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Jurnal Riset Madrasah Ibtidaiyah (JURMIA)
Published by Universitas Nahdlatul Ulama Sunan Giri Bojonegoro
ISSN : -     EISSN : 28071034     DOI : https://doi.org/10.32665/jurmia
Core Subject : Education,
Education Other
Jurnal ini mencakup artikel penelitian asli dan artikel ulasan termasuk: Instruksi Madrasah Ibtidaiyah/ Pendidikan Dasar (ilmu pengetahuan alam, ilmu sosial, matematika, bahasa, kewarganegaraan, agama, pendidikan jasmani, dan seni), Penelitian dan Pengembangan Madrasah Ibtidaiyah / Pendidikan Dasar, Kurikulum Madrasah Ibtidaiyah / Pendidikan Dasar, Pengelolaan Madrasah Ibtidaiyah / Pendidikan Dasar, Bimbingan dan konseling Madrasah Ibtidaiyah / Pendidikan Dasar, Psikologi Madrasah Ibtidaiyah / Pendidikan Dasar serta guru di Madrasah Ibtidaiyah / Sekolah Dasar.
Arjuna Subject : Umum - Umum
Articles 140 Documents
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Meningkatkan Hasil Belajar IPA Melalui Model Pembelajaran Problem Based Learning (PBL) yang Diintegrasikan dengan Smart TV Kabinet “Merah Putih” pada Siswa Kelas IV UPT SDN 53 Gresik: Meningkatkan Hasil Belajar IPA Melalui Model Pembelajaran Problem Based Learning (PBL) yang Diintegrasikan dengan Smart TV Kabinet “Merah Putih” pada Siswa Kelas IV UPT SDN 53 Gresik Paringga Wilwan Tikta Sari; Heppy Zakiatun Nissa; Mohamad Nastain; Paringga Wilwan Tikta Sari; Heppy Zakiatun Nissa; Mohamad Nastain
Jurnal Riset Madrasah Ibtidaiyah (JURMIA) Vol. 6 No. 1 (2026): Jurnal Riset Madrasah Ibtidaiyah
Publisher : Jurnal Riset Madrasah Ibtidaiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32665/jurmia.v6i1.5654

Abstract

Science learning in elementary schools frequently remains one-directional, which limits the development of conceptual understanding and learning engagement. Prior studies tend to separate pedagogical models from technology use and rarely measure learning outcomes and engagement simultaneously. This study aims to analyze the effectiveness of the Smart TV-assisted Problem-Based Learning (PBL) model on science learning outcomes and engagement of fourth-grade elementary school students. A quasi-experimental design with a pretest-posttest control group was applied to two classes (experimental group n=22; control group n=22) selected through purposive sampling. The instruments comprised a 30-item multiple-choice achievement test, a three-dimensional engagement observation sheet, and a student response questionnaire. Content validity was examined through expert judgment, empirical validity through product-moment correlation, and reliability through Cronbach's Alpha (a=0.87). Data were analyzed using the Shapiro-Wilk test, Levene test, independent sample t-test, and N-Gain. The results indicated no significant difference at the pretest stage (p=0.412), whereas a significant difference emerged at the posttest stage (t(42)=3.21; p=0.003). The experimental group posttest mean (82.6) exceeded that of the control group (74.1), with a moderate N-Gain (g=0.62) compared to a low N-Gain (g=0.38). The engagement score of the experimental group (M=3.48) also surpassed that of the control group (M=2.91). The novelty of this study lies in integrating PBL and Smart TV within a digital pedagogy framework that measures learning outcomes and engagement concurrently. These findings carry implications for strengthening technology-based science learning practices in elementary education.
Manajemen School Branding dalam Meningkatkan Daya Saing Sekolah Heni Maria Astutik; Taufiq Harris; Suyitno Suyitno; Heni Maria Astutik; Taufiq Harris; Suyitno Suyitno
Jurnal Riset Madrasah Ibtidaiyah (JURMIA) Vol. 6 No. 1 (2026): Jurnal Riset Madrasah Ibtidaiyah
Publisher : Jurnal Riset Madrasah Ibtidaiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32665/jurmia.v6i1.6074

