Implementation of Scientific Approach in Thematic Integrated Learning in Class IV MIN 1 Yogyakarta

This study aims to find out how the implementation of the scientific approach to integrated thematic learning in class IV MIN 1 Yogyakarta, which includes planning, implementation, assessment, obstacles, and efforts to overcome. This study  is a type of qualitative research. The subjects of this study are the Head of MIN 1 Yogyakarta, teachers and students in class IV. Data collection in this study is carried out by the method of observation, interviews, documentation, and questionnaires. Data analysis uses data triangulation and conclusion drawing. The results show that the teachers have compiled the lesson plan outlining the steps of the activity with a scientific approach. The teachers have implemented learning using a scientific approach but the implementation has not been maximized. Teachers also do not use authentic assessment to the fullest. Teachers rarely use instruments and assessment rubrics. Barriers experienced by teachers in implementing scientific approaches include obstacles in planning, implementing, and evaluating learning. Keywords: implementation, scientific approach, integrated thematic learningPenelitian ini bertujuan untuk mengetahui bagaimana implementasi pendekatan saintifik pada pembelajaran Tematik terpadu di kelas IV MIN 1 Yogyakarta, yakni meliputi perencanaan, pelaksanaaan, penilaian, hambatan, serta upaya mengatasi hambatan. Penelitian ini merupakan jenis penelitian kualitatif. Subjek penelitian adalah Kepala MIN 1 Yogyakarta, guru kelas IV, siswa kelas IV. Pengumpulan data dalam penelitian ini dilakukan dengan metode observasi, wawancara, dokumentasi, dan angket. Analisis data dengan menggunakan triangulasi data dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa guru menyusun RPP menjabarkan langkah-langkah kegiatan dengan pendekatan saintifik. Guru sudah melaksanakan pembelajaran menggunakan pendekatan saintifik tetapi pelaksanaannya belum maksimal. Guru juga belum menggunakan penilaian autentik secara maksimal. Guru jarang menggunakan instrumen dan rubrik penilaian. Hambatan yang dialami guru dalam implementasi pendekatan saintifik meliputi hambatan dalam perencanaan, pelaksanaan, dan penilaian pembelajaran.   Kata kunci: implementasi, pendekatan saintifik, pembelajaran tematik terpad