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All Journal Al Hikmah: Journal of Education AL-THIFL : Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah Jurnal Pendidikan dan Sosial Humaniora
Afni Firdausia
IAI Al Muhammad Cepu
Religion Humanities Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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The Utilization of Interactive Digital Media to Increase Learning Interest of Elementary School Students in Merdeka Curriculum Era Afni Firdausia; Maulida Fikria Nasol
Al Hikmah: Journal of Education Vol 6, No 2 (2025): Al Hikmah: Journal of Education
Publisher : Lembaga Pendidikan Hikmatun Najah Blora

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54168/ahje.v6i2.447

Abstract

This study aims to examine the effectiveness of interactive digital media on student learning interest, the suitability of interactive digital media with the principles of differentiated learning in the Merdeka Curriculum, and the obstacles to implementation and its implications in learning practices in elementary schools. This study is a systematic review, conducted by comparing and analyzing articles retrieved from the Google Scholar digital database using the Publish and Perish application. Articles were searched using predetermined keywords, then excluded according to set parameters, resulting in eight reference articles. The results of the study indicate that the various uses of digital learning media in differentiated learning can increase student interest, participation, independence, and understanding; there is a need for interactive digital media to be appropriate in terms of selection and design, taking into account the characteristics of elementary school levels. However, the effectiveness of interactive digital media implementation still faces obstacles such as infrastructure limitations, limited digital skills of teachers, internet access gaps, student ability to use the digital media, and media is not aligned with learning objectives. This study recommends increasing teacher capacity and providing supporting facilities and collaborative efforts from various parties, including teachers, schools, and so that the use of interactive digital media is more optimal.
Eksplorasi Pendekatan Team Teaching dalam Mengelola Fokus Belajar Siswa Kelas II: Studi Kasus di MI Unggulan Al Muhammad Cepu Burhanudin Afandi; Karjo Karjo; Afni Firdausia; Siti Nur Hidayah; Jarir Idris
AL-THIFL : Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah Vol. 6 No. 1 (2026): Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah
Publisher : Institut Agama Islam Negeri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/thifl.v6i1.5677

Abstract

The management of the learning focus of low-grade students at Madrasah Ibtidaiyah (MI) is often a complex challenge due to the limitations of attention spans and crowded classroom dynamics. This qualitative research with a single case study design was conducted to explore in depth the implementation of the team teaching approach in managing the learning focus of Class II students at MI Unggulan Al Muhammad Cepu. Data were collected through participant observation over 16 meetings, in-depth interviews with two team teachers and six students, and analysis of lesson planning documents. The objectives of the study are to (1) identify the mechanism of applying the team teaching model, (2) analyze its impact on the pattern and duration of learning focus (time-on-task), and (3) explore the perception of teachers and students. The results of the study revealed that team teaching develops into a dynamic pedagogical symphony supported by three core mechanisms: collaborative planning with role scenarios, non-verbal microcognitive communication, and hierarchical responsiveness. This implementation succeeded in increasing time-on-task from thirty-five percent to eighty percent 80% and transformed the focus pattern from fragmented to sustained attention, while creating a learning ecosystem that is cognitively efficient and psychologically safe for students. These findings offer a practical model of collaborative learning management in the early classroom that is holistic and contextual.
Implementasi Kurikulum Berbasis Teknologi Melalui Penguatan Literasi Digital Siswa di Madrasah Ibtidaiyah Tirta Puja Astuti; Dina Nurdiananingsih; Lailatuz Zahro; Susanti Susanti; Karjo Karjo; Afni Firdausia
Khatulistiwa: Jurnal Pendidikan dan Sosial Humaniora Vol. 4 No. 4 (2024): Desember: Jurnal Pendidikan dan Sosial Humaniora
Publisher : AMIK Veteran Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/khatulistiwa.v4i4.10838

Abstract

The transformation of education in the era of disruption requires a reorganization of the curriculum at Madrasah Ibtidaiyah so that it is not trapped in administrative digitalization alone. This study aims to analyze in depth the implementation of technology-based curriculum through strengthening students' digital literacy at Madrasah Ibtidaiyah. The type of research used is qualitative descriptive with a case study approach. Key data sources or informants in this study include madrasah heads, deputy heads of curriculum, teachers, and students. The results of the study show that the implementation of technology-based curriculum has transformed into an integrated pedagogical ecosystem through the optimization of e-learning platforms that include the functions of instructional media, discussion forums, and learning evaluations. Strengthening students' digital literacy is internalized systemically through the four main pillars of technical skills, digital ethics, security, and digital culture which are synergized with Islamic character values. The success of this transformation is significantly supported by the availability of well-established digital infrastructure, adequate internet access, and consistent educator mentoring. These findings prove that digital literacy functions as a cognitive bridge that increases students' independence, critical thinking capacity, and communication ethics in cyberspace within the framework of the Freedom of Learning Movement.  
Co-Authors Burhanudin Afandi Dina Nurdiananingsih Jarir Idris Karjo Karjo Lailatuz Zahro Maulida Fikria Nasol Siti Nur Hidayah Susanti Susanti Tirta Puja Astuti