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Dawuh Guru: Jurnal Pendidikan MI/SD
Published by Institut Pesantren Mathali'ul Falah Pati
ISSN : -     EISSN : 27755789     DOI : https://doi.org/10.35878/guru
Core Subject : Humanities, Education, Social, Engineering,
Humanities Chemical Engineering, Chemistry & Bioengineering Education Social Sciences
Fokus kajian dari Dawuh Guru: Jurnal Pendidikan MI/SD adalah segala hal yang berhubungan dengan pendidikan dasar pada jenjang MI/SD. Ruang lingkupnya meliputi: - Pendidikan Nilai dan Karakter - Pengembangan Kurikulum MI/SD - Pembelajaran PAI, Tematik, Bahasa Indonesia, PPKn, Matematika, IPA, IPS, Seni Budaya, Bahasa Asing, dan Muatan Lokal pada MI/SD - Evaluasi Pendidikan Dasar - Budaya dan Kearifan lokal Madrasah - Kompetensi Guru - Manajemen Pendidikan Dasar, dan - Kajian tentang PGMI.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 100 Documents
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Konsep Pendidikan Ibnu Miskawih dan Relevansinya dengan Kurikulum Berbasis Cinta di Tingkat Madrasah Ibtidaiyah maulana, M. Fahmi
Dawuh Guru: Jurnal Pendidikan MI/SD Vol 6 No 1 (2026): Februari 2026
Publisher : Mafa Press in Collaboration with PGMI Tarbiyah Faculty IPMAFA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35878/guru.v6i1.2184

Abstract

This study aims to analyze the conceptual relevance of Ibn Miskawayh's educational thought to the Love-Based Curriculum (KBC) at the madrasah level. The study focuses on the suitability of values, alignment of educational objectives, relevance of methods, and paradigmatic connectedness. This study uses a qualitative approach with a library research type. Data are sourced from Ibn Miskawayh's main works, especially Tahdzīb al-Akhlāq wa Taṭhīr al-A‘rāq, literature on the Love-Based Curriculum, and other relevant scientific sources. The results show a strong alignment between Ibn Miskawayh's concept of morality and love as the core value of the KBC in shaping students' personalities. This alignment is also evident in the educational goal, namely the formation of people with morals and loving character through the integration of intellectual, emotional, and moral dimensions. In addition, the principles of habituation, exemplary behavior, and moral experience in Ibn Miskawayh's thought are in line with the value of habituation and experiential learning approaches in the KBC. This study concludes that Ibn Miskawayh's educational thinking has strong conceptual and normative relevance to the Love-Based Curriculum paradigm as a humanistic educational model in the madrasa environment.
From Implicit Values to Qur’anic Integration: Rethinking Islamic Science a through Elementary IPAS Textbooks Reno Nurdiyanto; Kustiarini Kustiarini; Retno Wahyuningsih; Pratiwi Rahma Hakim; Zahid Zufar At-Thaariq
Dawuh Guru: Jurnal Pendidikan MI/SD Vol 6 No 2 (2026): Agustus 2026
Publisher : Mafa Press in Collaboration with PGMI Tarbiyah Faculty IPMAFA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35878/guru.v6i2.2214

Abstract

The integration of science with Islamic values in science learning is important for developing scientific literacy and spiritual awareness of students in elementary school. This study goals to analyze how Islamic values are integrated into content of natural and social sciences textbooks in elementary schools and to identify the potential for integrating from the Qur'an into science content. Qualitative content analysis approach was used to textbooks for grades III–VI published by the Indonesian government. The analysis was conducted through the stages of unitizing, reading and familiarization, data coding, category development, and data interpretation with the categories of explicit, implicit, and unintegrated integration. The results indicated the integration of Islamic values in IPAS textbooks was nine units containing indirect religious values. Nevertheless, we not found explicit integration in the form of Qur'anic or hadiths. This study concludes that IPAS textbooks have not systematically integrated Islamic values, require the development of a more integrative textbook model through the addition of reflections on verses of kauniyah, the strengthening of the concept of tauhid, and the value of human as khalifah on earth.
Pengaruh Pendekatan Deep Learning Berbasis Inquiry Based Learning terhadap Keterampilan Berpikir Kritis Siswa Kelas IV Sekolah Dasar Riannisa Novalia Rahmadhani; Angga Setiawan; Indah Yunitasari
Dawuh Guru: Jurnal Pendidikan MI/SD Vol 6 No 2 (2026): Agustus 2026
Publisher : Mafa Press in Collaboration with PGMI Tarbiyah Faculty IPMAFA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35878/guru.v6i2.2265

