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Jan 25, 2025
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Abstract
This study investigated the relationship between the level of knowledge and practice of the thematic approach towards inclusive education among elementary teachers in Iba District, Philippines. A descriptive correlational design was employed, utilizing a survey questionnaire administered to 75 elementary teachers from three selected schools. The findings revealed that the teacher-respondents demonstrated a high level of knowledge and consistently practiced the thematic approach in their teaching strategies, learning activities, instructional materials, and assessment. Furthermore, there is a strong association (r=0.886, p=<0.01) between teachers' knowledge of the thematic approach and their reported use of it in their teaching practices in ensuring inclusive science education. Thus, professional development that enhances teachers' understanding of the thematic approach is recommended, as this is directly associated with improved classroom implementation and more effective inclusive education practices. Additionally, further research could explore the specific impacts of thematic teaching methods on student learning outcomes and inclusivity in diverse classroom settings.
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This work is licensed under a Creative Commons Attribution 4.0 International License.
How to Cite
Padre, E. M., Rostrata, A. L. A., Anular, B. E., Soriano, I. G., & Santos, L.-A. O. (2025). Knowledge and Practices of Elementary Teachers on Thematic Approach Towards Inclusive Science Education . International Journal of Multidisciplinary: Applied Business and Education Research, 6(1), 348-355. https://doi.org/10.11594/ijmaber.06.01.26
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Sahabuddin, E. S., Widya Karmila Sari Achmad, Nur Fadhilah Alam, & Latri, L. (2023). Thematic Learning With A Scientific Ap-proach In Elementary School: Teachers’ Perceptions. Lentera Pendidikan : Jurnal Ilmu Tarbiyah Dan Keguruan, 26(2), 283-294. https://doi.org/10.24252/lp.2023v26n2i5
Harliani, R. K., Parawangsa, E., & Rostika, D. (2023). Analysis of Teacher Problems in Implementing Class 3 Thematic Learning Implementation Plans at Sukahati State Elementary School. AURELIA: Jurnal Penelitian Dan Pengabdian Masyarakat Indonesia, 2(2), 1081–1084. https://doi.org/10.57235/aurelia.v2i2.650
Wardani, N.F., Sunardi, & Suharno (2020). Thematic Learning in Elementary School: Problems and Possibilities. Advances in Social Science, Education and Humanities Research, 397, 791-800. https://doi.org/0.2991/assehr.k.200129.099
Vhila, I., Gustina, & Zulhendri (2022). Prob-lems of Integrative Thematic Learning in Elementary Schools. Journal of Islamic Education Students (JIES), 2(2), 66-75. https://doi.org/10.31958/jies.v2i2.5605
Roski, M., Hoppe, A., & Nehring,A. (2024). Supporting Inclusive Science Learning through Machine Learning: The AIISE Framework. Uses of Artificial Intelligence in STEM Education. Oxford Academic, 547–567. https://doi.org/10.1093/oso/9780198882077.003.0024
Graichen, M., Mikelskis-Seifert, S., Hinderer, L., Scharenberg, K., & Rollett, W. (2024). Un-veiling Potential: Fostering Students’ Self-Concepts in Science Education by Design-ing Inclusive Educational Set-tings. Education Sciences, 14(6). https://doi.org/10.3390/educsci14060632
Global Education Monitoring Report Team, Oxfam India. (2020). Inclusive Education in India: Background paper prepared for the 2020 Global Education Monitoring Report. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000373670
Portwood, L. (2022). Investigating the Peda-gogical Content Knowledge of Georgia 6-12 Science Teachers in Relation to Con-servation of Mass. (Unpublished Doctor-al thesis). Doctor of Education in Second-ary and Middle Grades Educa-tion Dissertations, at Faculty of Kenne-saw State University Bagwell College of Education.
Muega, M. (2019). Inclusive education in the Philippines: Through the eyes of teach-ers, administrators, and parents of chil-dren with special needs. Social Science Diliman 12 (1), 5-28.
