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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 195 Documents
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CULTURALLY RESPONSIVE TEACHING LEARNING MODEL FOR ELEMENTARY SCHOOLS IN PADANGSIDIMPUAN CITY Nashran Azizan; Maulana Arafat Lubis; Muhammad Amin; Hamidah Hamidah; Latifa Annum Dalimunthe; Parulian Siregar
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.v10i1.936

Abstract

Developing students’ social character is a central goal of elementary education. This research aims to develop and validate a CRT model integrated with the local cultural values of poda na lima to strengthen students’ social character in PPKn. The research adopted the Plomp educational design research model, encompassing the stages of preliminary research, prototyping, and assessment. The participants were 106 fourth-grade students from a public elementary school in Padangsidimpuan. Data were collected through expert validation sheets, questionnaires, classroom observations, and learning outcome tests, and analyzed using descriptive statistical methods. The results indicate that the developed model achieved high levels of validity, practicality, and effectiveness in improving students’ social character. The integration of poda na lima values within the CRT framework provides a culturally grounded pedagogical strategy that aligns learning with students’ sociocultural backgrounds. The study also produced several supporting instructional materials, including a CRT model book, RPP, BG, BS, and LKS. This research contributes to the advancement of culturally responsive pedagogy by embedding indigenous cultural values into instructional design, offering an innovative approach to strengthening character education in elementary schools.
LEARNING FROM NATURE: FOSTERING ENVIRONMENTAL AWARENESS IN ISLAMIC NATURE-BASED ELEMENTARY SCHOOL Ma’as Shobirin; Muhammad Fauzan Muttaqin; Fatkhul Arifin; Abu Choir
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.v10i1.900

Abstract

This study examines the application of experiential learning through a learning from nature approach in fostering students' environmental awareness at MI Alam Alfa Kids, an Islamic nature-based elementary school in Pati, Central Java, Indonesia. Employing a qualitative case study design, data were collected over one academic semester through systematic non-participant observations, semi-structured interviews with three classroom teachers, one school principal, and eight students, alongside documentation analysis. Data were analyzed using reflexive thematic analysis following Braun and Clarke (2006, 2019). Findings reveal three interconnected results. First, nature-based experiential learning was implemented through seven systematic activity forms including gardening, zero-waste programs, project-based learning, and outing classes embedded in daily instructional routines. Second, these activities fostered environmental awareness across cognitive, affective, and behavioral dimensions, with students demonstrating experience-based ecological knowledge, faith-embedded moral responsibility, and self-initiated pro-environmental behavior including peer social agency. Third, teacher facilitation, consistent role modeling, and an institutionally coherent school culture functioned as mutually reinforcing mechanisms sustaining environment-oriented learning. This study introduces the concept of faith-integrated experiential learning as a theoretically distinct pedagogical model in which Islamic values of stewardship (khalifah) and natural balance (mizan) amplify and sustain environmental commitment beyond outcomes documented in secular educational contexts.
THE EFFECTIVENESS OF READING AND WRITING LITERACY ACTIVITIES IN IMPROVING UPPER GRADE STUDENTS’ READING AND WRITING SKILLS AT PRIMARY SCHOOL Nandang Kosim
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.v10i1.950

Abstract

This study examined the planning and implementation of reading-writing literacy activities and their effect on upper-grade students’ reading and writing skills at Irsyadul Ibad Integrated Islamic Elementary School, Pandeglang. A quasi-experimental design with a non-equivalent control group was employed, involving experimental and control groups selected without random assignment. Data were collected using classroom observation sheets and reading and writing skill tests. The observation results showed that the instructional planning and implementation were aligned with the principles and procedures of reading-writing literacy, including guided reading, text-based discussion, written response, and structured writing practice. The statistical analysis indicated a significant difference in students’ reading and writing skills, with a probability value of 0.001, which was lower than the significance level of 0.05. These findings demonstrate that reading-writing literacy activities had a significant effect on improving upper-grade students’ reading and writing skills. The study implies that systematically planned and consistently implemented reading-writing literacy activities can be used as an effective instructional strategy to strengthen literacy learning in elementary schools.
PRINCIPAL MANAGERIAL LEADERSHIP AND TEACHER DISCIPLINE GOVERNANCE: A COMPARATIVE STUDY OF ISLAMIC AND PUBLIC PRIMARY SCHOOLS Sholehuddin Sholehuddin; Fauzan Fauzan; Muhamad Hasby Putroanto; Dien Nurmarina Malik Fadjar; Salsabila Anita Firdaus
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.v10i1.952

Abstract

This study aims to examine the managerial leadership of school principals in enforcing teacher discipline at Islamic and public primary schools. Using a qualitative descriptive-comparative approach, this study was conducted at MIS Al-Hidayah and SDN Kampung Bulak 02 in South Tangerang. The participants consisted of 12 informants, including principals, vice principals, school committee members, and teachers selected through purposive sampling. Data were collected through in-depth interviews, observation, and document analysis, and were analyzed using Miles and Huberman’s interactive model through data collection, data reduction, data display, and conclusion drawing. The findings show that the principals performed seven interrelated managerial roles: evaluator, manager, administrator, supervisor, leader, innovator, and motivator. Both principals demonstrated exemplary leadership as the main basis for building teachers’ collective awareness of discipline. However, MIS Al-Hidayah showed a more structured discipline governance system through fingerprint attendance, weekly and monthly evaluations, integrity pacts, and direct follow-up mechanisms. In contrast, SDN Kampung Bulak 02 relied more on personal communication, collaborative discussion, manual attendance records, and direct reprimands. The study concludes that teacher discipline enforcement becomes more sustainable when exemplary leadership is supported by accurate administrative data, routine evaluation, systematic supervision, and technology-based monitoring. These findings contribute to educational leadership and school management studies by integrating leadership influence, managerial functions, and discipline governance in the context of Indonesian primary education.
DESIGNING AND VALIDATING A PROBLEM-BASED LEARNING GAMIFICATION MODEL TO ENHANCE TEACHING COMPETENCIES AMONG PROSPECTIVE ELEMENTARY ISLAMIC SCHOOL TEACHERS Wiku Aji Sugiri; Rizki Amelia; Sigit Priatmoko; Agus Mukti Wibowo; Tsaniyah Nafi'ah
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.v10i1.862

Abstract

This research aimed to develop a Problem-Based Learning Gamification (PBLG) model that is valid and practical for prospective Madrasah Ibtidaiyah (Islamic Elementary School) teachers. The study employed a Research and Development (R&D) methodology. The developed model was rigorously validated by experts to assess its theoretical foundation, syntactic clarity, and component suitability. Expert validation results have indicated that the model has achieved a very high validity level of 98.12% (categorized as Highly Valid). The PBLG model has been proven to possess a strong theoretical basis and logical syntax, effectively integrating all stages of Problem-Based Learning (PBL) with significant gamification elements designed to enhance student motivation and active engagement. This model is academically sound and holds the potential to serve as an innovative instructional reference to support the development of prospective teachers' competencies within a problem-based learning context.

Page 20 of 20 | Total Record : 195

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