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All Journal Al-Bidayah: Jurnal Pendidikan Dasar Islam Dawuh Guru: Jurnal Pendidikan MI/SD THABIEA : JOURNAL OF NATURAL SCIENCE TEACHING
Izzatin Kamala
Universitas Islam Negeri Sunan Kalijaga
Humanities Chemical Engineering, Chemistry & Bioengineering Education Mathematics Social Sciences Other

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Pembiasaan Keterampilan Berpikir Kritis Sebagai Sarana Implementasi Sikap Spiritual Dalam Pembelajaran IPA Tingkat Sekolah Dasar Izzatin Kamala
Al-Bidayah : jurnal pendidikan dasar Islam Vol 11, No 1 (2019): Al-Bidayah : jurnal pendidikan dasar Islam
Publisher : Universitas Islam Negeri (UIN) Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/al-bidayah.v11i01.187

Abstract

 ABSTRAKPembelajaran Kurikulum 2013 pada tingkatan sekolah dasar menerapakan pola tematik integratif. Sesuai dengan semangat Kurikulum 2013, pola pembelajaran ini juga sekaligus meniscayakan keterpaduan pencapaian kompetensi sikap spiritual dan sosial, kompetensi pengetahuan dan kompetensi ketrampilan. Akan tetapi dalam materi Ilmu Pengetahuan Alam (IPA) Kelas VI, dan juga pada materi lainnya, Permendikbud 24/2016 dan Permendikbud 37/2018 tidak menyediakan uraian Kompetensi Dasar (KD) sikap spiritual. Dalam konteks inilah, guru harus melakukan inovasi pengembangannya sendiri.Penelitian ini mengambil lokasi di Sekolah Dasar Islam Terpadu Sunan Averroes pada Kelas 6 Semester Dua Tahun Akademik 2018/2019. Fokus kajiannya adalah mengkaji RPP untuk melihat penggunaan ketrampilan Abad 21 sebagai sarana implementasi sikap spiritual dalam pemebelajaran IPA. Alasan pemilihan materi IPA dikatenakan materi tersebut sanga tepat sebagai sarana memperkenalkan ketrampilan Abad 21 yang berorientasi pada tekhnologi Informasi.Sebagai hasilnya, SDIT Sunan Averroes berhasil mengembangkan KD sikap spiritual dalam materi IPA Kelas 6 Semester Dua dengan mengembangkan paradigma keilmuan integrasi-interkoneksi serta dengan didukung semangat sejarah penamaan SDIT Sunan Averroes itu sendiri. Selanjutnya, strategi penggunaan ketrampilan Abad 21 sebagai sarana impelemntasi sikap spiritual dalam pembelajaran IPA Kelas 6 adalah dengan cara menyisipkan pertanyaan siapakah Pencipta dari segala eksistensi dan peristiwa alam tersebut. Dengan menanya Pencipta, sebenarnya guru sedang mengasah salah satu ketrampilan Abad 21, yakni critical thinking.
Integrasi Nilai Keislaman dan Literasi Sains dalam Pembelajaran di Madrasah Ibtidaiyah: Kajian Literatur Sabila Muyassaroh; Izzatin Kamala
Dawuh Guru: Jurnal Pendidikan MI/SD Vol 6 No 2 (2026): Agustus 2026
Publisher : Mafa Press in Collaboration with PGMI Tarbiyah Faculty IPMAFA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35878/guru.v6i2.2304

Abstract

Science learning in Madrasah Ibtidaiyah aims not only to develop students’ conceptual understanding and scientific skills but also to play an important role in fostering religious character through the internalization of Islamic values. However, science learning practices still tend to emphasize cognitive aspects, resulting in the suboptimal integration of scientific literacy and Islamic values. This study aims to analyze the concept of integrating scientific literacy and Islamic values in science learning at Madrasah Ibtidaiyah, identify its benefits for students’ development, and describe its implementation strategies in the learning process. This study employed a literature review method with a qualitative approach. Data were obtained from nine relevant scientific articles and analyzed using content analysis through the processes of data reduction, categorization, interpretation, and thematic synthesis. The findings indicate that the integration of scientific literacy and Islamic values can enhance conceptual understanding, critical thinking skills, science process skills, and problem-solving abilities, while simultaneously supporting the development of religious character, scientific attitudes, responsibility, and environmental awareness. Its implementation can be carried out by linking science topics with relevant verses from the Qur’an and Hadith, applying scientific approaches, conducting experimental and reflective activities, utilizing Problem-Based Learning and Project-Based Learning models, and developing learning media and teaching materials integrated with Islamic values. The novelty of this study lies in its comprehensive synthesis of nine previous studies by integrating the dimensions of scientific literacy, Islamic values, learning strategies, the use of media and technology, and their impacts on students’ cognitive, affective, and psychomotor development within the context of science learning at Madrasah Ibtidaiyah. Thus, this study provides a more comprehensive understanding of the integration of scientific literacy and Islamic values as a holistic and relevant strategy for science learning in fostering students with scientific competence, Islamic character, and readiness to face the challenges of the twenty-first century.
Science Learning for Slow Learner Students in Indonesia Izzatin Kamala; Aininu Hana Minhalina
THABIEA : JOURNAL OF NATURAL SCIENCE TEACHING Vol 5, No 2 (2022): THABIEA : JOURNAL OF NATURAL SCIENCE TEACHING
Publisher : Institut Agama Islam Negeri Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/thabiea.v5i2.8140

Abstract

Inclusive schools are schools that facilitate children with disabilities to learn together with their peers according to their abilities, including science learning. Thus, this study looks at teachers' learning process and science assessment of slow learners. This study uses a qualitative research method with a case study approach. The research subjects were Slow Learner students, class teachers, class assistant teachers, and the Principal of INTIS School Yogyakarta. Data collection techniques using interviews, observation, and documentation. The data validity technique uses data source triangulation and technical triangulation. Data analysis techniques include data reduction, data presentation, and conclusion. Based on the results of the analysis of science learning, the slow learners showed: 1) There was no difference in the Science Learning Implementation Plan, methods, and media for learning Science, both regular and slow learners; 2) Modification of content or material is carried out directly during learning according to the needs of slow learners; 3) The science assessment for slow learners undergoes a modified assessment process different from regular students; 4) In the process of learning and assessing slow learners, receive assistance from accompanying teachers.
Co-Authors Aininu Hana Minhalina Sabila Muyassaroh