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INDONESIA
AT-TA`DIB
Published by Universitas Ibn Khaldun Bogor
ISSN : -     EISSN : -     DOI : -
Core Subject : Education,
Education
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Articles 318 Documents
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Differentiation of Content, Process, and Product in Islamic Religious Education Learning at SD Baitul Amien 1 Jember Abdullah Hasyim Zain; Mashudi; Saihan
ATTA`DIB Vol. 10 No. 1 (2026): APRIL
Publisher : Program Studi PGMI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32832/at-tadib.v10i1.22542

Abstract

This study aims to analyze the implementation of differentiated instruction encompassing content, process, and product differentiation in Islamic Religious Education (IRE) learning at SD Baitul Amien 1 Jember. The study employed a qualitative approach with a case study design. Data were collected through classroom observations, semi-structured interviews with IRE teachers, students, and school administrators, as well as document analysis. The data were analyzed using thematic analysis involving data reduction, data display, and conclusion drawing, with trustworthiness ensured through source and technique triangulation. The findings reveal that content differentiation was implemented relatively systematically by adjusting the depth of learning materials based on students’ learning readiness. Process differentiation was reflected in the use of varied instructional strategies, flexible grouping, and diverse learning activities, although its implementation was constrained by time limitations and class size. Product differentiation was implemented through providing task options; however, it remained less optimal due to the dominance of written assessments. The study concludes that differentiated instruction has significant potential to enhance student engagement and understanding in Islamic Religious Education at the elementary level. Strengthening assessment flexibility and institutional support is essential to optimize the implementation of differentiated instruction in IRE learning.
Assessing and Developing Primary Education Curricula Based on Bloom’s Taxonomy: A Reconciliatory Approach Nur Hafizah, Elma; Sigit Prasetyo
ATTA`DIB Vol. 10 No. 1 (2026): APRIL
Publisher : Program Studi PGMI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32832/at-tadib.v10i1.20625

Abstract

Curriculum changes in Indonesia, from the pre-KTSP era to the Independent Curriculum, indicate a paradigm shift from a rote-based approach to student-centered learning. While aimed at improving critical thinking skills, these changes have raised concerns regarding a decline in academic competitiveness and depth of conceptual mastery. This study aims to encourage the dynamics of assessment and curriculum development at the elementary education level by promoting a reconciliation model through the consistent application of Bloom's Taxonomy. Using the Systematic Literature Review (SLR) method following the PRISMA protocol, 35 relevant articles from national and international baseline data (2015–2025) were analyzed in depth.  The review results indicate that the majority of studies (88.6%) used a qualitative approach. Key findings revealed inconsistencies in the integration of all cognitive levels of Bloom's Taxonomy (C1–C6) in existing assessment instruments. Most assessment practices still tend to focus on lower cognitive domains, thus not explicitly and systematically measuring higher-order thinking skills (HRT) in a comprehensive manner. Furthermore, significant challenges were identified for teachers in implementing an integrated curriculum without sacrificing deep knowledge structures.  The implications of this research offer a "middle ground" model that integrates the advantages of discipline-based and integrated curricula through the implementation of Bloom's Taxonomy in a tiered and proportionate manner, tailored to the developmental stages of elementary school students. The article's scientific contribution lies in the formulation of an operational framework that balances thematic flexibility with a systematic knowledge structure to improve the quality of learning and assessment in elementary schools.
Improving the Cognitive Abilities of Grade III Students through the Application of the Teaching at the Right Level (TaRL) Approach in Science Subjects Neng Vini Avionita; Mursidah Rahmah; Fajar Dwi Kurniawati; Ningrum Sri Indriani; Anita Karolina
ATTA`DIB Vol. 10 No. 1 (2026): APRIL
Publisher : Program Studi PGMI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32832/at-tadib.v10i1.20764

