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Tadrusuun: Jurnal Pendidikan Dasar
Published by STIT Fatahillah Bogor
ISSN : 28288750     EISSN : 28290933     DOI : 10.62274
Core Subject : Education, Social,
Education Environmental Science Mathematics Social Sciences Other
TADRUSUUN: JURNAL PENDIDIKAN DASAR is a scientific journal published by STIT Fatahillah. This journal contains scientific papers from Academics, Researchers, and Practitioners about research on Elementary School. TADRUSUUN: JURNAL PENDIDIKAN DASAR will publish 2 editions each year, in March and September.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 51 Documents
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Efektivitas Problem-Based Learning (PBL) dengan Digital dan Integrasi Budaya Lokal Madura Terhadap Literasi Sains Siswa Sekolah Dasar: Learning Model, PBL, Digital, Madurese Local Culture, Scientific Literacy Sutrisno, Tri
TADRUSUUN: JURNAL PENDIDIKAN DASAR Vol. 4 No. 2 (2025): September 2025
Publisher : STIT Fatahillah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62274/tadrusuun.v4i2.241

Abstract

This study aims to investigate the effectiveness of problem-based learning (PBL) with digital and Madurese local cultural integration on the scientific literacy of elementary school students. This study is based on the low scientific literacy of Indonesian students and the limited contextual, innovative, and appropriate learning models for local cultural characteristics. This study uses a quantitative approach with a quasi-experimental design with a pretest-posttest control group type. The subjects were fifth-grade students at SDN Kalianget Barat III, Sumenep Regency, who were divided into two groups: an experimental group and a control group. The experimental group received learning using a digital media-based PBL model that raised the Madurese cultural context, such as Tanean Lanjhang and Rokat Tase, while the control group followed conventional learning. The research instruments were a scientific literacy test and a student response questionnaire. The analysis results showed that the average posttest score of the experimental group's scientific literacy (83.14) was significantly higher than the control group (66.79), with a significance value of p <0.05 based on an independent t-test. Furthermore, the questionnaire showed that 89.3% of students responded positively to the learning model used. This finding indicates that the developed learning model is capable of creating active, contextual, and meaningful learning, as well as supporting the implementation of the Independent Curriculum and strengthening the Pancasila Student Profile. Therefore, this model is recommended as an innovative alternative for science learning based on local culture
Penerapan Model Pembelajaran ICARE Untuk Meningkatkan Hasil Belajar Kognitif Siswa Pada Mata Pelajaran Ilmu Pengetahuan Sosial di Madrasah Ibtidaiyah: ICARE Learning Model, Social Studie, Cognitive Learning Outcomes Qodariyah, Nurul; F. Ramdhan, Dadan; Rahman, Alvin Yanuar
TADRUSUUN: JURNAL PENDIDIKAN DASAR Vol. 4 No. 2 (2025): September 2025
Publisher : STIT Fatahillah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62274/tadrusuun.v4i2.242

Abstract

This research is motivated by the existence of problems found in students' cognitive learning outcomes in the subject of Social Sciences in class Ⅳ MI Cibanteng, West Bandung Regency, which shows that there are still students who have not reached the Minimum Completion Criteria (KKM), because there is no effective learning model in the subject of Social Sciences. This study aims to determine: (1) students' cognitive learning outcomes before the implementation of the ICARE learning model, (2) the process of implementing the ICARE learning model in each cycle, and (3) students' cognitive learning outcomes at the end of the cycle after the implementation of the ICARE learning model. This study uses the Classroom Action Research (CAR) method with data collection techniques including observation, testing, and documentation. While data analysis is carried out by calculating the average value, individual learning completion, and classical learning completion, as well as analyzing the results of observations of teacher and student activities. The study's results show an increase in students' cognitive learning outcomes in the subject of Social Sciences when using the ICARE model in each cycle. The research revealed that students' cognitive learning outcomes in the pre-cycle before implementing the ICARE learning model in Social Studies achieved an average score of 62.3, with a classical mastery score of 56%. After implementing the ICARE learning model, the average score increased to 66.1, with a classical mastery score of 64% in Cycle 2. Finally, it reached an average score of 74.7 and a classical mastery score of 78% in Cycle 2. Therefore, it can be concluded that the ICARE learning model can improve students' cognitive learning outcomes in Social Studies in grade Ⅳ at MI Cibanteng, West Bandung Regency.
Penerapan Model Pembelajaran Kooperatif Tipe Team Quiz untuk Meningkatkan Kemampuan Berpikir Kreatif Siswa Pada Pelajaran IPA di MI: Team Quiz Cooperative Learning Model, Creative Thinking Ability, Science Subjects Ramadanti, Nurpauziah; Saefuddin, Asis; Rahman, Alvin Yanuar
TADRUSUUN: JURNAL PENDIDIKAN DASAR Vol. 4 No. 2 (2025): September 2025
Publisher : STIT Fatahillah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62274/tadrusuun.v4i2.243

