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All Journal Jurnal Civics: Media Kajian Kewarganegaraan Jurnal Penelitian Pendidikan JURNAL JPSD (Jurnal Pendidikan Sekolah Dasar) Journal of Degraded and Mining Lands Management PIONIR: Jurnal Pendidikan FENOMENA Ta'dibuna: Jurnal Pendidikan Islam SCAFFOLDING: Jurnal Pendidikan Islam dan Multikulturalisme Al-Ikhtibar : Jurnal Ilmu Pendidikan Jurnal Ilmiah Wahana Pendidikan Studi Ilmu Manajemen dan Organisasi Journal of Education Research Elementary School: Jurnal Pendidikan dan Pembelajaran ke-SD-an Literasi: Jurnal Pendidikan Guru Indonesia International Journal of Learning Reformation in Elementary Education Jurnal Indonesia Sosial Sains Jurnal Jaringan Penelitian Pengembangan Penerapan Inovasi Pendidikan (Jarlitbang) Journal of Social and Community Development
Fitri Indriani
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Transformation of Differentiated Teaching Methods to Promote Critical Thinking in Primary School Pupils Indriani, Fitri; Satrianawati; Heldayanti
International Journal of Learning Reformation in Elementary Education Vol. 5 No. 01 (2026): Article in Press - International Journal of Learning Reformation in Elementary
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.ijlree.001796

Abstract

This study examines how differentiated instruction is implemented in primary school classrooms and its role in fostering students’ higher-order thinking skills. Using a qualitative case study approach, data were collected through in-depth interviews, classroom observations, and document analysis involving five teachers from grades 1 to 5. The findings indicate that teachers adapt instructional strategies to address students’ readiness levels, learning profiles, and individual interests. This pedagogical transformation is reflected in the use of contextual learning, project-based activities, reflective practices, and digital resource integration. These approaches create more inclusive and responsive learning environments. As a result, students demonstrate improved analytical reasoning, evaluative thinking, and argument construction. The study underscores that differentiated instruction not only enhances student engagement but also supports meaningful learning. It concludes that this approach is essential for meeting the demands of 21st-century education and aligns closely with the principles of the Merdeka Curriculum.
Analysis of Teachers' Competence in the Application of Islamic Storytelling Methods: A Case Study at ABA Nyai Ahmad Dahlan Kindergarten Dwi Hastuti; Indriani, Fitri; Ali, Raden Muhammad; Susilo, Zulfa Mumtaz; Maziya, Nur
TA`DIBUNA Vol 15 No 1 (2026): Februari
Publisher : LPPM Universitas Ibn Khaldun, Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32832/tadibuna.v15i1.22030

Abstract

This study aims to analyze the competence of teachers in applying Islamic storytelling methods at ABA Nyai Ahmad Dahlan Kindergarten as part of early childhood Islamic character formation. A qualitative approach with a case study design was employed, and data were collected through in-depth interviews, observations, and documentation. Data analysis followed three stages: data reduction, data presentation, and conclusion drawing. The results indicate that teachers possess a solid understanding of Islamic values and are able to integrate these values effectively into the stories they convey. They demonstrate skills in composing stories, selecting appropriate supporting media such as hand puppets, books, and videos, and using voice intonation to maintain children’s attention. Children’s responses to this method were highly positive, reflected in their enthusiasm during storytelling sessions and observable improvements in attitudes after the stories. Despite these strengths, the study identified several challenges, including limited teaching aids, less conducive classroom conditions, and minimal formal training opportunities for teachers. Nevertheless, teachers show strong commitment to enhancing their storytelling competence through self-reflection, sharing best practices with colleagues, and independently seeking additional learning resources. This study concludes that teachers’ competence in Islamic storytelling plays a significant role in supporting the formation of children’s character. To optimize this contribution, continuous professional development and adequate institutional support are necessary. These findings are expected to serve as a reference for the systematic development of Islamic character education in early childhood education programs.
Co-Authors Aditya Nugroho Ali, Raden Muhammad Amir Mukminin Cahyanti, Ganis Dahnian, Raudahatun Dede J. Sudrajat DWI HASTUTI Dwi Hastuti Endah Suhaendah Endri Santi, Nani Evayusvita Rustam, Evayusvita Heldayanti Henti Rosdayanti, Henti Imam Wahyudi Indrawan, Imam Wahyudi Jamhari Jamhari Kartika Ratri, Maha Luluk Setyaningsih Lutfi, Muhtar Maharani, Dewi Maziya, Nur Muhammad Efendi, Muhammad Mulyana, Ade Nendi Nafisah, Amalia Risqy Nur Aini Salim, Mohammad Agus Saprin Saprin, Saprin Satrianawati Satrianawati Satrianawati, Satrianawati Sri Wilarso Budi Susilo, Zulfa Mumtaz Tumiran, Mohd Amzari Wawangningrum, Hary Wijaya, Asep Yusuf T, M. Z, Syamsiah