Abstract

This study aims to improve the cognitive abilities of third-grade elementary school students through the implementation of the Teaching at the Right Level (TaRL) approach in the subject of Natural and Social Sciences (IPAS). The background of this research is the low cognitive achievement of students due to instructional strategies that are not aligned with their level of understanding. The research was conducted as a Classroom Action Research (CAR) using the Kemmis and McTaggart model over two cycles, involving 28 students at SDN Julang, Bogor City. Data were collected through observations and cognitive achievement tests, analyzed both quantitatively and qualitatively. The results showed a significant improvement in student learning outcomes. The percentage of students achieving mastery increased from 35.71% in the pre-cycle to 64.29% in the first cycle and reached 89.29% in the second cycle. The average score also increased from 61.07 (pre-cycle) to 77.86 (cycle II). The implementation of TaRL, supported by ability-based grouping, tiered LKPD, visual media, and interactive educational games through Wordwall, proved effective in creating a more contextual, enjoyable, and meaningful learning experience. Therefore, TaRL can be considered an adaptive and inclusive learning strategy to enhance cognitive development in IPAS learning at the elementary level.
The Feasibility of A Science Literacy Assessment Instrument Based on Bengkulu Local Wisdom for Elementary School Students Tarmizi, Pebrian; Supriatna, Irfan; Izzania, Rizqa Dwi Shofiya Maghfira; Yusnia, Yusnia; Agusdianita, Neza
ATTA`DIB Vol. 10 No. 1 (2026): APRIL
Publisher : Program Studi PGMI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32832/at-tadib.v10i1.22146

Abstract

This study evaluates the theoretical and empirical feasibility of a science literacy assessment instrument integrated with Bengkulu’s local wisdom, Rimbo Larangan, for elementary students. Using the R&D approach with the ADDIE model, the instrument was designed to align scientific literacy dimensions (context, competence, knowledge, and attitude) with local ecological values. Data were collected via expert validation and trials with 30 students, then analyzed using Aiken’s V and descriptive statistics. Results show high theoretical feasibility with an Aiken’s V index of 0.88 and inter-rater reliability of 0.87. Empirically, the instrument demonstrated high reliability (Cronbach’s Alpha 0.89) and valid item distribution across varying difficulty levels. Analysis of student profiles revealed that while the local context significantly boosted scientific attitudes (78%), scientific competence (58%) remains a challenge, particularly in evidence-based reasoning. This study concludes that the Rimbo Larangan-based instrument is a feasible and valid tool for measuring science literacy contextually. It bridges the gap between school science and indigenous ecological knowledge, fostering both environmental awareness and critical thinking in elementary education.
Teachers’ Strategies in Promoting Religious Moderation in Islamic Primary Education: A Case Study at MI Nurul Huda Bondowoso Ahmad Izzuddin Faqih; Abd Muhith; Mashudi
ATTA`DIB Vol. 10 No. 1 (2026): APRIL
Publisher : Program Studi PGMI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32832/at-tadib.v10i1.22546

Abstract

This study aims to examine teachers’ strategies in promoting religious moderation in Islamic primary education at MI Nurul Huda Bondowoso. Religious moderation is a crucial issue in Islamic education to cultivate balanced, tolerant, and non-extreme attitudes from an early age. This research employed a qualitative case study design involving Islamic Religious Education teachers and classroom teachers selected purposively. Data were collected through in-depth interviews and classroom observations and analyzed using thematic analysis, including data reduction, data display, and conclusion drawing. The findings show that teachers generally understand religious moderation as a balanced (wasatiyyah), tolerant, and respectful attitude. Strategies used include integrating moderation values into lesson content, applying storytelling based on prophetic role models, demonstrating moderate behavior, and fostering respectful classroom communication. These practices contribute to a positive classroom climate characterized by mutual respect and constructive conflict management. However, the implementation of dialogical and student-centered learning remains inconsistent. This study implies the need to strengthen teachers’ conceptual understanding and pedagogical competence, particularly in dialogical learning approaches. Additionally, institutional support through systematic training and clear pedagogical guidelines is essential to ensure consistent and effective implementation of religious moderation in Islamic primary education.
Problem-Based Learning Approach in Solving Mathematical Word Problems Among Sixth Grade Students Novianti, Wiwin; Nurfitriana, Nurfitriana; Saepuddin, Diana; Rachayu, Tatik Susanty; Darwati, Darwati; Sajiman, Supardi Uki; Suhendri, Huri
ATTA`DIB Vol. 10 No. 1 (2026): APRIL
Publisher : Program Studi PGMI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32832/at-tadib.v10i1.22554

