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Al-Madrasah: Jurnal Ilmiah Pendidikan Madrasah Ibtidaiyah
Published by Sekolah Tinggi Ilmu Al Quran Amuntai Kalimantan Selatan
ISSN : 26205807     EISSN : 26207184     DOI : -
Core Subject : Education,
Education
Al-Madrasah merupakan jurnal yang dikelola oleh Program Studi Pendidikan Guru Madrasah Ibtidaiyah, Sekolah Tinggi Ilmu Al Quran Amuntai Kalimantan Selatan yang terbit berkala setiap 6 (enam) bulan sekali dengan scope dan issue yang diangkat terkait dengan pendidikan di tingkat madrasah ibtidaiyah secara khusus dan pendidikan anak umumnya. dengan nomor ISSN: 2620-5807, Artikel yang diterima diutamakan penelitian lapangan kuantitatif atau kualitatif. Penelitian literatur akan dipertimbangkan diterima berdasarkan keluasan dan kedalaman kajian. P-ISSN:2620-5807 E-ISSN:2620-7184
Arjuna Subject : -
Articles 829 Documents
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Development 0f Local Culture-Based Mathematics Learning Videos Assisted by the Kinemaster Application to Improve Student Learning Outcomes in Grade V Elementary School Apriliano Fahmi; Weni Yulastri; Alfroki Martha
Al-Madrasah: Jurnal Ilmiah Pendidikan Madrasah Ibtidaiyah Vol. 10, No. 4, October - December 2026
Publisher : Sekolah Tinggi Ilmu Al-Qur'an (SIQ) Amuntai Kalimantan Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35931/am.v10i4.6714

Abstract

This research is motivated by the development of information and communication technology has had a significant impact on various aspects of life, including in the field of education. However, the use of this technology has not been fully optimal in various educational units, especially at the elementary school level. Based on the results of observations and interviews conducted at SDN 07 Pancung Soal that the media is still less interesting made by educators. The learning media used by teachers is image media, Media is less innovative in use when teaching, teachers only use lecture method. So students only as listeners so learning feels less interesting students become bored and less pay attention. This study aims to develop a local culture-based mathematics learning video assisted by the kinemaster application to improve student learning outcomes in grade V of elementary school. This study uses R&D (Research and Development) research with a 4D model, namely define, design, develop, and dissaminate. The results of the study indicate that the mathematics learning video in grade V of Elementary School is very valid with a design expert validation score of 94.44 with a very valid category, material expert validation with a score of 91.07 with a very valid category and language expert validation with a score of 92.30 with a very valid category, and the average overall validation score is with a score of 92.60 (Very Valid). For the Practicality results from educators, an average value of 96.15% was obtained with Very Practical assessment criteria, while for the practicality of the first twenty students, an average value of 91.11% with Very Practical criteria. For the Effectiveness results, an average value of 93.21% was obtained with very effective criteria. This video media can also get a positive response from students and teachers because it is easy to access and interesting. Thus, the use of local culture-based mathematics learning videos assisted by the kinemaster application can be an innovative solution in improving the quality of learning and student learning interest in the digital era.
The Experience of Students of the Sultan Agung Private Madrasah Ibtidaiyah in Learning Civic Education on the Formation of Democratic Character Diah Pahmasari Harahap; Alamudin Haqi; Preti Ifrigil Firginia; Dewi Atma Junira; Khamim Zarkasih Putro
Al-Madrasah: Jurnal Ilmiah Pendidikan Madrasah Ibtidaiyah Vol. 10, No. 4, October - December 2026
Publisher : Sekolah Tinggi Ilmu Al-Qur'an (SIQ) Amuntai Kalimantan Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35931/am.v10i4.6401

