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All Journal Tadarus: Jurnal Pendidikan Islam eL.Muhbib: Jurnal Pemikiran dan Penelitian Pendidikan Dasar Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Kreatif: Jurnal Pemikiran Pendidikan Agama Islam TAJDID: Jurnal Pemikiran Keislaman dan Kemanusiaan Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Al Ibtidaiyah: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Taroa : Jurnal Pengabdian Masyarakat Journal of Mathematics Science and Computer Education Action Research Journal Indonesia (ARJI) Journal of Islamic Education Students Journal of Education and Teacher Training Innovation (JETTI) Journal of Educational Studies JADIKA: Jurnal Pendidikan Guru Sekolah Dasar Jurnal Pacu Pendidikan Dasar
Syahru Ramadhan
Universitas Muhammadiyah Bima
Religion Agriculture, Biological Sciences & Forestry Humanities Chemistry Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Physics Social Sciences Other

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IMPLIKASI MATERI BAHASA INDONESIA DALAM BUKU TEMATIK TERHADAP PERKEMBANGAN PENGETAHUAN SISWA SD/MI KELAS IV Syahru Ramadhan
eL-Muhbib jurnal pemikiran dan penelitian pendidikan dasar Vol. 4 No. 2 (2020): Desember
Publisher : Program Studi Pendidikan Guru Madrasah Ibtidaiyah (PGMI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52266/el-muhbib.v4i2.561

Abstract

Penerapan Kurikulum 2013 sangat berdampak secara signifikan pada proses pembelajar yang terdapat pada tiap-tiap sekolahkhususnya pada tingkat SD/MI. Hal ini mengharuskan pihakpihak yang terkait secara langsung dalam proses pembelajarandalam ini adalah guru untuk memahami orientasi pada kurikulum2013, sehingga dapat diaktualisasikan dengan baik dan benarsesuai dengan tujuannya. Dalam pembelajaran buku tematik kelasIV SD/MI terdapat beberapa disiplin ilmu pengetahuan yakni,Pendidikan Agama Islam, Matematika, Bahasa Indonesia, IPA,IPS, SBDB, PJOK. Agar siswa lebih memahami tentang materimateri yang diajarkan oleh guru diatas, maka seorang pendidik(guru) pada proses pembelajaran dalam buku tematik harusmelibatkan siswa secara langsung dengan materi-materi dan lingkungan sekitarnya secara kontekstual, supaya siswa lebihaktif dan kreatif. Adapun materi bahasa indonesia dalam bukutematik SD/MI kelas IV tidak dibahas secara lugas dan jelasseperti yang terdapat dalam buku ajar KTSP, sehinggaberdampak pada perkembangan pengetahuan siswa yakni siswatidak memiliki pengetahuan tentang penulisan huruf besar danhuruf kecil, kalimat baku dan kalimat tidak baku, menulis idepokok dalam paragraf, tanda petik, cara membaca simbol ataulambang. Untuk mengatasi hal tersebut, maka pihak sekolahmewajibkan siswa untuk mengikuti proses pembelajarantambahan atau les, supaya siswa memperoleh pengetahuan sertapemahaman tentang materi-materi bahasa indonesia yang tidakada dalam buku tematik.
GERAKAN LITERASI BAHASA ARAB DI SD IT IMAM SYA-FI’I De Isya; Syahru Ramadhan; Syarifuddin Syarifuddin
eL-Muhbib jurnal pemikiran dan penelitian pendidikan dasar Vol. 6 No. 1 (2022): Juni
Publisher : Program Studi Pendidikan Guru Madrasah Ibtidaiyah (PGMI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52266/el-muhbib.v6i1.780

