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Walada: Journal of Primary Education
Published by YAYASAN CENDEKIA CITRA GEMILANG
ISSN : 29622662     EISSN : 29630037     DOI : https://doi.org/10.61798/wjpe.v1i1.1
Core Subject : Education, Social,
Education Social Sciences Other
Focus and Scope Walada: Journal of Primary Education with P-ISSN: 2962-2662 dan E-ISSN: 2963-0037 mainly focuses on learning in primary schools, teacher education or primary school. Detailed scopes of articles accepted for submission to Jurnal walada are: Learning Theory Curriculum and Technology in Education School Management School Policy Teaching and learning
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 143 Documents
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IMPLEMENTASI PENDIDIKAN KARAKTER BERBASIS TRI KAYA PARISUDHA DI SEKOLAH DASAR Ketut Epa Juni Artini; Putu Yulia Angga Dewi; , I Putu Suardipa
Walada: Journal of Primary Education Vol. 5 No. 1 (2026): Walada: Journal of Primary Education
Publisher : cendekia citra gemilang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61798/wjpe.v5i1.529

Abstract

Pendidikan karakter merupakan fondasi utama dalam membentuk generasi muda yang berakhlak mulia, berintegritas, dan mampu menghadapi tantangan perkembangan zaman. Di tingkat Sekolah Dasar (SD), pendidikan karakter menjadi semakin penting karena pada fase inilah peserta didik berada pada tahap pembentukan jati diri, kebiasaan, dan pola pikir yang akan melekat hingga dewasa. Salah satu nilai kearifan lokal yang relevan serta memiliki kontribusi signifikan dalam pembentukan karakter peserta didik adalah ajaran Tri Kaya Parisudha, yang meliputi Manacika (berpikir benar), Wacika (berkata benar), dan Kayika (berbuat benar). Ajaran ini tidak hanya mengajarkan dasar-dasar moralitas, tetapi juga membentuk kesadaran spiritual, etika sosial, dan pengendalian diri yang sangat penting dalam kehidupan sehari-hari peserta didik. Artikel ini bertujuan untuk menganalisis secara mendalam implementasi pendidikan karakter berbasis Tri Kaya Parisudha di sekolah dasar melalui studi literatur terhadap sejumlah penelitian terdahulu. Hasil kajian menunjukkan bahwa penerapan nilai-nilai Tri Kaya Parisudha dapat dilakukan melalui berbagai strategi, seperti pembiasaan perilaku positif, keteladanan guru, pengintegrasian nilai dalam pembelajaran intrakurikuler dan ekstrakurikuler, serta penguatan budaya sekolah yang religius dan berorientasi pada moral. Berbagai penelitian yang dianalisis menunjukkan bahwa peserta didik yang memperoleh pembelajaran berbasis Tri Kaya Parisudha mengalami peningkatan pada aspek religiusitas, kedisiplinan, sopan santun, kemampuan komunikasi yang positif, serta tanggung jawab pribadi dan sosial. Hal ini menegaskan bahwa ajaran Tri Kaya Parisudha bukan hanya relevan sebagai pedoman etika Hindu, tetapi juga efektif sebagai model pendidikan karakter yang komprehensif dan kontekstual di sekolah dasar. Dengan demikian, penerapan Tri Kaya Parisudha dapat menjadi pendekatan strategis untuk membangun karakter peserta didik secara utuh, seimbang, dan berkelanjutan.
ANALISIS IMPLEMENTASI KURIKULUM MERDEKA DALAM PEMBELAJARAN PENDIDIKAN AGAMA ISLAM: STUDI LITERATUR TERHADAP TANTANGAN DAN PELUANG Zakia Indana Zulfa; Akhmad Syahri; Musta’in
Walada: Journal of Primary Education Vol. 5 No. 1 (2026): Walada: Journal of Primary Education
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61798/wjpe.v5i1.530