Abstract

This study aims to examine the experience of students of private madrasah ibtidaiyah (MIS) Sultan Agung, Depok District, Sleman Regency, Special Region of Yogyakarta Province, in learning Civic Education and how these experiences are interpreted in the formation of democratic character. The research uses a qualitative approach with a phenomenological design, which focuses on the subjective experience of students in interpreting democratic values experienced during the learning process at MIS Sultan Agung, Depok District, Sleman Regency. Data was collected through in-depth interviews and reflection on students' experiences, then analyzed thematically using phenomenological analysis stages to find the essence of the learning experience in madrasah. The results of the study show that MIS Sultan Agung students of Depok District interpret Civic Education learning as a starting space to experience democratic practices through active participation, dialogue, and joint decision-making. Democratic values such as openness, tolerance for differences, collective responsibility, and awareness of process fairness are formed through the experience of social interaction in the classroom. The role of teachers as learning facilitators is a key factor in opening or limiting the democratic space in learning. In addition, the process of reflection on experience strengthens the internalization of democratic values so that it has an impact on the attitude of MIS Sultan Agung students, Depok District, Sleman Regency outside the classroom context. This study concludes that the formation of the democratic character of MIS Sultan Agung students is highly determined by the quality of the learning experience they experience in Civic Education learning. Learning Civic education that is oriented to experience, participation, and reflection has great potential in shaping a contextual and sustainable democratic character in madrasah.
The Effectiveness of the Inquiry Learning Model on the Arabic Reading Skills of Elementary School Students: A Mastery-Experiment Study at SD Wahdah Islamic School 03 Makassar Ahmad Faidzun Jafar; Haniah Haniah; Rappe Rappe
Al-Madrasah: Jurnal Ilmiah Pendidikan Madrasah Ibtidaiyah Vol. 10, No. 4, October - December 2026
Publisher : Sekolah Tinggi Ilmu Al-Qur'an (SIQ) Amuntai Kalimantan Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35931/am.v10i4.6994

Abstract

This study aims to examine the effectiveness of Inquiry Learning in improving Arabic reading skills of fourth-grade students at SD Wahdah Islamic School 03 Makassar. The study employed a quantitative approach with a quasi-experimental design using a nonequivalent control group. The subjects consisted of an experimental class receiving the Inquiry Learning treatment and a control class using conventional methods. Data were collected through pre-tests and post-tests to measure students’ reading improvement before and after the treatment. The effectiveness was analyzed using N-Gain to assess proportional learning gains. The results indicate that Inquiry Learning significantly enhances students’ reading skills, with the experimental class achieving a moderate N-Gain (55.95%) while the control class remained low (4.10%). Statistical analysis confirmed a significant difference between the groups (Sig. < 0.05). These findings suggest that Inquiry Learning is pedagogically effective and recommended as an alternative instructional strategy to improve Arabic language learning at the elementary level.
The Effect of Rewarding And Punishment on Teacher Performance at SDIT Plus Qurthuba Makassar Nurfadhila Nurfadhila; Syamsuddin Syamsuddin; Mardhiah Mardhiah; Besse Marjani Alwi
Al-Madrasah: Jurnal Ilmiah Pendidikan Madrasah Ibtidaiyah Vol. 10, No. 4, October - December 2026
Publisher : Sekolah Tinggi Ilmu Al-Qur'an (SIQ) Amuntai Kalimantan Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35931/am.v10i4.6713

Abstract

This study aims to describe the implementation of reward and punishment systems and teacher performance at SDIT Plus Qurthuba Makassar, as well as to analyze the partial and simultaneous effects of reward and punishment on teacher performance. This research employed a quantitative ex post facto approach with methodological and educational management perspectives. The respondents consisted of 40 participants selected using a saturated sampling technique. Data were analyzed using descriptive statistics and multiple regression analysis with the assistance of SPSS 28. The findings indicate that the implementation of reward (50%), punishment (52.5%), and teacher performance (35%) are categorized as moderate. Partially, reward has a positive and significant effect on teacher performance with a contribution of 60.7% (Y = 21.482 + 0.534X1), while punishment contributes 51% (Y = 23.917 + 0.607X2). Simultaneously, reward and punishment have a significant effect of 59.4% on teacher performance. The implications of this study emphasize that reward and punishment are effective managerial instruments in improving teacher professionalism when implemented proportionally and fairly. Schools are expected to formulate appropriate human resource management policies, while teachers are encouraged to enhance their performance and view reward as appreciation and punishment as a constructive guidance mechanism.
The Relationship Between Al-Qur'an Literacy and Learning Discipline on Tahfiz Learning Outcomes of Grade VI Students of SDIT Adzkia Padang Nurmaini Nurmaini; Alfroki Martha; Sumanti Sumanti
Al-Madrasah: Jurnal Ilmiah Pendidikan Madrasah Ibtidaiyah Vol. 10, No. 4, October - December 2026
Publisher : Sekolah Tinggi Ilmu Al-Qur'an (SIQ) Amuntai Kalimantan Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35931/am.v10i4.6830