Abstract

Penelitian ini membahas tentang gerakan literasi bahasa Arab di SD IT Imam Syafi’i. Penelitian ini bertujuan untuk mendeskripsikan pelaksanaan gerakan literasi bahasa Arab dan mendeskripsikan faktor penghambat dalam pelaksanaan gerakan literasi bahasa Arab di SD IT Imam Syafi’i. Penelitian ini menggunakan metode deskripstif kualitatif dengan subjek kepala sekolah, pendidik, serta peserta didik. Metode pengumpulan data menggunakan teknik observasi, teknik wawancara, dan studi dokumentasi. Hasil penelitian menunjukkan bahwa SD IT Imam Syafi’i telah melaksanakan program gerakan literasi bahasa Arab sesuai visi dan misi karena sekolah ini merupakan sekolah berbasis agama Islam. Proses pelaksanaan gerakan literasi bahasa Arab yang dilakukan yaitu melakukan pembiasaan di kelas selama sepuluh sampai lima belas menit sebelum pembelajaran, mempelajari mata pelajaran bahasa Arab sepuluh jam per pekan, dan mengikuti lomba bahasa Arab. Faktor penghambat dalam proses pelaksanaan gerakan literasi bahasa Arab di SD IT Imam Syafi’i yaitu, Perbedaan kemampuan atau IQ setiap anak, kurangnya strategi pemusatan perhatian literasi terhadap peserta didik, dan kurangnya arahan dari orang tua siswa.
PROBLEM PENDIDIKAN ISLAM DI MADRASAH IBTIDAIYAH DAN UPAYA MENGATASINYA ilham ilham; Syahru Ramadhan; Agus Salam
eL-Muhbib jurnal pemikiran dan penelitian pendidikan dasar Vol. 6 No. 2 (2022): Desember
Publisher : Program Studi Pendidikan Guru Madrasah Ibtidaiyah (PGMI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52266/el-muhbib.v6i2.1218

Abstract

Indonesia sudah di kenal pada abad ke-7. Bahkan sebelum pendidikan sekolah di perkenalkan oleh Belanda, pesantren dan pengajian Al-qur’an di mesjid dan surau adalah satu-satunya pendidikan yanag ada bagi rakyat biasa. Titik fokus artikel ini adalah tentang problem pendidikan Islam. Sebuah pertanyaan yang ingin dijawab pada artikel ini adalah bagaimana seharusnya menyelesaikan problem pendidikan Islam di Indonesia merespons tantangan abad 21 ini, dengan menggunakan metode kepustakaan. Posisi lembaga pendidikan Islam yang serba ketinggalan, lebih teringgal lagi dari lembaga-lembaga lainnya. Kalau ada lembaga pendidikan yang mencapai ranking papan atas hampir dapat dipastikan itu bukan lembaga pendidikan Islam, tetapi kalau ada lembaga pendidikan mencapai deretan ranking bawah, biasanya di duduki lembaga pendidikan Islam, atau bahkan lembega pendidikan Islam tidak memperoleh ranking sama sekali dalam skala internasional lantaran tidak diperhitungkan.
MENUMBUHKAN KARAKTER POSITIF SISWA MELALUI TAYANGAN INSPIRATIF DI SDN INPRES NANGA NI’U DESA KARAMPI Ahmad Ahmad; Umar Umar; Syahru Ramadhan; Mei Indra Jayanti
eL-Muhbib jurnal pemikiran dan penelitian pendidikan dasar Vol. 7 No. 1 (2023): Juni
Publisher : Program Studi Pendidikan Guru Madrasah Ibtidaiyah (PGMI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52266/el-muhbib.v7i1.1407