Abstract

This study is motivated by the low level of students’ critical thinking skills, which is caused by teacher-centered instruction and less meaningful learning processes. The purpose of this study is to determine the effect and effectiveness of the Deep Learning approach through the Inquiry-Based Learning (IBL) model on the critical thinking skills of fourth-grade elementary school students. This study employed a quantitative method with a quasi-experimental design using pre-test and post-test in both experimental and control groups. The results showed a significant improvement in the experimental group, with the average score increasing from 63.71 to 78.81, while the control group also showed improvement but not as substantial as that of the experimental group. Data analysis indicated that the data were normally distributed and homogeneous. The implementation of the Deep Learning approach based on IBL encouraged active student engagement, deeper understanding, and improved analytical skills. Therefore, this approach is proven to be effective in enhancing elementary school students’ critical thinking skills.
Becoming Human through Stories: Transformative Islamic Narrative Pedagogy and the Reconstruction of Selfhood among Primary School Students in the Age of Artificial Intelligence Moh Aniq Khairul Basyar; Ulya Rosyita
Dawuh Guru: Jurnal Pendidikan MI/SD Vol 6 No 2 (2026): Agustus 2026
Publisher : Mafa Press in Collaboration with PGMI Tarbiyah Faculty IPMAFA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35878/guru.v6i2.2302

Abstract

The thunderous expansion of Artificial Intelligence (AI) in educational settings has fundamentally altered how children acquire knowledge, process information, and construct personal identity. Contemporary primary education, increasingly dominated by algorithmic content delivery and competency-based frameworks, risks neglecting the formative dimensions of human selfhood, consciousness, moral imagination, and narrative identity. This study introduces Transformative Islamic Narrative Pedagogy (TINP) as a novel theoretical framework for reconstructing selfhood and moral consciousness among primary school students through Islamic narrative traditions. Drawing on the animated series Pada Zaman Dahulu (PZD) as a primary analytical corpus, this research employs qualitative narrative inquiry combined with multimodal discourse analysis to examine how narrative structures, visual symbols, dialogues, and character archetypes function as transformative pedagogical tools. The study reveals that PZD operates as a rich symbolic narrative space encoding Islamic moral epistemology weaving together consciousness, memory, imagination, and language into coherent narratives of selfhood. The findings demonstrate that TINP offers a culturally grounded, spiritually enriched alternative to AI-centric educational models, fostering not merely cognitive competence but moral consciousness and authentic human becoming. This article argues that narrative remains an irreplaceable pedagogical medium, capable of resisting the anthropological reductionism inherent in AI-driven education while nurturing the full dimensions of Islamic humanistic selfhood.
Integrasi Nilai Keislaman dan Literasi Sains dalam Pembelajaran di Madrasah Ibtidaiyah: Kajian Literatur Sabila Muyassaroh; Izzatin Kamala
Dawuh Guru: Jurnal Pendidikan MI/SD Vol 6 No 2 (2026): Agustus 2026
Publisher : Mafa Press in Collaboration with PGMI Tarbiyah Faculty IPMAFA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35878/guru.v6i2.2304

