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This study aims to determine (1) the input of implementing a scientific-based integrated thematic learning plan. (2) The process of implementing integrated thematic learning based on science. (3) The outcome of implementing scientific-based integrated thematic learning. Sources of data in this study are primary data through observation and interview sheets. The data analysis technique used is a mix method combined with Impossible Performance Analysis. The results of this study indicate that (1) The results of the teacher's achievements in making learning implementation plans still 83.32% of expectations, which means that the reality in the field still has to be addressed so that it is in accordance with the standard process in making RPP. Some teachers made lesson plans without variations in the learning scenario and also the assessment aspects with different rubrics and even inappropriate implementation of the assessment rubrics. (2) The achievement of the implementation process learning implementation of thematic learning scientifically based integrated by 80.42%, which shows that the absence of an optimal achievement of teachers in the implementation of learning. Of the three stages, the preliminary activities have been carried out by the teacher in accordance with the standard process but still need to be addressed, especially in the delivery of learning objectives, activity steps and assessment techniques. Meanwhile, what needs to be addressed with crucial attention is the implementation of the core activities of mastery of learning materials and information technology and the use of learning resources and media in accordance with process standards. (3) Actualization of the achievement of the benefits of the learning implementation plan in integrated thematic learning based on science on the effectiveness of learning by 80.98% where the teacher has not been able to be more creative in learning activities. Student learning outcomes are mostly in accordance with the minimum completeness criteria but are still close to the threshold because learning has not been carried out as interestingly as possible so that student interest and motivation are still minimal.
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