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Agustiarini Eka Dheasari
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Al-Muaddib : Jurnal Kajian Ilmu Kependidikan
Published by Sekolah Tinggi Agama Islam Muhammadiyah Probolinggo
ISSN : 27230805     EISSN : 26859149     DOI : https://doi.org/10.46773/muaddib.v2i1
Core Subject : Religion, Education,
Religion Education Languange, Linguistic, Communication & Media Mathematics Other
Muaddib: Jurnal Kajian Ilmu Pendidikan which is managed by Prodi Pendidikan Agama Islam (PAI) of STAI Muhammadiyah Probolinggo. This journal is published twice a year and serves as a tool for researchers, academics and practitioners interested in basic education and learning studies and wish to channel their thoughts and findings, especially in relation to studies in science at education. The articles contained are the results of research, scientific and critical and comprehensive review of the important and current issues covered in the journals
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 408 Documents
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PERAN KEPALA MADRASAH DALAM PENGELOLAAN PROGRAM KARTU INDONESIA PINTAR (KIP) UNTUK PENINGKATAN MUTU PNDIDIKAN DI MADRASAH ALIYAH NU MARON Taupiq Dian Saputra; Ismatul Izzah; Sollah Solehudin
AL-MUADDIB: Jurnal Kajian Ilmu Kependidikan Vol. 8 No. 3 (2026): Juli
Publisher : LPPM STAI Muhammadiyah Probolinggo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46773/gjy3jb19

Abstract

This study aims to examine the role of the madrasah principal in managing the Smart Indonesia Card (KIP) Program and its contribution to improving the quality of education at Madrasah Aliyah NU Maron. The KIP Program is a government initiative aimed at expanding access to education for students from underprivileged families. In its implementation, the madrasah principal plays a crucial role in the planning, implementation, monitoring, and evaluation of the program. This research method uses a qualitative approach through case studies. Data collection was conducted through interviews, observations, and document collection. The research findings indicate that the madrasah principal functions as a manager, leader, and supervisor to ensure the KIP program is implemented effectively and according to its objectives. In addition, the madrasah principal also plays a role in increasing transparency and accountability in the management of KIP funds. Effective management of the KIP program has been shown to have positive effects on improving the quality of education, such as increased student participation, decreased dropout rates, and increased student enthusiasm for learning. Therefore, the active role and capabilities of the madrasah principal are crucial elements in optimizing the implementation of the KIP program to support improved educational quality in madrasah.
PEMANFAATAN GAME BASED LEARNING DAN AI DALAM ASESMEN PEMBELAJARAN PAI: TINJAUAN LITERATUR Rofiatus Sa'adah; Abdul Munip
AL-MUADDIB: Jurnal Kajian Ilmu Kependidikan Vol. 8 No. 3 (2026): Juli
Publisher : LPPM STAI Muhammadiyah Probolinggo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46773/vqq1s757

Abstract

This study is based on the need for more interactive and adaptive assessment in Islamic Religious Education (PAI), as conventional assessment still tends to focus on written and oral tests that mainly measure cognitive achievement. This study aims to analyze the use of Game-Based Learning (GBL) integrated with Artificial Intelligence (AI) in PAI assessment. The method used is a literature review by examining relevant books, journal articles, proceedings, and scientific studies related to GBL, AI, digital assessment, and PAI learning. The findings show that GBL can increase students’ motivation, participation, and engagement through game elements such as quizzes, scores, challenges, rewards, and direct feedback. AI supports this process through automatic feedback, adaptive question difficulty, and real-time learning data analysis. The integration of GBL and AI also allows assessment to move beyond cognitive measurement toward a more holistic evaluation that includes affective aspects, skills, learning involvement, and character development. However, its implementation still faces challenges, including limited technological infrastructure, unequal digital literacy, and the limited use of adaptive AI features in learning platforms. This study concludes that GBL and AI can be used as innovative approaches to PAI assessment when supported by proper pedagogical design, teacher readiness, and adequate digital infrastructure.
MANAJEMEN NILAI-NILAI KOMUNITAS: UPAYA PENGUATAN KOMITMEN KERJA GURU DI SEKOLAH PEDESAAN Nur Putri Dewi; Akmal Mundiri
AL-MUADDIB: Jurnal Kajian Ilmu Kependidikan Vol. 8 No. 3 (2026): Juli
Publisher : LPPM STAI Muhammadiyah Probolinggo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46773/0cz7sq87