Abstract

This study was motivated by the low level of creative thinking skills among fifth-grade students at MI Ar-Rifa in the subject of Natural Sciences. Initial assessment results revealed that out of 24 students, 14 (59%) had not reached the Minimum Mastery Criteria (MMC) of 70, with an average class score of 59.6 and a classical completeness rate of only 41%. The limited development of students’ creative thinking was attributed to the use of conventional teaching models that lacked interactivity and failed to involve students actively in the learning process. This study aimed to explore: (1) the creative thinking abilities of students before the implementation of the Team Quiz cooperative learning model, (2) how the model was applied during the learning process, and (3) the improvement in students’ creative thinking skills after each intervention cycle. Conducted in a fifth-grade classroom at MI Ar-Rifa, the study employed a mixed-method approach, combining qualitative and quantitative data analysis. The research was designed as classroom action research implemented in two cycles, each consisting of planning, implementation, observation, and reflection. Data were collected through written tests, observation, and documentation. The results indicated a consistent improvement in students’ creative thinking skills. The average score increased from 59.6 in the pre-cycle to 68.5 in the first cycle, and to 75.0 in the second cycle. Likewise, the classical completeness rate rose from 41% to 62% and finally reached 83%. These outcomes demonstrate that the Team Quiz cooperative learning model is effective in enhancing creative thinking skills among students in science learning
Peningkatan Pemahaman Siswa di Madrasah Ibtidaiyah pada Mata Pelajaran Bahasa Inggris dengan Menerapkan Model Pembelajaran Flipped classroom: Flipped classroom; English Skill; Classroom Action Research; Student Engagement Andiyani, Nurul Shifa; Nasihudin; Mahmud, Muhammad Rifqi
TADRUSUUN: JURNAL PENDIDIKAN DASAR Vol. 4 No. 2 (2025): September 2025
Publisher : STIT Fatahillah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62274/tadrusuun.v4i2.246

Abstract

This research aims to improve students' English skills through the implementation of the Flipped classroom model in class VB of MI Miftahul Huda Bandung. The study addresses students' low understanding of English material due to the use of conventional teaching methods and limited class time. The research uses Classroom Action Research (CAR) with the Kemmis and McTaggart model, conducted over four cycles, each involving planning, implementation, observation, and reflection. The subjects were 21 students in class VB. Data was collected through observation, interviews, documentation, and written tests. The results showed an improvement in students' comprehension from the pre-cycle to cycle IV. In the pre-cycle, the average score was 57 with a 27% completion rate. After applying the Flipped classroom model, the scores gradually improved: cycle I (63, 39% completion), cycle II (67, 52% completion), cycle III (72, 62% completion), and cycle IV (79, 86% completion). Student activity also increased from 57% in cycle I to 85% in cycle IV, while teacher activity remained at 100%. The findings suggest that the Flipped classroom model effectively enhances student engagement and learning outcomes. It allows students to access material outside class, learn at their own pace, and promotes greater learning independence. This model is highly relevant in primary schools with diverse student learning abilities.
Penerapan Teknik Kuratul Kalam untuk Meningkatkan Keterampilan Berbicara Siswa pada Mata Pelajaran Bahasa Arab di Madrasah Ibtidaiyah: speaking skills; arabic language; kuratul kalam tehnique Zakiyah, Nisa; Salahudin, Anas; Rahman, Alvin Yanuar
TADRUSUUN: JURNAL PENDIDIKAN DASAR Vol. 4 No. 2 (2025): September 2025
Publisher : STIT Fatahillah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62274/tadrusuun.v4i2.247

