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All Journal EL ROBIH: Jurnal Pendidikan Madrasah Ibtidaiyah
Isna Fatimatuz Zahroh
Universitas Nahdlatul Ulama Al Ghazali Cilacap

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IMPLEMENTASI PROGRAM TAHFIDZ TERSTRUKTUR DALAM MENINGKATKAN HAFALAN PESERTA DIDIK DI MIN 1 CILACAP Nafisatuz Zahro; Dimas Noto Manah; Isna Fatimatuz Zahroh
EL ROBIH: Jurnal Pendidikan Madrasah Ibtidaiyah Vol. 2 No. 2 (2025): EL ROBIH: Jurnal Pendidikan Madrasah Ibtidaiyah
Publisher : Universitas Nahdlatul Ulama Al Ghazali Cilacap

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52802/elrobih.v2i2.1931

Abstract

Penelitian ini bertujuan untuk mendeskripsikan implementasi program tahfidz terstruktur serta dampaknya terhadap peningkatan hafalan peserta didik di MIN 1 Cilacap. Menggunakan pendekatan kualitatif deskriptif dengan subjek penelitian seluruh peserta didik kelas 1 sampai 6 dan objek penelitian berupa pelaksanaan program tahfidz terstruktur. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi, lalu dianalisis dengan model Miles dan Huberman. Hasil penelitian menunjukkan bahwa program tahfidz dilaksanakan melalui perencanaan yang sistematis, mencakup penggunaan buku panduan tahfidz, koordinasi guru, penjadwalan, serta penilaian hafalan setiap semester. Program ini terbukti meningkatkan kemampuan hafalan peserta didik, terlihat dari meningkatnya kelancaran, ketepatan, dan kestabilan hafalan sesuai indikator dalam buku panduan. Dengan pelaksanaan yang konsisten dan dukungan lingkungan belajar yang kondusif, program tahfidz terstruktur mampu berkontribusi positif pada kualitas hafalan Al-Qur'an peserta didik.
STUDI LITERARTUR: PENERAPAN MODEL PROJECT BASED LEARNING PADA MATERI KOLASE UNTUK MENINGKATKAN KREATIFITAS PESERTA DIDIK KELAS III SD/MI PADA PEMBELAJARAN SENI BUDAYA DAN PRAKARYA Ziyadul Haq Anniami; Masrukhin; Isna Fatimatuz Zahroh
EL ROBIH: Jurnal Pendidikan Madrasah Ibtidaiyah Vol. 1 No. 2 (2024): EL ROBIH: Jurnal Pendidikan Madrasah Ibtidaiyah
Publisher : Universitas Nahdlatul Ulama Al Ghazali Cilacap

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52802/elrobih.v1i2.2215

Abstract

Cultivating creativity is a main goal of Cultural Arts and Crafts (SBdP) education in elementary school. Collage is a learning tool that helps with creativity.It lets students share their thoughts, come up with new ideas, and make art by using different materials. However, collage learning is often led by teachers in a way that doesn't give students much chance to explore and create on their own. This study looks at how the Project-Based Learning (PjBL) method is used in college education and how it helps improve the creativity of third-grade elementary students. The study used a library research method, which involved looking at different scientific articles, books, and other sources that were published from 2021 to 2025. The data that was gathered was looked at using methods that help explain things through simplifying the information, showing it clearly, and then making final sense of it. The results show that Project-Based Learning helps students become more creative by giving them real-world learning opportunities through various projects. Besides that, PjBL helps students work together better, solve problems more effectively, express themselves clearly, and stay more motivated to learn. So, the Project-Based Learning approach can be a good choice for teachers who want to use creative, student-focused methods in teaching SBdP, especially when working with younger students in college-level education.
ANALISIS MODEL PROBLEM BASED LEARNING DALAM PEMBELAJARAN MATEMATIKA KELAS RENDAH SD/MI: STUDI LITERATUR Qiyada Husna Maab; Isna Fatimatuz Zahroh
EL ROBIH: Jurnal Pendidikan Madrasah Ibtidaiyah Vol. 1 No. 2 (2024): EL ROBIH: Jurnal Pendidikan Madrasah Ibtidaiyah
Publisher : Universitas Nahdlatul Ulama Al Ghazali Cilacap