Abstract

This study aims to analyze the implementation of the Merdeka Curriculum in Islamic Religious Education (PAI), with a focus on the challenges and opportunities that emerge in educational practice. The phenomenon under investigation relates to the gap between the conceptual framework of the Merdeka Curriculum, which emphasizes student-centered learning, and the reality of PAI instruction, which still tends to be normative and traditional. This research employs a qualitative approach using a library research design. Data were collected through documentation techniques by examining various scholarly sources, including indexed journal articles, academic books, and relevant official documents, particularly those published within the last 5–10 years. The data sources were selected based on their credibility and relevance to the research topic. Data analysis was conducted using content analysis techniques, involving stages of data reduction, data display, and conclusion drawing. The findings indicate that the implementation of the Merdeka Curriculum in PAI has shifted toward the use of project-based learning, student-centered learning, and the strengthening of the Pancasila Student Profile. However, several major challenges remain, including teachers’ limited understanding of the curriculum, the persistence of traditional teaching methods, and inadequate educational facilities and infrastructure. On the other hand, the identified opportunities include increased student learning independence, more contextualized learning, innovation in teaching methods, and the strengthening of religious character. These findings contribute to enriching the theoretical discourse on the integration of the Merdeka Curriculum in PAI and provide practical implications for improving teacher competence and educational policy. Future research is recommended to conduct empirical studies across various educational contexts to validate further and expand these findings.
BAHAYA ARTIFICIAL INTELLIGENCE BAGI VALIDITAS EVALUASI DALAM PENYELESAIAN TUGAS AKADEMIK MAHASISWA Aisyah; Fathurrahman Muhtar; Suhirman; Abdul Fattah; Ismail Thoib
Walada: Journal of Primary Education Vol. 5 No. 1 (2026): Walada: Journal of Primary Education
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61798/wjpe.v5i1.531

Abstract

The digitalization of education has driven the massive integration of Artificial Intelligence (AI) in higher education. However, the uncontrolled use of AI raises concerns regarding the authenticity of learning assessments, particularly among Islamic Education (PAI) students at UIN Mataram. This study aims to examine the impact of AI usage on the validity of assessments and the degradation of academic integrity. This research employs a descriptive qualitative approach. Data were collected through in-depth interviews with PAI students from the 2023 and 2024 cohorts, field observations, and documentation, and were analyzed using the interactive model of Miles and Huberman. The findings indicate that the dominance of AI triggers cognitive erosion, reflected in declining literacy, critical thinking skills, and originality of ideas due to dependence on instant answers. This “shortcut” phenomenon undermines the principles of shiddiq (honesty) and amanah (responsibility), resulting in academic scores that no longer validly represent students’ actual intellectual capacities. Therefore, it is necessary to reconstruct evaluation methods and establish strict ethical guidelines for AI usage within the PAI program to preserve academic integrity and the moral quality of graduates.
EFEKTIVITAS MEDIA PEMBELAJARAN BERBASIS MASALAH KONTEKSTUAL BERBANTUAN IFP TERHADAP CAPAIAN BELAJAR SISWA PADA MATERI BANGUN RUANG Uzziah, Wanda Nur; Sri Cacik; Wendri Wiratsiwi
Walada: Journal of Primary Education Vol. 5 No. 1 (2026): Walada: Journal of Primary Education
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61798/wjpe.v5i1.534

Abstract

Kesenjangan antara capaian belajar murid pada materi bangun ruang. dengan target kompetensi memicu urgensi pengintegrasian media pembelajaran interaktif berbasis masalah kontekstual. Penelitian bertujuan mengevaluasi dampak penggunaan perangkat pembelajaran berbasis masalah kontekstual yang diintegrasikan dengan IFP terhadap akademik siswa kelas VI di SDN Pulogede 2. Penelitian menggunakan pendekatan kuantitatif dengan desain eksperimen one group pretest–posttest yang melibatkan 13 murid sebagai subjek penelitian, dengan teknik pengumpulan data berupa tes hasil belajar, observasi sistematis, dan dokumentasi, dengan instrumen disusun berdasarkan indikator capaian pembelajaran. Analisis data dilakukan dengan menggunakan statistik deskriptif serta Uji Wilcoxon Signed Rank untuk mengetahui perbedaan sebelum dan sesudah perlakuan, dan hasil penelitian menunjukkan adanya peningkatan rerata nilai serta perbedaan signifikan antara pretest dan posttest. Demikian, penggunaan media pembelajaran berbasis masalah kontekstual berbantuan IFP terbukti efektif dalam meningkatkan hasil belajar siswa.
Enhancing Learning Motivation through Islamic-Based CTL: The Role of Arabic Language Teachers at MTs Daarusy Syifaa Imam Muttaqin; Zahrodin Fanani
Walada: Journal of Primary Education Vol. 5 No. 1 (2026): Walada: Journal of Primary Education
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61798/wjpe.v5i1.535

