Bidayatuna: Jurnal Pendidikan Guru Mandrasah Ibtidaiyah
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.
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186 Documents
<![CDATA[Prosedur Pengembangan Kurikulum Muatan Lokal Baca Tulis Al-Qur’an Tingkat Pendidikan Dasar dan Menengah di Kabupaten Pasuruan ]]>
<![CDATA[Muhamad Mukhlason]]>
<![CDATA[ Bidayatuna Vol 4 No 2 (2021): Oktober ]]>
Publisher : <![CDATA[Lembaga Penelitian, Penerbitan dan Pengabdian Masyarakat - Islamic Institute of Syarifuddin Lumajang, Indonesia. ]]>
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DOI: 10.54471/bidayatuna.v4i2.1283
<![CDATA[The Local Content Curriculum for Reading and Writing Al-Qur'an (BTQ) is a Local Content Curriculum developed by the Pasuruan Regency Government. The BTQ Local Content Curriculum has been implemented in primary and secondary education since the 2007/2008 school year until now. The length of time the implementation of the BTQ Local Content Curriculum indicates that the BTQ Local Content Curriculum has a very good quality. The quality of implementing a curriculum certainly cannot be separated from good curriculum development planning as well. This study aims to determine the steps to develop a Local Content Curriculum for Reading and Writing Al-Qur'an in Pasuruan Regency. Researchers used a qualitative approach in this research activity. The type of qualitative research used is a case study. This study found 3 main steps and several supporting steps used by the Pasuruan Regency Government in developing the Local Content Curriculum for Reading and Writing Al-Qur'an, namely: 1) planning through identifying the conditions and needs of the Pasuruan Regency area, and establishing a juridical basis, 2) organizing and implementation through the formation of the BTQ Local Content Curriculum development team, preparing the BTQ Local Content Curriculum Design, the preparation of the BTQ Mulok Technical Instructions and Implementation Guidelines, the BTQ MGMP formation for all levels of SD/MI, SMP/MTS, and SMA/SMK/MA, 3 ) evaluation includes process evaluation, result evaluation, and program evaluation. By knowing the steps for developing the Local Content Curriculum for Reading and Writing Al-Qur'an in Pasuruan Regency, students, teachers, and other local governments are expected to be able to duplicate and implement it in other areas that have the same culture as Pasuruan Regency.]]>
<![CDATA[Penggunaan Media Realia dalam Meningkatkan Pengalaman Belajar Siswa ]]>
<![CDATA[Taqwa Nur Ibad]]>;
<![CDATA[Maisyatus Sarifah]]>
<![CDATA[ Bidayatuna Vol 4 No 2 (2021): Oktober ]]>
Publisher : <![CDATA[Lembaga Penelitian, Penerbitan dan Pengabdian Masyarakat - Islamic Institute of Syarifuddin Lumajang, Indonesia. ]]>
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DOI: 10.54471/bidayatuna.v4i2.1303
<![CDATA[Education is an effort to foster and spread one's personality, both spiritually and physically. Learning experiences are several student activities carried out to obtain new information and competencies in accordance with the objectives to be achieved. Realia media are tangible objects that are often encountered by students and are easily found in daily activities that can be brought into learning situations or become media for teaching materials for students. These real objects can be used as realia media and these objects must be original and intact in form and also the actual size so that they can be recognized by students properly. Based on the above understanding, it is known that the use of the right realia media will improve the student's learning experience of the material to be studied. The use of realia media in thematic learning, especially in grade 4 MI Nurul Islam Sukosari. And the problem I encountered was that the media used by grade 4 teachers had not yet optimized the long-term learning objectives. This happens because the use of media is monotonous so that the process of learning activities is less memorable for students so that students are less experienced. Therefore, to improve the student learning experience, the researcher chose to raise the title "Use of Realia Media in Improving Student Learning Experience in Grade 4 Thematic Learning".]]>
<![CDATA[Peningkatan Hasil Belajar PKn Materi Peristiwa Sumpah Pemuda Melalui Metode Belajar PQ4R ]]>
<![CDATA[Wahyu Triandono]]>
<![CDATA[ Bidayatuna Vol 4 No 2 (2021): Oktober ]]>
Publisher : <![CDATA[Lembaga Penelitian, Penerbitan dan Pengabdian Masyarakat - Islamic Institute of Syarifuddin Lumajang, Indonesia. ]]>
