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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 163 Documents
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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.

Page 17 of 17 | Total Record : 163

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