cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Silviana Nur Faizah
Contact Email
m.fathulamin@unisla.ac.id
Phone
+6285645945695
Journal Mail Official
ummukhairiyah@unisla.ac.id
Editorial Address
Jl. Veteran No 53 A Gedung D FAI
Location
Kab. lamongan,
Jawa timur
INDONESIA
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 165 Documents
 13   14   15   16   17 
Hybrid-Discovery Learning: Enhancing Critical Thinking Skills and Learning Outcomes in Science and Social Studies among Elementary Students Mufidah, Lukluk Nur; Purwowidodo, Agus
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.v9i2.2608

Abstract

The objective of this research is to investigate the influence of Hybrid-Discovery Learning (Hybrid-DL) implementation on students' critical thinking abilities and performance. This study uses field research with a quantitative approach, and the Post-test Only Control-Group Quasi-Experiment method was employed. The study population comprised 54 fifth-grade students from Bayanul Azhar Bendiljati Kulon Sumbergempol Islamic Elementary School, divided into three classes: V-A (16 students), V-B (15 students), and V-C (23 students). Data collection instruments included learning outcome test sheets and critical thinking skills record tests. Data collection techniques used in this study were 1) Observation, researchers conducted observations of the learning process taking place at Bayanul Azhar Bendiljati Kulon Sumbergempol Islamic Elementary School; 2) Interview, researchers conducted interviews with teachers who teach science subjects to see the development of students' critical thinking after applying the Hybrid-Discovery learning model. The obtained data were analysed using a two-way MANOVA analysis, with a significance level of 5%. The research findings show that Hybrid-DL has a significant effect on the achievement of critical thinking skills and learning outcomes. This effect is demonstrated by the improvement in student learning outcomes in the form of learning motivation in the form of increased student enthusiasm for learning as evidenced by increased learning motivation questionnaire scores, and learning achievement as represented by increased student formative assessment scores in the form of report card grades, as well as increased student critical thinking skills as taken from improved critical thinking skills test results.
Growing Elementary School Students’ Collaboration Skills through the Project-Based Learning Model Dewi, Larasati Permata; Pramusinta, Yulia
AT-THULLAB : Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol 10 No 1 (2026): 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.v10i1.2757

Abstract

This study seeks to examine the effect of the Project-Based Learning Model (PJBL) model on enhancing the collaboration skills of 3rd-grade students at Madrasah Ibtidaiyah Ma’arif Nahdlatul Ulama Sungegeneng, particularly in Arts and Culture subjects. It employed a quantitative pre-experimental approach using a one-group pretest-posttest design. Data were collected through collaboration questionnaires, teaching modules, interviews, observations, and documentation. The participants consisted of 34 3rd-grade students of Madrasah Ibtidaiyah Ma’arif Nahdlatul Ulama Sungegeneng. The findings revealed that the mean pre-test score was 47.29, while the mean post-test score increased to 78.85, indicating a gain of 31.56 in collaboration skills. The results of the hypothesis testing showed a p-value of 0.000, suggesting that Ha was accepted. Therefore, it can be concluded that the implementation of the PJBL model has a significant effect on students’ collaboration skills in 3rd-grade Arts and Culture subjects at Madrasah Ibtidaiyah Ma’arif Nahdlatul Ulama Sungegeneng. The implications of this study indicate that the PjBL model can serve as an effective alternative instructional strategy for enhancing elementary school students’ collaboration skills, particularly in Arts and Culture subject.
Evaluating Teaching Assistance Programs Using the CIPP Model and Cognitive Apprenticeship Framework Metafisika, Kartika; Abdillah, Husni; Chasanah, Uswatun
AT-THULLAB : Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol 10 No 1 (2026): 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.v10i1.2668

Abstract

This study evaluates the Teaching Assistance program of a Madrasah Ibtidaiyah Teacher Education study program at an Islamic elementary school in Sidoarjo by integrating the CIPP (Context, Input, Process, Product) evaluation model with Cognitive Apprenticeship theory to assess professional identity formation. Utilising a qualitative case study design with the CIPP model of evaluation study, data were collected through document analysis, classroom observations, and structured interviews with key stakeholders, including the program head, field supervisors, preservice teachers as students’ tutees, and tutor teachers. Thematic analysis was conducted using an interactive model, employing CIPP as the macro-framework and the six pillars of Cognitive Apprenticeship as the analytical lens. The findings indicate that the Teaching Assistance Program successfully facilitated the transfer of expert pedagogical reasoning. The pillars of modelling, coaching, and scaffolding organically emerged, enabling preservice teachers to overcome initial culture shock and achieve independent classroom mastery. However, the current Learning Management System (LMS) primarily serves as a summative tool and lacks the interactive features needed to support the articulation and reflection phases fully. Integrating Cognitive Apprenticeship within the MBKM framework effectively fosters preservice teachers’ pedagogical reasoning. Upgrading the digital infrastructure to support asynchronous metacognitive reflection and providing specialised coaching for field supervisors are recommended to optimise the program.
The Digital Native Approach in P5 Exhibitions: Implementation of the Merdeka Curriculum in Elementary Schools Wiwin Nur Istiqomah; Adheari Sya'ban Nugrohaji; Megawati Mahalil Asna; Imroatus Sulthoniyah; Ibnu Amiruddin
AT-THULLAB : Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol 10 No 1 (2026): 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.v10i1.2761