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DOI: 10.54471/bidayatuna.v4i2.1316
<![CDATA[Subjects in elementary school require the activeness of Civics learning in Civics subject matter, students are expected to think critically and take advantage of the past to understand the present and the future. So we need a learning method that can present learning materials to students in the classroom, either individually or classically so that lessons can be learned, can be absorbed, can be reached, and utilized well by students. The PQ4R method is one that can be used to assist students in understanding learning materials to achieve learning objectives. This study aims to determine the improvement of Civics learning outcomes for the youth oath material through the PQ4R learning method. Collecting data used by researchers using observation, interviews, tests and documentation. This research is a classroom action research using the Kemmis & Mc Taggart model. The subjects of this study were third grade students of SDN Slawu 02 Jember. Results Based on the research, it shows that the use of the PQ4R learning method can improve Civics learning outcomes which are marked by student learning mastery which increases significantly between the results at the beginning or pre-cycle and in cycle 1 and cycle 2.]]>
<![CDATA[Model Concept Learning Sebagai Penunjang Keaktifan Pada Aktivitas Pembelajaran Siswa ]]>
<![CDATA[Ahmad Tamim]]>;
<![CDATA[Muflihah]]>;
<![CDATA[Fadhilah Nur Khaerati]]>;
<![CDATA[Hasbiyallah]]>;
<![CDATA[Tarsono]]>
<![CDATA[ Bidayatuna Vol 6 No 2 (2023): Oktober ]]>
Publisher : <![CDATA[Lembaga Penelitian, Penerbitan dan Pengabdian Masyarakat - Islamic Institute of Syarifuddin Lumajang, Indonesia. ]]>
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DOI: 10.54471/bidayatuna.v6i2.2454
<![CDATA[This study aims to analyze the application of the concept learning model in increasing student learning activeness in PAI learning. This research is quantitative, with a Time-Series type experimental design (time-series). The results of the analysis of this study indicate that the application of the concept learning model in PAI learning can increase the activeness of student learning, as seen from the more students who experience an increase in learning activeness after the application of the concept learning model as many as 29 students out of 30 students. The advantages of the application process are: 1) Students are more motivated to learn; 2) Students find it easier to understand the material; (3) The level of students' understanding of teaching materials is getting better. The constraints and drawbacks are; 1) requires quite a lot of time; 2) The teacher must be more intensive because the teacher is no longer the one providing the information but working together with the students to manage the class to find the basic concepts of the material to be studied; 3) In learning activities will tend to be dominated by active students only.]]>
<![CDATA[Meningkatkan Kognifitas Siswa Melalui Cooperatif Learning dengan Penerapan Model Pembelajaran Jigsaw ]]>
<![CDATA[Fitriani]]>;
<![CDATA[Ferina Yulianti]]>;
<![CDATA[Ahsanur Rifqi]]>;
<![CDATA[Tarsono]]>;
<![CDATA[Hasbiyallah]]>
<![CDATA[ Bidayatuna Vol 6 No 2 (2023): Oktober ]]>
Publisher : <![CDATA[Lembaga Penelitian, Penerbitan dan Pengabdian Masyarakat - Islamic Institute of Syarifuddin Lumajang, Indonesia. ]]>
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DOI: 10.54471/bidayatuna.v6i2.2455
<![CDATA[The learning model educators use in the learning process greatly supports achieving learning objectives, namely, getting maximum and optimal results. This study aimed to analyze the improvement of students' cognitive learning outcomes in PAI subjects by applying the Jigsaw-type learning model. This research method uses a quantitative type with a time-series experimental design, which examines groups from time to time through pre-test and post-test measurements or observations. The statistical test uses the paired sample t test. The results of the analysis of this study indicate that the Jigsaw Type learning model can improve students' cognitive learning outcomes in PAI subjects, as seen from the greater number of students who experienced an increase in learning outcomes after the application of the Jigsaw Type Cooperative Learning learning model, as much as 6.63%, the lowest 1.95%, and an average of 6.63%. Some factors that support improving students' cognitive learning outcomes in PAI subjects are: 1) cooperation; 2) collaboration; 3) awareness of responsibility; 4) students having the freedom to think creatively so that they are formed into active and independent students and can build cooperation and motivation between students in improving understanding of PAI lessons.]]>
