a. Pada pendekatan intradisipliner:

a. Pada pendekatan intradisipliner: domain pengetahuan dikembangkan sesuai KD/indikator dalam subtema; sikap dikembangkan melalui 1) penanaman sikap spontan (umpan balik atas perilaku siswa), 2) kegiatan rutin, seperti kerja kelompok sesuai buku guru, 3) melihat perkembangan sikap anak sesuai apa yang dinilai dari subtema; keterampilan dikembangkan merujuk pada buku guru.
b. Pada pendekatan multidisipliner, guru telah melaksanakan pembelajaran tematik dengan memadukan KD mata pelajaran, namun setiap KD tetap memiliki muatan materi tersendiri. Pendidikan Agama dan Budi Pekeri serta PJOK belum dipadukan dalam pembelajaran / pembelajarannya masih berdiri sendiri tidak diampu guru kelas.
c. Pada pendekatan transdisipliner, guru telah mengaitkan pembelajaran dengan permasalahan di sekitar siswa melalui 1)tanya jawab secara spontan, 2) merujuk pada buku guru dan siswa, 3) mengacu pada tujuan pembelajaran.

Hasil (Inggris) 2:

a. On approach intradisipliner: domain knowledge developed in accordance KD / indicators in sub-themes; attitudes developed through 1) the planting of spontaneous attitude (feedback on student behavior), 2) routine activities, such as working groups according to teachers books, 3) see the development of children's behavior according to what the assessed from the sub-themes; developed skills refer to the book the teacher.
b. On a multidisciplinary approach, the teacher has conducted thematic learning by combining KD subjects, but each KD still has a charge of its own material. Religious Education and Budi Pekeri and PJOK not yet integrated into the teaching / learning of teaching still stands alone not classroom teachers.
C. At transdisciplinary approach, teachers have linked learning around student issues through 1) question and answer spontaneously, 2) refers to a book teachers and students, 3) refers to the learning objectives.