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Bidayatuna: Jurnal Pendidikan Guru Mandrasah Ibtidaiyah
Published by Institut Agama Islam Syarifuddin Wonorejo Lumajang
ISSN : 26212153     EISSN : 27150232     DOI : http://ejournal.iaisyarifuddin.ac.id/index.php/bid
Core Subject : Religion, Education,
Religion Education
Bidayatuna: Jurnal Pendidikan Guru Madrasah Ibtidaiyah (p-ISSN: 2621-2153, e-ISSN: 2715-0232) terbit dua kali dalam setahun, yakni bulan Oktober dan April. Jurnal ini diterbitkan oleh LP3M Institut Agama Islam Syarifuddin Wonorejo Lumajang. Jurnal ini bertujuan untuk menampung pemikiran kritis dan terbuka bagi semua kalangan (akademisi, agamawan, intelektual dan mahasiswa) dengan spesifikasi kajian dan penelitian di bidang Pendidikan Dasar Islam, Guru Kelas Madrasah Ibtidaiyah dan/ atau Guru Kelas Sekolah Dasar juga Manajemen Pendidikan Guru Madrasah Ibtidaiyah.
Arjuna Subject : Umum - Umum
Articles 2 Documents
 1 
Search results for , issue "Vol. 9 No. 1 (2026): April" : 2 Documents clear
Transforming Islamic Learning into Digital Edutainment: YouTube Education for Elementary School-Aged Children Rachman, Rio Febriannur; Rodiyah, Nuning
Bidayatuna Jurnal Pendidikan Guru Mandrasah Ibtidaiyah Vol. 9 No. 1 (2026): April
Publisher : Lembaga Penelitian, Penerbitan dan Pengabdian Masyarakat - Islamic Institute of Syarifuddin Lumajang, Indonesia.

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Abstract

The rapid development of digital media has transformed the landscape of Islamic education, particularly for elementary school-aged children. This study aims to examine how YouTube channels, specifically Nussa Official and Riko the Series, function as alternative media for delivering basic Islamic education. Using a qualitative content analysis approach based on Krippendorff and interpreted through Miguel Sabido’s entertainment-education framework, this research analyzes the structure, narratives, and thematic patterns within the content of both channels. The findings reveal that these animated videos integrate educational and entertainment elements to convey religious values in an engaging and accessible manner. The narratives predominantly employ transitional characters, allowing children to learn through processes of transformation from not knowing to knowing, and from inappropriate to appropriate behavior, rather than through rigid moral dichotomies. Furthermore, the content consistently embeds core Islamic teachings (aqidah, syariat, and akhlak) within everyday contexts, making them relatable and practical for young audiences. The open nature of digital platforms, including interactive features and cross-platform integration, also contributes to the democratization of education, enabling broader participation in the dissemination and reinforcement of educational values. This study concludes that YouTube serves not only as a medium of entertainment but also as an effective space for informal Islamic education that aligns with contemporary learning needs and supports the realization of quality education in the digital era.
Qur’anic Reading Habits and Learning Concentration: A Strategic Approach in Islamic Education Curriculum at Elementary Madrasahs Mursal, Aziz; Siregar, Tarmiji; Nasution, Nur Susila
Bidayatuna Jurnal Pendidikan Guru Mandrasah Ibtidaiyah Vol. 9 No. 1 (2026): April
Publisher : Lembaga Penelitian, Penerbitan dan Pengabdian Masyarakat - Islamic Institute of Syarifuddin Lumajang, Indonesia.

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Abstract

Low levels of students’ learning concentration at the elementary madrasah level highlight the need for strategic approaches within Islamic education that integrate cognitive and spiritual dimensions. Previous studies have predominantly examined Qur’anic reading practices as instruments for character development and religious literacy, while limited attention has been given to their contribution to students’ learning concentration in formal educational settings. The purpose is to examine Qur’anic reading habits as a strategic approach to enhancing learning concentration within the Islamic education curriculum at elementary madrasahs. A qualitative case study design was employed, with data collected through in-depth interviews, participatory observation, and documentation. Data analysis was conducted using an interactive model consisting of data reduction, data display, and conclusion drawing, complemented by thematic analysis. The findings indicate that habituation of reading the Qur’an, particularly Juz ‘Amma, conducted daily for 15 minutes before classroom instruction using the tartil method, significantly improves students’ learning concentration. The practice also contributes to the development of religious character traits, including discipline, responsibility, and respect for the Qur’an. Implementation supported by collaboration between teachers and parents, alongside ability-based student grouping, effectively addresses challenges related to differences in recitation skills and understanding of tajwid. The originality lies in positioning Qur’anic reading habits as an integrated pedagogical strategy that simultaneously strengthens cognitive concentration and spiritual character formation, offering a holistic framework for Islamic education curriculum development at elementary madrasahs.

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