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Mitra PGMI: Jurnal Kependidikan MI
Published by STAI Auliaurrasyidin Tembilahan
ISSN : 24430021     EISSN : 27164136     DOI : https://doi.org/10.46963/mpgmi
Core Subject : Education,
Education
Mitra PGMI adalah jurnal tentang Pendidikan MI, yang memuat gagasan konseptual, review buku, hasil penelitian, dan studi naskah kependidikan. Adapun yang menjadi Focus dan Scope kajian Jurnal Mitra PGMI adalah: 1. Pembelajaran MI/SD 2. Penelitian Tidakan Kelas MI/SD 3. Media Pembelajaran berbasis Teknologi Digital MI/SD 4. Psikologi anak MI/SD 5. Pemeblajaran daring MI/SD 6. Peningkatan kualitas dan Kompetensi Guru MI/SD 7. Manajemen Pendidikan MI/SD 8. Pendidikan Anak dalam Islam 9. Desain kurikulum MI/SD 10. Pengembangan dan Desain Pembelajaran MI/SD 11. Strategi Pembelajaran MI/SD 12. Pendidikan Inklusif MI/SD
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 168 Documents
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The effect of using fun thinkers book media in improving beginning reading skills in first grade elementary school students Nabila Nabila; Nur Wahyuni; Muhammad Dekar
Mitra PGMI: Jurnal Kependidikan MI Vol. 12 No. 2 (2026): Mitra PGMI: Jurnal Kependidikan MI
Publisher : Program Studi PGMI STAI Auliaurrasyidin Tembilahan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46963/mpgmi.v12i2.3681

Abstract

This research is based on the ability of first grade students at SDN 104202 Bandar Setia, where 57% of 28 students still have difficulty identifying letters, composing syllables, and reading simple words. The purpose of the research is to measure students' early reading skills and analyze the effect of using Fun Thinkers Book media on the improvement of these skills. The research uses a quantitative approach with a Quasi Experimental Pretest Posttest Control Group Design. The illustration consists of class Dia as the control class and class IB as the experimental class, each with 25 students. The research instrument is in the form of an early reading skills test with 10 valid questions and a Cronbach's Alpha reliability of 0.831. The results of the normality and homogeneity tests show that the data is fairly distributed and homogeneous. The average score of the control class increased from 38.40 to 67.60, while the average score of the experimental class increased from 48.80 to 80.00. The Paired Sample T-Test test produced a significance value of 0.000 < 0.05, and Independent Sample T-Test of 0.002 < 0.05. Thus, the null hypothesis (H₀) is rejected, so it is concluded that the use of Fun Thinkers Book media has a significant effect on increasing the early reading skills of first grade students at SDN 104202 Bandar Setia.
Development of the “Ceria” digital hijaiyah flashcards to help first grade elementary school students Ani Nur Aeni; Dhevania Fitri Nurfauziah; Siti Novelinda Sanjaya; Ilham Muhyidin
Mitra PGMI: Jurnal Kependidikan MI Vol. 12 No. 2 (2026): Mitra PGMI: Jurnal Kependidikan MI
Publisher : Program Studi PGMI STAI Auliaurrasyidin Tembilahan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46963/mpgmi.v12i2.3695

Abstract

This research was initiated by the low comprehension of first-grade elementary school students in recognizing hijaiyah letters due to the use of conventional learning methods and the lack of interactive learning media. The purpose of this study was to develop and evaluate the feasibility and improvement contribution of the "Hijaiyah Ceria" Digital Flashcard media toward students' comprehension of hijaiyah letters. The method employed was Design and Development (D&D), encompassing stages of needs analysis, design, development, validation, tryouts, and evaluation. The research subjects consisted of 16 first-grade elementary school students. Data collection instruments included comprehension tests, student feedback surveys, expert validation surveys, and interviews. The results indicated that the developed media fell into the highly feasible category based on expert validation. Furthermore, there was an increase in student learning outcomes, from an average of 87.5% during the pretest to 97.9% during the posttest. These findings demonstrate that the use of the “Hijaiyah Ceria” Digital Flashcard media shows a positive trend toward improving hijaiyah letter comprehension, as well as fostering student engagement and motivation in the learning process.
Designing a contextual science oriented KKG model for elementary school teachers' professional learning: A design based research Dinda Widyastika; Sumarno Sumarno; Wawan Bunawan
Mitra PGMI: Jurnal Kependidikan MI Vol. 12 No. 2 (2026): Mitra PGMI: Jurnal Kependidikan MI
Publisher : Program Studi PGMI STAI Auliaurrasyidin Tembilahan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46963/mpgmi.v12i2.3721

