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JMIE (Journal of Madrasah Ibtidaiyah Education)
Published by Perkumpulan Dosen PGMI Indonesia
ISSN : 2580086     EISSN : 25802739     DOI : -
Core Subject : Education,
Education
JMIE (Journal of Madrasah Ibtidaiyah Education) merupakan jurnal ilmiah yang diterbitkan oleh Perkumpulan Dosen Pendidikan Guru Madrasah Ibtidaiyah (PD PGMI) se Indonesia. JMIE (Journal of Madrasah Ibtidaiyah Education) terbit 2 kali dalam setahun, yakni pada bulan Mei dan November. Redaksi menerima karya ilmiah tentang hasil penelitian, survey dan telaah pustaka yang erat kaitannya dengan bidang pendidikan dasar.
Arjuna Subject : -
Articles 178 Documents
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THE EFFECTIVENESS OF LOCAL CULTURE-BASED MATHEMATICS LEARNING IN IMPROVING THE NUMERACY LITERACY OF STUDENTS Nadjamuddin, Asriyati; W. Pomalato, Sarson; Hulukati, Evi; Machmud, Tedy
JMIE (Journal of Madrasah Ibtidaiyah Education) Vol 9, No 2 (2025): JMIE (JOURNAL OF MADRASAH IBTIDAIYAH EDUCATION)
Publisher : PD PGMI se Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32934/jmie.v9i2.850

Abstract

Students’ numeracy literacy remains a significant challenge in higher education, particularly for prospective elementary teachers who must apply mathematical concepts in real-life contexts. This study aimed to examine the effectiveness of Gorontalo culture-based mathematics learning in enhancing numeracy literacy among fifth-semester students in the Pendidikan Guru Madrasah Ibtidaiyah program at IAIN Sultan Amai Gorontalo. A one-group pretest–posttest experimental design was employed with 38 students, using validated essay tests to measure their ability to interpret quantitative information, solve contextual problems, and apply numerical reasoning. Data were analyzed using the Wilcoxon signed-rank test and N-Gain analysis. Results indicated a significant improvement in numeracy literacy, with mean scores increasing from 38.98 in the pretest to 77.82 in the posttest (Z = -5.374, p < 0.001). The mean N-Gain score of 0.64 reflected moderate effectiveness. The integration of specific Gorontalo cultural elements, including Karawo embroidery motifs, traditional house architecture (Dulohupa and Bandayo Poboide), and musical instruments (Polopalo and Gambus), helped students relate abstract geometric concepts to familiar contexts and increased engagement. In conclusion, Gorontalo culture-based mathematics learning is an effective and innovative approach to improve numeracy literacy while fostering cultural awareness among prospective teachers. This study highlights the value of integrating ethnomathematics in higher education to strengthen both mathematical competence and appreciation of local wisdom.
EARLY READING AND WRITING LEARNING STRATEGIES FOR CHILDREN WITH DISABILITIES IN INCLUSIVE ELEMENTARY SCHOOLS Khairunnisa, Khairunnisa; Sari, Sari; Sugianto, Aris
JMIE (Journal of Madrasah Ibtidaiyah Education) Vol 9, No 2 (2025): JMIE (JOURNAL OF MADRASAH IBTIDAIYAH EDUCATION)
Publisher : PD PGMI se Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32934/jmie.v9i2.828

Abstract

Early reading and writing skills are essential foundations of literacy, including for children with disabilities (CWD) in inclusive schools. This study aims to describe the strategies, media, and assessments applied in teaching early reading and writing for CWD in first grade at SDN Banua Anyar 8 Banjarmasin. A naturalistic qualitative approach was employed with eight participants, consisting of a classroom teacher, three special education assistants, and five CWD diagnosed with mild to severe autism. Data were collected through interviews, observations, and documentations, and analyzed using Miles and Huberman’s model. The results indicate that teaching strategies were adapted to the students’ characteristics, such as the TEACCH method for students with severe autism and cooperative or game-based learning for those with mild autism. Instructional media included posters, flashcards, pictures, puzzles, and videos, while assessments were individualized, ranging from simplified reading tasks to recognition of letters and numbers. These findings highlight the significance of individualized approaches, visual-audio media, and flexible assessments to enhance early literacy among CWD. The study implies fostering more responsive and meaningful inclusive literacy practices.
HUMANISTIC LITERACY DESIGN MODEL BASED ON DIALOGICAL PEDAGOGY TO DEVELOP CRITICAL THINKING AND SOCIAL EMPATHY OF MADRASAH IBTIDAIYAH STUDENTS Nurhamidah, Didah; Faznur, Lutfi Syauki
JMIE (Journal of Madrasah Ibtidaiyah Education) Vol 9, No 2 (2025): JMIE (JOURNAL OF MADRASAH IBTIDAIYAH EDUCATION)
Publisher : PD PGMI se Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32934/jmie.v9i2.847