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52802/elrobih.v1i2.2216

Abstract

This study aims to analyze the implementation of the Problem Based Learning (PBL) model in mathematics learning for lower elementary grades in SD/MI through a literature study. The research employed a qualitative approach using library research methods. Data were collected through documentation of relevant scientific articles and analyzed using data reduction, data presentation, and conclusion drawing techniques. The findings indicate that the implementation of PBL has a positive impact on mathematics learning, including improving learning outcomes, problem-solving skills, critical thinking, motivation, and students’ active participation. The use of contextual problems related to daily life also helps students understand mathematical concepts more concretely and meaningfully. However, the successful implementation of PBL requires teachers’ readiness to design learning activities that suit the characteristics of lower-grade students. Therefore, Problem Based Learning can be considered an effective alternative model to improve the quality of mathematics learning in elementary schools and madrasah ibtidaiyah.
IMPLEMENTASI KONSEP MADRASAH RAMAH ANAK (MRA) MELALUI PEMBIASAAN BERSALAMAN DI PAGI HARI DI MIN 1 CILACAP Syifa Asma Amalia; Uswatun Khasanah; Aris Susanto; Isna Fatimatuz Zahroh
EL ROBIH: Jurnal Pendidikan Madrasah Ibtidaiyah Vol. 2 No. 2 (2025): EL ROBIH: Jurnal Pendidikan Madrasah Ibtidaiyah
Publisher : Universitas Nahdlatul Ulama Al Ghazali Cilacap

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52802/elrobih.v2i2.2217

Abstract

This study aims to describe the implementation of the morning handshake habit and analyze its contribution to realizing the Madrasah Ramah Anak (MRA) Concept at Madrasah Ibtidaiyah Negeri (MIN) 1 Cilacap. Using a descriptive qualitative approachand participatory observation techniques during a 40-day teaching practice period,the study found that this practice was carried out consistently starting at 6:15 a.m. in two locations (the Central Building and Gandaria), supported by a structured schedule, collective participation of teachers, and strong exemplary leadership from the Head of theMadrasah. The habit of shaking hands serves as an hidden curriculum that is effective in internalizing Islamic character values such as ta'dzim (respectfor teachers), manners, and compassion. Furthermore, analysisshows that this simple practice correlates significantly with fourof the eight pillars of MRA (Safe, Comfortable, Friendly, and Inclusive), creating anemotional safe zone, increasing student confidence, and strengthening teacher-student closeness. In conclusion, the habit of shaking hands at MIN 1 Cilacap is a simple, measurable, and sustainable MRA implementation model thattransforms theoretical concepts into a humanistic and supportive madrasah culture.
PEMBENTUKAN KARAKTER ISLAMI MELALUI PROGRAM MEMBACA ASMAUL HUSNA DI MI NEGERI 1 CILACAP Nisfi Laelatul Khusniah; Lu’lu’ul Mufidah; Isna Fatimatuz Zahroh
EL ROBIH: Jurnal Pendidikan Madrasah Ibtidaiyah Vol. 2 No. 2 (2025): EL ROBIH: Jurnal Pendidikan Madrasah Ibtidaiyah
Publisher : Universitas Nahdlatul Ulama Al Ghazali Cilacap

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52802/elrobih.v2i2.2218

Abstract

This study aims to describe the implementation of the Asmaul Husana reading habituation program and its impact on the formation of Islamic character in students of MI Negeri 1 Cilacap. The study used a descriptive qualitative method with data collection techniques through observation, interviews, and documentation. The results showed that the Asmaul Husana reading program was carried out routinely every morning before class, both in the schoolyard on certain days and in each class. Consistent implementation, the role of teachers as facilitators, and student involvement in leading activities made this program effective in fostering religious values, discipline, responsibility, and respect among madrasah members. In addition, this habituation also created a calm, orderly, and spiritual learning atmosphere. Despite obstacles such as time constraints, lack of focus on some students, and a tendency for monotonous implementation, teachers and madrasah officials were able to overcome these obstacles by adding variations to activities, strengthening motivation, and providing an understanding of the meaning of Asmaul Husana periodically. Overall, the Asmaul Husana reading habituation program has been proven to contribute significantly to the formation of Islamic character in students and is worthy of continued development as part of the madrasah's religious culture.
ANALISIS IMPLEMENTASI PEMBELAJARAN TEMATIK TERPADU PADA KELAS RENDAH SD/MI TERHADAP HASIL BELAJAR SISWA Rahmawati Triutami; Siti Fatimah; Isna Fatimatuz Zahroh
EL ROBIH: Jurnal Pendidikan Madrasah Ibtidaiyah Vol. 2 No. 2 (2025): EL ROBIH: Jurnal Pendidikan Madrasah Ibtidaiyah
Publisher : Universitas Nahdlatul Ulama Al Ghazali Cilacap

