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At-Thullab : Jurnal Pendidikan Guru Madrasah Ibtidaiyah
Published by Universitas Islam Lamongan
ISSN : 25796259     EISSN : 2621895X     DOI : https://doi.org/10.30736/atl.v4i1.120
Core Subject : Religion, Education, Social,
Religion Education Social Sciences
The focus and scope of At-Thullab : Jurnal Pendidikan Guru Madrasah Ibtidaiyah is: Curriculum Development in Elementary Education (MI/SD), Learning Mathematics, Science, Social Studies, Civics, English, Indonesian, Islamic Education, Art and Local content in Elementary Education (MI/SD), Media and Instructional Technologies in Elementary Education (MI/SD), Learning Strategies in Elementary Education (MI/SD), Teacher Competence in Elementary Education (MI/SD), Assessment in Elementary Education (MI/SD), Neuro Psycholinguistics for Children in Elementary Education (MI/SD).
Arjuna Subject : Umum - Umum
Articles 127 Documents
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Project-Based Learning in Science Learning: A Philosophical Perspective of Realism in Madrasah Ibtidaiyah Mutiya, Khoiru; Maemonah, Maemonah; Septiana, Nyangfah Nisa
AT-THULLAB : Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol 9 No 2 (2025): At-Thullab : Jurnal Pendidikan Guru Madrasah Ibtidaiyah
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/atl.v9i2.2414

Abstract

The philosophy of realism in education emphasizes direct experience and observation of concrete phenomena as the foundation of knowledge. This principle aligns closely with Project-based Learning (PjBL), which engages students in authentic tasks to solve real-world problems. This study analyzes the application of PjBL in grade 5 Natural Science learning at a Madrasah Ibtidaiyah in Yogyakarta and identifies factors influencing its implementation. Using a descriptive qualitative approach, which includes observation, interviews, and documentation, the findings reveal that PjBL reflects the principles of realism, as students construct knowledge through active participation and direct interaction with real phenomena. Teachers implemented PjBL through six stages, culminating in a project to create a simple lung model. This activity enabled students to understand the respiratory system through empirical observation, rather than memorization, by examining their breathing patterns before and after engaging in physical activity. PjBL enhanced conceptual understanding, practical skills, critical thinking, and creativity. High student engagement, teacher creativity, and institutional support facilitated implementation, while time limitations, scarce resources, and limited teacher knowledge presented challenges.
The Effect of Using PhET Simulation Media on Fifth Grade Students' Learning Outcomes on Electric Materials Rizky Annisa, Dea; Rizal, Setria Utama; Syabrina, Muhammad
AT-THULLAB : Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol 9 No 2 (2025): At-Thullab : Jurnal Pendidikan Guru Madrasah Ibtidaiyah
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/atl.v9i2.2440

Abstract

This study aims to describe the implementation of Natural and Social Science learning using PhET simulation media and to examine its effect on students’ learning outcomes. The research adopts a quantitative approach with a pre-experimental design, employing a one-group pretest–posttest model. The participants consisted of 26 students, and data were collected through teacher and student activity observation sheets, as well as pretest and posttest assessments. The findings indicate that the use of PhET simulation media in teaching electricity was highly effective, with teacher and student activity scores averaging 97.5% and 92.3%, respectively. The mean pretest score was 51.15, which increased to 84.23 in the posttest. Because the data were not normally distributed, the Wilcoxon test was applied, yielding a significance value of 0.000 (< 0.05). These results demonstrate a statistically significant difference between pretest and posttest scores, suggesting that PhET simulation media can significantly enhance student learning outcomes in Natural and Social Science instruction.
Participatory Transformation: SOAR Analysis of the Learning Process in Elementary Madrasahs Sukmawati, Fitri; Mahsun, Moch.; Shohib, Moch.; Zahroh, Aminatuz; Syuhud, Syuhud
AT-THULLAB : Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol 9 No 2 (2025): At-Thullab : Jurnal Pendidikan Guru Madrasah Ibtidaiyah
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/atl.v9i2.2445

Abstract

This study aims to investigate the effectiveness of the participatory transformation approach through the SOAR (Strengths, Opportunities, Aspirations, Results) framework in improving the quality of the learning process at Madrasah Ibtidaiyah Nurul Jannah Sawaran Lor Lumajang. A descriptive qualitative methodology was used, with data collected through active observation, in-depth interviews with madrasah principals, teachers, and students, and document analysis. The SOAR framework is specifically applied to map the madrasah's intrinsic strengths, development opportunities, collective aspirations, and expected outcomes. The research results show that the participatory SOAR analysis successfully mapped existing capabilities and challenges. Primary strengths include the quality of competent teachers and a supportive learning environment—key opportunities identified in digital technology integration and external support. Shared aspirations create an inclusive learning environment and develop graduates who are competitive and possess noble character. Evidence of the resulting transformation includes increased student motivation, engagement, and learning outcomes. The implementation of SOAR facilitates constructive dialogue and asset-centered strategic planning, making it an effective model for Islamic educational innovation.
The Effect of the Problem Based Learning Model on Critical Thinking Skills in Indonesian Language Learning for Grade IV Students Viyanti, Pratiwi; Moh Faiz Shofi; Evi Wiyanti
AT-THULLAB : Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol 9 No 2 (2025): At-Thullab : Jurnal Pendidikan Guru Madrasah Ibtidaiyah
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/atl.v9i2.2601

