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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 198 Documents
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Balancing Student Engagement and Learning Outcomes: A Game-Based Arabic Language Evaluation Using Blooket at the Upper Elementary Level Muhammad Fadhli Abdillah
Bidayatuna Vol 9 No 1 (2026): April
Publisher : Lembaga Penelitian, Penerbitan dan Pengabdian Masyarakat - Islamic Institute of Syarifuddin Lumajang, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54471/bidayatuna.v9i1.3853

Abstract

Game-based learning platforms such as Blooket are increasingly utilized to enhance student engagement in language education. However, concerns remain that entertainment-oriented features may overshadow substantive content comprehension. This study investigates the implementation of Blooket as an interactive evaluation tool in Arabic language learning at the upper elementary level at Brainy Bunch International Islamic School Cyberjaya, Malaysia. A descriptive qualitative approach was employed, involving one month of participant observation, semi-structured interviews with four informants (teacher, vice principal, student, and practicum student), and documentation of quiz results and classroom activities.The findings indicate that Blooket was implemented across pre-, during-, and post-learning phases, successfully increasing student motivation and participation, as evidenced by high levels of active engagement both individually and collaboratively. However, a significant engagement–comprehension gap emerged: approximately 70% of students prioritized response speed over conceptual understanding, driven primarily by extrinsic motivators such as points and leaderboards. Additionally, technical constraints—including unstable internet connectivity, limited device availability, and login delays—contributed to unequal participation. Teacher facilitation, particularly through post-quiz reflection and differentiated grouping, was identified as the most critical factor in promoting meaningful learning outcomes; however, such pedagogical follow-up was not optimally implemented. The study concludes that while Blooket effectively enhances participatory engagement, it does not inherently improve substantive comprehension without intentional pedagogical scaffolding. Recommended optimization strategies include ensuring technical readiness, designing conceptually rigorous questions, facilitating structured error discussion, and utilizing quiz data for targeted instruction. These findings contribute to game-based learning theory and provide practical implications for educators seeking to balance engagement and academic rigor in digital language assessment.
The Effect of Lecture-Based and Interactive Tauhid Learning Models on Students' Cognitive Learning Outcomes in Islamic Elementary Education Hijratul Hasri; Muhammad Musfiatul Wardi; Mappanyompa Mappanyompa; Noel Jimbai Balang
Bidayatuna Vol 9 No 1 (2026): April
Publisher : Lembaga Penelitian, Penerbitan dan Pengabdian Masyarakat - Islamic Institute of Syarifuddin Lumajang, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54471/bidayatuna.v9i1.3863

Abstract

Strengthening the understanding of Tawhid in elementary schools is important because its abstract concepts require effective learning strategies. With the dominance of lecture methods that minimize student involvement, an interactive approach is needed to encourage active participation and cognitive deepening. This study examines the individual and combined effects of lecture-based Tawhid instruction (X1) and interactive Tawhid instruction (X2) on students’ cognitive learning outcomes (Y) among 58 fifth-grade students at an Integrated Islamic Elementary School selected via census sampling. This study employs an explanatory quantitative design. The independent variables were operationalized using a 15-item structured questionnaire on a Likert scale that measured the quality of implementation of each learning model as experienced by the students, with construct validity confirmed through corrected item-total correlations (r ≥ 0.30) and Cronbach’s Alpha coefficients (α = 0.84 for X1; α = 0.81 for X2; α = 0.87 for Y). Cognitive learning outcomes were measured through documentation of daily cognitive test scores obtained directly from subject teachers, including pre- and post-implementation scores. Data were analyzed using paired-sample t-tests and multiple linear regression at α = 0.05. The results of the paired-sample t-test indicated a statistically significant increase in cognitive scores (t = −5.406; df = 57; p < 0.001). Both models simultaneously explained 16.1% of the variation in cognitive learning outcomes (F = 5.261; p = 0.008; R² = 0.161). The interactive model showed a significant positive effect (β = 0.343; p = 0.022), while the lecture model did not reach significance (β = −0.303; p = 0.071). The findings advance a theoretical implication that interactive pedagogical strategies mediate the translation of abstract Tawhid concepts into measurable cognitive achievement, highlighting the necessity of active engagement frameworks in Islamic elementary learning. This conceptualization contributes a refined understanding of instructional effectiveness, offering guidance for future curriculum design that integrates traditional and interactive learning paradigms.
Transforming Islamic Learning into Digital Edutainment: YouTube Education for Elementary School-Aged Children Rio Febriannur Rachman; Nuning Rodiyah
Bidayatuna Vol 9 No 1 (2026): April
Publisher : Lembaga Penelitian, Penerbitan dan Pengabdian Masyarakat - Islamic Institute of Syarifuddin Lumajang, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54471/bidayatuna.v9i1.3872

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.
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.

