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Jurnal Pendidikan Madrasah (JPM) Faculty of Tarbiyah and Teaching Science, 2th floor, Tarbiyah House of Journal, State Islamic University (UIN) Sunan Kalijaga Yogyakarta. Jln. Marsda Adisucipto Yogyakarta 55281 Indonesia. Phone: +62-274-513056, Fax: +62-274-519734
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Jurnal Pendidikan Madrasah
Published by Universitas Islam Negeri Sunan Kalijaga Yogyakarta
ISSN : 25274287     EISSN : 25276794     DOI : https://doi.org/10.14421/jpm.2020.51-01
Core Subject : Education,
Education
Jurnal Pendidikan Madrasah invites scholars, researchers, and students to contribute the result of their studies and researches in the areas related to Islamic Education and madrasah education, which covers textual and fieldwork investigation with various perspectives of Education Curriculum, philosophy, Management, history, theology, sociology, anthropology, political science and others.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 5 Documents
 1 
Search results for , issue "Vol. 10 No. 1 (2025): Jurnal Pendidikan Madrasah" : 5 Documents clear
Strategi Cerita Berantai sebagai Metode Pembelajaran untuk Meningkatkan Keterampilan Berbicara Siswa SD Kholiq, Muhammad Aji Abdul; Ismiyanti, Yulina; Yustiana, Sari
Jurnal Pendidikan Madrasah Vol. 10 No. 1 (2025): Jurnal Pendidikan Madrasah
Publisher : Pusat Pengembangan Madrasah (PPM), dan Fakultas Ilmu Tarbiyah dan Keguruan UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jpm.2025.15-24

Abstract

Speaking skills are a fundamental component of students’ communication development; however, they are often overlooked in elementary school instruction. This study investigates the effectiveness of the chain storytelling strategy in enhancing the speaking skills of third-grade students at SDN Waru. Employing a qualitative case study design, data were collected through observation, interviews, and documentation. Data analysis followed the processes of data condensation, data display, and conclusion drawing, as suggested by Miles and Huberman. The results indicate that the chain storytelling strategy positively influences students’ speaking abilities. It encourages active participation in oral communication, improves articulation and diction, reduces anxiety about speaking in front of peers, and enhances creativity in narrative construction. These findings align with Vygotsky’s social constructivist theory, which underscores the role of social interaction in learning, and Rogers’ (2003) diffusion of innovations theory, which explains how new strategies are adopted in educational settings. This study highlights the necessity of employing interactive learning strategies and the importance of a supportive classroom environment in fostering students' speaking confidence. It recommends targeted training for teachers in implementing innovative methods and suggests further research involving a broader scope and larger sample to validate and expand upon these findings.
Peran Dongeng dalam Membangun Literasi Anak di Sekolah Dasar Prasetyo, M. Rizki Prasetyo; Ismiyanti, Yulina; Yustiana, Sari
Jurnal Pendidikan Madrasah Vol. 10 No. 1 (2025): Jurnal Pendidikan Madrasah
Publisher : Pusat Pengembangan Madrasah (PPM), dan Fakultas Ilmu Tarbiyah dan Keguruan UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jpm.2025.7-14

Abstract

Literacy is an essential basic skill for every individual to actively participate in modern society. The development of literacy encompasses not only reading and writing skills, but also comprehension, analysis, and critical thinking abilities. The aim of this research is to explain the role of storytelling in building children's literacy in elementary school. This study uses a case study method, with a descriptive qualitative approach. Data collection techniques include observation, interviews, and documentation. Data analysis employs techniques of data reduction, data presentation, and drawing conclusions. The results of the study show that the application of storytelling in literacy learning at SD Genuksari 02 Semarang has a positive impact on improving children's literacy. Storytelling not only increases students' interest in reading but also helps them understand texts, enrich vocabulary, and enhance critical thinking and communication skills.
Peningkatan Kreativitas dan Hasil Belajar Matematika melalui Model Creative Problem Solving (CPS) Sulistyawati, Wening Tri
Jurnal Pendidikan Madrasah Vol. 10 No. 1 (2025): Jurnal Pendidikan Madrasah
Publisher : Pusat Pengembangan Madrasah (PPM), dan Fakultas Ilmu Tarbiyah dan Keguruan UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jpm.2025.1-6

