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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 184 Documents
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INTEGRATING GUSJIGANG VALUES INTO SOCIAL STUDIES EDUCATION: A QUALITATIVE STUDY ON HABITUATION AND SOCIOCULTURAL IDENTITY CONSTRUCTION IN ISLAMIC ELEMENTARY SCHOOLS Elya Umi Hanik; Maemonah Maemonah
JMIE (Journal of Madrasah Ibtidaiyah Education) Vol 10, No 1 (2026): 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.v10i1.833

Abstract

This study aims to analyze the process of habituation of local wisdom values of Gusjigang in Social Studies learning in Madrasah Ibtidaiyah as an effort to strengthen students' socio cultural identity. This study adopts a qualitative approach field research involving classroom observations, document analysis, and in depth interviews with Social Studies teachers and fourth-grade students at Madrasah Ibtidaiyah. Data were analyzed using an interpretive qualitative framework, focusing on thematic patterns aligned with Berger and Luckmann’s stages of social construction.. Furthermore, this study identifies three stages of identity formation according to Peter and Beger's social reconstruction theory.The findings of this study indicate that the integration of Gusjigang not only enriches social studies learning but also serves as a medium for constructing socio-cultural identity. This study highlights the relevance of local wisdom in education and provides theoretical insights into the role of habituation and social construction in character formation. The novelty of this study lies in its process oriented analysis of value habituation, rather than merely evaluating learning outcomes. By applying Berger and Luckmann’s social construction theory, this research provides new insights into how local wisdom values are socially constructed, institutionalized, and internalized within daily learning practices. Theoretically, this study contributes to the literature by extending the application of social construction theory to the field of Social Studies education and local wisdom based character formation in Islamic elementary schools. Practically, the findings offer an operational framework for teachers and schools to integrate local wisdom through habituation strategies embedded in curriculum design and classroom culture
THE INFLUENCE OF ACADEMIC SUPERVISION, TEACHER PROFESSIONAL COMPETENCE, AND SCHOOL LEADERSHIP ON PRIMARY SCHOOL MANAGEMENT QUALITY Alma Wiyarti; Supandi Supandi; Nurkolis Nurkolis
JMIE (Journal of Madrasah Ibtidaiyah Education) Vol 10, No 1 (2026): 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.v10i1.897

Abstract

This research explores a comprehensive model of Primary School Management Quality by analyzing the contributions of academic supervision, teachers' professional competence, and school leadership. Using a quantitative approach, data were gathered from 145 primary school teachers in Kedungjati chosen through purposive sampling. A structured questionnaire was used to collect data from participants. The instrument developed from established literature, included several constructs such as academic supervision, teacher professional competence, school leadership, and school management quality. Each construct was evaluated using multiple indicators adapted from previous studies and measured on a five-point Likert scale from strongly disagree to strongly agree. Before testing the hypotheses, the instrument's validity and reliability were assessed. The findings indicated that all items were valid and reliable, with Cronbach’s alpha values surpassing 0.80 for each construct. Additionally, classical assumption tests, including normality, multicollinearity, heteroscedasticity, and linearity, confirmed that the data were suitable for multiple linear regression analysis. However, school leadership did not exhibit a statistically significant direct effect at the 95% confidence level. Nonetheless, the simultaneous test revealed that the three variables collectively enhance the model's explanatory power, with an R² value of 0.792. These results imply that Primary School Management Quality is mainly influenced by instructional supervision and teacher competence, while school leadership might function through indirect or contextual pathways. This study offering empirical evidence on the integrated yet distinct roles of essential school-level factors and provides practical insights for supervisors, school principals, and education policymakers.
WHEN GROUP WORK IS NOT COLLABORATION: A MIXED-METHODS INVESTIGATION OF ELEMENTARY STUDENTS’ COLLABORATIVE SKILLS AND TEACHERS’ PEDAGOGICAL PRACTICES Dadan Setiawan; Bunyamin Maftuh; Ernawulan Syaodih; Arie Rakhmat Riyadi
JMIE (Journal of Madrasah Ibtidaiyah Education) Vol 10, No 1 (2026): 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.v10i1.920

Abstract

This study aims to identify elementary students' collaborative skill profiles, analyze teachers' pedagogical practices in facilitating collaboration, and explore relationships between students' collaborative competencies and teachers' instructional approaches in social learning contexts. Employing sequential explanatory mixed-methods design, the research involved 132 fifth-grade students and three purposively selected teachers from five public elementary schools in Cirebon, West Java, Indonesia. Data were collected through systematic classroom observations, student self-assessment surveys utilizing instruments adapted from Partnership for 21st Century Learning framework (Cronbach's α=0.87), and semi-structured teacher interviews. Quantitative data underwent descriptive and inferential statistical analyses, while qualitative data were analyzed using Braun and Clarke's six-phase thematic analysis. Integration employed joint display matrices generating meta-inferences. Findings reveal students' collaborative skills remain at moderate levels (M=1.93, SD=0.219), with shared responsibility constituting the weakest dimension (M=1.66). Gender demonstrates no significant effect across all dimensions (p>0.05). Qualitative analysis exposes instructional practices as pseudo-collaboration, group activities lacking essential structural elements including role differentiation, positive interdependence, and individual accountability. This pedagogical insufficiency originates from systemic deficiencies: inadequate professional development, conceptual confusion between grouping and structured collaboration, and institutional contradictions between competency mandates and content-coverage pressures. Implications necessitate transformative interventions in teacher professional development, instructional design incorporating collaborative structures, and assessment systems capturing collaborative processes and individual contributions.
READING LITERACY AND NUMERACY ACHIEVEMENT OF ELEMENTARY SCHOOL STUDENTS: EVIDENCE FROM INDONESIA AND THE INDONESIAN SCHOOL OF SINGAPORE Fery Muhamad Firdaus; Kurniawati Kurniawati; Octavian Muning Sayekti; Evy Nur Rochmah; Amalia Rizky Ardiansyah
JMIE (Journal of Madrasah Ibtidaiyah Education) Vol 10, No 1 (2026): 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.v10i1.911

Abstract

This study aims to compare reading literacy and numeracy achievement of elementary school students in domestic and international educational contexts, specifically between the Indonesian School of Singapore (SIS) and elementary schools in Yogyakarta. A quantitative comparative descriptive design with a cross-sectional survey approach was employed. The sample consisted of approximately 100 fifth-grade students selected through purposive sampling. Data were collected using standardized reading literacy and numeracy tests based on the OECD framework, which had been validated and proven reliable. Data analysis involved descriptive and inferential statistics, including tests of normality, homogeneity, and group differences. The findings reveal that reading literacy achievement remains relatively stable across learning phases but continues to show weaknesses in higher-order thinking skills. In contrast, numeracy exhibits more severe gaps, particularly in reasoning and application skills, with an unexpected regression observed at the upper grade level. These results indicate a substantial literacy–numeracy gap, especially in complex problem-solving abilities. The study highlights the urgent need for early numeracy interventions, a pedagogical shift in mathematics instruction toward conceptual understanding, and systematic integration of higher-order thinking skills in both literacy and numeracy learning to support equitable and sustainable student achievement.

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