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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 315 Documents
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Peningkatan Kemampuan Operasi Penjumlahan Melalui Model Pembelajaran Discovery Learning bagi Anak Disabilitas Intelektual Ringan Defitrianda, Defitrianda; Iswari, Mega; Damri, Damri; Nasri, Yosa Yulia
Jurnal Pendidikan Madrasah Vol. 11 No. 1 (2026): 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.2026.133-148

Abstract

This research was motivated by the low ability of students with mild intellectual disabilities in performing addition operations at SLBN Merangin. The study aimed to describe the implementation process and examine the effectiveness of the Discovery Learning model in improving students’ ability to perform addition operations of natural numbers with results up to 10. The research employed a Classroom Action Research (CAR) method using both qualitative and quantitative approaches. The subjects consisted of three third-grade students with mild intellectual disabilities. The study was conducted in two cycles, each including planning, implementation, observation, and reflection stages. Data was collected through observation and performance tests, while data analysis used qualitative and quantitative descriptive techniques in the form of percentages. The findings indicated a significant improvement in students’ addition operation skills in each cycle. In the preliminary condition, the achievement scores of students RA, RDR, and MK were 55%, 40%, and 45%, respectively, which were categorized as requiring substantial assistance. After the implementation of Cycle II, their scores increased significantly to 85% for RA, 82% for RDR, and 80% for MK, all of which met and exceeded the Learning Achievement Criteria (KKTP) of 76%. Therefore, the Discovery Learning model proved effective in enhancing students’ active participation, conceptual understanding, and independence in performing addition operations using concrete objects.
Pengembangan E-Modul P5-PPA Berbasis Thinking Skills untuk Meningkatkan Kreativitas Siswa MI Aditama, Dhavi Yoga; Mubaidila, Irfa’i Alfian
Jurnal Pendidikan Madrasah Vol. 11 No. 1 (2026): 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.2026.149-158

Abstract

This study aims to analyze the validity, practicality, and effectiveness of a thinking skills-based P5-PPA E-module in improving the creativity of fifth-grade students at MI Plus Wildan Assyifa in the 2025/2026 academic year. The study employed a Research and Development (R&D) method using the ADDIE development model, which consists of Analyze, Design, Develop, Implement, and Evaluate stages. Data were collected through expert validation sheets, teacher and student response questionnaires, as well as creativity tests in the form of pre-tests and post-tests. The findings revealed that the developed E-module achieved a validity score of 91% categorized as “Very Valid” based on assessments from material and media experts. The practicality level was also categorized as “Very Practical,” with student responses reaching 88.9% and teacher responses 85%. In addition, the E-module proved effective in enhancing students’ creativity, as indicated by an N-Gain score of 0.620 in the moderate category and an increase in group creativity percentages from 72% to 84%. Therefore, the thinking skills-based P5-PPA E-module is considered feasible, practical, and effective as a learning medium to improve elementary students’ creativity.
Kepemimpinan Transformasional dan Instruksional Kepala Sekolah dalam Implementasi Kurikulum Merdeka di SMA Al-Hidayah Siregar, Riska Khairani; Hadijaya, Yusuf
Jurnal Pendidikan Madrasah Vol. 11 No. 1 (2026): 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.2026.159-168

Abstract

The implementation of the Merdeka Curriculum in Indonesia requires adaptive, collaborative, and transformative school leadership to ensure sustainable educational change. However, many schools continue to experience challenges related to teacher readiness, instructional supervision, technological adaptation, and school culture transformation. This study aims to analyze the transformational and instructional leadership roles of school principals in supporting curriculum transformation at SMA Al-Hidayah. The research employed a qualitative case study approach involving the principal, vice principal, teachers, and educational staff as research informants selected purposively. Data were collected through in-depth interviews, observation, and documentation, and analyzed using the interactive model of Miles, Huberman, and Saldaña involving data condensation, data display, and conclusion drawing. The findings reveal that the principal implemented transformational and instructional leadership simultaneously through teacher professional development programs, academic supervision, collaborative communication, and digital learning facilitation. The study also found that collaborative school culture, leadership commitment, and teacher motivation became major supporting factors, while technological limitations, economic constraints of students, and limited instructional time emerged as inhibiting factors. This research contributes to strengthening the discourse on adaptive educational leadership in the implementation of the Merdeka Curriculum, particularly in private senior high school contexts.
Digitalisasi Layanan Administrasi Akademik dalam Meningkatkan Mutu Pelayanan Pendidikan di MAS Proyek UNIVA Medan Alyani, Filza; Marpaung, Syafri Fadillah
Jurnal Pendidikan Madrasah Vol. 11 No. 1 (2026): 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.2026.169-178

Abstract

The transformation of educational administration through digitalization has become a strategic necessity in improving the effectiveness, transparency, and quality of academic services in educational institutions. However, many madrasahs still encounter challenges related to technological infrastructure, digital literacy, and organizational readiness in implementing digital-based administrative systems. This study aims to analyze the implementation of educational digitalization, the organization of supporting resources, and the evaluation mechanisms in improving the quality of academic administrative services at MAS Proyek UNIVA Medan. This research employed a qualitative case study approach involving the principal, vice principal, teachers, administrative staff, operators, and students selected purposively. Data were collected through interviews, observations, and documentation, and analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings indicate that digitalization has been implemented through various integrated platforms such as CBT, RDM, EMIS, Simpatika, Google Classroom, Zoom Meeting, and ALEF Education. The implementation has improved service efficiency, data accuracy, accessibility, transparency, and administrative effectiveness. Resource organization has been conducted systematically through the strengthening of human resources, technological infrastructure, and integrated information systems. Evaluation mechanisms are carried out continuously through monitoring, technical improvement, and adaptive service strategies. This study contributes to strengthening the discourse on digital transformation management in Islamic educational institutions, particularly regarding the integration of digital administration systems and academic service quality improvement.
Optimalisasi Pemanfaatan Smartboard dalam Meningkatkan Efektivitas Kinerja Guru di SMP IT Mutiara Qatrunnada, Qatrunnada; Hadijaya, Yusuf
Jurnal Pendidikan Madrasah Vol. 11 No. 1 (2026): 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.2026.179-186

Abstract

This study examines the optimization of smartboard utilization in improving teacher performance effectiveness at SMP IT Mutiara. The research is motivated by the gap between the availability of digital learning technology and its optimal pedagogical utilization in classroom practices. A qualitative approach was employed using a case study design. Data were collected through in-depth interviews, observations, and documentation. The findings indicate that the utilization of smartboards at SMP IT Mutiara has developed positively, shifting from a conventional presentation tool to an interactive learning medium integrating multimedia resources such as videos, digital quizzes, educational games, and various online platforms. However, the level of utilization remains uneven among teachers and has not yet been fully optimized. Teachers generally perceive smartboards positively, as they facilitate material delivery, enhance student engagement, and create more interactive classroom environments. Nevertheless, limitations in training and digital pedagogical competence remain key challenges in maximizing their use. Furthermore, smartboard integration contributes significantly to improving teacher performance effectiveness, particularly in instructional creativity, classroom management, time efficiency, and student participation. Despite these positive impacts, technical constraints such as internet instability and limited professional training still affect implementation consistency. Overall, the study concludes that smartboards have strong potential to enhance teacher performance effectiveness; however, their optimization depends on teachers’ digital competence, continuous professional development, and adequate technological infrastructure.

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