Abstract

Mathematics learning, especially in the topic of word problems, remains a challenge for elementary school students because it requires the ability to understand context, reasoning, and problem solving. This study aims to examine the effectiveness of the implementation of the Problem-Based Learning (PBL) model in improving the ability of sixth-grade students of SDN Pengadegan 07 Pancoran, South Jakarta, in solving mathematical word problems on the topic of comparison, as well as identifying the process and obstacles in its implementation. This study used a mixed methods approach with a sequential explanatory design. The research sample consisted of 30 sixth-grade students. The initial hypothesis of this study was that the implementation of the PBL model had an effect on students' ability to solve mathematical word problems. Quantitative data were obtained through a test of the ability to solve word problems, while qualitative data were collected through observations and interviews with teachers and students. The pretest results showed a moderate average initial ability score of 50. The results of the study showed that the implementation of PBL was able to improve students' abilities, indicated by a high average test score of 84 and increased student activity and participation in learning. Furthermore, the results of the paired sample t-test revealed a statistically significant difference between the pretest and posttest scores (p < 0.05), which confirmed that the increase was significant. Qualitative data also showed that PBL helped students understand problems more deeply through discussions and contextual problem solving, despite obstacles such as limited learning time and low reading comprehension skills of some students.
The Impact of Big Snake and Ladders Instructional Media on English Learning Outcomes of Elementary School Students Muhammad Sofyan Sauri; Mursalim; Matkur
ATTA`DIB Vol. 10 No. 1 (2026): APRIL
Publisher : Program Studi PGMI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32832/at-tadib.v10i1.22594

Abstract

This study aims to examine the effect of Big Snake and Ladders instructional media on elementary school students’ learning outcomes. The research employed a quantitative approach using a quasi-experimental nonequivalent control group design. The participants were fifth-grade students of SDN Glundengan 02 Wuluhan Jember, with class VA as the experimental group (n = 24) and class VB as the control group (n = 23). Data were collected through pre-test and post-test learning outcome assessments. Normality test results indicated that all data were normally distributed (Sig. > 0.05), and homogeneity tests confirmed equal variances between groups (pre-test Sig. = 0.209; post-test Sig. = 0.772). Descriptive analysis revealed that the experimental group achieved a higher post-test mean score (M = 75.63, SD = 12.71) compared to the control group (M = 70.43, SD = 12.78), with a mean difference of 5.19 points. The independent sample t-test showed a statistically significant difference (t = 3.395, Sig. (2-tailed) = 0.000 < 0.05). These findings indicate that Big Snake and Ladders instructional media significantly improve elementary students’ learning outcomes and can be effectively integrated into classroom instruction.
Learning Needs Analysis for Developing AI-Powered Interactive Media in Islamic Cultural History Learning at Primary Madrasah Kurnia Tri Puspita Ms.; Abd Muhith; Saihan
ATTA`DIB Vol. 10 No. 1 (2026): APRIL
Publisher : Program Studi PGMI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32832/at-tadib.v10i1.21830

Abstract

This study aims to identify learning needs for developing Artificial Intelligence (AI)-powered interactive learning media in Islamic Cultural History (SKI) learning at a primary madrasah. This research employed a qualitative case study approach conducted at Madrasah Ibtidaiyah Darul Ulum Pondok Wuluh, Probolinggo. The participants consisted of 20 sixth-grade students, one SKI teacher, and one madrasah head, selected through purposive sampling. Data were collected through classroom observations, semi-structured interviews, and documentation. The findings reveal that SKI learning is predominantly conducted through conventional lecture-based methods, resulting in low student engagement. Most students (approximately 80%) expressed a preference for visual, interactive, and game-based learning media, while also reporting feelings of boredom when learning relied solely on textbooks and verbal explanations. The teacher and school leader demonstrated a positive attitude toward integrating digital technology, although limitations in technological skills and infrastructure were identified. The needs analysis indicates that AI-powered learning media should incorporate adaptive feedback, dynamic visualization, interactive features, and integration of Islamic moral values to support both cognitive and affective learning. These findings imply that the development of AI-based interactive media should be designed not only to align with students’ learning preferences but also to support teachers’ instructional practices and maintain the moral orientation of Islamic education.

Page 32 of 32 | Total Record : 318

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