Abstract

This study is to evaluate the use of the Kuratul Kalam technique in enhancing the speaking abilities of fourth-grade pupils at MIN 2 Bandung. This study, driven by the inadequate speaking proficiency of students in Arabic language classes, employs the Classroom Action Research (CAR) methodology, utilising data collection approaches such as observation, performance assessments, and documentation. The employed data analysis methods were qualitative and quantitative methodologies. This study's results demonstrate that the implementation of the Kuratul Kalam approach can markedly enhance pupils' speaking abilities. During the pre-cycle, the mean score was 55.89, accompanied by a classical mastery percentage of 14%. In Cycle I, the mean score was 66.79, accompanied by a classical mastery percentage of 46%. In Cycle II, the mean score increased to 75.36, with a classical mastery percentage of 82%. This project aims to enhance students' speaking proficiency, particularly in Arabic language courses
Penerapan Model Sosiodrama untuk Meningkatkan Kemampuan Komunikasi pada Pembelajaran IPAS di Madrasah Ibtidaiyah Fitriyani, Pipih; Kurniawati, Nia; Widowati, Kawuryansih
TADRUSUUN: JURNAL PENDIDIKAN DASAR Vol. 5 No. 1 (2026): Maret 2026
Publisher : STIT Fatahillah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62274/tadrusuun.v5i1.249

Abstract

This study aims to examine the implementation of the sociodrama learning model on students’ communication skills in the Natural and Social Sciences (IPAS) subject for grade IV-B at MIS Al-Misbah. The research employed a pre-experimental method with a one-group pretest-posttest design. The research instrument consisted of a communication skills test administered before (pretest) and after (posttest) the treatment. The learning material used was “Cultural Diversity”, delivered through three learning sessions covering the topics: (1) The Uniqueness of Community Practices, (2) The Richness of Indonesian Culture, and (3) Ways to Preserve Indonesian Culture. The pretest results showed the lowest score of 40, the highest score of 70, and an average of 53.08, categorized as fairly good. After applying the sociodrama model, the posttest results improved, with the lowest score of 70, the highest score of 90, and an average of 79.23, categorized as high. The Shapiro-Wilk normality test indicated that both pretest and posttest data were not normally distributed. Therefore, the Wilcoxon test was conducted and produced a significance value of <.001, which is less than 0.05. This indicates a significant difference between students’ communication skills before and after the treatment, meaning that the communication skills of grade IV students in the IPAS subject improved after using the sociodrama model. This improvement was influenced by the characteristics of the sociodrama model, which actively engages students through role-play, group discussions, and cultural value reflection, thereby enhancing speaking and listening skills as well as building self-confidence. Thus, the sociodrama learning model can serve as an effective alternative learning strategy to improve students’ communication skills in IPAS, particularly in contextual and cultural topics.
Metode Show and Tell dalam Membangun Kepercayaan Diri Siswa Sekolah Dasar pada Pembelajaran Seni Budaya Wibowo, Yusuf Rendi; Salfadilah, Fatonah
TADRUSUUN: JURNAL PENDIDIKAN DASAR Vol. 5 No. 1 (2026): Maret 2026
Publisher : STIT Fatahillah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62274/tadrusuun.v5i1.325

Abstract

Developing self-confidence is a crucial aspect of affective growth for elementary school students, particularly in the context of arts education. Many students possess artistic talent but experience hesitation or anxiety when presenting their work publicly, limiting the full expression of their creativity. This study aims to describe the implementation of the Show and Tell method in fostering self-confidence among fourth-grade students during cultural arts lessons. A qualitative descriptive approach was employed, involving one teacher and students at SDN 1 Way Mili during the first semester of the 2024/2025 academic year. Data were collected through observation of students’ gestures and expressions during presentations, documentation of artworks and classroom activities, and interviews with both the teacher and students. The findings indicate that the Show and Tell method effectively enhances students’ courage to present, their pride in their own creations, and their ability to articulate the meaning behind their works. Teacher support, including verbal encouragement, emotional guidance, and structured practice, played a significant role in reducing anxiety and promoting active participation. The study concludes that integrating Show and Tell into cultural arts lessons provides students with opportunities to express themselves creatively and verbally, thereby strengthening self-confidence, emotional expression, and social interaction. These results suggest that experiential and supportive approaches in arts education can contribute to the holistic development of students’ affective and interpersonal skills.
Manajemen Stres Peserta Didik pada Sistem Full Day School dengan Program Tahfidz Hidayah, Titi Nur; lestari, sri; Sofiyatun; Pradana, Akhmad Aji
TADRUSUUN: JURNAL PENDIDIKAN DASAR Vol. 5 No. 1 (2026): Maret 2026
Publisher : STIT Fatahillah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62274/tadrusuun.v5i1.339