Abstract

This study aims to analyze the role of Arabic language teachers in enhancing students’ learning motivation through an Islamic-based Contextual Teaching and Learning (CTL) approach at MTs Daarusy Syifaa’ East Lombok. This research employed a qualitative descriptive design to explore in depth the learning process and the implementation of CTL Islami in a natural setting. Data were collected through observations, in-depth interviews, and documentation, and analyzed using the Miles and Huberman interactive model, including data reduction, data display, and conclusion drawing.The findings reveal that the implementation of CTL Islami creates a more active, meaningful, and student-centered learning environment. Teachers play a crucial role as facilitators, motivators, and role models by integrating contextual learning strategies such as inquiry, modeling, questioning, and reflection with Islamic values derived from the Qur’an and Hadith. This approach enables students to connect Arabic language materials with their daily experiences, thereby increasing their interest and engagement in learning.Furthermore, the study shows that CTL Islami significantly enhances both intrinsic and extrinsic motivation. Students demonstrate greater enthusiasm, participation, and responsibility in the learning process. In addition, this approach contributes to the development of students’ linguistic competence, reflective thinking, and spiritual awareness.This study concludes that the integration of contextual learning and Islamic values provides a holistic and effective approach to improving students’ motivation in Arabic language learning. Therefore, CTL Islami can be considered a strategic pedagogical approach for Islamic educational institutions, particularly madrasahs, in the digital era.
DINAMIKA PENERAPAN KURIKULUM KMI DALAM SISTEM PENDIDIKAN PESANTREN MODERN Syafri Royyan Abdillah; Akhmad Syahri; Musta’in
Walada: Journal of Primary Education Vol. 5 No. 1 (2026): Walada: Journal of Primary Education
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61798/wjpe.v5i1.539

Abstract

Nurul Haramain NWDI Narmada Modern Islamic Boarding School is one of the Islamic educational institutions that adopts the KMI curriculum in its educational system. This Islamic boarding school has its own characteristics in integrating the core curriculum with the modern Islamic boarding school education system that emphasizes character building, discipline, and foreign language proficiency. The implementation of the KMI curriculum in this institution is certainly inseparable from various dynamics, both in the aspects of planning, implementation, and evaluation of learning. The objectives of this study are to: (1) describe the implementation of the KMI curriculum in the modern Islamic boarding school education system; (2) analyze the dynamics that occur in the implementation process; and (3) identify supporting and inhibiting factors in the implementation of the KMI curriculum at Nurul Haramain NWDI Narmada Modern Islamic Boarding School. This study uses a qualitative approach with a narrative inquiry type. The results of the study show (1) the KMI curriculum is implemented comprehensively in shaping the academic competencies, skills, and character of students. (2) In the implementation process, various dynamics emerge which indicate that the implementation of the KMI curriculum is not static, but continues to develop and adapt. (3) There are supporting and inhibiting factors in implementing this KMI curriculum. Through this research, we can see that the KMI curriculum can have a positive impact on students and teachers in achieving educational goals.
PERAN ARTIFICIAL INTELLIGENCE DALAM MANAJEMEN SUMBER DAYA MANUSIA (SDM) PADA LEMBAGA PENDIDIKAN ISLAM DI ERA REVOLUSI INDUSTRI 5.0 Nur Indra Damayanti; Ririn Inayatul Mahfudloh
Walada: Journal of Primary Education Vol. 5 No. 1 (2026): Walada: Journal of Primary Education
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61798/wjpe.v5i1.544