Abstract

This study aims to analyze school branding management in enhancing the competitiveness of an Islamic primary school. The research employs a qualitative approach with a case study design. Data were collected through in-depth interviews, participant observation, and documentation, and subsequently analyzed using the interactive model of Miles and Huberman. The findings reveal that school branding is managed through the integration of the school’s vision, flagship programs, school culture, and institutional communication strategies. Branding functions not merely as a promotional tool, but as a differentiation strategy that fosters trust and stakeholder engagement. School culture plays a fundamental role as the foundation of brand identity, strengthening the institutional image in a sustainable manner. The theoretical contribution of this study emphasizes that school branding in Islamic primary schools is most effective when grounded in values, consistency of educational services, and authentic student experiences. Practically, these findings offer a strategic framework for school administrators in designing branding initiatives aligned with academic quality and institutional character.
"stategi frugal innovation dalam digitalisasi pembelajaran PAI: analisis problematika dan kesenangan belajar di tengah keterbatasan infrasruktur". Hilyatul ulya Halim; Saza Dwi Aulia; Muhammad Nuzli; Hilyatul ulya Halim; Saza Dwi Aulia; Muhammad Nuzli
Jurnal Riset Madrasah Ibtidaiyah (JURMIA) Vol. 6 No. 1 (2026): Jurnal Riset Madrasah Ibtidaiyah
Publisher : Jurnal Riset Madrasah Ibtidaiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32665/jurmia.v6i1.6355

Abstract

The digitalization of Islamic Religious Education learning in elementary schools is frequently constrained by technological infrastructure limitations, while prior studies have focused on the digital divide without examining teachers' adaptive strategies. This study aims to analyze the frugal innovation strategy adopted by teachers in implementing the digitalization of Islamic Religious Education learning at an elementary school facing limited facilities. The study employed a descriptive qualitative approach with a case study design at SD IT Raudhatul Ilmi, Jambi. Data were collected through in-depth interviews, participant observation, and documentation, and were subsequently analyzed using the interactive model of Miles, Huberman, and Saldana, which comprises data condensation, data display, and conclusion drawing. Data validity was strengthened through source and technique triangulation. The findings reveal that limited internet connectivity and inadequate devices cause a time inefficiency of approximately 10 to 15 minutes in each learning session due to restricted network coverage and the alternate use of devices. Through the frugal innovation strategy, teachers overcome these constraints by creatively utilizing available resources, particularly the collective use of audio-visual media through Smart TV and the support of teachers' personal resources. This strategy positively affects students' joyful learning, reflected in their enthusiasm and active participation. The novelty of this study lies in mapping frugal innovation as an adaptive framework for technology-based religious learning within a context of infrastructure limitations.
Sulistina Peran Pojok Baca, Sumber Literasi, Keterampilan Menyimak : Peran Pojok Baca, Sumber Literasi, Keterampilan Menyimak Sulistina Sulistina; Moh. Rudini; Hamna Hamna; Sulistina Sulistina; Moh. Rudini; Hamna Hamna
Jurnal Riset Madrasah Ibtidaiyah (JURMIA) Vol. 6 No. 1 (2026): Jurnal Riset Madrasah Ibtidaiyah
Publisher : Jurnal Riset Madrasah Ibtidaiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32665/jurmia.v6i1.3445

Abstract

The reading corner is a supporting program for the School Literacy Movement (GLS). SDN 1 Tinigi is one of the schools that has provided a reading corner, but its use is still limited to the habituation stage. This is the background for this research to be conducted with the aim of describing (1) The role of the reading corner as a source of literacy in improving the listening skills of 5th grade students of SDN 1 Tinigi, (2) Supporting and inhibiting factors in implementing the reading corner for 5th grade students of SDN 1 Tinigi. Using a mixed method approach with data collection through observation, interviews and documentation shows that the reading corner plays a role as a source of literacy in improving listening skills as seen from the large number of 5th grade students of SDN 1 Tinigi getting good grades. Acting as a source of literacy, the reading corner has 4 roles, namely as a facility for students to read in class, as a provider of nearby reading materials for students, as a comfortable place for students to read and as an interesting place for students to read. The supporting factor for implementing the reading corner in 5th grade students of SDN 1 Tinigi is that it is updated regularly. Meanwhile, the inhibiting factor in implementing the reading corner in class 5 of SDN 1 Tinigi is the students' low interest in reading.
Pengembangan Buku Cerita Bergambar "Becari" Berbasis Metode Montessori pada Kegiatan Membaca Permulaan Siswa Kelas I SDN Wonokerto 1 Devi Rusiana; Uci Ulfa Nur’afifah; Narendradewi Kusumastuti; Ririn Setyowati; Devi Rusiana; Uci Ulfa Nur’afifah; Narendradewi Kusumastuti; Ririn Setyowati
Jurnal Riset Madrasah Ibtidaiyah (JURMIA) Vol. 6 No. 1 (2026): Jurnal Riset Madrasah Ibtidaiyah
Publisher : Jurnal Riset Madrasah Ibtidaiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32665/jurmia.v6i1.5117

