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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 192 Documents
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CULTURALLY RESPONSIVE TEACHING LEARNING MODEL FOR ELEMENTARY SCHOOLS IN PADANGSIDIMPUAN CITY Azizan, Nashran; Lubis, Maulana Arafat; Amin, Muhammad; Hamidah, Hamidah; Dalimunthe, Latifa Annum; Siregar, Parulian
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 Shobirin, Ma’as; Muttaqin, Muhammad Fauzan; Arifin, Fatkhul; Choir, Abu
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.

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