Abstract

This study aimed to design and refine a community-based professional learning system through the Teacher Working Group (Kelompok Kerja Guru/KKG) to support contextual science teaching in elementary schools. The study employed a qualitative Design-Based Research (DBR) approach involving eight fourth- and fifth-grade teachers from SDS Al-Fitriah and SDS Yapsi in Medan Johor District, Medan City. The research was conducted through iterative DBR phases consisting of (1) analysis of teachers’ professional learning needs and existing KKG practices, (2) design of an initial KKG prototype based on contextual science learning principles, (3) implementation and formative evaluation through classroom observations, interviews, document analysis, and reflective discussions, and (4) revision of the prototype based on empirical findings and expert feedback. The iterative cycles resulted in a refined KKG model that met the criteria of validity, practicality, and effectiveness. Validity was confirmed through expert evaluations indicating that the prototype possessed high content and construct validity. Practicality was demonstrated by implementation fidelity exceeding 85% and positive teacher perceptions regarding the relevance and usefulness of KKG activities. The study contributes a validated prototype for sustainable teacher professional learning and extends DBR research by emphasizing the collaborative design process within KKG as a mechanism for strengthening contextual science literacy in elementary education, rather than focusing solely on student learning outcomes.
Utilization of Lectora Inspire as interactive learning media in elementary education: Systematic literature review Anisa Wijaya; Siska Delia; Sinta Migus Mita; Syaiyidati Nur Fatimah; Sunarti Sunarti
Mitra PGMI: Jurnal Kependidikan MI Vol. 12 No. 2 (2026): Mitra PGMI: Jurnal Kependidikan MI
Publisher : Program Studi PGMI STAI Auliaurrasyidin Tembilahan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46963/mpgmi.v12i2.3840

Abstract

The development of educational technology currently provides a very important contribution to learning. Facts found in the field still show teachers who use learning that does not attract students' attention. The development of learning media allows teachers to develop knowledge in the use of interactive learning media. This research is a literature study with a descriptive qualitative approach. The purpose of this study is to identify the quality of the use of Lectora Inspire learning media in elementary schools. The data collection technique was carried out by collecting 10 relevant articles from 2021 to 2026. The analysis technique used is descriptive qualitative analysis through a literature review of the research results conducted by previous researchers. The results indicate that the use of Lectora Inspire media in elementary schools is feasible to use and can be associated with different variables, such as improving learning outcomes, student understanding, learning motivation, as well as an attractive appearance and media feasibility.
The implementation of gamification based learning through the enuma application to enhance Students' literacy: A case study at MI Bahrul Ulum Bengle Karawang Jaenal Abidin; Agus Susilo Saefullah; Aditya Prayogo Mustakim; Abdul Azis
Mitra PGMI: Jurnal Kependidikan MI Vol. 12 No. 2 (2026): Mitra PGMI: Jurnal Kependidikan MI
Publisher : Program Studi PGMI STAI Auliaurrasyidin Tembilahan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46963/mpgmi.v12i2.3845

Abstract

This study aims to examine the implementation of gamification-based learning through the Enuma application to improve students’ literacy at MI Bahrul Ulum Bengle, Karawang. Motivated by low literacy skills and the need for interactive, student-centered, and technology-based learning, the study employed a descriptive qualitative approach with a case study design. Participants included the madrasah principal, assistant teachers, and first-grade students. Data were collected through observations, semi-structured interviews, and documentation and analyzed using the Miles and Huberman interactive model. The findings indicate that Enuma’s gamification features, including levels, rewards, feedback, and leaderboards, promoted interactive and engaging learning while increasing students’ participation, independence, and consistency in literacy activities. Students’ early reading skills also improved gradually from letter recognition to syllables, words, and simple sentences. Device availability, teacher facilitation, and institutional support supported implementation, while limited devices, unstable internet access, and differences in teachers’ digital competence remained challenges. Overall, Enuma-based gamification contributed to early reading literacy development and strengthened students’ motivation and engagement within the study context.
Development of an audio storybook to enhance students’ understanding of Pancasila education in elementary school Ayu Dewi Novitasari; Hamidaturrohmah Hamidaturrohmah
Mitra PGMI: Jurnal Kependidikan MI Vol. 12 No. 2 (2026): Mitra PGMI: Jurnal Kependidikan MI
Publisher : Program Studi PGMI STAI Auliaurrasyidin Tembilahan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46963/mpgmi.v12i2.3927

