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Elementary : Journal of Primary Education
Published by Universitas Islam Zainul Hasan Genggong
ISSN : 30255074     EISSN : 30255058     DOI : -
Core Subject : Education,
Education Other
ELEMENTARY : Journal of Primary Education published twice a year (Maret and September) by Universitas Islam Zainul Hasan Genggong. ELEMENTARY : Journal of Primary Education accommodates critical thinking and is open to all circles (academics, religious leaders, intellectuals and students) with the specifications of studies and research in the field of Islamic Elementary Education, Islamic Elementary Education Teachers and / or Elementary School Teachers as well as Management of Islamic Elementary Education Teachers. The Journal serving as a medium for exploring critical thinking on field of Islamic Elementary Education, Islamic Elementary Education Teachers and / or Elementary School Teachers as well as Management of Islamic Elementary Education Teachers. It is open for all academics, practitioners, intellectuals, and students with the specification of the study of Islamic Elementary Education Teachers. ideas covering research article, conceptual idea, review of the literature, and practical experience.
Arjuna Subject : Umum - Umum
Articles 26 Documents
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Persepsi Guru Madrasah Ibtidaiyah Terhadap Penggunaan Media Digital dalam Proses Pembelajaran Sudarsih, Lilis
ELEMENTARY : Journal of Primary Education  Vol. 3 No. 1 (2025): Vol. 3 No. 1 Maret 2025
Publisher : Universitas Islam Zainul Hasan Genggong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55210/elementary.v1i3.494

Abstract

. This study aims to analyze Madrasah Ibtidaiyah teachers' perceptions of the use of digital media in the learning process. Using a descriptive qualitative approach, data were collected through in-depth interviews, observation, and document analysis. The research subjects involved teachers from several Madrasah Ibtidaiyah in a particular area. The results show that the majority of teachers have a positive view of the use of digital media, as it is considered capable of increasing student engagement, enriching learning materials, and supporting the effectiveness of the teaching-learning process. However, the study also found challenges, such as limited technological infrastructure, lack of training, and barriers to adaptation to new technologies. These findings provide important implications for education policy development, particularly in the provision of technology facilities and adequate training for teachers. This study recommends strengthening institutional support to optimize the integration of digital media in education at the Madrasah Ibtidaiyah level.
Inovasi Pembelajaran Berbasis Digital dalam Meningkatkan Kualitas Pendidikan Firdaus, Muhammad
ELEMENTARY : Journal of Primary Education  Vol. 3 No. 1 (2025): Vol. 3 No. 1 Maret 2025
Publisher : Universitas Islam Zainul Hasan Genggong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55210/elementary.v1i3.500

Abstract

The development of digital technology has brought significant impact in the world of education. Digital-based learning innovation becomes a solution in improving the effectiveness and efficiency of the teaching and learning process. teaching and learning process. This article discusses the role of technology in education, digital digital learning innovations that have been implemented, as well as the challenges faced in their implementation. implementation. By using literature study method, this research examines various digital learning models, including flipped classroom, gamification, and the utilization of artificial intelligence (AI) in classroom, gamification, and the utilization of artificial intelligence (AI) in education. education. The results show that technology can increase student engagement, improve engagement, improve learning outcomes, and open wider access to education. access to education. However, technology gaps and educator readiness are the main challenges in its implementation. the main challenge in its implementation. Therefore, support is needed for infrastructure and training for educators to optimize the implementation of digital-based learning.
Hybrid Pedagogical Content Knowledge (PCK): Pendekatan Baru dalam Pengembangan Kompetensi Guru MI Rizqiyah, Silvi
ELEMENTARY : Journal of Primary Education  Vol. 3 No. 1 (2025): Vol. 3 No. 1 Maret 2025
Publisher : Universitas Islam Zainul Hasan Genggong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55210/elementary.v3i2.502

Abstract

This study aims to examine the concept and implementation of the Hybrid Pedagogical Content Knowledge (PCK) approach as a new strategy in developing the competence of Madrasah Ibtidaiyah (MI) teachers. Hybrid PCK is a development of the traditional PCK model that integrates content knowledge, pedagogics, technology, Islamic values, and sensitivity to the socio-cultural context of learners. Through a descriptive qualitative approach, data were obtained through in-depth interviews, observations, and documentation studies of MI teachers and prospective teachers. The results showed that the Hybrid PCK approach is able to improve the quality of planning and implementation of contextualised, adaptive and value-based learning. However, its implementation still faces challenges such as limited facilities and not maximising the integration of this concept in the teacher education curriculum. This research recommends the integration of Hybrid PCK in LPTK training and curriculum as a strategic step to produce MI teachers who are professional, innovative, and characterised.
Characteristics Of Learning In The Independent Learning Curriculum In Madrasah Ibtidaiyah R. Lawson, Emily; Harper, Linda V.
ELEMENTARY : Journal of Primary Education  Vol. 3 No. 1 (2025): Vol. 3 No. 1 Maret 2025
Publisher : Universitas Islam Zainul Hasan Genggong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55210/elementary.v3i1.510

