The Influence of Thematic Learning Implementation on Student Motivation in Public Elementary School 002 Sungai Pinang Samarinda

Thematic learning is learning with a theme to combine several lessons so that it can provide a meaningful experience to students. This study aims to analyze the effect of the implementation of thematic learning on the learning motivation of grade V students at SDN 002 Sungai Pinang Dalam Samarinda in the 2019/2020 learning year. This type of research is ex post facto research, because there is no control over the independent variables. This study consists of two variables, namely the independent variable and one dependent variable. The independent variable is the implementation of thematic learning (X). The dependent variable is student learning motivation (Y). The population of this study were class V students of the 2019/2020 learning year at SDN 002 Sungai Pinang Dalam. The instrument used was a questionnaire. The data analysis techniques were data normality test, homogeneity test, data linearity test and simple linear regression test. Researchers also do not make arrangements or manipulate the independent variables. The results showed that there was a significant influence between the implementation of thematic learning on the learning motivation of grade V students at SDN 002 Sungai Pinang Dalam Samarinda for the 2019/2020 learning year with a moderate determination coefficient value of 0.50 or 50%. From the regression equation Y = 14.774 + 0.759X, it can be seen that the consistency value of the thematic learning implementation variable is 14.774 while the X regression coefficient is 0.759 which states that every 1% of thematic learning (X) implementation will increase student learning motivation by 0.759. The regression coefficient is positive, thus it can be said that the direction of the influence of the thematic learning implementation variable on student learning motivation is positive.

An Understanding of the Processes and Issues Involved in Developing Mathematical Thinking Among Pre-Service Teachers

The study examined the processes and issues involved in developing mathematical thinking among pre-service teachers. I conducted action research under the paradigm of qualitative research in one elementary college of education of Karachi. I worked with a whole class of pre-service teachers (with a focus on four participants) for five and a half weeks. I taught them nine lessons in four cycles of action research. I collected data through observation, semi-structured interviews, my reflective journal and pre-service teachers' work samples. The study indicates that problem-solving tasks, the environment of the classroom, instructional strategies and teacher educator attitude make a difference in pre-service teachers' learning of mathematics. Pre-service teachers had difficulties in the content area of mathematics, and they did not have a positive attitude towards mathematics. However, they gradually improved their mathematics skills and started journeying toward mathematical thinking. Besides the helping factors, there are some challenges as well; for example, low levels of self-confidence among students and their prior limited knowledge of mathematics.