Abstract

This study is motivated by the importance of strengthening Qur’anic reading literacy and learning discipline in tahfiz learning at integrated Islamic elementary schools. However, students’ tahfiz learning outcomes are influenced by various factors that need to be examined empirically. This study aims to determine the relationship between Qur’anic reading literacy and learning discipline and the tahfiz learning outcomes of sixth-grade students at SDIT Adzkia Padang. This study employed a quantitative approach using a correlational survey method. The population of the study consisted of all sixth-grade students at SDIT Adzkia Padang, with a sample of 126 students. Data on Qur’anic reading literacy and learning discipline were collected using questionnaires that had been tested for validity and reliability, while data on tahfiz learning outcomes were obtained from teachers’ score documentation. Based on the results of the normality test, the research data were not normally distributed; therefore, data analysis was conducted using the Spearman correlation test with the assistance of IBM SPSS Statistics version 27. The results showed that there was a positive and significant relationship between Qur’anic reading literacy and students’ tahfiz learning outcomes with a low level of correlation. In addition, a positive and significant relationship was found between learning discipline and tahfiz learning outcomes with a low level of correlation. The analysis also revealed a strong and significant relationship between Qur’anic reading literacy and learning discipline. These findings indicate that improving students’ tahfiz learning outcomes needs to be supported by consistent development of learning discipline, as well as the strengthening of Qur’anic reading literacy as part of character building and fostering students’ love for the Qur’an.
An In-Depth Learning Approach in Strengthening the Language Politeness of Madrasah Ibtidaiyah Al Amanah Jatisrono Students Anfa Muarif Wicaksana; Harun Joko Prayitno; Fitri Puji Rahmawati
Al-Madrasah: Jurnal Ilmiah Pendidikan Madrasah Ibtidaiyah Vol. 10, No. 4, October - December 2026
Publisher : Sekolah Tinggi Ilmu Al-Qur'an (SIQ) Amuntai Kalimantan Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35931/am.v10i4.6442

Abstract

This study aims to describe: (1) the reality of language politeness among students of Madrasah Ibtidaiyah Al Amanah and (2) the learning models and methods within a deep learning approach that can be applied to foster students' awareness of polite language use. The research data consist of students' oral utterances during the learning process, language behavior in interactions with teachers and peers, and instructional documents containing activities related to the development of language politeness. Data sources were obtained through direct observation of classroom learning activities in the upper grades of Madrasah Ibtidaiyah Al Amanah, interviews with classroom teachers and students' parents, as well as archives of instructional materials and teachers' reflective notes. Data were collected through participatory observation, in-depth interviews, and documentation studies, with data validity ensured through source and technique triangulation as well as peer debriefing. Data analysis was conducted interactively through the stages of data reduction, data display, and conclusion drawing. The findings indicate that students' language politeness is contextual and dynamic, influenced by communication situations, emotional conditions, peer interactions, and exposure to digital media. Although students demonstrate an understanding of basic norms of polite language use, their application remains inconsistent across different interaction contexts. The implementation of a deep learning approach through Problem-Based Learning, reflective activities, collaborative discussions, and simulations of authentic communication situations has proven effective in fostering more meaningful and contextual awareness of polite language use. The role of teachers as facilitators and role models, supported by parental involvement, is a crucial factor in sustaining the development of students' language politeness.
Canva-Based Learning to Optimize Critical Thinking Abilities and Strengthen Students' Character in Fiction Text Materials for Grade III of State Elementary School 28 Peusangan Elly Fitri; Marwan Marwan; Alfi Syahrin
Al-Madrasah: Jurnal Ilmiah Pendidikan Madrasah Ibtidaiyah Vol. 10, No. 4, October - December 2026
Publisher : Sekolah Tinggi Ilmu Al-Qur'an (SIQ) Amuntai Kalimantan Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35931/am.v10i4.6687