Abstract

Teachers' work commitment in rural areas is a social reality that cannot be understood solely from the perspective of individual morality or economic necessity. In addition to professional demands and ethical responsibilities, this commitment is also influenced by the social context surrounding teachers' lives. The values of togetherness, belonging, solidarity, and close social relationships within rural communities shape the interaction patterns and work ethic of educators. This study aims to deeply understand how community values in rural schools play a role in enhancing and maintaining teachers' work commitment. The study used a qualitative approach with a case study method, conducted at MI Nurul Iman, Sindetlami Village. This approach was chosen to explore the phenomenon comprehensively through various relevant data sources. Data collection techniques included direct observation, in-depth interviews, and documentation. The results indicate that religious values and character building are the main foundations for strengthening teachers' work commitment. Religious values not only shape character but also foster a sense of moral and spiritual responsibility in carrying out professional duties. Thus, a school culture based on community values in rural areas has been shown to play a significant role in fostering and sustaining teacher dedication.
PENGARUH MODEL GAME BASED LEARNING TERHADAP KEMAMPUAN BERPIKIR KRITIS MURID PADA MATA PELAJARAN IPAS Anggun Leony; Indah Yunitasari; Angga Setiawan
AL-MUADDIB: Jurnal Kajian Ilmu Kependidikan Vol. 8 No. 3 (2026): Juli
Publisher : LPPM STAI Muhammadiyah Probolinggo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46773/dfc04m13

Abstract

Critical thinking skills are essential competencies in 21st-century learning. However, students' critical thinking skills in Natural and Social Sciences (IPAS) remain relatively low due to teacher-centered learning and a lack of innovative models. While prior studies heavily rely on digital games, research on non-digital Game-Based Learning (GBL) models in elementary schools is still limited. This study aimed to determine the effect of a non-digital GBL model using the 'Pos Environment Damage Challenge' media on the critical thinking skills of fifth-grade students in IPAS subjects. This research employed a quantitative approach with a quasi-experimental method and a nonequivalent control group design using intact classes. The sample consisted of 36 fifth-grade students divided into an experimental class (n=19) and a control class (n=17). Data were collected through multiple-choice tests that passed validity and high reliability tests. Data analysis involved independent sample t-tests and N-Gain tests via SPSS 27.0. The results showed that the average critical thinking score of the experimental class significantly increased from 48.00 to 82.53, whereas the control class only shifted from 49.18 to 50.12. The independent sample t-test obtained a significance value of 0.000 < 0.05, indicating that the GBL model significantly affected students’ critical thinking skills. The critical analysis confirms that the non-digital GBL model stimulates higher-order thinking skills through contextual problem-solving and peer interaction while minimizing digital cognitive overload. It concludes that the GBL model successfully enhances students' critical thinking without digital dependency.
STRATEGI GURU PAI DALAM MENANAMKAN MODERASI BERAGAMA MELALUI PEMBELAJARAN DIGITAL MULTIKULTURAL DI SEKOLAH DASAR Bambang Sismedi Saputro; Musa Asy’arie; Sekar Ayu Aryani; Muthoifin
AL-MUADDIB: Jurnal Kajian Ilmu Kependidikan Vol. 8 No. 3 (2026): Juli
Publisher : LPPM STAI Muhammadiyah Probolinggo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46773/6gz3s962

Abstract

This study aims to analyze the strategies of Islamic Religious Education (PAI) teachers in instilling the value of religious moderation (wasathiyyah) through multicultural digital learning in elementary schools. The theoretical framework integrates Albert Bandura's Social Learning Theory in the digital ecosystem and the Culturally Responsive Teaching (CRT) approach. The literature review shows a research gap where previous studies discussed religious moderation, digital transformation, and multicultural education partially at the basic education level. The research method used Systematic Literature Review (SLR). Initial identification through the Scopus database netted 55,032 articles, which were filtered using the PRISMA Flowchart to produce 27 reputable final articles (2024-2026) to be analyzed using content analysis. The results show that the integration of digital learning acts as a digital enabler of abstract religious concepts, while the multicultural approach provides an inclusive sociological context for learners. The implications of the research emphasize that the success of instilling tolerance in elementary children depends on the synergy of teachers' Technological Pedagogical Content Knowledge (TPACK) competencies and material sensitivity to diversity. The scientific novelty of this research succeeded in formulating a new instructional model syntax: the Multicultural Digital Values Internalization (MDVI) Model through five operational stages (5D), namely Digital Stimulus, Diverse Dialogue, Digital Modeling, Deep Reflection, and Deeds Doing which is adaptive to the psychological development of elementary school students.
IMPLEMENTASI PENDEKATAN DEEP LEARNING PADA PEMBELAJARAN IPAS MATERI CAHAYA DAN SIFATNYA DI KELAS V Fita Ayu Dwi Wahyanti; Agung Nugroho
AL-MUADDIB: Jurnal Kajian Ilmu Kependidikan Vol. 8 No. 3 (2026): Juli
Publisher : LPPM STAI Muhammadiyah Probolinggo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46773/n89p9794