Haleem, A., Javaid, M., Qadri, M. A., & Suman, R. (2022). Understanding the role of digi-tal technologies in education: A review. Sustainable Operations and Computers, 3, 275-285. https://doi.org/10.1016/j.susoc.2022.05.004
Dewi, R. A. K., & Rukmini, P. (2019). The effect of thematic learning by using a scientific approach to increase the multiple intelli-gence of students. Jurnal Prima Edukasia, 7(1), 40-46. https://doi.org/10.21831/jpe.v7i1.24326
Agusdianita, N., Karjiyati, V., Hasnawati, H., & Dalifa, D. (2019). The influence of pro-ject-based learning model in thematic learning by using scientific approach on the elementary school students. Proceed-ings of the International Conference on Educational Sciences and Teacher Profes-sion (ICETeP 2018), Advances in Social Science, Education and Humanities Re-search, 24. https://doi.org/10.2991/icetep-18.2019.24
Kreps, A., Brown, I., Wenzel, T. J., & Cole, R. (2024). Structuring materials to support student learning: Analysis of instructional materials from a professional develop-ment workshop. Journal of Chemical Edu-cation, 101(11), 4603–4613. https://doi.org/10.1021/acs.jchemed.4c00783
Anthony, B., & Andala, H. O. A. (2023). Effect of Instructional Materials Utilization on Stu-dents’ Academic Performance in Twelve Years Basic Education in Rwanda. Journal of Education, 6(4), 101–116. https://doi.org/10.53819/81018102t5263
Vero, M., & Chukwuemeka, O.A. (2019). Form-ative and Summative Assessment: Trends and Practices in Basic Education. Journal of Education and Practice. https://doi.org/10.7176/jep/10-27-06
Damayanti, E., Yuliyanti, R., Najiah, M. & Nulhakim, L. (2023). Improving Critical Thinking Skills in Thematic Learning with the Help of Problem Learning Models. Jurnal Penelitian Pendidikan IPA. 9. 276-282. https://doi.org/10.29303/jppipa.v9i7.3689
Smith, J., Johnson, A., & Williams, K. (2021). The impact of lesson orientation strate-gies on student engagement. Journal of Educational Psychology, 45(2), 123-136. https://doi.org/10.3102/0013189X09339057
Öngören, S. (2023). Supporting self-regulation in the preschool period: A case study of teachers' practices. Turkish Journal of Education, 12, 182-200. https://doi.org/10.19128/turje.1228285
Ali, M., Kura, A., Abdu, S., & Dauda, A. (2020). Availability of Instructional Materials on Students’ Academic Performance in Sen-ior Secondary Schools in Maiduguri Me-tropolis, Borno State. Asian Journal of Advanced Research and Reports. 11-17. https://doi.org/10.9734/ajarr/2020/v14i230325
Double, K.S., McGrane, J.A. & Hopfenbeck, T.N. (2020). The Impact of Peer Assessment on Academic Performance: A Meta-analysis of Control Group Studies. Educ Psychol Rev, 32, 481–509. https://doi.org/10.1007/s10648-019-09510-3
Hu Nvying. (2024). Interdisciplinary Thematic Learning in Physical Education and Health under the New Curriculum Stand-ards. International Journal of Education and Humanities, 4(3), 244–255. https://doi.org/10.58557/(ijeh).v4i3.233
Tampubolon, M., Paramansyah, A., Rach-mawati, B., Salsabila, A., & Judijanto, L. (2023). Inclusive education practices: Fostering diversity and equity in the classroom. Global International Journal of Innovative Research, 1, 260–266. https://doi.org/10.59613/global.v1i3.46
Mardhatillah, M., Sari, S. M., Surjono, H. D., & Muhtadi, A. (2019). Thematic learning based on gender equality and value of di-versity to strengthen student national character. In Proceedings of the 2nd In-ternational Conference on Social Sciences and Interdisciplinary Studies (ICCSSIS 2019), 24-25 October 2019, Medan, North Sumatera, Indonesia (Article 2290629). EAI. https://doi.org/10.4108/eai.24-10-2019.2290629