Abstract

This study aims to analyze students’ stress management within a full day school system integrated with a Qur’anic memorization (tahfidz) program. The research employed a descriptive qualitative approach involving tahfidz teachers and firstgrade students in an Islamic elementary school implementing a full day school model. Data were collected through interviews, observations, and documentation, and analyzed using data reduction, data display, and conclusion drawing techniques with source and method triangulation to ensure validity. The findings indicate that the implementation of a full day school combined with a tahfidz program does not automatically lead to severe academic stress. Stress is influenced by students’ cognitive appraisal, intrinsic motivation, self-regulation skills, and social support from teachers and parents. The tahfidz program functions not only as a cognitive activity but also as a form of religious coping that strengthens emotional regulation, resilience, and spiritual meaning-making. Supportive teacher guidance, parental involvement, structured learning management, and strong spiritual motivation significantly contribute to adaptivestress management. Therefore, when properly managed, the integration of a full day school system with a tahfidz program can serve as a holistic educational model that balances academic achievement, character development, and students’ psychological well-being.
Optimalisasi Kepemimpinan Kepala Sekolah dalam Implementasi Deep Learning di SDN Candipari Kurniawan, Satunggale; Putri, Falachaini Anitya; Jannah, Nur; Rahman, Muhammad Afifi
TADRUSUUN: JURNAL PENDIDIKAN DASAR Vol. 5 No. 1 (2026): Maret 2026
Publisher : STIT Fatahillah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62274/tadrusuun.v5i1.340

Abstract

This study aims to analyze the optimization of principal leadership in theimplementation of deep learning at Candipari Elementary School, Porong,Sidoarjo Regency. The research background is based on the importance ofadaptive and visionary leadership in supporting the integration of artificialintelligence-based learning technology in elementary schools. The study used adescriptive qualitative approach with data collection techniques through in-depthinterviews, participant observation, and documentation. Research informantsincluded the principal, teachers, and students involved in deep learning-basedlearning. Data analysis was conducted using a triangulation model of datareduction, data presentation, and conclusion drawing. The results show that theprincipal implemented transformational and collaborative leadership thatfocused on developing a digital-based vision, technology literacy training forteachers, and providing supporting infrastructure. The implementation of deeplearning increased interactivity, personalized learning, and enabled moreeffective monitoring of student learning progress. Despite constraints on initialteacher competencies and limited infrastructure, the principal's supportaccelerated adaptation and increased teacher and student motivation. Thus,optimizing principal leadership is a key factor in the successful integration ofdeep learning to improve the quality of learning in elementary schools.
Peran Manajemen Madrasah dalam Mendorong Inovasi Pembelajaran Guru di Madrasah Ibtidaiyah Destiana Lahabu, Yessika; Algufron, Ahmad
TADRUSUUN: JURNAL PENDIDIKAN DASAR Vol. 5 No. 1 (2026): Maret 2026
Publisher : STIT Fatahillah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62274/tadrusuun.v5i1.347

Abstract

This study aims to analyze madrasah management support in encouraging teacher learning innovation at an elementary madrasah. Learning innovation is an important factor in improving the quality of the teaching and learning process, but its development does not depend only on teacher competence but is also influenced by the support of the educational institution's management. This study used a qualitative approach with a case study research type. The study was conducted at Madrasah Ibtidaiyah Negeri 1 Manado, involving the madrasah principal, the vice principal for curriculum, and several teachers as research informants. Data collection techniques were carried out through in-depth interviews, observation, and documentation. Data analysis used the Miles and Huberman interactive analysis model which includes data reduction, data presentation, and drawing conclusions. The results of the study indicate that madrasah management support plays a significant role in encouraging teacher learning innovation through the provision of learning facilities, teacher professional development programs, and the creation of an organizational culture that supports teacher creativity. In addition, the principal's supportive leadership is also an important factor in encouraging teachers to develop various innovative learning strategies. Supporting factors for learning innovation include madrasah management support, cooperation between teachers, and teacher commitment to improving the quality of learning, while inhibiting factors include limited time and certain learning facilities. This study confirms that strengthening madrasah management is an important factor in creating an educational environment that supports the development of teacher learning innovations in Madrasah Ibtidaiyah.

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