Abstract

This discussion outlines the application of deep learning to the study of Natural and Social Sciences (IPAS) specifically the topic of the properties of lightin the fifth-grade class at SD Negeri Kaliputih, while also examining the associated challenges and supporting factors. This qualitative study takes the form of a case study involving the school principal, the fifth-grade teacher, and the fifth-grade students. Data were gathered through documentation, observation, and interviews, and subsequently analyzed using technique and source triangulation. The findings indicate that deep learning was implemented across several phases: lesson planning, execution, and evaluation. During the planning phase, the teacher developed student worksheets, instructional media, teaching modules, and assessment indicators aligned with the principles of meaningful, joyful, and mindful learning. The discussion further addresses the implementation, comprehension, and reflection aspects of the process. Evaluation was carried out through observation, presentation, reflection, and Wordwall-based quizzes. Supporting factors included school institutional support, teacher competence, student motivation, and adequate facilities and infrastructure. Inhibiting factors included differences in learning styles, time constraints, technological limitations, and student heterogeneity. It is concluded that the implementation of deep learning is capable of creating active, meaningful, and enjoyable learning experiences for students.
PENERAPAN MODEL GAME BASED LEARNING “TREASURE HUNT” TERHADAP LITERASI BUDAYA SISWA KELAS V Ananda Anggoro Putri; Angga Setiawan; Indah Yunitasari
AL-MUADDIB: Jurnal Kajian Ilmu Kependidikan Vol. 8 No. 3 (2026): Juli
Publisher : LPPM STAI Muhammadiyah Probolinggo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46773/zrsxdq37

Abstract

Cultural literacy is an important ability for elementary school students to understand, appreciate, and preserve Indonesia’s cultural diversity. Amid the challenges of globalization, students' limited understanding of local culture may reduce awareness of preserving national identity. Therefore, innovative instructional models are needed to strengthen cultural literacy at the elementary level. This study aims to determine the effect of the Game Based Learning (GBL) “Treasure Hunt” model in IPAS learning on improving the cultural literacy of fifth-grade elementary school students. This research used a quantitative approach with a quasi-experimental method and a nonequivalent control group design. The subjects consisted of fifth-grade students at SDN 1 Surodakan, with 31 students in the experimental class and 29 students in the control class. Data were collected using pretest and posttest instruments and analyzed through normality test, homogeneity test, independent sample t-test, and N-Gain analysis. The results showed that the implementation of Game Based Learning “Treasure Hunt” had a significant effect on students’ cultural literacy. . The independent samples t-test showed a t-value of 13.964 with a significance level of 0.000 (p < 0.05), indicating a statistically significant difference between the experimental and control groups after the intervention. Furthermore, the experimental class achieved an N-Gain score of 68.87% (moderate category), whereas the control class obtained an N-Gain score of −2.11%. Therefore, the Game Based Learning “Treasure Hunt” model is effective for improving students’ cultural literacy in IPAS learning.
PENGARUH TEORI KOGNITIF SOSIAL BANDURA MELALUI MEDIA KOMIK EDUKASI TERHADAP KEPATUHAN TATA TERTIB SEKOLAH Vinda Permatasari; Wahyu Nugroho; Intan Susetyo Kusumo Wardhani
AL-MUADDIB: Jurnal Kajian Ilmu Kependidikan Vol. 8 No. 3 (2026): Juli
Publisher : LPPM STAI Muhammadiyah Probolinggo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46773/c8sr7696

Abstract

Student compliance with school rules is an important part of character building, especially in developing discipline and responsibility. However, some students still do not fully follow school rules, so innovative learning methods are needed to encourage positive behavior through engaging learning experiences. This study aims to examine the effect of Bandura’s Social Cognitive Theory implemented through educational comics on student compliance with school rules. This research adopted a quantitative quasi-experimental method using a non-equivalent control group design. The participants included 39 fifth-grade students, who were divided into an experimental group of 20 students and a control group of 19 students. A questionnaire was administered both before and after the intervention to obtain the research data. Subsequently, the collected data were examined through normality and homogeneity tests, followed by an Independent Samples t-test using SPSS version 25. The experimental group demonstrated a greater improvement, with a score increase of 5.45 points, whereas the control group recorded an increase of 1.48 points. Based on the hypothesis testing results, the Independent Samples t-test revealed a t-value of  2.183 and a p-value of 0.035, which was below the 0.05 significance threshold, indicating that educational comics based on Bandura’s Social Cognitive Theory affect student compliance. Integrating educational comics into Pancasila Education offers an alternative instructional strategy that helps promote students' character development

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