EFFORTS TO IMPROVE THEMATIC LEARNING ACHIEVEMENT MATERIAL THEME 5 MY EXPERIENCE SUB THEME 2 MY EXPERIENCE WITH FRIENDS BY APPLYING THE LEARNING BY DOING LEARNING MODEL TO STUDENTS OF GRADE I MI NEGERI 3 JAKARTA ACADEMIC YEAR 2021/2022

This research is based on the following problems: (a) Does learning by doing affect Thematic learning achievement in Grade I Students? (b) How high is the level of mastery of Thematic subject matter with the application of learning by doing learning methods to Grade I Students? The objectives of this study are: (a) To uncover the flow of learning by doing on Thematic learning achievement in Grade I Students. (b) Want to know how far the understanding and mastery of Thematic subjects after the application of learning by doing learning to Grade I Students. This study used three rounds of action research. Each round consists of four stages, namely: design, activity and observation, reflection, and refisi. The target of this study was Grade I students . The data obtained are in the form of formative test results, observation sheets for teaching and learning activities. From the results of the analysts, it was found that student learning achievement increased from cycle I to cycle III, namely, cycle I (64%), cycle II (75%), cycle III (100%). The conclusion of this research is that the learning by doing method can have a positive effect on the learning motivation of Grade I students, and this learning model can be used as a thematic alternative


INTRODUCTION
In education curriculum development is indispensable (Azis, 2018). This is related to the learning orientation of the ever-evolving time. The need for learning that applies the current model and is oriented towards learning for life is very necessary (Pitrianis, 2022). Therefore, education practitioners always evaluate the nature of this curriculum.
In the curriculum model, models can be used to determine the material (content) of learning and methods in achieving the material. The model provides a framework for determining choices (Subakti et al., 2021). Mastering various models is beneficial in certain learning situations (Senko & Miles, 2008).
As Utami Munandar quoted in his book Development of Creativity of Gifted Children, Talents and stated that not only do academic talents need to be nurtured and valued in schools, in his model six talents can be distinguished that can be developed in schools (Munandar, 2016). As stated in the curriculum guide, the program is structured to teach academic content, creativity, planning skills, communication, prediction, and decision-making Taylor (Muhajir & Moleong, n.d.) The most influential environment in shaping children's creativity is school because there is a process of educational interaction that requires students to follow the existing system of rules (Aziz & Anwar, 2016). A good school will prioritize learning comfort for its students, research can encourage teachers to reflect on their learning practices to build deep understanding and develop personal and social relationships between teachers. Whitehead (1993) states, that classroom action research can facilitate teachers to develop an understanding of pedagogy in order to improve learning A. Research Design According to his understanding, action research is research on things that happen in a group of people or targets, and the results can be directly imposed on the community concerned (Arikunto, 1993). The main characteristic or characteristic in action research is the participation and collaboration between researchers and members of the target group. Action research is a problem-solving strategy that utilizes concrete actions in the form of an invovative development process that is tried on the go in detecting and solving problems. In the process, the parties involved in such activities can support each other.
In accordance with the type of research chosen, namely action research, this research uses an action research model from kemmis and Taggert (in Arikunto, Suharsimi, 2002: 83) which is in the form of a spiral from one cycle to the next. Each cycle includes planning, action, observation, and reflection. The next step in the cycle is revised planning, action, observation, and reflection. Before entering the first cycle, preliminary actions are carried out in the form of identifying problems.

B. Research Instruments
The instruments used in this study consisted of:

. Data Collection Methods
The data needed in this study were obtained through the observation of active learning processing, observation of student and teacher activities, and formative tests.

D. Data Analysis Techniques
To find out the effectiveness of a method in learning activities, it is necessary to conduct data analysis. In this study using qualitative descriptive analysis techniques, which is a research method that describes reality or facts in accordance with the data obtained with the aim of knowing the learning achievements achieved by students as well as to obtain student responses to learning activities and student activities during the learning process.