Abstract

The Merdeka Curriculum promotes project-based learning through the Project for Strengthening the Pancasila Student Profile (P5); however, the implementation of P5 exhibitions in elementary schools remains conventional and has not yet optimally integrated the characteristics of students as digital natives. This study aims to describe the integration of a digital native approach in P5 exhibitions, analyze its contribution to the development of the Pancasila Student Profile dimensions, and identify the supporting and inhibiting factors for its implementation. This study employed a qualitative approach with a single case study design conducted at SDI Aulia Prambon, Sidoarjo. Data were collected through participatory observation, in-depth interviews, and document analysis, then analyzed using the interactive model of Miles, Huberman, and Saldana, and validated through source and method triangulation. The findings identified four forms of digital native integration in the P5 exhibition, namely interactive digital presentations, creative video production, QR code utilization, and project social media, with the most significant contributions to the critical thinking, independence, and creativity dimensions of the Pancasila Student Profile, as well as the cooperation (gotong royong) dimension, which emerged organically through the division of production roles. Supporting factors included student enthusiasm, parental support, and school facilities, while the inhibiting factor was related to the misuse of gadgets for non-academic activities. This study concludes that integrating digital natives requires structured pedagogical scaffolding to transform students' digital habits into meaningful academic achievements.
Gender Stereotypes in EYL Textbook Visual Imagery: Implications for Inclusive Classroom Learning Setyo Utami; Ulya Maulani Subhan; Ahmad Syairofi; Rusma Adam; Ladawan Longsoh
AT-THULLAB : Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol 10 No 1 (2026): 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.v10i1.2926

Abstract

This study investigates gender representation in the My Next Words English textbook series, a nationally endorsed resource for Indonesian elementary schools. Using Critical Content Analysis (CCA), 882 human illustrations containing 2,150 characters were analyzed through Harper's Framework of Gender Stereotypes in Children's Literature. The findings reveal that male characters outnumber female characters (54.3% vs. 45.7%) and are more frequently portrayed in diverse occupations, leadership positions, sports, and public activities. Traditional gender stereotypes accounted for 50.6% of all illustrations, whereas gender-sensitive (27.2%), gender-restrictive (19.3%), and gender-neutral (2.9%) representations were considerably less frequent. The study also identifies an invisible gender barrier, characterized by the implicit visual segregation of boys and girls within shared educational settings. By integrating Harper's Framework with Hidden Curriculum, Social Role Theory, and Critical Pedagogy, this study extends current scholarship on gender representation. It offers a new conceptual perspective for advancing inclusive textbook development and equitable English language education.

Page 17 of 17 | Total Record : 165

 13   14   15   16   17 

Filter by Year

2017 2026


Reset
Filter By Issues
All Issue Vol 10 No 1 (2026): At-Thullab : Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol 9 No 2 (2025): At-Thullab : Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol 9 No 1 (2025): At-Thullab : Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol 8 No 2 (2024): At-Thullab : Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol 8 No 1 (2024): At-Thullab : Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol 7, No 2 (2023): At-Thullab : Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol 7, No 1 (2023): At-Thullab : Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol 6, No 2 (2022): At-Thullab : Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol 6, No 1 (2022): At-Thullab : Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol 5, No 2 (2021): At-Thullab : Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol 5, No 1 (2021): At-Thullab : Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol 4, No 2 (2020): At-Thullab : Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol 4, No 1 (2020): At-Thullab : Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol 3, No 2 (2019): At-Thullab : Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol 3, No 1 (2019): At-Thullab : Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol 2, No 2 (2018): At-Thullab: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol 2, No 1 (2018): At-Thullab: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol 1, No 2 (2017): At-Thullab: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol 1, No 1 (2017): At-Thullab: Jurnal Pendidikan Guru Madrasah Ibtidaiyah More Issue