Abstract

Karakter positif merupakan hal yang paling esensi yang harus di wujudkan dalam diri anak serta menumbuhkan karakter positif pada anak merupakan urgensi dalam pendidikan, pendidikan yang bermutu merupakan konsekuensi yang harus di wujudkan oleh berbagai pihak dalam satuan pendidikan. Penelitian ini bertujuan untuk mendeskripsikan tentang perubahan tingkah laku yang dialami anak dengan melalui konsep belajar inspiratif. Metode penelitian ini menggunakan metode penelitian kualitatif deskriptif dengan tekhnik mengumpulkan data berupa observasi, wawancara, dokumentasi dan mengkaji berbagai literatur yang berkaitan dengan karakter positif anak serta menganalisis fakta empiris yang bersentuhan langsung dengan anak. Hasil penelitian menunjukan bahwa anak-anak di SDN Inpres Nanga Ni’u menunjukan sangat antusias dalam merespon kegiatan belajar mengajar menggunakan konsep belajar inspiratif. Anak-anak lebih cepat memahami suatu pembelajaran jika menggunakan media dalam menyampaikan materi. Pembentukan karakter positif anak harus dilakukan secara terus menerus, dan juga membutuhkan inovatif serta konsep terbaru dalam membentuk karakter positif anak.
PENGUATAN BUDAYA POSITIF BERBASIS BUDAYA LOKAL BIMA DALAM MEWUJUDKAN KARAKTER PROFIL PELAJAR PANCASILA DI SDIT INSAN KAMIL KOTA BIMA Syahru Ramadhan; Yayuk Kusumawati; Hermansyah Hermansyah
eL-Muhbib jurnal pemikiran dan penelitian pendidikan dasar Vol. 9 No. 2 (2025): Desember
Publisher : Program Studi Pendidikan Guru Madrasah Ibtidaiyah (PGMI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52266/el-muhbib.v9i2.6249

Abstract

Penelitian dilakukan karena dilatar belakangi oleh adanya proses perbaikan kualitas dan mutu pendidikan yang selama yang masih bersifat pragmatis dan capaian berbasis angka kuantitatif, pelaksanaan pendidikan kita perlu untuk diarahkan pada kualitas penerapan pembelajaran dan memilki output pada kepribadian siswa yang dibuktikan pembiasaan budaya positif. Dalam penerapan kurikulum merdeka sekolah dan guru sangat diarahkan untuk memperbaiki proses pembelajaran dan melaksanakan berbagai program serta kegiatan berdasarkan ukuran tercapainya karakter profil pelajar pancasila. SDIT Insan Kamil Kota Bima sebagai salah satu sekolah yang terlibat dalam program Pendidikan Sekolah Penggerak (PSP) terus berupaya untuk melakukan penguatan budaya positif siswa berbasis budaya lokal bima dalam rangka untuk mewujudkan karakter profil pelajar pancasila. Peneltian ini menggunakan jenis penelitian kualitatif dengan pendekatan deskriptif melalui pengumpulan data dari latar alami dengan memanfaatkan diri penulis sebagai instrumen kunci, data dan informasi dalam penelitian ini didapatkan melalui hasil observasi, wawancara dan dokumentasi. Dalam Pelaksanaannya, penguatan budaya positif berbasis budaya lokal bima di SDIT Insan Kamil Kota Bima telah mampu mewujudkan karakter profil pelajar pancasila dalam berbagai bentuk kegiatan dan pembelajaran antara lain kegiatan penyambutan siswa 5 S (Salam, Salim, Sapa, Senyum, Sopan), Pelaksanaan kegiatan tari daerah, Kegiatan Bina Pribadi Islami Setiap Pekan, Membuat Kerajinan Khas Bima Seperti Anyaman Dalam Pelaksanaaan Projek P5, Kegiatan Kunjungan (Outing Study) Ditempat Warisan Budaya, Market Day (Menjual Jajanan Khas Daerah) dan Pembelajaran Berbasis Budaya Lokal Bima.
Teachers' Creativity in Science Education Through Play-Based Learning to Foster Students' Naturalist Intelligence Prety Febriyanti; Abdussahid Abdussahid; Syahru Ramadhan
Journal of Education and Teacher Training Innovation Vol. 4 No. 1 (2026): Journal of Education and Teacher Training Innovation
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/x2qv1112