Abstract

This study aims to determine the planning and implementation of Artificial Intelligence (AI)-based human resource management at SMK Wahid Hasyim Glagah Lamongan. This research uses a qualitative approach with a descriptive research type. Data were collected through interviews, observations, and documentation. The data analysis techniques used were data reduction, data presentation, and conclusion. The results of the study indicate that the use of digital technology and Artificial Intelligence has begun to be implemented in managing human resources within the school environment. In the planning stage, AI technology is utilized by teachers to assist in preparing learning tools such as teaching materials, searching for learning references, and creating evaluation instruments. In addition, digital systems also support school administrative management, including student data processing and cloud-based document storage. In the implementation stage, the use of AI can be seen through various digital applications that support both learning and administrative activities. Teachers use AI technology to develop teaching materials and design more innovative learning strategies, while administrative staff utilize digital systems to manage school administrative data more systematically and efficiently. Therefore, the use of Artificial Intelligence in human resource management at SMK Wahid Hasyim Glagah Lamongan can improve the effectiveness, efficiency, and productivity of teachers and educational staff, while also supporting the improvement of learning quality in the era of the Industrial Revolution 5.0
Efektivitas Model Inquiry Learning terhadap Peningkatan Kemampuan Berpikir Kritis dan Kreatif Siswa Sekolah Dasar dalam Pembelajaran Matematika Aisyah, Siti; Maulidar, Maulidar; Astuti, Indra Puji; Untari, Erny; Lesmana, Wahyu Indra
Walada: Journal of Primary Education Vol. 5 No. 1 (2026): Walada: Journal of Primary Education
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61798/wjpe.v5i1.545

Abstract

Pembelajaran matematika di sekolah dasar masih cenderung bersifat prosedural, sehingga kemampuan berpikir kritis dan kreatif siswa belum berkembang secara optimal. Penelitian ini bertujuan untuk menganalisis efektivitas model inquiry learning dalam meningkatkan kedua kemampuan tersebut. Penelitian ini menggunakan pendekatan kuantitatif dengan desain pre-experimental tipe one-group pretest–posttest pada 18 siswa kelas VI. Instrumen penelitian berupa tes berpikir kritis dan kreatif berbasis indikator HOTS yang telah divalidasi. Analisis data meliputi uji normalitas, uji paired sample t-test, perhitungan N-gain, dan effect size. Hasil penelitian menunjukkan adanya peningkatan rata-rata kemampuan berpikir kritis dari 60,28 menjadi 80,11 dan kemampuan berpikir kreatif dari 62,17 menjadi 82,39, dengan perbedaan yang signifikan (p < 0,05). Nilai N-gain masing-masing sebesar 0,62 dan 0,64 (kategori sedang), serta effect size sebesar 1,45 dan 1,38 (kategori besar), yang menunjukkan bahwa peningkatan tersebut tidak hanya signifikan secara statistik, tetapi juga kuat secara praktis. Temuan ini mengindikasikan bahwa inquiry learning efektif dalam meningkatkan kemampuan berpikir kritis dan kreatif secara simultan. Implikasi penelitian ini menegaskan bahwa model inquiry learning dapat menjadi alternatif pembelajaran matematika yang berorientasi pada pengembangan HOTS, meskipun masih diperlukan pengujian lebih lanjut pada sampel yang lebih luas.
KAJIAN KONSEPTUAL IMPLEMENTASI PEMBELAJARAN PANCASILA DALAM MEMBENTUK KARAKTER POSITIF SISWA DI SEKOLAH DASAR Putra, Angga; Putri Surya Damayanti; Ija Srirahmawati; Nabila Rahmawati
Walada: Journal of Primary Education Vol. 5 No. 1 (2026): Walada: Journal of Primary Education
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61798/wjpe.v5i1.547