RESULTS AND DISCUSSION
A. Problem Item Analysis Before carrying out data collection through research instruments in the form of tests and getting a good test, the test data is tested and analyzed. Trials were conducted on students outside the research targets. Analysis of the tests performed include:
3. Level of Distress (P) The difficulty level is used to determine the difficulty level of the question. The results of the analysis showed that of the 46 questions tested, there were: -20 easy questions -15 medium questions -11 difficult questions 4. Differentiating Power A differentiating power analysis is carried out to determine the ability of the question to distinguish high-ability students from low-ability students.
From the results of the differentiating power analysis, 16 questions were obtained, with enough 20 questions, 10 questions with good questions. Thus, the test questions used have met the requirements of validity, reliability, level of difficulty, and differentiating power.
B. Analysis of Cycle Research Data 1. Cycle I a. Planning Phase At this stage the researcher prepares a learning tool consisting of lesson plan 1, formative test questions 1 and supporting teaching tools.
b. Activity and Implementation Phase The implementation of teaching and learning activities for the first cycle was carried out on May 7, 2021 in Class I with a total of 29 students. In this case the researcher acts as a teacher. The teaching and learning process refers to the lesson plan that has been prepared. Observation (observation) is carried out in conjunction with the implementation of teaching and learning At the end of the teaching and learning process, students are given a formative test I with the aim of knowing the level of student success in the teaching and learning process that has been carried out. The data from the research results in the first cycle are as follows:  :Good Based on the table above, the aspects that get the criteria are not good at motivating students, conveying learning goals, managing time, and enthusiastic students. The four aspects that received poor scores above, are a weakness that occurs in cycle I and will be used as study material for reflection and revision that will be carried out in cycle II. From the table above, it can be explained that by applying Learning By Doing Learning, the average score of student learning achievement is 7 7and learning completion reaches 64% or there are 18 students out of 28 students who have completed learning. These results show that in the first cycle classically students have not completed learning, because students who get a score of ≥ 65 are only 64% less than the desired percentage of completion of 85%. This is because students are new and unfamiliar with new methods applied in the teaching and learning process.
c. Reflection In the implementation of teaching and learning activities, information is obtained from the results of observations as follows: 1) Teachers are not good at motivating students and at delivering learning objectives 2) Teachers are not good at managing time 3) Students are less enthusiastic during learning. d. Fisi The implementation of teaching and learning activities in the first cycle still has shortcomings, so there is a need for referencing to be carried out in the next cycle.
1) Teachers need to be more skilled in motivating students and clearer in delivering learning objectives. Where students are invited to be directly involved in every activity that will be carried out. 2) Teachers need to distribute time well by adding information they feel is necessary and giving notes 3) Teachers must be more skilled and passionate in motivating students so that students can be more enthusiastic. At this stage the researcher prepares a learning tool consisting of lesson plan 2, formative test questions II and supporting teaching tools.
b. Stage of activity and implementation The implementation of teaching and learning activities for cycle II was carried out on May 14, 2021 in Class I with a total of 28 students. In this case the researcher acts as a teacher. The teaching and learning process refers to the lesson plan by paying attention to the revisions in cycle I, so that errors or shortcomings in cycle I are not repeated in cycle II. Observation (observation) is carried out in conjunction with the implementation of teaching and learning.
At the end of the teaching and learning process, students are given a formative test II with the aim of knowing the level of student success in the teaching and learning process that has been carried out. The instrument used is the formative test II. The data from the research results in cycle II are as follows.

:Good
From the table above, without the aspects observed in teaching and learning activities (cycle II) carried out by teachers by applying the fun learning method, they get a fairly good assessment from the observer. This means that from all assessments there is no undervalue. However, the assessment is not yet an optimal result, for that there are several aspects that need attention for the improvement of the application of subsequent learning. These aspects are motivating students, guiding students to formulate conclusions/find concepts, and time management.
With the improvement of aspects I of the nature of the application of the Muhadasah learning method, it is hoped that students can conclude what they have learned and express their opinions so that they will better understand what they have done. From the table above, it is obtained that the average score of student learning achievement is 80 and the completion of learning reaches 75% or there are 21 students out of 28 students who have completed learning. These results show that in this cycle II the classical completion of learning has improved slightly better than cycle I. In addition, the ability of teachers has begun to increase in the teaching and learning process.
c. Reflection In the implementation of learning activities, information is obtained from the results of observations as follows: 1) Motivate students 2) Guiding students to formulate conclusions/find concepts 3) Time management

d. Draft Revisions
The implementation of learning activities in cycle II still has shortcomings. Then there is a need for revisions to be implemented in cycle II, including: 1) Teachers in motivating students should be able to make students more motivated during the teaching and learning process.

