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Muhammad Ilham
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Diniyah: Jurnal Pendidikan Dasar
Published by Institut Agama Islam Negeri Kendari
ISSN : -     EISSN : 27464113     DOI : 10.31332
Core Subject : Education, Engineering,
Education Transportation Other
Diniyah with e-ISSN: 2746-4113 is a forum which publishes an article in the form of the results of thought, research and community service education. This journal is for professionals, academics,researchers, and scholars. The focus and scope of the published article is about primary and early year education related to the theory and practice of teaching and learning, curriculum development, learning materials, learning model, learning methods and instructional media. This journal is published twice a year, May, and November.
Arjuna Subject : Umum - Umum
Articles 84 Documents
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Internalizing students’ social awareness through social studies learning and madrasah culture: A qualitative study at MI Al Fithrah Surabaya
Diniyah: Jurnal Pendidikan Dasar Volume 7 Nomor 1, 2026
Publisher : IAIN Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/dy.v7i1.14163

Abstract

Students’ social awareness is central to character formation in Islamic elementary education, yet its internalization through social studies learning remains underexplored. This study analyzed teacher strategies for internalizing students’ social awareness through social studies learning at MI Al Fithrah Surabaya. Using a qualitative descriptive design, data were collected through classroom observation, semi-structured interviews with one teacher and four sixth-grade students, and documentation of learning activities. The findings show that students’ social awareness emerged in four dimensions: cooperation, empathy, responsibility, and honesty, but these values were not consistently enacted in classroom interaction. The teacher internalized social awareness through heterogeneous group discussion, contextual social studies materials, madrasah cultural habituation, and personal-reflective feedback. However, the process was constrained by the absence of an operational affective assessment rubric, digital media influence, student diversity, and limited instructional time. The study contributes to social studies and Islamic elementary pedagogy by showing that madrasah culture can strengthen value internalization when connected with structured classroom practice and formative affective assessment. Keywords: affective assessment; character education; Islamic elementary school; madrasah culture; social awareness; social studies learning
Elementary teachers’ digital competence and technology-based learning innovation: A case study of early artificial intelligence use in an Indonesian primary school
Diniyah: Jurnal Pendidikan Dasar Volume 7 Nomor 1, 2026
Publisher : IAIN Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/dy.v7i1.14187

Abstract

Elementary teachers’ digital competence is increasingly important for designing responsive, engaging, and innovation-oriented learning in contemporary classrooms. This study explored how elementary school teachers’ digital competence supports learning innovation at SD Aisyiyah 1 Mataram, with attention to technology use in planning, implementation, evaluation, early Artificial Intelligence use, and contextual supporting and inhibiting factors. Using a qualitative case study design, data were collected through classroom observations, semi-structured interviews with teachers and the principal/curriculum coordinator, student open-response questionnaires, and document analysis. The findings show that teachers used digital technology mainly through PowerPoint, videos, projectors, online resources, simple digital quizzes, and AI-assisted preparation. These practices increased student attention, participation, and visual understanding, particularly when integrated with discussion and simple project-based activities. However, technology integration remained at an early stage due to limited facilities, unstable internet access, unequal teacher competence, restricted student device access, and administrative workload. The study highlights the need for sustained professional development that integrates digital pedagogy, AI literacy, collaborative learning, and school-level support. Keywords: Artificial Intelligence; digital competence; digital pedagogy; elementary school teachers; learning innovation; primary education; technology integration
Developing gamified HTML5-based interactive media to improve learning motivation among pre-service elementary teachers
Diniyah: Jurnal Pendidikan Dasar Volume 7 Nomor 1, 2026
Publisher : IAIN Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/dy.v7i1.14235

Abstract

Learning that relies heavily on static media often fails to accommodate the characteristics of students as digital natives, resulting in low persistence, interest, and focus during learning. This study aimed to develop HTML5-based interactive media integrated with gamification to enhance the learning motivation of Primary School Teacher Education (PGSD) students at Universitas Negeri Makassar. This study employed a Research and Development (R&D) design using the ADDIE model, which consists of Analysis, Design, Development, Implementation, and Evaluation. Data were collected through questionnaires, interviews, and documentation. The validation results showed that the developed media was categorized as highly valid by material experts (92.72%) and media/design experts (93.33%). The practicality of the media was also categorized as excellent, as indicated by the results of the one-to-one trial involving seven students (93%) and the small-group trial involving 16 students (90%). Furthermore, the effectiveness test involving 18 students, analyzed using a paired-samples t-test, showed a significant increase in students’ learning motivation (p < .05), with a very large effect size (Cohen’s dz = 3.63) , particularly in the indicators of persistence, interest, and focus after using the media. In conclusion, the gamified HTML5-based interactive media was valid, practical, and empirically shown to improve students’ learning motivation after implementation. Keywords: ADDIE model; gamification; HTML5-based interactive media; learning motivation; Primary School Teacher Education
Developing MATCA as an offline Articulate Storyline-based interactive learning application for teaching light in elementary IPAS
Diniyah: Jurnal Pendidikan Dasar Volume 7 Nomor 1, 2026
Publisher : IAIN Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/dy.v7i1.14259