Abstract

This research is motivated by the need for a comprehensive evaluation of the effectiveness of the Canva platform as a learning medium, the suboptimal critical thinking skills of third-grade students in analyzing fictional texts, and the weak integration of character building in technology-based learning at SD Negeri 28 Peusangan. The objectives of this study are to: 1) describe Canva-based learning to optimize critical thinking skills and character building, 2) analyze the improvement of critical thinking skills, and 3) analyze the strengthening of students' character in third-grade fictional text material. This study uses a qualitative descriptive approach. Data were collected through observations of teacher and student activities, semi-structured interviews with teachers and students, questionnaires, and documentation studies (lesson plans, Canva designs, student work). Data analysis was carried out using data reduction, data presentation, and conclusion drawing techniques, assisted by NVivo software to ensure systematic and in-depth analysis. The results of the study indicate that: First, Canva-based learning successfully transformed fictional text learning into an interactive, dynamic, and meaningful experience. The combination of Canva's visual media with active learning strategies created an optimal ecosystem for critical thinking and character internalization. Second, there was a significant increase in students' critical thinking skills, as evidenced by the development of analytical and interpretive skills, and the ability to communicate understanding with logical reasoning. Third, student character building was realized through the integration of values into learning activities, such as the growth of self-confidence, empathy, cooperation, creativity, and resilience. The conclusion of this study is that Canva-based learning, when designed by combining cognitive and affective aspects, proved effective simultaneously in optimizing critical thinking skills and strengthening the character of third-grade students in the context of learning fictional texts.
School as a Safe Space: A Study on the Implementation of the SPAB Program at SDIT Al-Biruni Makassar Maulidyah Fitriah; St. Azisah; Andi Halimah
Al-Madrasah: Jurnal Ilmiah Pendidikan Madrasah Ibtidaiyah Vol. 10, No. 4, October - December 2026
Publisher : Sekolah Tinggi Ilmu Al-Qur'an (SIQ) Amuntai Kalimantan Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35931/am.v10i4.6490

Abstract

The implementation of the Disaster-Safe Education Unit Program (Satuan Pendidikan Aman Bencana, SPAB) is a strategic effort to enhance preparedness and resilience in educational institutions against disaster risks. This study aims to analyze the planning, implementation, evaluation, as well as supporting and inhibiting factors of SPAB implementation at SDIT Al-Biruni Mandiri Makassar. The research employed a qualitative approach with a case study design. Data were collected through in-depth interviews with the principal, teachers, students, parents, and an external partner, Human Initiative, supported by observations and documentation. Data analysis was conducted through data reduction, data display, and conclusion drawing. The findings indicate that SPAB planning at the school has referred to the three main pillars of SPAB, namely the provision of disaster-safe facilities and infrastructure, the strengthening of disaster management, and disaster risk reduction education integrated into learning activities. Program implementation was carried out through disaster education, training, and simulation activities with support from external partners. Program evaluation was conducted periodically; however, it has not yet been systematically documented. Key supporting factors include strong leadership commitment and cross-sector partnerships, while limitations in facilities and limited understanding among lower-grade students remain the main inhibiting factors. This study highlights the importance of strengthening comprehensive planning and sustainable evaluation to establish schools as safe spaces in disaster contexts.
Peer Perceptions of the Learning Style of Children of the Autism Spectrum in Inclusive Elementary Schools Vemmylia Amarully Krishandini; Minsih Minsih
Al-Madrasah: Jurnal Ilmiah Pendidikan Madrasah Ibtidaiyah Vol. 10, No. 4, October - December 2026
Publisher : Sekolah Tinggi Ilmu Al-Qur'an (SIQ) Amuntai Kalimantan Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35931/am.v10i4.6350

Abstract

This study aims to describe peer perceptions of the learning styles of autistic children in inclusive elementary schools, as well as the forms of interaction in learning. The study used a qualitative approach with a case study design to obtain an in-depth picture of the learning that took place. Participants included regular students who interacted with autistic students, class teachers and special assistant teachers as supporting informants. Data collection was carried out through interviews, observations, and documentation. Validation through triangulation of sources and techniques. The results of the study are that autistic students can participate in learning with 1) Visual media support and gradual instructions, 2) Slow Social Responses and Interaction Challenges, 3) Diverse Peer Perceptions, 4) Sensory Sensitivity and the Influence of the Learning Environment. Peers provide positive perceptions and provide a sense of learning comfort, as well as increase the participation of autistic students. Overall, this study confirms that positive social support and adaptive learning strategies have an important role in supporting the academic and social development of autistic students in an inclusive classroom environment.

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