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52802/elrobih.v2i2.2219

Abstract

Integrated thematic learning is an approach that is conceptually most appropriate to the characteristics of cognitive development in lower grade elementary school/Islamic elementary school (SD/MI), but its implementation in the field still faces various obstacles because it is reinforced by the Independent Curriculum policy. This study aims to analyze the concept, conduct implementation practices, challenges, handling strategies, and apply integrated thematic learning to lower grade student learning outcomes based on the latest literature review. The method used is a systematic literature review with the PRISMA approach, which searches scientific articles published in 2020–2025 from the Google Scholar, Garuda, SINTA, DOAJ, and ERIC databases, then selects them through inclusion and exclusion criteria to obtain a number of relevant articles for thematic analysis. The results of the study indicate that the implementation of integrated thematic learning is still overshadowed by four main groups of challenges, namely teacher factors (pedagogical competence, mastery of material, and teaching creativity), student factors (motivation, initial abilities, and diversity of characteristics), facility factors (media, technology, and textbooks), and curriculum factors (administration, assessment, and material integration). Various studies show that strategies such as Project Based Learning, Problem Based Learning, Cooperative Learning, differentiated learning, game-based learning, and the use of digital media and interactive LKPD have proven effective in improving cognitive, affective, and psychomotor learning outcomes, while fostering student motivation, activeness, critical thinking, creativity, collaboration, and communication skills. The conclusion of this study confirms that the success of integrated thematic learning is highly dependent on the synergy between teacher readiness, facility support, and curriculum policies that are adaptive to the school context.
MODEL KONSEPTUAL UMPAN BALIK OTOMATIS BERBASIS DEEP LEARNING UNTUK SPEAKING SISWA MI Erina Hastuti; Aldi Prasetyo; Isna Fatimatuz Zahroh
EL ROBIH: Jurnal Pendidikan Madrasah Ibtidaiyah Vol. 3 No. 1 (2026): EL ROBIH: Jurnal Pendidikan Madrasah Ibtidaiyah
Publisher : Universitas Nahdlatul Ulama Al Ghazali Cilacap

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52802/elrobih.v3i1.2224

Abstract

Speaking skills of Madrasah Ibtidaiyah (MI) students, particularly fluency, pronunciation, and self-confidence, remain low due to limited communicative practice, high speaking anxiety, and the absence of continuous individual feedback in conventional learning. Collaborative learning and short conversation videos have been reported to increase motivation and participation, yet they have not been systematically integrated with an objective, adaptive, and contextual automatic feedback mechanism suited to MI learners. This study aims to design an integrative conceptual model that combines short conversation videos with a deep learning-based automatic feedback system to improve MI students' English speaking fluency while strengthening their motivation and confidence. A Design-Based Research (DBR) approach was employed, covering needs-based design, conceptual model development, and expert validation, limited to Technology Readiness Level (TRL) 1-3. At TRL 1, a needs analysis and literature review identified the gap between conventional collaborative speaking instruction and systematic automatic feedback. At TRL 2, a conceptual model and system blueprint were formulated with fluency, pronunciation, and coherence as feedback indicators. At TRL 3, the model was validated by experts in English Language Teaching (ELT), MI Teacher Education (PGMI), and instructional technology to ensure pedagogical, linguistic, and technological feasibility. The results present a validated conceptual model consisting of three integrated components: short conversation video stimuli, collaborative learning activities, and a real-time deep learning feedback framework. The model offers a foundation for developing adaptive, AI-supported speaking instruction relevant to MI learners' characteristics and twenty-first century learning demands.
Co-Authors Aldi Prasetyo Aris Susanto Dimas Noto Manah Erina Hastuti Lu’lu’ul Mufidah Masrukhin Nafisatuz Zahro Nisfi Laelatul Khusniah Qiyada Husna Maab Rahmawati Triutami Siti Fatimah Syifa Asma Amalia Uswatun Khasanah Ziyadul Haq Anniami