Abstract

Pendidikan karakter merupakan aspek esensial dalam sistem pendidikan Indonesia, khususnya pada jenjang sekolah dasar sebagai tahap awal pembentukan kepribadian peserta didik. Pembelajaran Pancasila memiliki peran strategis sebagai sarana internalisasi nilai-nilai moral dan kebangsaan dalam membentuk karakter positif siswa. Penelitian ini bertujuan untuk mengkaji secara konseptual implementasi pembelajaran Pancasila dalam membentuk karakter siswa sekolah dasar. Metode yang digunakan adalah literature review dengan pendekatan deskriptif-kualitatif, dengan sumber data berupa artikel jurnal ilmiah nasional bereputasi yang dipublikasikan dalam kurun waktu tiga tahun terakhir (2023–2025). Analisis dilakukan melalui identifikasi tema utama, sintesis temuan penelitian, serta analisis kesenjangan (research gap). Hasil kajian menunjukkan bahwa pendidikan Pancasila berkontribusi signifikan dalam membentuk karakter peserta didik, terutama melalui integrasi nilai dalam pembelajaran yang kontekstual, partisipatif, dan berbasis pengalaman. Pendekatan seperti project-based learning dan pembiasaan nilai terbukti efektif dalam meningkatkan internalisasi karakter siswa. Namun demikian, implementasi di lapangan masih menghadapi berbagai kendala, seperti keterbatasan inovasi pembelajaran, dominasi kajian konseptual, serta minimnya evaluasi jangka panjang terhadap dampak pendidikan karakter. Oleh karena itu, diperlukan pengembangan model pembelajaran yang lebih aplikatif, inovatif, dan berkelanjutan guna mengoptimalkan implementasi pendidikan Pancasila dalam membentuk karakter siswa sekolah dasar.
KESIAPAN GURU IPS SD DALAM MENGIMPLEMENTASIKAN KURIKULUM MERDEKA Meri Yuliani; Baiq Indah Pandini
Walada: Journal of Primary Education Vol. 5 No. 1 (2026): Walada: Journal of Primary Education
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61798/wjpe.v5i1.548

Abstract

Pergantian Kurikulum 13 menjadi Kurikulum Merdeka pada tahun 2022 merupakan perubahan baru di dunia pendidikan. Perubahan tersebut tentunya memengaruhi berbagai aspek pembelajaran baik bagi guru maupun siswa. Metode yang digunakan peneliti dalam penelitian ini adalah metode kualitatif dengan pendekatan studi kasus. Pengumpulan data dilakukan melalui wawancara, observasi, dan dokumentasi. Selanjutnya, data yang diperoleh dianalisis menggunakan analisis Miles dan Huberman yang meliputi pengumpulan data, penyajian data, dan penarikan kesimpulan. Hasil yang diperoleh dari penelitian ini dapat disimpulkan bahwa kesiapan guru kelas II MI NW Dasan Baru Korleko Lombok Timur dalam mengimplementasikan Kurikulum Merdeka dimulai dari perencanaan yang mencakup pembelajaran berdiferensiasi, kegiatan P5, dan penilaian melalui asesmen. Kemudian, pada pelaksanaan kegiatan pembelajaran yang mencakup kegiatan belajar berdiferensiasi, P5, dan asesmen. Kedua faktor pendukung guru IPS kelas II MI NW Dasan Baru Korleko Lombok Timur dalam mengimplementasikan pembelajaran berbasis Kurikulum Merdeka adalah sebagai berikut: a) sarana dan prasarana yang mendukung; b) lingkungan kerja yang mendukung; c) motivasi guru untuk terus belajar mengikuti perkembangan dunia pendidikan. Ketiga faktor penghambat guru IPS kelas II MI NW Dasan Baru Korleko Lombok Timur dalam mengimplementasikan pembelajaran berbasis Kurikulum Merdeka adalah sebagai berikut: a) kondisi siswa yang berbeda, b) materi belajar yang terputus-putus, c) administrasi dan tugas tambahan yang diberikan oleh sekolah.

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