Abstract

Interactive digital media are increasingly needed to support elementary students’ understanding of abstract science concepts. This study aimed to develop MATCA, an offline Articulate Storyline-based interactive learning application for teaching light in fifth-grade elementary IPAS, and to examine its feasibility and practicality. The study employed a research and development design using the ADDIE model. Data were collected through needs analysis, expert validation sheets, and teacher and student response questionnaires. The developed application contains user instructions, learning competencies, structured materials, animated learning videos, and interactive quizzes. The feasibility assessment showed that MATCA was rated very feasible by the material expert with a score of 86% and by the media expert with a score of 83%. Student responses indicated very high practicality, with 100% for display and 95.35% for operation, while the teacher response reached 100% for both aspects. These findings indicate that MATCA is pedagogically feasible and practically usable as an offline interactive learning medium. The product offers an accessible digital learning alternative for elementary science instruction, although further studies are needed to examine its effectiveness in improving learning outcomes. Keywords: Articulate Storyline; elementary science learning; interactive learning media; IPAS; light concept; offline Android application
Educational games, gamification, and teacher roles in supporting primary students’ cognitive development: A systematic literature review
Diniyah: Jurnal Pendidikan Dasar Volume 7 Nomor 1, 2026
Publisher : IAIN Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/dy.v7i1.14299

Abstract

Educational games, gamification, and game-based learning media are increasingly used in primary education to support active learning, engagement, and cognitive development. However, existing studies remain fragmented in terms of media type, learning context, research design, cognitive outcomes, and teacher roles. This study synthesizes empirical evidence on educational games and gamified learning media in elementary school and madrasah ibtidaiyah contexts, focusing on cognitive outcomes, pedagogical implementation, and research gaps. A Systematic Literature Review was conducted following the PRISMA framework. Articles were identified through Publish or Perish, Google Scholar metadata, SINTA, Garuda, and accredited journal websites. From 200 initial records, 13 studies met the eligibility criteria, and 14 additional studies were obtained through targeted searches, resulting in 27 final articles published between 2022 and 2025. Data were analyzed using descriptive quantitative analysis and thematic synthesis based on the PICO framework. Findings show that Wordwall, Quizizz, Kahoot, Genially, PowerPoint-based games, augmented reality, board games, and collaborative game-based learning were commonly used. Reported outcomes included learning achievement, conceptual understanding, literacy, numeracy, problem-solving ability, motivation, engagement, and teacher readiness. The review highlights that game-based learning is most promising when aligned with learning objectives, teacher facilitation, and explicit cognitive assessment. Keywords: educational games; gamification; game-based learning; cognitive development; primary education; systematic literature review
Enhancing motivation and learning outcomes in Pancasila education through Kahoot-based interactive learning in elementary school
Diniyah: Jurnal Pendidikan Dasar Volume 7 Nomor 1, 2026
Publisher : IAIN Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/dy.v7i1.14425

Abstract

Interactive digital media are increasingly needed to make Pancasila Education more engaging, meaningful, and responsive to elementary students’ learning needs. This study examined the implementation of Kahoot as an interactive learning medium to improve students’ motivation and learning outcomes in Grade V of SD Negeri 2 Rimpak. A classroom action research design was conducted in two cycles, each consisting of planning, action, observation, and reflection. Data were collected through classroom observations, a learning motivation questionnaire, and achievement tests. The findings showed that Kahoot implementation became more effective when revised from an individual speed-based quiz into a collaborative, feedback-oriented learning activity. Students’ motivation increased from 62.5% in the pre-action stage to 78.6% in Cycle I and 91.4% in Cycle II. Learning outcomes also improved, with classical mastery rising from 53.6% to 71.4% and 89.3%, while the class mean score increased from 61.4 to 82.5. These results indicate that Kahoot can support motivational engagement, formative feedback, and conceptual understanding in elementary Pancasila Education. Keywords: classroom action research; elementary school; Kahoot; learning motivation; learning outcomes; Pancasila Education
Improving elementary students’ interest and achievement in civic education through jigsaw cooperative learning
Diniyah: Jurnal Pendidikan Dasar Volume 7 Nomor 1, 2026
Publisher : IAIN Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/dy.v7i1.14426