Abstract

Science learning in Madrasah Ibtidaiyah aims not only to develop students’ conceptual understanding and scientific skills but also to play an important role in fostering religious character through the internalization of Islamic values. However, science learning practices still tend to emphasize cognitive aspects, resulting in the suboptimal integration of scientific literacy and Islamic values. This study aims to analyze the concept of integrating scientific literacy and Islamic values in science learning at Madrasah Ibtidaiyah, identify its benefits for students’ development, and describe its implementation strategies in the learning process. This study employed a literature review method with a qualitative approach. Data were obtained from nine relevant scientific articles and analyzed using content analysis through the processes of data reduction, categorization, interpretation, and thematic synthesis. The findings indicate that the integration of scientific literacy and Islamic values can enhance conceptual understanding, critical thinking skills, science process skills, and problem-solving abilities, while simultaneously supporting the development of religious character, scientific attitudes, responsibility, and environmental awareness. Its implementation can be carried out by linking science topics with relevant verses from the Qur’an and Hadith, applying scientific approaches, conducting experimental and reflective activities, utilizing Problem-Based Learning and Project-Based Learning models, and developing learning media and teaching materials integrated with Islamic values. The novelty of this study lies in its comprehensive synthesis of nine previous studies by integrating the dimensions of scientific literacy, Islamic values, learning strategies, the use of media and technology, and their impacts on students’ cognitive, affective, and psychomotor development within the context of science learning at Madrasah Ibtidaiyah. Thus, this study provides a more comprehensive understanding of the integration of scientific literacy and Islamic values as a holistic and relevant strategy for science learning in fostering students with scientific competence, Islamic character, and readiness to face the challenges of the twenty-first century.
Integrasi Seni, Budaya, dan Pendidikan Karakter Berbasis Kearifan Lokal di Sekolah Dasar Azela Khoirun Munadhifah; Musrikah Musrikah; Uswatun Hasanah
Dawuh Guru: Jurnal Pendidikan MI/SD Vol 6 No 2 (2026): Agustus 2026
Publisher : Mafa Press in Collaboration with PGMI Tarbiyah Faculty IPMAFA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35878/guru.v6i2.2329

Abstract

The waves of globalization and digital transformation have driven a shift toward individualism and a diminishing sense of respect among students for local culture. On the other hand, previous studies have tended to examine arts education, character education, and local culture separately, resulting in a scarcity of integrative conceptual frameworks that combine the three based on local wisdom. Furthermore, the barriers to implementation have rarely been systematically examined in relation to curriculum implementation theory, nor have they been mapped based on existing empirical evidence. This study aims to explore the concept, barriers, and effective strategies for integrating arts, culture, and character education based on local wisdom in elementary schools. The method employed was a Systematic Literature Review (SLR) guided by the PRISMA protocol, with data sourced from Google Scholar and Crossref, resulting in 12 articles selected from an initial pool of 269 for analysis through content analysis and thematic analysis. The findings show that the integration of the three aspects forms a holistic learning strategy, that the barriers encountered are pedagogical and structural in nature and align with curriculum implementation theory, and that the most effective strategy is strengthening teacher capacity and developing an integrated curriculum, supported by the use of local wisdom, technology, and education-ecosystem collaboration. The novelty of this study lies in its integrative conceptual framework linking the three elements, while also connecting implementation barriers to curriculum implementation theory and mapping strategies based on the strength of supporting evidence, thereby offering a reference for the development of contextual and sustainable character education.
Pengembangan Media Pembelajaran Berbantuan Augmented Reality Melalui Aplikasi Quiver Untuk Meningkatkan Kemampuan Menulis Karangan Narasi Ridwan Babur Royen; Muhammad Guntur; Sitti Harisah
Dawuh Guru: Jurnal Pendidikan MI/SD Vol 6 No 2 (2026): Agustus 2026
Publisher : Mafa Press in Collaboration with PGMI Tarbiyah Faculty IPMAFA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35878/guru.v6i2.2366

Abstract

This study aims to develop an Augmented Reality (AR)-assisted learning media through the Quiver application to improve the narrative writing skills of Phase B students at SDN 033 Tarobok, North Luwu Regency. This research employed the Research and Development (R&D) method using the ADDIE development model consisting of Analyze, Design, Development, Implementation, and Evaluation. The developed product was validated by media and language experts before being implemented in learning activities. The findings indicate that the developed learning media met the validity criteria based on expert assessments. The practicality test showed that the media was categorized as very practical by teachers and practical by students. Furthermore, the effectiveness test demonstrated an increase in students' narrative writing skills after using the developed media. Therefore, the Augmented Reality learning media through the Quiver application is feasible and effective to support Indonesian language learning, particularly in improving narrative writing skills of Phase B elementary school students.
Development of "DELBARA" Teaching Materials to Improve Students' Critical Thinking Skills in Elementary Schools Satrio Mustiko Wijayanto; Yuni Ratnasari; Khamdun Khamdun
Dawuh Guru: Jurnal Pendidikan MI/SD Vol 6 No 2 (2026): Agustus 2026
Publisher : Mafa Press in Collaboration with PGMI Tarbiyah Faculty IPMAFA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35878/guru.v6i2.2371