Abstract

The independent learning curriculum is one of the steps chosen by the government as the restoration of education in Indonesia after the Covid 19 polemic several years ago. As learning development and innovation, the independent learning curriculum offers learning concepts namely independent thinking, independent innovation, independent independent and creative learning. There are three main elements that characterize the independent learning curriculum as will be described in this paper. These three characteristics include; 1) Pancasila character, in its application in the form of project-based learning for the development of soft skills and characters according to the profile of Pancasila students 2) Competency-based, namely focusing on essential material so that there is sufficient time for in-depth learning of basic competencies such as literacy and numeracy. 3) Flexible Learning, meaning flexibility for teachers to carry out differentiated learning according to the abilities of students and make adjustments to the context and local content.
Kompetensi Sosial-Emosional Guru Madrasah Ibtidaiyah dalam Membentuk Lingkungan Belajar yang Adaptif dan Inovatif Sholehah, Riskawati
ELEMENTARY : Journal of Primary Education  Vol. 3 No. 1 (2025): Vol. 3 No. 1 Maret 2025
Publisher : Universitas Islam Zainul Hasan Genggong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55210/elementary.v3i1.511

Abstract

This study aims to analyze the role of socio-emotional competence of Madrasah Ibtidaiyah teachers in shaping an adaptive and innovative learning environment. Socio-emotional competence, which includes empathy, emotion regulation, communication skills and positive relationship building, is considered an important factor in creating a classroom environment that is responsive to students' needs and able to encourage learning innovation. This research approach uses a qualitative method with a case study design, involving Madrasah Ibtidaiyah teachers in several areas with diverse social backgrounds. Data were collected through in-depth interviews, participatory observation, and documentation analysis. The results show that teachers with high socio-emotional competence are able to create a learning environment that is more inclusive, collaborative and flexible to the changing needs of learners.
Peningkatan hasil belajar dan minat belajar Ips melalui media peta konsep pada siswa SD Fatimah, Nur
ELEMENTARY : Journal of Primary Education  Vol. 3 No. 2 (2025): Vol. 3 No. 2 September 2025
Publisher : Universitas Islam Zainul Hasan Genggong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55210/elementary.v3i2.566

Abstract

Siswa kelas VI semester II SDN Racek 1 yang menganggap materi IPS sebagai suatu pelajaran yang membosankan. 60 persen siswa mengatakan hal yang sama dengan alasan materi-materi dalam pembelajaran IPS penuh dengan hafalan. Dampak dari hal ini tentu saja capaian hasil belajar siswa yang berada di bawah KKM. Oleh karena itu, tujuan penelitian ini adalah untuk mendeskripsikan upaya peningkatan hasil belajar dan minat belajar IPS dengan memanfaatkan media pembelajaran peta konsep pada kelas VI SD Negeri Racek 1 tahun pelajaran 2020/2021. Penelitian ini merupakan Penelitian Tindakan Kelas (PTK). Penelitian Tindakan Kelas (PTK) dilaksanakan melalui pengkajian berdaur, yang terdiri dari empat tahap yaitu perencanaan (Planning), Pelaksanaan (Action), Observasi (Obsevation), dan Refleksi (Reflection). Penelitian dilakukan sebanyak 2 siklus kegiatan. Analisis Data secara deskriptif, untuk melihat ketuntasan belajar siswa menggunakan Rumus ketuntasan individu dengan KKM lebih dari 75 dan ketuntasan klasikal 75 persen. Untuk mengetahui adanya peningkatan Hasil belajar dan minat belajar siswa dengan menggunakan rumus N-gain. Dari hasil penelitian didapat nilai ketuntasan klasikal pada siklus I sebesar 40% dan pada siklus II meningkat menjadi 76%. Nilai peningkatan N-Gain pada siklus II sebesar 0,359 yang berada pada kategori sedang. Selain itu, minat belajar siswa pun meningkat, pada siklus I didapat 56%, dan pada siklus II meningkat menjadi 88%.

Page 3 of 3 | Total Record : 26

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