Abstract

This study was motivated by the low level of student engagement and the suboptimal development of naturalistic intelligence in science education in elementary schools, which is still dominated by conventional methods. This study aims to describe the creativity of teachers in implementing game-based learning methods as an effort to foster students' naturalistic intelligence at SDN Kamunti. This study used a qualitative approach with a descriptive research design. Data sources included teachers, principals, and students, as well as relevant learning documents. Data collection techniques were carried out through observation, in-depth interviews, and documentation, while data analysis techniques involved the stages of data reduction, data presentation, and drawing conclusions. The results showed that teachers creatively developed learning through game-based activities, such as environmental exploration, mini-experiments, outdoor exploration games, the use of recycled materials, and role-playing based on local projects. Observational data showed that students actively observed, classified, and interacted directly with natural objects. Interview results revealed that teachers deliberately designed lessons so that students could learn through games and direct experiences. Field notes confirmed the findings that students showed high enthusiasm, collaborated in groups, and were able to explain their observations in their own words. Thus, the implementation of play-based learning has been proven effective in creating meaningful learning experiences, increasing student engagement, and optimally fostering naturalistic intelligence.
Tinjauan Literatur Model Problem Based Learning (PBL) dan Implikasinya terhadap Hasil Belajar Siswa Madrasah Ibtidaiyah Jumrah; Syahru Ramadhan; Abdul Haris; Ilham
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 2 (2026): May
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i2.1880

Abstract

21st-century learning demands innovative learning models that develop students' critical thinking skills, character, and collaborative abilities. In the context of Islamic elementary education, Problem-Based Learning (PBL ) is considered relevant for improving learning outcomes while instilling Islamic values. This study aims to analyze the implementation of PBL  in Islamic elementary schools (Madrasah Ibtidaiyah), the variety of models used, the supporting and inhibiting factors, and their impact on student and teaching outcomes. The study employed a literature review with a descriptive qualitative approach. Data were obtained from scientific journals, books, research reports, and policy documents relevant to the research topic. Data were then analyzed through data categorization, synthesis, and triangulation. The analysis shows that the implementation of PBL  improves students' higher-order thinking skills, including analysis, evaluation, and synthesis of information, as well as increasing learning motivation, active participation, collaboration, and character development through the internalization of Islamic values, responsibility, tolerance, and empathy. In addition to its impact on students, the implementation of PBL  also impacts all aspects of the teaching staff, particularly in improving pedagogical competence, creativity in lesson design, classroom management skills, skills in guiding student discussions and collaboration, and teacher readiness to implement innovative, student-centered learning models. The success of PBL  implementation is influenced by teacher readiness, the availability of facilities and infrastructure, a conducive learning environment, and school institutional support. The conclusion of this study indicates that PBL  is effectively implemented in Madrasah Ibtidaiyah because it not only improves student learning outcomes cognitively, affectively, and psychomotorically but also supports the professional development of teachers. Therefore, this study recommends ongoing training for teachers related to PBL  implementation, the provision of adequate learning facilities, and the strengthening of school policies to support innovative, problem-solving-based learning.
The Importance of AI in Science Education Through Game-Based Learning Strategies in Fostering Students’ Scientific Thinking Skills Syahru Ramadhan; Aulia Faradilah; Hermansyah
Journal of Educational Studies Vol. 4 No. 1 (2026): April
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/jes.v4i1.2417

Abstract

Science education in elementary schools must adapt to advancements in artificial intelligence and the demands of 21st-century skills, particularly students scientific thinking abilities. Conventional teaching methods have been shown to limit students exploration, active participation, and scientific reasoning; therefore, the integration of more adaptive and interactive approaches through Artificial Intelligence (AI) and Game-Based Learning (GBL) strategies is necessary. This study aims to describe the urgency and forms of AI implementation in IPAS instruction to stimulate students scientific thinking skills at SDN 19 Kota Bima. The study employed a qualitative approach with data sources comprising teachers, students, and learning activities. Data collection methods included classroom observations, in-depth interviews, and documentation, involving IPAS teachers and students as participants selected through purposive sampling based on the research needs. The learning context was observed directly. Data analysis was conducted through thematic coding, data reduction, data presentation, and verification using source triangulation, member checking, and peer discussion. The research findings, based on interviews, indicate that the integration of AI through GBL in IPAS learning has transformed the instructional design into a more exploratory approach. This is evident from the increased active participation of students and enhanced collaboration, as observed through an increase in their ability to observe, ask questions, test hypotheses, and draw conclusions in accordance with the indicators of scientific thinking. Based on interviews with teachers and students, IPAS learning through AI functions as a digital experimental medium that enables students to solve problems independently with the teacher serving as a facilitator. This approach also fosters a transformation of the school’s learning culture toward inquiry-based learning that is more adaptive, enjoyable, and relevant to advancements in educational technology.
Improving Story Writing Skills through Jigsaw Cooperative Learning in Indonesian Language Classes Putri Khairatun; Syahru Ramadhan; Syarifuddin Syarifuddin
Journal of Islamic Education Students (JIES) Vol. 6 No. 1 (2026)
Publisher : Universitas Islam negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/jies.v6i1.16722