Abstract

According to the 2018 findings of the Program for International Student Assessment (PISA), the reading ability of lower-grade students in Indonesia is still considered inadequate due to a lack of learning motivation and their slow intellectual development. The purpose of this study was to develop a picture storybook entitled "Becari" to improve students' motivation and ability in learning to read. Research and development (R&D) was combined with a 3D model (Definition, Design, and Development). Data collection techniques included survey responses, expert validation surveys, interviews, and observations. 100% of material experts, 95% of learning experts, and 96% of media experts provided their opinions on the book's suitability; the opinions of these three experts were categorized as very suitable for use. The teacher and student response rates were 100% and 96%, respectively. The results of student and teacher responses were categorized as very good. The Becari book, which is based on Montessori techniques for early reading activities, can be used to help students learn to read, and is able to foster students' interest and enthusiasm for learning in participating in early reading learning activities.
Problematics Faced by Elementary School Teachers in Integrating Differentiated Learning within the Merdeka Curriculum: Problematika Guru SD dalam Mengintegrasikan Pembelajaran Berdiferensiasi Kurikulum Merdeka Putri Indah Wahyuningsih; Rahayu Pristiwati; Putri Indah Wahyuningsih; Rahayu Pristiwati
Jurnal Riset Madrasah Ibtidaiyah (JURMIA) Vol. 6 No. 1 (2026): Jurnal Riset Madrasah Ibtidaiyah
Publisher : Jurnal Riset Madrasah Ibtidaiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32665/jurmia.v6i1.6081

Abstract

The implementation of the Merdeka Curriculum requires elementary school teachers to apply differentiated instruction in order to accommodate students’ diverse learning needs and characteristics. However, in practice, teachers continue to encounter various challenges in integrating this approach. This study aims to describe the challenges faced by elementary school teachers in implementing differentiated learning within the Merdeka Curriculum. A qualitative case study method was employed, with third-grade teachers at SD Negeri 02 Pedes, Bantul, Yogyakarta, serving as the research subjects. Data were collected through observation, interviews, and documentation. Data analysis was conducted using the Miles and Huberman model, which consists of data reduction, data display, and conclusion drawing and verification. The findings indicate that teachers have made efforts to implement differentiated learning through content, process, and product differentiation based on diagnostic assessments. Nevertheless, teachers still experience difficulties, including limited understanding of the concept of differentiated learning, diversity in students’ abilities and characteristics, insufficient training and institutional support, limited use of technology, as well as time constraints and administrative workload. These findings suggest that the successful implementation of differentiated learning requires sustained support in the form of enhanced teacher competence, targeted professional development, and the provision of adequate facilities and infrastructure to ensure the optimal and inclusive achievement of the Merdeka Curriculum objectives.
Kepemimpinan Kepala Madrasah dalam Meningkatkan Motivasi Kinerja Guru di Madrasah Ibtidaiyah Attahdzibiyah Babat Sinta Mauludya; Ahmad Faizin; Ahmad Thohirin; Sinta Mauludya; Ahmad Faizin; Ahmad Thohirin
Jurnal Riset Madrasah Ibtidaiyah (JURMIA) Vol. 6 No. 1 (2026): Jurnal Riset Madrasah Ibtidaiyah
Publisher : Jurnal Riset Madrasah Ibtidaiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32665/jurmia.v6i1.6120

Abstract

The leadership of madrasah principals plays a strategic role in enhancing teacher performance motivation in Madrasah Ibtidaiyah. This study aims to analyze the leadership practices of the madrasah principal in fostering teacher work motivation at MI Attahdzibiyah Babat, Lamongan Regency. The study employs a qualitative approach with a case study design. Data were collected through in-depth interviews, participatory observations, and documentation involving the madrasah principal and teachers. Data analysis was conducted through data reduction, data display, and conclusion drawing. The findings reveal that leadership is implemented through exemplary behavior, effective communication, teacher empowerment, and support for professional development. These practices create a conducive work climate that positively impacts teachers’ discipline, responsibility, commitment, and initiative in the learning process. Theoretically, the findings confirm that adaptive and participatory leadership oriented toward teacher professional development is a key factor in strengthening sustainable teacher performance motivation.
Perspektif Kepala Sekolah dalam Penerapan Pendekatan Deep Learning di Sekolah Dasar Suci Tuningsih; Suci Tuningsih
Jurnal Riset Madrasah Ibtidaiyah (JURMIA) Vol. 6 No. 1 (2026): Jurnal Riset Madrasah Ibtidaiyah
Publisher : Jurnal Riset Madrasah Ibtidaiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32665/jurmia.v6i1.6282

