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All Journal al-Aulad: Journal of Islamic Primary Education Berkala Ilmiah Pendidikan Bunayya: Jurnal Pendidikan Guru Madrasah Ibtidaiyah
Choirul Anwar
Universitas Islam Negeri Salatiga, Indonesia
Religion Education Languange, Linguistic, Communication & Media Other

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Internalisasi Nilai Karakter Melalui Pembiasaan Jumat BERSERI (Bersih, Sehat, Literasi, dan Istighosah) di Madrasah Ibtidaiyah Muhammad Syahrul Muharram; Istianatul Milah; Choirul Anwar; Faris Nur Haq
Bunayya: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol. 7 No. 1 (2026): Maret 2026
Publisher : Prodi PGMI STIT Al-Ittihadiyah Labuhanbatu Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61082/bunayya.v7i1.633

Abstract

This study investigates the internalization of character values through the BERSERI (Clean, Healthy, Literacy, and Istighosah) Friday Habbit at Madrasah Ibtidaiyah as a school culture–based model of character education. The study aims to explain how routine religious, literacy, and health practices contribute to students’ character formation. A qualitative descriptive design was applied at MI Hidayatun Najah Tuban. Data were collected through participatory observation, in-depth interviews with teachers and school leaders, and document analysis. Data credibility was ensured through triangulation, and inductive thematic analysis was employed to interpret the findings. Results show that the BERSERI Friday Habit effectively integrates character education into daily school life. Clean and healthy activities develop discipline, responsibility, and environmental awareness; literacy sessions strengthen critical thinking and learning motivation; and istighosah enhances spiritual awareness, emotional stability, and moral conduct. The program also fosters a supportive school culture marked by collective responsibility, religious atmosphere, and positive social interaction. Overall, the BERSERI program offers a practical model for sustainable character internalization in Islamic primary education.
Integrating Tripartite Education for Religious Value Internalization among Generation Alpha Oktio Frenki Biantoro; Fatkhur Rozi; Choirul Anwar
Berkala Ilmiah Pendidikan Vol. 6 No. 2 (2026): Berkala Ilmiah Pendidikan
Publisher : Scidac Plus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51214/bip.v6i2.1889

Abstract

This study investigates the collaborative model of Tripartite Education Centers in internalizing religious values among Generation Alpha students at Madrasah Ibtidaiyah Ma’arif Kemuning Sambit Ponorogo. Employing a qualitative case study approach, data were collected from principals, teachers, students, parents, and community leaders through observation, in-depth interviews, and documentation. Data were analyzed using an interactive model, with validity ensured through triangulation, member checking, and prolonged engagement. The findings demonstrate that religious value internalization is constructed through a synergistic collaboration across three domains. In the madrasah, it is fostered through structured habituation, teacher role modeling, and religious extracurricular activities. In the family, it is reinforced through systematic monitoring of students’ daily worship supported by digital communication. In the community, it is contextualized through participation in religious events, social charity practices, and institutional engagement between parents and teachers. This study highlights that an integrative and sustained collaboration among madrasah, family, and community significantly enhances the effectiveness of religious value internalization in the context of Generation Alpha.
Alleviating Mathematics Anxiety to Empower Primary Numeracy Skills: The Instructional Role of The Calm Strategy in Madrasah Ibtidaiyah Lilis Setyaningsih; Suwardi; Win Listyaningrum Arifin; Choirul Anwar
Al-Aulad: Journal of Islamic Primary Education Vol. 9 No. 2 (2026): Al-Aulad: Journal of Islamic Primary Education
Publisher : Jurusan Pendidikan Guru Madrasah Ibtidaiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/al-aulad.v9i2.55558

Abstract

Elementary mathematics learning in Madrasah Ibtidaiyah is often impeded by mathematics anxiety, which obstructs cognitive processing during basic arithmetic tasks. This study aims to evaluate the effectiveness of the Controlling Anxiety for Learning Mathematics (CALM) strategy in enhancing the numeracy skills of fifth-grade madrasah students. Utilizing a pre-experimental one-group pretest-posttest design, the investigation involved 20 fifth-grade students from an Islamic elementary school in Semarang Regency, Indonesia, selected through purposive sampling based on low baseline numeracy performance. Data were gathered through validated arithmetic tests and structured classroom observation rubrics, analyzed using descriptive statistics, the Shapiro-Wilk normality test, paired-sample t-test, and normalized gain (N-Gain) analysis via SPSS version 25. The findings revealed a statistically significant increase in students' mean numeracy scores from 30.75 in the pretest to 73.50 in the posttest ( , Cohen's ). The average N-Gain was 0.62, which was classified as moderate. Theoretically, the structured execution of CALM, incorporating relaxation, cognitive restructuring, systematic desensitization, and effective learning strategies, reinforces Social Cognitive Theory and Humanistic Learning Theory, substantiating that emotional stability is a vital prerequisite for elementary numeracy mastery.
Co-Authors Faris Nur Haq Fatkhur Rozi Istianatul Milah Lilis Setyaningsih Muhammad Syahrul Muharram Oktio Frenki Biantoro Suwardi Win Listyaningrum Arifin