Show Abstract | Download Original | Original Source | Check in Google Scholar

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 Aziz Mursal; Tarmiji Siregar; Nur Susila Nasution
Bidayatuna Vol 9 No 1 (2026): April
Publisher : Lembaga Penelitian, Penerbitan dan Pengabdian Masyarakat - Islamic Institute of Syarifuddin Lumajang, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar

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.
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.

Show Abstract | Download Original | Original Source | Check in Google Scholar

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.
Integration of Aswaja Values for Intolerance Prevention in Madrasah Ibtidaiyah: A Study of Curriculum and Teachers' Pedagogical Practices Abdul Karim; Moh. Dasuki; Zainal Abidin; Muhammad Kashif Majeed
Bidayatuna Vol 9 No 1 (2026): April
Publisher : Lembaga Penelitian, Penerbitan dan Pengabdian Masyarakat - Islamic Institute of Syarifuddin Lumajang, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54471/bidayatuna.v9i1.3929

Abstract

The phenomenon of intolerance and hate speech in Madrasah Ibtidaiyah (Islamic elementary schools) is precipitated by a deficiency in understanding of diversity, an exclusionary environment, and the deleterious influence of social media. The present study aims to analyze the integration of religious moderation values into the Aswaja (Ahlussunnah wal Jama'ah) curriculum, teachers' strategies for instilling moderation, and the impact on developing students' inclusive and reflective attitudes. A qualitative approach, employing a case study design, was utilized in this study. The data were collected through observation and interviews, analyzed using the Miles-Huberman-Saldana model, and validated through triangulation and member checks. The findings reveal that: The Aswaja curriculum has been found to comprehensively integrate the principles of tawassuth (moderation), tasamuh (tolerance), i'tidal (balance), and ukhuwah (brotherhood) into its content, objectives, and learning practices with the aim of preventing intolerance. Teachers' strategies for instilling moderation are implemented through curricular activities, such as discussions of Aswaja values, social reflection, and real-life connections. Co-curricular activities include reflective videos, simulations, and case studies. Extracurricular activities, such as joint ceremonies and IPPNu activities, round out the implementation of this strategy. The findings of this study demonstrate that Aswaja learning fosters social inclusiveness, reduces negative behaviors, develops reflective-empathic attitudes, and internalizes moderation values in students' daily lives. The study's findings indicate that the Aswaja curriculum plays a pivotal role in fostering intolerance prevention by integrating moderation values, multidimensional strategies, and the cultivation of inclusive attitudes. The efficacy of this curriculum is contingent upon the pedagogical competence of the teachers, the effectiveness of role modeling, and the implementation of reflective approaches. The present study makes a significant contribution to the field of social constructivism and transformative learning theories by offering an integrative model of curricular, co-curricular, and extracurricular learning. This model is designed to instill religious moderation, tolerance, and inclusive attitudes.
The Role of Islamic Education Teachers in Shaping Students' Religious Character in Facing Puberty Widya Gustriana; Mohammad Al Farabi
Bidayatuna Vol 9 No 1 (2026): April
Publisher : Lembaga Penelitian, Penerbitan dan Pengabdian Masyarakat - Islamic Institute of Syarifuddin Lumajang, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54471/bidayatuna.v9i1.3994

Abstract

TThe onset of puberty in elementary school-aged children frequently precipitates psychological distress and emotional lability, which can result in ethical transgressions. The present study aims to analyze the role of Islamic Religious Education (PAI) teachers in guiding students through puberty and its impact on the development of their religious character. A qualitative descriptive approach was utilized, involving eight informants: principals, religious teachers, students, and parents, using a purposive sampling technique. The data were collected through three methods: passive observation, in-depth interviews, and document studies. Then, the data were analyzed interactively using the Miles, Huberman, and Saldana model. The findings suggest that religious educators assume a dual role, functioning not only as moral guides but also as student counselors. This phenomenon arises due to the absence of formal guidance and counseling personnel. The efficacy of this pedagogical approach has been demonstrated in the enhancement of post-pubescent religious discipline and the cultivation of proper manners in children, both within the domestic sphere and the educational environment. However, the instruction of puberty-related subjects is not yet codified in a distinct curriculum and continues to be impeded by the absence of visual learning resources and students' social discomfort. Additionally, the development of character is found to be imbalanced due to disparities in children's cognitive abilities and the pervasive adverse impact of social media content. The present study posits that the provision of puberty education grounded in Islamic values has a tangible impact on the self-control of children. However, the efficacy of this intervention is contingent upon the provision of written study guides and the establishment of robust supervisory cooperation with parents in the domestic setting.

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