2)
The teacher should be closer to the student so that there is no feeling of fear in the student either to express an opinion or to ask questions.

3)
Teachers must be more patient in guiding students to formulate conclusions/find concepts.

4)
Teachers must distribute time properly so that learning activities can run as expected.

5)
Teachers should add more sample questions and give students practice questions to do in each teaching and learning activity. 3. Cycle III a. Planning Phase At this stage the researcher prepares a learning tool consisting of lesson plan 3, formative test questions 3 and supporting teaching tools.
b. Stages of activity and observation The implementation of teaching and learning activities for cycle III was carried out on May 21, 2021 in Class I with a total of 28 students. In this case the researcher acts as a teacher. The teaching and learning process refers to the lesson plan by paying attention to the revisions in cycle II, so that errors or shortcomings in cycle II are not repeated in cycle III. Observation (observation) is carried out in conjunction with the implementation of teaching and learning.
At the end of the teaching and learning process, students are given a formative test III with the aim of knowing the level of student success in the teaching and learning process that has been carried out. The instrument used is the III formative test. The data from the research results in cycle III are as follows: From the table above, it can be seen that the aspects observed in teaching and learning activities (cycle III) carried out by teachers by applying the Learning By Doing method get a fairly good assessment from observers are motivating students, guiding students to formulate conclusions / find concepts, and time management.
The improvement of the above aspects in applying the Learning By Do method is expected to be successful as much as possible. Based on the table above, the average score of the formative test was obtained at 87 and from 28 students who had achieved completion of learning. So classically the completeness of learning that has been achieved is 100% (including the complete category). The results in cycle III have improved better than cycle II. The increase in learning outcomes in cycle III is influenced by an increase in students' ability to learn the subject matter that has been applied so far and there is a group responsibility of students who are more capable of teaching their underprivileged friends.
c. Reflection At this stage, it is studied what has been done well and what is still not good in the teaching and learning process with the application of Learning By Doing. From the data that has been obtained, it can be described as follows: 1) During the teaching and learning process the teacher has carried out all the learning well.
Although there are some aspects that are rudimentary, but the percentage of their implementation for each of them is quite large. 2) Based on the observational data, it is known that students are active during the learning process. 3) Deficiencies in previous cycles have improved and improved so that they become better. 4) Siswsa's learning outcomes in cycle III reached completion. d. Revised Implementation In cycle III, teachers have implemented Learning By Doing well and judging from student activities and student learning outcomes, the implementation of the teaching and learning process has gone well. So there is no need for too many revisions, but what needs to be considered for the next action is to maximize and maintain what is already there with the aim that in the implementation of the teaching and learning process then the application of Learning By Doing can improve the teaching and learning process so that learning objectives can be achieved.
C. Discussion

Completeness of Student Learning Outcomes
Through the results of this research, it shows that Learning By Doing has a positive impact in improving student learning achievement. This can be seen from the increasingly stable understanding and mastery of students with the material that has been delivered by the teacher so far (learning completion increases from skus I, II, and III) which are 64%, 75%, and 100%, respectively. In cycle III, the completion of student learning has been classically achieved.
2. Teacher's Ability to Manage Learning Based on data analysis, student activity in the Learning By Doing learning process has increased in each cycle. This has a positive impact on improving student learning achievement and mastery of the subject matter that has been received so far, which can be shown by the increase in the average score of students in each cycle which continues to increase 3. Teacher and Student Activities in Learning Based on data analysis, student activities are obtained in the Thematic learning process with Learning By Doing learning the most dominant is listening/paying attention to the teacher's explanation, and discussions between students/between students and teachers. So it can be said that isiwa activities can be categorized as active.
As for the activities of teachers during learning, they have implemented the Learning By Doing learning steps well. This can be seen from the teacher's activities that appear, including guiding and observing students in doing activities, explaining material that students do not understand, giving feedback / evaluation / question and answer where the percentage for the above activities is quite large.