Abstract

Civics Education in elementary schools requires participatory learning that enables students to understand civic values, discuss social issues, and develop responsible attitudes toward globalization. This study aimed to describe the implementation of the Jigsaw cooperative learning model and analyze its effect on students’ learning interest and Civics achievement. A classroom action research design was conducted in two cycles involving 28 sixth-grade students at SD Negeri 2 Pulosaren. Data were collected through classroom observation, a learning interest questionnaire, achievement tests, and reflection notes. The findings showed that Jigsaw gradually transformed teacher-centered instruction into collaborative learning through home groups, expert groups, peer explanation, and reflective instructional refinement. Students’ learning interest increased from 54.3% in the pre-cycle to 71.4% in Cycle I and 89.3% in Cycle II. Classical mastery also improved from 46.4% to 71.4% and reached 89.3%. These results indicate that structured peer teaching, positive interdependence, and role clarity can strengthen students’ participation, motivation, and conceptual understanding in elementary Civics learning. Keywords: classroom action research; Civics Education; elementary school; Jigsaw cooperative learning; learning achievement; learning interest
Contextual picture storybooks to improve reading interest and beginning reading skills among first-grade primary school students
Diniyah: Jurnal Pendidikan Dasar Volume 7 Nomor 1, 2026
Publisher : IAIN Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/dy.v7i1.14428

Abstract

Early-grade reading instruction should cultivate both children’s interest in reading and their ability to decode and understand simple texts. This study aimed to analyze how contextual picture storybooks improved first-grade students’ reading interest and beginning reading skills through reflective classroom action. The study involved 26 first-grade students at an Indonesian primary school and was conducted in two action cycles. Data were collected through reading interest observation sheets, beginning reading performance assessments, field notes, and classroom documentation. The findings showed consistent improvement across cycles. Students’ reading interest increased from 57.7% in the pre-action stage to 73.1% in Cycle I and 88.5% in Cycle II. Beginning reading mastery also improved from 50.0% to 69.2% and then to 84.6%, while the average reading score increased from 59.6 to 81.9. These improvements were supported by picture walk, guided reading, expressive reading, peer support, and locally contextualized stories. The study implies that picture storybooks can serve as effective pedagogical tools for strengthening early literacy engagement and reading performance. Keywords: beginning reading; classroom action research; early literacy; picture storybooks; primary school; reading interest
Instructional leadership, school-based management, and the quality of project-based IPAS learning in elementary schools
Diniyah: Jurnal Pendidikan Dasar Volume 7 Nomor 1, 2026
Publisher : IAIN Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/dy.v7i1.14431

Abstract

Project-based IPAS learning in elementary schools requires instructional guidance and school-level management support to ensure meaningful implementation of Kurikulum Merdeka. This study analyzed the influence of principals’ instructional leadership and school-based management optimization on the quality of project-based IPAS learning. A quantitative explanatory survey was conducted with 120 upper-grade elementary school teachers from 15 public elementary schools in Wonosobo Regency, Indonesia. Data were collected using structured Likert-scale questionnaires and analyzed through path analysis. The findings showed that principals’ instructional leadership had a significant positive effect on project-based IPAS learning quality (β = 0.47, p < 0.01). School-based management optimization also had a significant positive effect (β = 0.38, p < 0.01). Simultaneously, both variables explained 61.3% of the variance in learning quality. These findings indicate that project-based IPAS learning is strengthened when pedagogical leadership is aligned with participatory school governance, resource management, and accountability. The study highlights the importance of integrating instructional supervision and school-based management to improve curriculum implementation in elementary education.   Keywords: elementary school; instructional leadership; IPAS learning; Kurikulum Merdeka; project-based learning; school-based management
Instructional leadership and the MERALI strategy for strengthening literacy culture in a rural primary school
Diniyah: Jurnal Pendidikan Dasar Volume 7 Nomor 1, 2026
Publisher : IAIN Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/dy.v7i1.14432

Abstract

Strengthening literacy culture in primary schools requires leadership practices that connect instructional improvement, school-based innovation, and evidence-informed decision-making. This study analyses the role of the principal’s instructional leadership in implementing the MERALI strategy to strengthen literacy culture at SD Negeri 2 Banyumudal, while examining the development of literacy indicators from the 2022–2025 Education Report and identifying supporting factors and implementation challenges. Using a qualitative single-case study design, data were collected through semi-structured interviews with the principal, teachers, librarians, parents, and an education office representative, supported by observations and document analysis. The findings show that the principal’s instructional leadership mobilised literacy reform through shared vision, reflective teacher coaching, resource allocation, and community partnership. MERALI operated through four interrelated pillars: restoring a text-rich environment, habituating daily literacy practices, introducing information technology for literacy, and strengthening multi-stakeholder partnerships. Literacy indicators improved consistently, including reading competence, informational text comprehension, reading interest, library use, and parental involvement. The study contributes to literacy leadership scholarship by showing how rural schools can translate data into contextual, sustainable literacy reform. Keywords: data-informed school improvement; Education Report; instructional leadership; literacy culture; MERALI strategy; primary school literacy; rural school

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