The purpose of this study was to determine the problems of mathematics in "thematic learning at the SD / MI level.This research uses a qualitative approach. The qualitative research design was carried out with a library research (library research) using various sources of literature as a source of research data. Sources of data in this study consist of secondary data and primary data. The data obtained were then analyzed descriptively which was presented systematically and objectively.The results of the study are students feeling bored, afraid when learning mathematics, the teacher still dominates in the learning process, the problems or problems conveyed by the teacher are still not contextual with the students' real life. Media, methods, strategies, and learning models applied by teachers do not pay attention to the characteristics of students. The thematic learning process of basic mathematics competence has not yet paid attention to the characteristics of mathematics learning, students have difficulty in understanding foreign symbols and languages. Solution to the problematics of mathematics in thematic learning, namely the teacher pays attention to 5 factors in the process of learning mathematics, namely personal, instructional, environmental, identity and socio-cultural factors. So the mathematical achievements of students can increase and have high-level thinking skills.

The problem of education is one of the fields which is considered to be very important in the field of government. One of the problems of education is the decline in the quality of reading in students due to lack of literacy that is applied in schools. This article discusses educational policy using literary study methods that use several sources of articles, research and others related to this article that aims to explore the problems and what policies the government is doing to foster literacy at the elementary school level. Ministry of Education and Culture through Minister of Education and Culture Regulation No. 23 of 2015 launched an education policy. This educational policy is in the form of a National Literacy Movement which has 3 domains, one of which is the School Literacy Movement which is used in shaping good moral behavior towards students with language or literacy which is the first step to creating a culture of literacy and the desire to read to students. The School Literacy Movement does not only understand reading and writing skills, but also includes the ability and thoughtfulness of thinking in accordance with the components and stages in literacy. The school literacy movement is expected to be able to bring change both in terms of behavior, attitudes and responsibilities as well as instilling and growing student character values ​​early on, namely the value of independence, nationalism, religious mutual cooperation, and integrity in elementary school students. The character values ​​are also stated in Perpres No. 87 of 2017 concerning Strengthening Character Education (PPK). The National Literacy Movement and the School Literacy Movement are very closely related to the Strengthening of Character Education, because to implement the School Literacy Movement that is in schools and the Strengthening of Character Education can not be said to run optimally but can run when the school institutions and students are active.

Kurikulum 2013 merupakan kurikulum yang berbasis karakter dengan sistem pembelajajaran bertema yang di sebut pembelajaran tematik. Pembelajaran tematik mengacu pada integrasi satu mata pelajaran dengan mata pelajaran lain melalui penggunaan mata pelajaran yang dapat memberikan siswa pengalaman yang bermakna. Dalam pembelajaran, mata pelajaran umum sering digabung, sedangkan mata pelajaran agama islam ada secara mandiri, karena mata pelajaran agama islam dan mata pelajaran umum tidak digabung dalam buku tema guru dan siswa. Dan mata pelajaran di Indonesia. Bahasa Indonesia memiliki empat keterampilan yang berkaitan erat dengan Islam dan kehidupan siswa. Desain yang digunakan dalam artikel ini menggunakan penelitian kepustakaan (Library reasearch) dengan menggunakan berbagai sumber kepustakaan sebagai sumber data penelitian. Dari hasil penelitian kepustakaan ditemukan bahwa keterampilan berbahasa Indonesia meliputi empat keterampilan, yaitu keterampilan menyimak, keterampilan membaca, keterampilan berbicara, dan keterampilan menulis. Dari perspektif Islam, ke-empat keterampilan ini sangat erat kaitannya dengan kehidupan siswa. Seperti halnya dalam Q.s Al Alaq pasal 1-5 dan dalam kurikulum 2013 keterampilan membaca novel yang berjudul Negeri Lima Menara yang mengandung nilai-nilai menonjol yaitu nilai religius, kejujuran, dan kedislipinan. Keterampilan menyimak tertuang dalam Q.s Muhammad ayat 21 dan Q.s Al A'raf ayat 157 dan pada kegiatan belajar mengajar guru bercerita tentang kisah Pahlawan Nasional, maka nilai karakter yang dapat diambil siswa dari kisah tersebut adalah nilai religius, jujur, kerja keras, amanah, dan pantang menyerah yang dapat diterapkan siswa dalam kehidupan sehari-harinya. Keterampilan berbicara tertuang dalam Q.s Toha (20): 25-28 dan guru memberi tugas bercerita di depan kelas tentang kisah Pahlawan Nasional maka siswa dapat membentuk nilai karakter percaya diri, disiplin, berani, kreatif dan inovatif. Keterampilan menulis yang tertuang dalam Q.s. An-Nahl (125) dan guru memberikan tugas membuat pantun yang akan memberikan nilai karakter imajinatif, kecerdasan, dan kreativitas yang diharapkan akan membentuk karakter siswa yang baik dalam bermasyarakat, berbangsa dan bernegara.