Abstract

Deep learning is one of the approaches used as a relevant instructional strategy to promote meaningful learning and students’ conceptual understanding in elementary schools. Its success is determined not only by classroom practices but also by the principal’s role as an instructional leader. This study aims to examine principals’ perspectives on the implementation of deep learning in elementary school instruction. The research employed a descriptive qualitative approach with five elementary school principals in Sedayu District as the research subjects. Data were collected through semi-structured and in-depth interviews, school observations, and documentation. Data analysis was conducted using thematic analysis based on the Miles and Huberman model. The findings indicate that principals perceive deep learning as an instructional approach that emphasizes deep understanding and the meaningfulness of students’ learning. Principals play a strategic role in supporting the implementation of deep learning through academic policies, instructional supervision, and providing opportunities for teachers to innovate. However, the implementation of the deep learning approach still faces challenges, including teachers’ readiness, limited instructional time, and administrative workload. This study underscores the importance of principal leadership in creating a learning ecosystem that supports deep learning in elementary schools. By highlighting principals’ perspectives as instructional leaders in policy formulation, academic supervision, and strengthening institutional support, this study contributes novelty by expanding deep learning research from the perspective of school leadership in elementary education.
Pengembangan Model Manajemen Literasi Sekolah untuk Peningkatan Capaian Rapor Pendidikan Sarana Sarana; Suyanto Suyanto; Furqon Wahyudi; Sarana Sarana; Suyanto Suyanto; Furqon Wahyudi
Jurnal Riset Madrasah Ibtidaiyah (JURMIA) Vol. 6 No. 1 (2026): Jurnal Riset Madrasah Ibtidaiyah
Publisher : Jurnal Riset Madrasah Ibtidaiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32665/jurmia.v6i1.6364

Abstract

Reading literacy is one of the essential 21st-century competencies measured through the national assessment and presented in the education report card as a basis for evaluating education quality and implementing data-driven planning at the school level. this study aims to identify an effective school literacy management model to improve education report card outcomes. the research employed a descriptive qualitative approach in schools with top literacy achievement rankings at the district and national levels in 2025, namely smp negeri 1 kunjang and smp negeri 3 wates in kediri regency, involving principals, the school literacy team, teachers, librarians, students, parents, and the community as research subjects. data were collected through in-depth interviews, participatory observation, and documentation, and analyzed using the miles and huberman interactive model with validity ensured through source and technique triangulation. the findings indicate that improvements in reading literacy are supported by integrated literacy management, including education report card–based planning, collaborative organization across stakeholders, sustainable and contextual literacy activities centered on students, and reflective evaluation based on program outcomes. the novelty of this study is the development of a school literacy management model based on the cycle of data–collaboration–contextual action–reflection, integrating management functions systematically for decision-making and continuous program improvement. the study concludes that data-driven, collaborative, contextual, and reflective management significantly contributes to improving reading literacy and provides contributions to the advancement of data-based educational management science, evidence-based school leadership practices, and innovation in education quality improvement policies.
English English Kadek Ayu Dwipayanti; Ni Made Ratminingsih; Made Hery Santosa; Kadek Ayu Dwipayanti; Ni Made Ratminingsih; Made Hery Santosa
Jurnal Riset Madrasah Ibtidaiyah (JURMIA) Vol. 6 No. 1 (2026): Jurnal Riset Madrasah Ibtidaiyah
Publisher : Jurnal Riset Madrasah Ibtidaiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32665/jurmia.v6i1.6619

Abstract

The success of literacy and student learning achievements is supported by the ability to understand reading as an important learning skill. However, for some students in Indonesia, difficulties in relating new material to prior knowledge, as well as a lack of vocabulary, make this a problem. Therefore, this study aims to explore the use of storytelling as a teaching strategy to improve students' reading comprehension and to explore more deeply the perceptions of fourth-grade students regarding its use in the classroom. Using a qualitative descriptive method, seven fourth-grade students from SD Negeri 3 Banjar Jawa, Singaraja, Bali, participated in the study. Data collection was conducted through semi-structured interviews and analyzed using thematic analysis. There were six main themes from the research results, which showed that the use of storytelling as a learning strategy could make learning more interesting, encourage active student participation, and enable students to understand the material through the content of the story easily. As a result, the use of storytelling is an effective strategy to be applied in learning.

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