Abstract

This research aims to investigate the application of the Problem-Based Learning (PBL) model and its impact on the critical thinking abilities of fourth-grade students. A mixed-method design was employed, utilizing a quasi-experimental one-group pretest-posttest format. Data were gathered through interviews, observations, questionnaires, documentation, and critical thinking assessments. Data analysis followed a Sequential Exploratory strategy, beginning with the collection of qualitative data and subsequently proceeding to quantitative analysis. The implementation of PBL was conducted in six structured sessions, which included icebreakers, group discussions, text analysis, sentence construction, story writing, and presentations. Results showed that PBL enhanced students' participation, motivation, self-confidence, and critical thinking skills, particularly in identifying problems, analyzing information, drawing logical conclusions, evaluating solutions, and communicating ideas. Quantitatively, the average pre-test score of 61.87 increased to 71.13 in the post-test, with a significant difference (t = -6.038; p < 0.05). Therefore, PBL positively influenced learning outcomes and fostered critical, creative, communicative, and collaborative competencies in language learning.
Analysis of Students' and Parents' Perceptions of Self-Confidence in Learning at Gadang IV Public Elementary School in Malang City Ani, Yulianti; Susanti, Romia Hari; Iswahyudi, Didik; Pedi, Afrensia R. Jola; Prasetyaningtyas, Rani
AT-THULLAB : Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol 9 No 2 (2025): At-Thullab : Jurnal Pendidikan Guru Madrasah Ibtidaiyah
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/atl.v9i2.2591

Abstract

This study aims to describe the results of an analysis of fourth-grade students' and their parents' self-confidence in the 2024/2025 academic year. Data analysis was conducted using a self-confidence survey questionnaire completed by students, and the results revealed parents' views on their children's levels of self-confidence in the context of learning in elementary school. The study employed a qualitative descriptive design incorporating a survey as the primary data collection instrument. It involved 56 fourth-grade students and their 56 parents. Data collection was conducted using a self-confidence questionnaire validated using a Likert scale. The results of the analysis of student self-confidence indicators included the ability to understand material (85%), the courage to express opinions (75%), readiness to face challenges (80%), and cooperation in groups (75%). Meanwhile, the results of the questionnaire on parents' confidence in accompanying their children's learning were 79.38%, openness to receiving advice from teachers or the school was 84.17%, and role modeling to foster children's self-confidence was 80.83%. These data show that both parents and students have relatively high levels of self-confidence. However, there are variations in students' confidence in expressing opinions and in parents' ability to support their children's learning. These findings confirm that collaboration between parents and students can build children's self-confidence and play a strategic role in learning success in elementary school.
The Implementation of Religious Moderation in the Merdeka Curriculum: A Case Study of Madrasahs in Binjai City Hadinata, Arie Bastian; Harahap, Surya Bakti; Deni, Indira Fatra; Bagaskara, Muhammad Katon
AT-THULLAB : Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol 9 No 2 (2025): At-Thullab : Jurnal Pendidikan Guru Madrasah Ibtidaiyah
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/atl.v9i2.2506

Abstract

This study aims to analyze the implementation of religious moderation values within the Merdeka Curriculum in madrasahs in Binjai City, identify supporting and inhibiting factors in their application, and evaluate the effectiveness of the teaching strategies used to integrate these values. This research employed a qualitative case study approach, using data collected through in-depth interviews, participatory observations, and document analysis. The research subjects consisted of madrasah principals, Islamic Religious Education teachers, and students at three madrasahs in Binjai City that have implemented the Merdeka Curriculum. The findings reveal that religious moderation values have been integrated into the curriculum and learning processes through various strategies, including contextual and collaborative approaches and the use of digital media. Supporting factors include teacher commitment and madrasah policies, while inhibiting factors involve limited time, teacher capacity, and inadequate evaluation tools. The effectiveness of teaching strategies needs further enhancement through teacher training, development of teaching materials, and comprehensive evaluation to ensure the internalization of religious moderation within madrasah culture. This study offers recommendations for policymakers to strengthen the implementation of religious moderation in Islamic education in Indonesia.
The Implementation of a Five-Foundation-Based Curriculum for Building Student Character Solihin, Rahmat; Nawawi, Habib Natsir
AT-THULLAB : Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol 9 No 2 (2025): At-Thullab : Jurnal Pendidikan Guru Madrasah Ibtidaiyah
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/atl.v9i2.2596

Abstract

This study aims to analyze the planning, implementation, and evaluation of a five-foundation-based curriculum in shaping students’ character at Madrasah Ibtidaiyah Plus Asy-Syukriyyah. Using a qualitative field study approach, data were collected through observations, interviews with teachers and school administrators, and documentation of learning activities and flagship programs. The analysis was conducted descriptively through data reduction, presentation, and conclusion drawing. The findings reveal that curriculum planning was collaboratively developed through teaching modules emphasizing the integration of character values. Implementation was manifested in daily spiritual routines such as dhuha prayer, dhikr Al-Ma'tsurat, and the recitation of Asmaul Husna, as well as flagship programs such as Islamic Personal Development Program, Islamic Exhibition Event, Night of Faith and Piety Development, Shaum Sunnah, Tahajud call, and Maghrib Mengaji. Program evaluation was conducted regularly through coordination between the teachers and Dewan Lembaga Pendidikan Islam (LPI) or Islamic Educational Institution Council to ensure alignment with objectives. The study's novelty lies in its focus on the five-foundation-based curriculum, a model rarely examined in prior research, that integrates academic, spiritual, and moral dimensions within a cohesive character education framework. The findings contribute to understanding how a value-based curriculum can effectively cultivate holistic student character in Islamic elementary education.

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