to meaningful learning process adjusted to learners’ development so that it gives direct experience of learning for the learners. The analysis result shows that, first, the implementation of thematic learning in Grade V is conducted through three steps. The first step is planning consisting of taking theme from the Ministry of Education and Culture of Republic of Indonesia; checking SKL, KI, and KD; mapping the KI and KD; making theme network; arranging syllabus; and designing RPP. The second step isimplementation consisting of introduction, main activities, and closing. Meanwhile, the last step is evaluation. Second, learners’ social skill consists of: skill of collaborating with others, self-control skill, and skill of sharing thoughts and experience with others. Third, supporting factors for developing learners’ social skill are teacher and environment. Meanwhile, the obstacle is that Madrasah’s facilities and infrastructure have not been provided well, so the distribution of learning source takes long time