The Influence of Integrated Thematic Learning Method on the Academic Achievement of Primary School Students in Indonesia

Abstract

This study investigates the influence of integrated thematic learning on the academic achievement of primary school students in Indonesia. Recognizing that elementary education serves as the foundation for cognitive, affective, and psychomotor development, the research explores how integrated learning methods which unify multiple subjects under a single contextual theme impact students’ learning outcome. Employing a mixed methods approach with a correlational design, the study involved questionnaires, interviews, classroom observations, and documentation from third-grade students and teachers in a public elementary school. Quantitative results revealed a statistically significant positive correlation between the implementation of thematic instruction and students' academic performance. Meanwhile, qualitative findings emphasized increased student engagement, contextual understanding, and collaborative learning experiences. These results underscore the pedagogical effectiveness of integrated thematic learning, especially in supporting the holistic development of students under the 2013 Curriculum framework. The study contributes to existing literature by combining statistical evidence with classroom insights and offers practical recommendations for curriculum developers, teachers, and policymakers seeking to improve learning outcomes through innovative, student-centered instructional strategies.