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All Journal Al Ilmi Jurnal Penelitian dan Pembelajaran IPA Orbital: Jurnal Pendidikan Kimia AL-ATHFAAL : JURNAL ILMIAH PENDIDIKAN ANAK USIA DINI Konfigurasi : Jurnal Pendidikan Kimia dan Terapan Child Education Journal Journal of Applied Science, Engineering, Technology, and Education At-Thullab : Jurnal Pendidikan Guru Madrasah Ibtidaiyah International Journal of STEM Education for Sustainability Journal of Elementary School
Kartika Metafisika
STAI Taruna Surabaya
Religion Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Education Electrical & Electronics Engineering Industrial & Manufacturing Engineering Social Sciences Other

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The Development Process of Islamic STEAM Activity Storybooks for Early Childhood Metafisika, Kartika; Azizah, Reza Nur; Fitriyah, Fifi Khoirul
Jurnal Pendidikan Anak Vol 4 No 1 (2022): Child Education Journal: April
Publisher : Universitas Nahdlatul Ulama Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33086/cej.v4i1.2703

Abstract

This study aims to design and develop an Islamic Science, Technology, Engineering, Art, and Mathematics (STEAM) Activity Storybook prototype, which is a storybook with STEAM learning activity content in it, and there is an integration between the concept of science and Islamic content. The Design Research with the Plomp Model went through the preliminary investigation, design, and construction phases. The preliminary investigation results showed that Kindergarten teachers did not understand the essential elements in the implementation of STEAM learning and still did not have adequate references and media for STEAM learning implementation. In the design phase, principles in developing the Islamic STEAM Activity Storybook for Early Childhood and criteria for STEM/STEAM learning-based storybooks were formulated before entering the construction phase. The storyboard is developed to determine the narrative, activity sheet, context, or description of the image on the specified book page in the construction phase. The whole process was put forward as a reference for developing the Islamic STEAM Activity Storybook for Early Childhood on other STEAM learning content. The results of this study can help teachers and parents to plan and implement STEAM learning with Islamic content for early childhood.
Evaluating Teaching Assistance Programs Using the CIPP Model and Cognitive Apprenticeship Framework Metafisika, Kartika; Abdillah, Husni; Chasanah, Uswatun
AT-THULLAB : Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol 10 No 1 (2026): At-Thullab : Jurnal Pendidikan Guru Madrasah Ibtidaiyah
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/atl.v10i1.2668

Abstract

This study evaluates the Teaching Assistance program of a Madrasah Ibtidaiyah Teacher Education study program at an Islamic elementary school in Sidoarjo by integrating the CIPP (Context, Input, Process, Product) evaluation model with Cognitive Apprenticeship theory to assess professional identity formation. Utilising a qualitative case study design with the CIPP model of evaluation study, data were collected through document analysis, classroom observations, and structured interviews with key stakeholders, including the program head, field supervisors, preservice teachers as students’ tutees, and tutor teachers. Thematic analysis was conducted using an interactive model, employing CIPP as the macro-framework and the six pillars of Cognitive Apprenticeship as the analytical lens. The findings indicate that the Teaching Assistance Program successfully facilitated the transfer of expert pedagogical reasoning. The pillars of modelling, coaching, and scaffolding organically emerged, enabling preservice teachers to overcome initial culture shock and achieve independent classroom mastery. However, the current Learning Management System (LMS) primarily serves as a summative tool and lacks the interactive features needed to support the articulation and reflection phases fully. Integrating Cognitive Apprenticeship within the MBKM framework effectively fosters preservice teachers’ pedagogical reasoning. Upgrading the digital infrastructure to support asynchronous metacognitive reflection and providing specialised coaching for field supervisors are recommended to optimise the program.
Co-Authors Annisa Immadulbilad Asistiana, Lisa Ayu Lestari, Frida Anggraeni Azis, Yahya Azizah, Reza Nur Dian Farkhatus Solikha, Dian Farkhatus Dindin Nasrudin M.Pd Farwati , Ratna Febby Nilam Sari Fifi Khoirul Fitriyah Fitriyanni, Viona Frida Anggraeni Ayu Lestari Husni Abdillah Husni Abdillah Indah Sari Lisa Asistiana Masud, Sulthon Moh. Ismail Sholeh Muhammad Isnaini Muhammad Isnaini Munfaati, Kusnul Nasrul Fuad Erfansyah Ratna Farwati Ratna Farwati, Ratna Sitinjak, Debora Suryani Solfarina, Solfarina Uswatun Chasanah Yahya Azis Yessy Velina Zainal Berlian