Abstract

This study aims to examines the implementation of the Jigsaw-type cooperative learning model in Indonesian language learning through active learning strategies to improve the story writing skills of fifth-grade students at MIS Nurul Ilmi, Bima City. The novelty of this research lies in the integration of the Jigsaw cooperative learning model with active learning strategies to strengthen students’ participation and creativity in story writing activities in elementary classrooms. This research employed a qualitative approach involving one Indonesian language teacher and 23 fifth-grade students selected based on their participation in the learning process. Data were collected through classroom observations, interviews, and documentation. The data analysis was conducted using qualitative procedures, including data reduction, coding, categorization, and interpretation, while data validity was strengthened through source and technique triangulation. The findings show that the implementation of the Jigsaw cooperative learning model combined with active learning strategies creates an interactive and collaborative learning environment. Students become more active in discussing ideas, organizing story structures, and expressing their creativity in writing. Consequently, this learning approach contributes to improving students’ story writing skills and learning engagement in Indonesian language classes.
Deep Learning Approach in IPAS Instruction: Enhancing Elementary School Students’ Skills and Competencies Nila Rosa; Masita Masita; Syahru Ramadhan
Journal of Islamic Education Students (JIES) Vol. 6 No. 1 (2026)
Publisher : Universitas Islam negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/jies.v6i1.16733

Abstract

This study aims to examine the implementation of IPAS learning through a deep learning approach in enhancing students’ skills and competencies at the elementary school level. IPAS learning requires instructional strategies that promote active student engagement while fostering higher-order thinking skills. This research describes how the deep learning approach is applied in the learning process and how it influences the development of students’ skills. The study employs a qualitative approach with a case study design. Data were collected through classroom observations, interviews with teachers and students, and analysis of instructional documents. Data analysis was conducted through data reduction, data display, and interpretative analysis to understand the dynamics of the learning process. The findings indicate that the implementation of a deep learning approach in IPAS learning creates a more active, reflective, and collaborative learning environment. Learning activities involving concept exploration, group discussions, and observation of real-life phenomena help students develop a deeper understanding of the subject matter. In addition, this approach contributes to the development of critical thinking skills, problem-solving abilities, and collaborative competencies among students. Instructional strategies that emphasize active participation and contextual learning experiences provide greater opportunities for students to construct meaningful conceptual understanding in IPAS learning.
Co-Authors Abdul Haris Abdus Sahid Agus Salam Agus Setiawan Ahmad Ahmad Ahmadin Ahmadin Anwar Sadat Asfiati Asfiati Aulia Faradilah De Isya Dewi Mashita Fuaduddin Fuaduddin Herman Herman Hermansyah Hermansyah Hermansyah Ihlas, Ihlas Ikhsan Maulana Ilham Ilham Ilham Jumrah Lusiana Lusiana Luthfiyah Luthfiyah Lutia Rahmah Marhamatul Khairiyah Masita Masita Mei Indra Jayanti Muslim Mutiara Mutiara Nila Rosa Nining Anggriani Nunung Karlina Nurdiniawati Nurdiniawati Nurlidah Nurlidah Nurnabila Nurnabila Nurul Izati Mardiah Prety Febriyanti Putri Khairatun R.P.M. Anom Miftahul Falah Rahmawati Rahmawati Rasti Uliah Syarifuddin Syarifuddin Umar Umar Yayuk Kusumawati Yusuf Masi