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Journal AL-MUDARRIS
Published by STAI Ma'had Aly Al-Hikam Malang
ISSN : 26205831     EISSN : 26204355     DOI : -
Core Subject : Science, Education, Social,
Education Languange, Linguistic, Communication & Media Library & Information Science Social Sciences
AL-MUDARRIS: adalah jurnal ilmiah yang berkala dan diterbitkan oleh Program Studi Pendidikan Guru Madrasah Ibtidaiyah (PGMI) (ISSN online 2620-4355 dan print ISSN 2620-5831) Sekolah Tinggi Agama Islam (STAI) Ma'had Aly Al-Hikam Malang. Jurnal ini dikhususkan untuk mengkaji strategi pembelajaran, gagasan konseptual, teori dan praktik pendidikan, kajian dan aplikasi teori, pengembangan dan desain pembelajaran, profesionalisme guru, pemikiran kritis tentang pendidikan, hasil penelitian pendidikan dan pengajarannya untuk dipublikasikan dan disebarluaskan melalui mekanisme seleksi naskah, telaah dan penyuntingan. Seluruh artikel yang dipublikasikan merupakan pandangan dan gagasan yang bersifat individu dari para penulis tidak mewakili jurnal ini ataupun lembaga afiliasi penulis.
Arjuna Subject : -
Articles 145 Documents
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INOVASI PEMBELAJARAN TERPADU MENGGUNAKAN HOLISTIC WELL-BEING LEARNING MODEL UNTUK PENGEMBANGAN KESEJAHTERAAN MENTAL ANAK Kholisa, Siti Nur; Bali, Muhammad Mushfi El Iq; Marpuah, Marpuah
Al-Mudarris: Journal Of Education Vol. 9 No. 1 (2026): edisi APRIL
Publisher : STAI Ma'had Aly Al-Hikam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32478/b7ab6548

Abstract

This study uses a qualitative approach with an intrinsic case study design to examine how the holistic well-being learning model was developed and implemented to improve the mental well-being of early childhood children at MI Nurul Mun'im. After collecting data through participant observation, documentation, and semi-structured interviews, the Miles and Huberman interactive model was used to analyze it. The results show that the holistic well-being learning model combines cognitive, social-emotional, spiritual, and physical aspects in learning planning and practice. It is evident that a dialogic approach, warm teacher-child relationships, and reflective activities such as morning circles and role-playing improve children's emotional regulation, empathy, and self-confidence. Changes in classroom interactions that are more inclusive and supportive also indicate a shift in learning culture from an instructional pattern to a humanistic approach. The results indicate that mental well-being is the foundation of the early childhood learning process and not an additional component. This model helps teachers create integrated learning that focuses on the balance of children's development and psychological health in a sustainable manner.
PENGEMBANGAN E MODUL BERBASIS TEORI BELAJAR BRUNER PADA MATERI JENIS HEWAN VERTEBRATA DAN INVERTEBRATA UNTUK SISWA KELAS III SEKOLAH DASAR Amniyah Imana; Munir, Misbahul
Al-Mudarris: Journal Of Education Vol. 9 No. 1 (2026): edisi APRIL
Publisher : STAI Ma'had Aly Al-Hikam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32478/f4kank68

Abstract

This study aims to develop a Bruner-based IPAS e-module on the topic of vertebrate and invertebrate animals for third-grade elementary students. The research employed a Research and Development (R&D) approach using the 4D model. The needs analysis revealed that 67% of students had difficulty classifying animals, indicating the need for more concrete and interactive learning materials. The e-module was designed by integrating Bruner’s representation stages: enactive, iconic, and symbolic. Validation results indicated that the e-module was categorized as very valid, with scores of 95.54% from media experts, 90.83% from material experts, and 91.82% from learning experts. Additionally, student response testing involving 45 students resulted in a score of 90.97%, categorized as very attractive. These findings suggest that the Bruner-based e-module is valid, practical, and effective in enhancing students’ interest and understanding in IPAS learning at the elementary level.
PEDAGOGICAL COMMUNICATION STRATEGIES OF ISLAMIC EDUCATION TEACHERS IN INTERNALIZING ISLAMIC VALUES IN ELEMENTARY SCHOOL STUDENTS nisa', qonitatun; Zaevi Ma’rifah; Rahman Kurniawan
Al-Mudarris: Journal Of Education Vol. 9 No. 1 (2026): edisi APRIL
Publisher : STAI Ma'had Aly Al-Hikam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32478/6a969s81