<![CDATA[Implementasi Kurikulum Merdeka Dalam Pembelajaran IPAS Berbasis Proyek: ]]>
<![CDATA[Dhira Andari Handewi Pramesti]]>;
<![CDATA[Ahmad Ipmawan Kharisma]]>;
<![CDATA[Rizka Novi Irmaningrum]]>
<![CDATA[ Bidayatuna Vol 6 No 2 (2023): Oktober ]]>
Publisher : <![CDATA[Lembaga Penelitian, Penerbitan dan Pengabdian Masyarakat - Islamic Institute of Syarifuddin Lumajang, Indonesia. ]]>
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DOI: 10.54471/bidayatuna.v6i2.2518
<![CDATA[The implementation of Freedom of Learning in project-based IPAS and science learning has problems related to the implementation of the Curriculum. The implementation of project-based learning aims to: Understand the implementation of the Merdeka Curriculum in class IV project-based IPAS and science subjects at SDN. The research method uses observation, interviews, questionnaires and documentation. The data analysis techniques used by researchers are data reduction, data presentation and conclusions. Researchers used data validity testing with source triangulation techniques. This technique explains that the credibility test is to check data so that results such as interviews, questionnaires and documentation are obtained. The following results of this research confirm that: 1) First, at SDN, the implementation of Independent Learning Curriculum has begun to be implemented using project-based IPAS and science subjects. 2) Second, there are obstacles experienced by teachers resulting in the implementation of the Merdeka Curriculum, namely teachers have difficulty analyzing Learning Achievements, formulating several Learning Objectives and developing a Flow of Learning Objectives and Teaching Modules, lack of time allocation in project-based learning activities 3) Things that teachers do to solve the problem of implementing the Merdeka Curriculum, such as teachers carrying out regular training with the Kelompok Kerja Guru (KKG) and directing and mentoring with the head school.]]>
<![CDATA[Meningkatkan Keterampilan Membaca Peserta Didik Kelas Rendah Melalui Media Flashcards ]]>
<![CDATA[Erlin Putri Anggraeni]]>;
<![CDATA[Encep Andriana]]>;
<![CDATA[Siti Rokmanah]]>
<![CDATA[ Bidayatuna Vol 6 No 2 (2023): Oktober ]]>
Publisher : <![CDATA[Lembaga Penelitian, Penerbitan dan Pengabdian Masyarakat - Islamic Institute of Syarifuddin Lumajang, Indonesia. ]]>
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DOI: 10.54471/bidayatuna.v6i2.2616
<![CDATA[Language skills are important for all individuals, especially in the first grade of elementary school students, reading skills are the main focus. Teachers have an important role in improving the reading skills of learners, and to achieve this, the application of an effective approach becomes very important. This study aims to evaluate the learning strategies used by teachers in improving the reading ability of students in grade 1, as well as identify inhibiting factors in the development of students' reading skills. The method used in this study is descriptive qualitative method, with data collection involving interview and observation techniques. This research was carried out in SD Negeri Cikande 1. The results showed that teachers use various strategies in improving students' reading skills, including spelling, sound, and syllabic strategies as an effective learning approach. In this context, the approach helps learners in understanding and mastering reading skills well. By using this strategy, teachers also use flashcards learning media. Factors that can inhibit students' reading in the classroom are cognitive factors, environmental factors, lack of encouragement from parents, and low interest in reading.]]>
<![CDATA[Refleksi Kritis Pancasila dalam Idealitas dan Realitas Pendidikan di Madrasah Ibtidaiyah ]]>
<![CDATA[Ahmad Shofiyuddin Ichsan]]>;
<![CDATA[Taqwa Nur Ibad]]>;
<![CDATA[Agus Riyan Oktori]]>
<![CDATA[ Bidayatuna Vol 6 No 2 (2023): Oktober ]]>
Publisher : <![CDATA[Lembaga Penelitian, Penerbitan dan Pengabdian Masyarakat - Islamic Institute of Syarifuddin Lumajang, Indonesia. ]]>
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DOI: 10.54471/bidayatuna.v6i2.2623
