Model Pembelajaran Tematik Terpadu Berbasis Project Based Learning (PjBL) di Sekolah Dasar
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
The purpose of this study is to describe the planning and implementation of integrated thematic learning based on Project Based Learning/PjBL in elementary schools. This research uses a qualitative descriptive approach. The data generated are in the form of a description of the PjBL-based integrated thematic learning planning model and a description of the PjBL-based integrated thematic learning implementation model in Blitar City Elementary School. The subject of this research is a teacher who supports integrated thematic learning in three elementary schools in the City of Blitar. The findings of the study indicate that PjBL-based integrated learning in Border Elementary Schools has an average percentage of 98.3%, Outer Elementary Schools of 97.2% and Urban Elementary Schools of 98.6%; while the implementation of the PjBL-based integrated thematic learning model in Border Elementary Schools obtained an average percentage of 84.4%, Outer Elementary Schools of 71.4%, and Urban Elementary Schools of 88.6%. It was concluded that elementary school teachers in the City of Blitar in implementing integrated thematic learning based on PjBL obtained an average of 89.43%. Thus, it is concluded that teachers have very good abilities in implementing PjBL-based integrated thematic learning in elementary schools
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.006 | 0.021 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it