Pengelolaan Pembelajaran Tematik Kurikulum 2013 di Sekolah Dasar Islam Internasional Al Abidin Surakarta

This study aims to describe: 1) management of thematic learning room and media, 2) management of thematic learning materials, 3) management of thematic learning interactions, and 4) management of thematic learning assessments at SDII Al Abidin Surakarta. This type of research is a qualitative research with a case study design. Data collection techniques using the method of observation, interviews, and documentation. Data analysis techniques using interactive model analysis. The results of the study concluded that 1) Management of thematic learning room and media at SDII Al Abidin Surakarta is carried out by means of the teacher arranging thematic learning rooms according to the themes and methods used. The teacher arranges the classroom layout with the classical model, the V model, and the U model. The arrangement of the spatial layout is adjusted to the methods and learning media used. The teacher manages the learning media properly, making it easier to use and store it again. Students are invited to participate in managing the learning media used. 2) Management of thematic learning materials is carried out based on a network of themes that have been compiled by the teacher. The preparation of thematic learning materials is carried out in two stages, namely the assessment stage and the program preparation stage. The preparation of the learning material model was carried out by the teacher using connected model and webbed model. Submission of thematic learning materials is carried out based on the consideration of the age of elementary school children who do not yet have good reading and writing skills. 3) The management of student interaction in thematic learning occurs between students and students, with learning resources, and with educators. Interaction with other students occurs when thematic learning uses the PAKEM method or group assignments. Interaction with learning resources is carried out with teacher stories, pictures, school environment, game tools, and himself as a learning resource. Interaction with the teacher occurs when the teacher tells about the theme, students pay attention, students ask questions, the teacher answers. 4) Management of thematic learning assessment is carried out in the form of authentic assessment. Thematic learning assessment includes process assessment and assessment of learning outcomes. In the assessment of the learning process, the teacher places more emphasis on affective and psychomotor aspects. Assessment of learning outcomes, the emphasis is on the cognitive aspect. Assessment is carried out consistently, systematically, and programmed using tests and non-tests