<![CDATA[This research aims to reveal in detail how Pancasila is used as the basis of Indonesian philosophy. Researchers studied two main studies, namely Pancasila which is understood in the context of ideals and realities of life, especially in basic education (Madrasah Ibtidaiyah). This research method uses a qualitative descriptive method with a type of library research using a pragmatic approach. Research data is taken from scientific work related to research. The analysis technique in this research uses content analysis. The results of the research show that there is a Project Movement for Strengthening the Pancasila Student Profile / Project for Strengthening Pancasila Students (P5) and the Rahmatan Lil 'Alamin Student Profile which is a unified spirit that mutually strengthens each other. Both adhere to the Pancasila philosophy and uphold diversity and human values. However, these ideals are not commensurate with the existing reality, so that the Pancasila philosophy in basic education has several challenges, including liberalism, individualism, pragmatism, hedonism and external religious ideologies.]]>
<![CDATA[Implementasi Riyadhah dalam Membentuk Pribadi Ikhlas pada Santri Pondok Pesantren ]]>
<![CDATA[Yanti Nurdiyanti]]>;
<![CDATA[Ujang Sutaryat]]>
<![CDATA[ Bidayatuna Vol 6 No 2 (2023): Oktober ]]>
Publisher : <![CDATA[Lembaga Penelitian, Penerbitan dan Pengabdian Masyarakat - Islamic Institute of Syarifuddin Lumajang, Indonesia. ]]>
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DOI: 10.54471/bidayatuna.v6i2.2627
<![CDATA[To build a noble personality in the process of Islamic education, it is necessary to carry out consistent and sustainable coaching. One way to build a sincere personality is through coaching the mental aspect. The form of mental aspect development is through riyadhah. The method used is qualitative with a case study approach. Data collection techniques were carried out using interviews and documentation. Data analysis using miles and hubarman model. As well as the validity test using the credibility test with the triangulation method.The results of the study show that the implementation of Riyadhah at the Riyadlusharfi Walmantiq Islamic Boarding School is in the form of habits that are mandatory to be followed by all students at the Riyadlusharfi Walmantiq Islamic Boarding School, namely; 1) Congregations perform the five daily prayers at the mosque, 2) wiridan, 3) the habit of reading the Qur'an, 4) praying the dhuha circumcision, 5) praying the tahajjud circumcision, 6) fasting circumcision on Mondays and Thursdays. These routine activities are carried out continuously starting with the intention of Allah. In implementing the concept of riyadhah, each activity is given practical guidance which is carried out based on four principles; 1) carrying out activities starting with prayer, 2) intending for worship alone, 3) following the demands of the Shari'a in their activities and 4) punishment for violations is not materialistic.]]>
<![CDATA[Integrasi Metode Quiz Team dengan Talking Stick Pada Mata Pelajaran Pendidikan Agama Islam di Sekolah Dasar ]]>
<![CDATA[Ning Mukaromah]]>
<![CDATA[ Bidayatuna Vol 6 No 2 (2023): Oktober ]]>
Publisher : <![CDATA[Lembaga Penelitian, Penerbitan dan Pengabdian Masyarakat - Islamic Institute of Syarifuddin Lumajang, Indonesia. ]]>
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DOI: 10.54471/bidayatuna.v6i2.2644
<![CDATA[This research aims to integrate the quiz team and talking stick methods, and see student responses to the implementation of these two methods. The research method uses a qualitative approach with a descriptive type. Data collection techniques using observation, surveys and interviews. The data source is the fifth grade PAI teacher at SDI Nurul Mushthofa Tambak Lekok and 19 fifth grade students. The results of this research are the implementation of the integration of the quiz team method with talking stick in PAI subjects at SDI Nurul Mushthofa Tambaklekok, namely planning/preparation, implementation (introduction, core and closing activities) and evaluation. 19 students' responses stated that PAI teachers implemented integration of 2 methods, 17 students were happy and 2 people were not happy. 17 students expressed increased motivation to learn, 2 students stated they were less motivated. 17 students found it easier to understand the material, and 2 said it was difficult for them to understand the lesson material. 16 students had the courage to express their opinion in class, 3 people were not confident to express their opinion in front of the class. And 17 students said they were active and 2 students or 11% said they were not active.]]>