Abstract

This study was motivated by fourth-grade students’ difficulties in understanding and applying the concepts of rules, rights, and responsibilities in Pancasila Education due to the abstract nature of the material and limited learning media. Therefore, this study aimed to analyze needs and develop, assess the feasibility and practicality, and evaluate the effectiveness of an audio storybook for enhancing students’ understanding of rules in their surroundings. The study employed Research and Development (R&D) using the ADDIE model and involved 20 fourth-grade students at SD Negeri 12 Jambu. Data were collected through interviews, questionnaires, validation sheets, response questionnaires, and pretest and posttest items and analyzed using Jamovi version 2.6.26.0. The results showed that the media and material experts rated the product at 98% and 92%, respectively, indicating a highly feasible category. Student and teacher responses reached 95% and 88%, respectively, both categorized as very good. The N-Gain score was 0.77, indicating a high level of improvement, while the paired-sample t-test showed a significant difference between pretest and posttest scores (p < 0.001). These findings indicate that the audio storybook is feasible, practical, and effective for supporting elementary students’ learning of Pancasila Education.
The relationship between reading literacy and students' ability to write explanatory texts at State Elementary School 25/II Muara Bungo Enjellia Wirasdi; Anggun Dwita; Meri Maryulis; Ladia Samira; M. Fikri Al-Fawwaz
Mitra PGMI: Jurnal Kependidikan MI Vol. 12 No. 2 (2026): Mitra PGMI: Jurnal Kependidikan MI
Publisher : Program Studi PGMI STAI Auliaurrasyidin Tembilahan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46963/mpgmi.v12i2.3965

Abstract

Reading literacy is a fundamental foundation for developing students’ writing competence, particularly in producing explanatory texts. This study examined the relationship between reading literacy and explanatory text writing skills among fifth-grade students at SDN 25/II Sungai Pinang, Muara Bungo. A quantitative correlational design was employed, involving all 15 fifth-grade students through saturated sampling. Data were collected using a reading literacy questionnaire and an explanatory text writing assessment and analyzed using descriptive statistics, the Shapiro–Wilk normality test, and Pearson’s Product-Moment correlation with SPSS. The results showed mean scores of 79.07 for reading literacy and 77.87 for explanatory writing skills. Both variables met the normality assumption. Pearson’s correlation analysis revealed a very strong positive and significant relationship between reading literacy and explanatory writing skills (r = 0.920, p < 0.001). Thus, students with stronger reading literacy tended to demonstrate better explanatory writing skills. Strengthening reading literacy programs in elementary schools may therefore support students’ writing development, particularly in producing explanatory texts.
Implementation of differentiated instruction in primary schools: A literature review of trends, challenges, and development strategies Muhammad Rifqi Maulana; Dukan Jauhari Faruq
Mitra PGMI: Jurnal Kependidikan MI Vol. 12 No. 2 (2026): Mitra PGMI: Jurnal Kependidikan MI
Publisher : Program Studi PGMI STAI Auliaurrasyidin Tembilahan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46963/mpgmi.v12i2.4038

Abstract

This study aimed to examine implementation trends, identify challenges, and formulate development strategies for differentiated instruction in primary schools. An integrative literature review with a descriptive qualitative approach was conducted on 30 scholarly articles published between 2022 and 2025. Articles were selected based on their relevance to primary education, methodological clarity, full-text availability, and source traceability. Data were mapped using a literature matrix and analyzed through narrative thematic analysis. The findings indicate that differentiated instruction is commonly implemented through needs assessment and adaptations to content, process, and product across subjects. Most studies reported positive trends in students’ academic achievement, engagement, collaboration, self-confidence, and critical and creative thinking, although the strength of evidence varied across contexts and research designs. Key challenges included gaps between teachers’ conceptual understanding and classroom practice, limited diagnostic assessment skills, time constraints, classroom management, instructional resources, assessment complexity, and inadequate institutional support. Effective strategies include sustained teacher training and mentoring, professional learning communities, formative assessment, flexible grouping, adaptive materials, and supportive school leadership. Overall, differentiated instruction should be implemented as a continuous pedagogical process that integrates teacher capacity, adaptive instructional design, and institutional support.

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