Abstract

This study aims to analyze the pedagogical communication strategies of Islamic Education (PAI) teachers in the process of internalizing Islamic values in the moral aspect of students at SDN Jambesari 03 Bondowoso. The study uses a qualitative approach with a case study design to gain an in-depth understanding of pedagogical communication practices in the context of elementary schools. The research subjects included IRE teachers, sixth-grade students, and the principal. Data were collected through non-participatory observation, semi-structured in-depth interviews, and documentation, then analyzed using an interactive analysis model that included data reduction, data presentation, and repeated conclusion drawing. The results of the study indicate that the pedagogical communication strategies of PAI teachers are integrative and relational, combining contextual lectures, interactive dialogues, storytelling of exemplary stories, behavioral habits, and consistent personal exemplary behavior. The process of internalizing values takes place through cognitive, affective, and behavioral stages, reinforced by a religious school culture and the support of the principal's policies. The dynamics of dialogical and supportive pedagogical interactions create a safe psychological atmosphere that encourages the formation of students' internal moral commitment. This study confirms that pedagogical communication functions as an effective medium for value transformation in shaping the character of elementary school students and provides practical implications for strengthening religious character education.
STRENGTHENING CHARACTER EDUCATION BASED ON RELIGIOUS TOLERANCE AMONG PUPILS AT PRIMARY SCHOOL Ichwan Nurdianto , Mochammad; Akbar, Jamaluddin; Junaidi, Junaidi
Al-Mudarris: Journal Of Education Vol. 9 No. 1 (2026): edisi APRIL
Publisher : STAI Ma'had Aly Al-Hikam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32478/k24kae95

Abstract

The aim of education is to shape pupils’ character. This study focuses on strengthening character education based on religious tolerance amongst pupils at Speak First Primary School in Klaten. This is a descriptive qualitative study. Data were collected through observation, interviews and documentation. The data obtained in this study were analysed through data reduction, data presentation and drawing of conclusions. The research findings indicate, firstly, the strengthening of self-improvement activities within routine activities: 1) Routine activities include a handshake every morning, daily prayers at the end of lessons led by pupils in turn, communal prayers every Monday, English Day every Tuesday, literacy sessions every Thursday, group exercises every Friday, and the observance of major religious holidays annually. 2) Spontaneous interventions by educators to reprimand pupils exhibiting intolerant behaviour. 3) Educators’ exemplary conduct is grounded in integrity, professionalism, and sincerity. 4) Environmental conditioning through the display of posters and slogans promoting tolerance. Secondly, the reinforcement of religious tolerance character education within the learning process, which is one of the steps to instil a character of tolerance in pupils.
TEACHERS’ WORK MOTIVATION FROM INTRINSIC AND EXTRINSIC PERSPECTIVES ON LEARNING OUTCOMES AT ELEMENTARY SCHOOL Salsabilla, Imelia Sahda; Ruswan, Ruswan; Fatah Syukur, Fatah Syukur
Al-Mudarris: Journal Of Education Vol. 9 No. 1 (2026): edisi APRIL
Publisher : STAI Ma'had Aly Al-Hikam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32478/1rvq0p54

Abstract

This study aims to understand in depth the work motivation of teachers in intrinsic and extrinsic perspectives and their relation to learning performance in Andalusian Madrasas. This study uses a qualitative approach of case studies to explore teachers' real experiences, perceptions, and practices in carrying out their professional duties. The research subjects consisted of teachers in Andalusian Madrasas. Data collection was carried out through interviews, observations and documentation, and its validity was tested through triangulation of sources and data collection techniques. The results show that intrinsic motivation, such as teaching satisfaction, and commitment to students, are the dominant factors in shaping effective learning performance. Meanwhile, extrinsic motivations such as institutional support, work environment, and reward systems play a role as a reinforcer in increasing teacher enthusiasm and professionalism. The interaction between the two types of motivation forms a teacher's work behavior that is reflective, innovative, and oriented towards learning quality. This study concludes that teachers' learning performance is not only influenced by external factors, but is highly determined by the intrinsic motivational strength possessed. The implications of this research contribute to the development of qualitative-based work motivation studies and become the basis for education managers in designing strategies to improve teacher motivation and performance that are more contextual and sustainable.

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