Abstract

This study aims to examine a humanistic literacy design model based on dialogical pedagogy in developing the critical thinking skills and social empathy of Madrasah Ibtidaiyah students. The background of this study stems from the low levels of literacy achievement and critical thinking among elementary school students, which are still dominated by teacher-centered learning approaches and have not optimally integrated humanistic, dialogical, and social dimensions in the learning process. This study employs a descriptive qualitative approach, with data collected through classroom observations, in-depth interviews, and learning documentation conducted in several Madrasah Ibtidaiyah in Bogor Regency. Dialogical pedagogy is understood as a learning approach that places dialogue, social interaction, and the negotiation of meaning at the core of the learning process. Its implementation is strengthened through interpersonal communication strategies, including teacher role modeling and credibility (ethos), empathy and emotional warmth (pathos), as well as logical reasoning and argumentation (logos). The findings indicate that the application of a humanistic literacy model based on dialogical pedagogy encourages active student participation, enhances reflective expression of ideas, and fosters social sensitivity and empathy in learning interactions. The learning syntax of orientation, exploration, elaboration, application, evaluation, and generalization creates an inclusive, dialogical, and reflective classroom atmosphere. This study concludes that the model effectively integrates the development of critical thinking and social empathy in a balanced manner and is aligned with the spirit of the Independent Curriculum, making it relevant for shaping critical, empathetic, communicative, and humanistic Madrasah Ibtidaiyah students in the context of 21st-century education.
IMPLEMENTATION OF SCIENCE, ENVIRONMENT, TECHNOLOGY, AND SOCIETY (SETS) IN NATURAL SCIENCE LEARNING BASED ON ISLAMIC VALUES IN ELEMENTARY SCHOOLS Uswatun, Din Azwar; Nurasiah, Iis; Widiyanto, Rohmat; Fauzan, Fauzan; Suryaningish, Tri
JMIE (Journal of Madrasah Ibtidaiyah Education) Vol 9, No 2 (2025): JMIE (JOURNAL OF MADRASAH IBTIDAIYAH EDUCATION)
Publisher : PD PGMI se Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32934/jmie.v9i2.800

Abstract

This study aims to examine the urgency and implementation of the Science, Environment, Technology, and Society (SETS) approach in elementary science education through the integration of Islamic values as a foundational framework. The research seeks to address common challenges in science learning, such as students’ low science process skills, limited scientific literacy, and weak environmental awareness. The study employed a qualitative descriptive design with an analytical orientation. Data were collected through classroom observations, document analysis, and semi-structured interviews involving teachers and students from elementary schools implementing SETS-based learning. Data were analyzed using Miles and Huberman’s interactive model, which includes data reduction, data display, and conclusion drawing to ensure analytical rigor, credibility, and validity. The results reveal that integrating Islamic values within the SETS framework enhances students’ conceptual understanding of science, science process skills, and literacy. It also strengthens students’ environmental awareness, scientific reasoning, and positive attitudes toward learning. The SETS model creates meaningful connections between science, technology, environment, and society, aligned with Islamic principles. The findings imply that SETS-based learning integrated with Islamic values can serve as a transformative pedagogical model to improve the quality of elementary science education by nurturing students’ scientific competence, environmental ethics, and spiritual awareness as integral components of holistic education.
THE PRODUCTIVE-APPRECIATIVE LITERARY LEARNING MODEL: MITIGATING LANGUAGE TEACHERS' MISCONCEPTIONS IN ELEMENTARY SCHOOLS Ridwanudin, Dindin
JMIE (Journal of Madrasah Ibtidaiyah Education) Vol 9, No 2 (2025): JMIE (JOURNAL OF MADRASAH IBTIDAIYAH EDUCATION)
Publisher : PD PGMI se Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32934/jmie.v9i2.849

Abstract

Literature is an integral component of the Indonesian Language curriculum in elementary schools (SD/MI), playing a strategic role in developing students’ linguistic competence, creativity, and character. However, preliminary field observations and teacher interviews indicate that literary learning is predominantly oriented toward cognitive and theoretical aspects, while affective and productive dimensions remain underemphasized. This condition results in literary instruction that is less meaningful and fails to foster students’ appreciation and creative expression. This study aims to analyze the urgency of positioning literature as a foundation for language learning in elementary education and to propose a Productive–Appreciative Literary Learning Model tailored to students’ developmental characteristics. Employing a qualitative descriptive approach, data were collected through classroom observations, semi-structured interviews with elementary school teachers, and document analysis. The findings reveal that literature-based learning effectively integrates language skills and supports character development when implemented through balanced appreciative and productive activities. The proposed model emphasizes dialogic literary appreciation and creative production through prose, poetry, and drama, with adaptive strategies suitable for elementary learners. This model offers a conceptual contribution to strengthening meaningful, student-centered literary learning in primary education.
SYSTEMATIC LITERATURE: PROPHETIC PARENTING AND THE MORAL DEVELOPMENT OF ELEMENTARY SCHOOL CHILDREN (INDONESIAN SOCIO-CULTURAL CONTEXT) Mahmudah, Masrurotul; Makmun, Muh. Ngali Zainal; Oktradiksa, Ahwy
JMIE (Journal of Madrasah Ibtidaiyah Education) Vol 9, No 2 (2025): JMIE (JOURNAL OF MADRASAH IBTIDAIYAH EDUCATION)
Publisher : PD PGMI se Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32934/jmie.v9i2.820