Abstract

This study aims to analyze the implementation of the creative problem solving (CPS) learning model in enhancing students' creativity and learning outcomes in Mathematics. The research subjects are seventh-grade students at MTs Negeri 1 Yogyakarta. This study uses the classroom action research method, which consists of two cycles. Each cycle includes planning, action, observation, and reflection activities. Data analysis uses comparative descriptive by comparing data from each cycle. The results show that the creative problem-solving learning can improve students' creativity and learning outcomes. The percentage of students' creativity completeness increased from 65% in cycle I to 85% in cycle II. Meanwhile, the percentage of students' learning outcomes completeness increased from 67% to 91% in cycle II. The creative problem-solving learning can be applied to students at the madrasah tsanawiyah level.
Integrating Deep Learning and Augmented Reality in English as a Foreign Language Teaching (EFLT): a Literature Review Astuti, Ruslina Tri
Jurnal Pendidikan Madrasah Vol. 10 No. 1 (2025): Jurnal Pendidikan Madrasah
Publisher : Pusat Pengembangan Madrasah (PPM), dan Fakultas Ilmu Tarbiyah dan Keguruan UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jpm.2025.25-32

Abstract

In recent years, both Deep Learning and Augmented Reality (AR) have emerged as transformative approaches in education, particularly in English as a Foreign Language Teaching (EFLT). However, a gap remains in synthesizing research that explores their combined pedagogical potential, especially in the context of developing countries such as Indonesia. This systematic literature review aims to examine the integration of Deep Learning and AR in EFLT, focusing on their roles in enhancing learner engagement, critical thinking, and language acquisition. Relevant peer-reviewed studies published between 2015 and 2024 were collected from databases such as Scopus, ERIC, and Google Scholar. The analysis identified recurring themes including AR's positive impact on student motivation and contextual understanding, and Deep Learning’s support for higher-order thinking and collaborative tasks. Challenges such as limited infrastructure, insufficient teacher training, and lack of localized content were also highlighted. The review concludes with recommendations for future research, including the need for culturally responsive AR tools, professional development for teachers, and longitudinal studies on learning outcomes. This synthesis offers practical and theoretical insights for educators, policymakers, and researchers aiming to innovate EFLT through technology integration.
Dialektika Ilmu dan Moral: Fondasi Filsafat Ilmu bagi Pendidikan Integratif Rofi', Miftahur
Jurnal Pendidikan Madrasah Vol. 10 No. 1 (2025): Jurnal Pendidikan Madrasah
Publisher : Pusat Pengembangan Madrasah (PPM), dan Fakultas Ilmu Tarbiyah dan Keguruan UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jpm.2025.33-50

Abstract

This article discusses the urgency of integrating knowledge and morality as the foundation of holistic education capable of addressing global challenges. The philosophy of science is positioned as an epistemological framework to bridge the dichotomy between objective-oriented science and normative morality. Conceptual and thematic analysis is used to identify the ontological, epistemological, and practical dimensions of education that affirm the interconnectedness of knowledge and values. The study's findings indicate that the integration of knowledge and morality is not merely a philosophical discourse, but a practical necessity that can enhance academic quality, ethical awareness, and the spirituality of learners. However, the implementation of integration faces epistemological, methodological, and institutional obstacles that require an interdisciplinary approach, curriculum reform, and consistent institutional commitment. This finding emphasizes the importance of education that not only produces intellectually smart generations but also wise, empathetic, and socially responsible individuals. Thus, the philosophy of science contributes to strengthening an education paradigm based on integration, which is relevant to shaping perfect human beings amidst the currents of globalization. This article suggests that the integration of knowledge and morals should be made the foundation of the curriculum and national education policy, so that education can function as a dialectical space between reason, ethics, and spirituality. This reflection underscores that the sustainability of education in the 21st century can only be achieved when knowledge and morals are understood as two complementary and supportive dimensions.

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