Abstract

The low critical-thinking ability of elementary school students and the limitations of teaching materials in visualizing the concept of photosynthesis pose challenges to learning science. This study aims to analyze the development needs, determine the feasibility, and test the effectiveness of DELBARA (Deep Learning Based on Augmented Reality) teaching materials on photosynthetic materials to improve the critical thinking skills of Grade IV elementary school students in Jepara Regency. The research uses the Research and Development (R&D) method with the ADDIE model, which includes the Analysis, Design, Development, Implementation, and Evaluation stages. Data were collected through observation, interviews, questionnaires, tests, and documentation, then analyzed descriptively and using the Normalized Gain (N-Gain) test. The results of the study show that teachers need interactive, innovative teaching materials that can visualize abstract concepts. DELBARA's teaching materials are deemed feasible following validation by material and media experts, who assessed the content, presentation, language, graphics, and Augmented Reality integration. The product implementation showed an increase in critical thinking skills, with a pretest average of 71.22 rising to 86.00 on the posttest and an N-Gain of 0.513, placing it in the medium category.
Praktik Baik Program Business Day Dalam Penguatan Nilai-Nilai Karakter Peserta Didik Sekolah Dasar Esa Nur Faizah; Khusnul Isma Nuriza; Novia Rosyidah Hidayati Ali; Shellya Khabib Dirgantari; Jayora Harianto
Dawuh Guru: Jurnal Pendidikan MI/SD Vol 6 No 2 (2026): Agustus 2026
Publisher : Mafa Press in Collaboration with PGMI Tarbiyah Faculty IPMAFA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35878/guru.v6i2.2381

Abstract

Character education in primary schools requires learning strategies that integrate authentic experiences with the development of positive values among students. This study aimed to describe the implementation of the Business Day program, analyze character development through this best practice, and identify the supporting and inhibiting factors in its implementation at SD Islam Surya Buana Malang. This research employed a qualitative approach using a case study design. Data were collected through interviews, non-participant observations, and document analysis, and were analyzed using thematic analysis supported by source and technique triangulation to ensure data credibility. The findings revealed that Business Day was implemented through planning, implementation, and evaluation stages involving students actively in every process. The program fostered independence, responsibility, honesty, discipline, collaboration, communication, creativity, self-confidence, social awareness, and problem-solving skills through experiential learning. Its successful implementation was supported by the school's commitment, teachers' roles as facilitators, parental involvement, and students' active participation, while challenges related to students' confidence, financial transaction skills, and limited implementation time became valuable learning experiences. Therefore, Business Day can be regarded as a best practice in entrepreneurship-based character education that is worthy of replication in primary schools and Islamic elementary schools.
Penguatan Psychological Well-Being Anak dengan ADHD melalui Dukungan Lingkungan Sekolah dan Keluarga: Studi Kasus di MI Bahrul Ulum Ni’matun Nafi’atus Sholikhah; Vinan Fatimah Zahro'; Jihan Putri Duwi Anggraeni
Dawuh Guru: Jurnal Pendidikan MI/SD Vol 6 No 2 (2026): Agustus 2026
Publisher : Mafa Press in Collaboration with PGMI Tarbiyah Faculty IPMAFA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35878/guru.v6i2.2382

Abstract

This study aims to examine the psychological well-being of a child with Attention Deficit Hyperactivity Disorder (ADHD) in Grade 2 at MI Bahrul Ulum. Children with ADHD have specific needs that require support from both the school and family environments to facilitate their optimal development. This study employed a qualitative approach using a case study method. Data were collected through observation, interviews, and documentation involving a Grade 2 student, the classroom teacher, and the student's parents. The findings indicate that the psychological well-being of the child with ADHD at MI Bahrul Ulum is influenced by four main factors: (1) teacher support through attention and individualized approaches, (2) peer acceptance in the classroom, (3) a comfortable and conducive learning environment, and (4) parental involvement in supporting the child at home. The child demonstrated improvement in self-confidence and social interaction, although difficulties in maintaining attention and controlling impulses remained. The study concludes that an inclusive school environment and appropriate support can contribute to improving the psychological well-being of children with ADHD in Grade 2 at MI Bahrul Ulum.

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