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All Journal Murabbi: Pendidikan Guru Madrasah Ibtidaiyah Proceeding of The International Conference on Social Sciences and Humanities Innovation
Laesti Nurishlah
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Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Studi Literatur Pengukuran Rasa Ingin Tahu Siswa Sekolah Dasar Laesti Nurishlah; Rajaminsah; Nurlaila, Anisa
MURABBI Vol. 2 No. 1 (2023): Jurnal Murabbi
Publisher : Prodi PGMI STAI Sabili Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69630/jm.v2i1.15

Abstract

It is important to measure students' curiosity in elementary schools to understand the extent to which students have curiosity, educators and researchers can identify areas that need improvement and develop appropriate learning strategies. This literature study aims to describe indicators of curiosity that have been used in research for the last 5 years starting from 2018 to 2023, as well as to analyze the trend of high and low curiosity in elementary school students. This research uses various national and international journal databases. The scope of elementary school students' curiosity indicators: excitement and motivation; asking and inquiry, attention and focus; information seeking and problem solving. The results of the study show that the tendency to be curious will be high when students see something interesting and new, when the teacher acts as a facilitator, when learning is delivered by peers, and when the learning described by the teacher cannot be found by students in their textbooks.
Metakognitif Siswa Sekolah Dasar Laesti Nurishlah; Saepuloh; Ramdan Samadi, Mochammad
MURABBI Vol. 2 No. 1 (2023): Jurnal Murabbi
Publisher : Prodi PGMI STAI Sabili Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69630/jm.v2i1.17

Abstract

Elementary school students are in the stage of forming the mindset and learning habits of students. This period is the right time to develop metacognitive-skill because students begin to engage in more complex and varied tasks. This study uses a literature study on metacognitive development in elementary school students. Metacognitive skills provide students with the ability to understand how they learn, set learning strategies, and analyze and evaluate their understanding. Aspects of metacognitive development in students are self-regulation and reflective thinking-skill. Several studies have shown that metacognitive development can have a positive impact on academic motivation, learning motivation, and student independence. Learning models that can be used in developing metacognitive elementary school students are self-regulated learning-based learning, guided inquiry learning, and meaningful instruction design (MID) learning models.
Gamification in Islamic Religious Education for Primary Students: A Systematic Review on Motivation, Emotional Engagement, and Learning Psychology M. Al Ravi Azis; Koko Adya Winata; Laesti Nurishlah; Syifa Rohmati Mashfufah; Romi Wilza
Proceeding of the International Conference on Social Sciences and Humanities Innovation Vol. 2 No. 2 (2025): December : Proceeding of the International Conference on Social Sciences and Hu
Publisher : Asosiasi Peneliti dan Pengajar Ilmu Sosial Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70062/icsshi.v2i2.71

Abstract

This article delves into the application of gamification in Islamic Religious Education (IRE) for primary school students, focusing on its impact on motivation, emotional engagement, and learning psychology. It offers a systematic review of relevant studies, evaluating both the positive outcomes and challenges of using gamification in IRE. A thorough library research approach was used, drawing from academic journals, books, and conference papers. Key databases like Google Scholar, JSTOR, and ERIC were searched to identify studies published between 2010 and 2025. Studies that met specific criteria relevance to the topic, educational level, and a focus on gamification, motivation, emotional engagement, and learning psychology were selected. The findings suggest that gamification in IRE can significantly enhance student motivation, emotional engagement, and learning outcomes. Elements such as rewards, challenges, and interactive activities help create a positive learning environment, promoting better retention and understanding of Islamic teachings. Emotional engagement is particularly heightened when gamification is tailored to the cultural and religious contexts of the students, fostering a deeper connection to the material. The study emphasizes that incorporating gamification in IRE could enhance the overall educational experience for primary students, boosting their motivation and emotional involvement in learning. It also highlights the importance of designing gamified content that is culturally relevant and contextually appropriate to maximize the positive effects on student learning. The study recommends that educators, curriculum developers, and policymakers consider using gamification to improve the quality of Islamic education in primary schools.
Co-Authors Koko Adya Winata M. Al Ravi Azis Nurlaila, Anisa Rajaminsah Ramdan Samadi, Mochammad Romi Wilza Saepuloh Syifa Rohmati Mashfufah