|Sri Winarni||Yogyakarta State Universityfirstname.lastname@example.org|
|Dimyati||Yogyakarta State Universityemail@example.com|
|Tri Ani Hastuti||Yogyakarta State Universityfirstname.lastname@example.org|
|DEVELOPMENT OF INTEGRATED PHYSICAL EDUCATION LEARNING MODEL|
|learning, physical, education, integrative, thematic|
Objectives: this study is to obtain an integrative physical education learning model that refers to integrative thematic learning for elementary school. To produce a product that is expected to be carried out a two-year development study using four-d model, which in the first year study includes three stages: define, design, and develop. Research subjects are physical education experts and physical education teachers in the city of Yogyakarta who have not received assistance curriculum 2013 and physical education teachers elementary school in Yogyakarta City who served as the National Instructor curriculum 2013. Methods: The design of the model in this study only to the stage of development, so it only includes three stages of the define, design, and develop. The model was chosen with due consideration as it is appropriate and practical to implement in the educational context. Results: Integrative thematic learning model in physical educatioan learning, learning tools in the form of draft teacher manual tested feasibility of 98.75% and RPP (lesson plans) model that has been tested by 96.75% by experts. Integrative thematic learning model device in the form of teacher guidance and lesson plan model proved can be used by physical education teacher. With the implementation of integrative thematic teaching model, teachers who have not received mentoring stated that the teacher guidance has 73.5% feasibility level, the teacher who has got mentoring stated 92.5%. As for the model RPP has a feasibility level according to teachers who have not received mentoring 83% and according to teachers who have got assistance 93.75%. Conclusion: This research can conclude several things, as follows: thematic learning in physical education subjects has not been based on the expected thematic learning rules as in the curriculum, integrative thematic learning model device in the form of teacher guidance and RPP model proved can be used by physical education teacher of elementary school, with the implementation of integrative thematic teaching models of teachers who have not received mentoring Curriculum 2013 states that teacher guidance has a level of 73.5% eligibility and teachers who have received mentoring states the feasibility rate of 92.5%, with the implementation of integrative thematic teaching model the teacher has not received assistance Curriculum 2013 states that the lesson plan model has a feasibility level of 83% and teachers who have received mentoring stated 93.75% feasibility level.