Abstract

Parenting plays a crucial role in shaping children’s moral development, yet Indonesian parents today face growing challenges, particularly with the increasing dependency of children on gadgets. Many parents rely on smartphones to manage their children’s behavior, which often results in reduced supervision and weakened moral guidance. Research by Layyinatus Syifa et al. indicates that elementary school children who use gadgets for more than two hours a day frequently display irritability, defiance, imitation of inappropriate digital behaviors, and declining discipline. These issues underscore the need for a value-based parenting framework that can effectively address contemporary challenges. In this context, prophetic parenting, rooted in the exemplary nurturing principles of the Prophet Muhammad, offers a model that emphasizes compassion, moral instruction, and character formation. This study examines the relevance of prophetic parenting to the moral development of Indonesian children through a literature review approach. This article conducts an in-depth analysis of the theory of prophetic parenting in shaping a child's morals, drawing from a variety of literature, including books and journals. The research uses a literature study approach with a descriptive-qualitative method. Data was collected from various sources, including published journals, relevant publications, and textual materials. The sources used included books, articles, journals, conference proceedings, and other literature relevant to the research topic. The literature review process in this article follows four steps: (1) preparing relevant literature; (2) compiling a suitable bibliography; (3) managing time and concentrating to minimize bias; and (4) reading carefully, taking notes, and summarizing findings. The researcher then analyzed various findings, including both research results and theories, to narrow down the data and conduct an in-depth analysis consistent with the research objectives. The findings of this study have meaningful implications for both future research and practical parenting. For researchers, the results serve as a valuable reference for further studies on parenting approaches and moral development. For parents, this study offers essential insights by highlighting that prophetic parenting constitutes a fundamental foundation for nurturing and strengthening children's moral development.
PEDAGOGICAL INNOVATION IN SOCIAL SCIENCE: DEVELOPING A WATER CYCLE DIORAMA TO SUPPORT EXPERIENTIAL LEARNING IN MADRASAH IBTIDAIYAH Pitriani, Dwi; Martanti, Fitria; Farda, Ummu Jauharin
JMIE (Journal of Madrasah Ibtidaiyah Education) Vol 9, No 2 (2025): JMIE (JOURNAL OF MADRASAH IBTIDAIYAH EDUCATION)
Publisher : PD PGMI se Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32934/jmie.v9i2.836

Abstract

The learning media for this water cycle diorama is a teaching aid, such as an aquarium, that can help students learn science in class. Material discussing the water cycle is included in this diorama. This media shows how the water cycle occurs on Earth, which students cannot see directly. One of the aims of this research is to evaluate the needs of teachers and students to make water cycle diorama media for class V, MI As Salam. Another objective is to determine the validity of the water cycle diorama learning media for class V MI, As Salam. Development research (R&D) is a type of research. This research uses the Richey and Klein research model, using three stages. Data collection techniques use qualitative and quantitative descriptive analysis techniques. Questionnaires that describe the needs of teachers and students are also used for validation by media experts and material experts. The research results show that the water cycle diorama learning media in science subjects for class V M is very valid to be tested on students. Media experts received a score of 98, an average of 4.9, and a validity percentage of 98%. In contrast, material experts received a score of 72, an average value of 4.8, and a validity percentage of 96%. It can be concluded that the water cycle diorama learning media is declared "very valid."
MULTICULTURAL SCHOOL CULTURE: MEDIA TO INSTILL THE VALUES OF RELIGIOUS MODERATION IN PRIMARY SCHOOLS Mustafida, Fita; Sulistiono, Muhammad; Gafur, Abd.
JMIE (Journal of Madrasah Ibtidaiyah Education) Vol 9, No 2 (2025): JMIE (JOURNAL OF MADRASAH IBTIDAIYAH EDUCATION)
Publisher : PD PGMI se Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32934/jmie.v9i2.808

Abstract

Multicultural school culture plays an important role in shaping the character of tolerant and moderate students in the midst of diversity. This study aims to analyze the cultural forms of multicultural schools that support the cultivation of religious moderation values in elementary schools. A qualitative approach with case study types is used to produce comprehensive research. Data collection techniques used participant observation, in-depth interviews, and documentation. The results of the study show that there are three main forms of multicultural school culture that contribute to instilling the value of religious moderation, namely: (1) democratic culture; provide space for student participation, deliberation, and procedural justice; (2) positive social culture; building relationships based on trust, mutual respect, and solidarity; and (3) child-friendly culture; ensuring physical, psychological, and social security as a prerequisite for active participation. These three cultures complement each other and form an inclusive-multiculturalist education ecosystem, so that a multicultural value-based school culture is important as a systemic and transformative strategy in an effort to implement character education to strengthen religious moderation for elementary school students. This paper recommends strengthening school policies that support the systematic and collaborative implementation of multicultural culture between schools, families, and communities for the development of multicultural school culture as a medium to strengthen religious moderation. These findings are expected to be a reference for the development of multicultural education models and the strengthening of effective religious moderation, especially at the basic education level.

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