ABSTRACT
The purpose of this study is to explore the implementation of integrated thematic learning in the applicable curriculum in Indonesia and its implications for the self-confidence and academic achievement of fourth grade students in three primary schools in Pacitan Regency. The research method was descriptive qualitative with a case study approach, carried out in the second semester of the 2017/2018 academic year. Data collection was performed by observation, questionnaire, test, interview, documentation, and triangulation techniques as data validity techniques. Data analysis used the Miles and Huberman model as an interactive activity, including data reduction, a data display, and a conclusion drawing/verification. The results of this study showed, first, that teachers and students have implemented integrated thematic learning in the ‘good’ criteria, including preliminary activities, core activities, and closing activities. Second, students’ self-confidence was in the ‘good’ criteria with four indicators: paying attention, listening, the courage of students, and problem solving. Third, students’ academic achievements vary with the level of understanding of optimal average and they still experienced difficulties or barriers to learning. The results of this research have practical implications for teachers and parents to help students achieve success in the learning process and learning outcomes.
