Jurnal Pendidikan Guru Madrasah Ibtidaiyah Al-Amin
Jurnal Pendidikan Guru Madrasah Ibtidaiyah Al-Amin adalah Jurnal Pendidikan dan Pembelajaran Dasar berisi tulisan tentang gagasan konseptual, kajian dan penerapan teori, penulisan praktis, dan hasil penelitian pendidikan dan pengajaran sekolah dasar. Jurnal Pendidikan Guru Madrasah Ibtidaiyah Al-Amin menjadi wadah bagi peneliti, guru, dosen dan pemerhati pendidikan. Jurnal ini diterbitkan dua kali per tahun yaitu bulan April dan Oktober.
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<![CDATA[Implementasi Model Pembelajaran Sport Education Dalam Permainan Menggiring Bola Untuk Meningkatkan Kemampuan Gerak Siswa Pada Materi Tematik ]]>
<![CDATA[Wiwit Santoso]]>;
<![CDATA[Asep Sunarko]]>;
<![CDATA[Luluk Alawiyah]]>
<![CDATA[ Jurnal Pendidikan Guru Madrasah Ibtidaiyah Al-Amin Vol. 4 No. 2 (2025): October ]]>
Publisher : <![CDATA[STAI AL-AMIN ]]>
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DOI: 10.54723/ejpgmi.v4i2.417
<![CDATA[This article discusses the Sport Education learning model and its impact on elementary school students, analyzes the improvement of class V students' movement skills at SDN 2 Kalibening in dribbling through this model and identifies the supporting and inhibiting factors for its application. The method uses a descriptive quantitative approach and field research with an evaluation design. Data were collected through observation, questionnaires, documentation, and interviews with the Head and Mentors of Kampung Sains. The analysis used descriptive statistics (percentage) and discrepancy model. Sport Education proved effective in improving students' movement skills and forming positive characters (responsibility, cooperation, sportsmanship), as well as developing cognitive, affective, and psychomotor domains in a balanced manner. The average score increased by 15.5 points from pretest to posttest, with the dominant student assessment in the good category. Supporting and inhibiting factors for success were influenced by student enthusiasm, the role of the teacher, adequate facilities, and time management. Obstacles such as limited time, weather, and role adaptation can be overcome through teacher strategies. The Sport Education model is effective and feasible to be developed in learning PJOK in elementary schools.]]>
<![CDATA[Pengaruh Tingkat Kemandirian Belajar Siswa Terhadap Hasil Belajar Matematika ]]>
<![CDATA[Amran]]>;
<![CDATA[Lian G. Otaya]]>;
<![CDATA[Ingka Rizkyani Akolo]]>
<![CDATA[ Jurnal Pendidikan Guru Madrasah Ibtidaiyah Al-Amin Vol. 4 No. 2 (2025): October ]]>
Publisher : <![CDATA[STAI AL-AMIN ]]>
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DOI: 10.54723/ejpgmi.v4i2.418
<![CDATA[The lack of independence and self-confidence makes it difficult for students to understand mathematics. Independent learning is expected to enhance students' initiative and comprehension more effectively. This study aims to analyze the effect of students’ learning independence on their mathematics learning outcomes at SDN 2 Tilango. This is a quantitative study, with the population and sample consisting of 35 fourth and fifth-grade students at SDN 2 Tilango. The research instrument was a questionnaire validated by experts. Data analysis included tests of validity, reliability, normality, homogeneity, and simple linear regression. The results showed that learning independence had a very positive and significant effect on mathematics learning outcomes, with a correlation coefficient of 0.923 and an R Square value of 0.852. Although some students are still influenced by social factors, overall learning independence is categorized as good to excellent, and thus needs to be continuously fostered through active roles of teachers and parents.]]>
<![CDATA[Kajian Literatur: Penggunaan Media Pembelajaran Inovatif Terhadap Peningkatan Pemahaman Konsep Bangun Datar Siswa Sekolah Dasar ]]>
<![CDATA[Syahnaz Amalia Rizka]]>;
<![CDATA[Isna Dzulhi Amalina]]>;
<![CDATA[Muhammad Haikal Maghfir]]>;
<![CDATA[Fatkhul Arifin]]>
<![CDATA[ Jurnal Pendidikan Guru Madrasah Ibtidaiyah Al-Amin Vol. 4 No. 2 (2025): October ]]>
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<![CDATA[This study aims to examine the effectiveness of innovative learning media on elementary students' understanding of plane geometry concepts. The research method used is a literature review with a descriptive qualitative approach. The findings from various journals reveal that media such as animation videos, educational games, puzzles, and digital applications significantly enhance students’ conceptual understanding. The use of innovative media clarifies abstract concepts, fosters learning interest, and increases students’ active participation. These findings recommend that teachers creatively utilize learning media according to students' characteristics. Innovative media has proven to create more enjoyable, meaningful, and effective learning experiences.]]>
<![CDATA[Model Pelopor: Transformasi Pembelajaran Soal Cerita Matematika ]]>
<![CDATA[Danisfa, Anggita Rose Aprilia]]>;
<![CDATA[Suriansyah, Ahmad]]>;
<![CDATA[Purwanti, Ratna]]>
<![CDATA[ Jurnal Pendidikan Guru Madrasah Ibtidaiyah Al-Amin Vol. 4 No. 2 (2025): October ]]>
Publisher : <![CDATA[STAI AL-AMIN ]]>
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DOI: 10.54723/ejpgmi.v4i2.427
<![CDATA[This study was initiated due to the low level of student participation in mathematics lessons, along with underdeveloped critical thinking and problem-solving skills, which should be key focuses in the learning process. These challenges emerged as a result of using monotonous instructional models that did not support active student engagement. As an innovative solution, this research implemented the PELOPOR learning model integrated with KOMET (Mathematics Comic) video media to create a more engaging learning environment capable of stimulating higher-order thinking skills. The classroom action research was conducted over four sessions using both qualitative and quantitative approaches. The results revealed significant improvements in each cycle. Students demonstrated highly active participation, and their critical thinking and problem-solving abilities improved to a level categorized as highly proficient. These findings emphasize that the PELOPOR model, supported by KOMET video media, is effective in transforming mathematics instruction into a more interactive and meaningful learning experience.]]>
<![CDATA[Peningkatan Motivasi Belajar Siswa Menggunakan Media Visual Powerpoint ]]>
<![CDATA[Halimah Tusa’Diah]]>;
<![CDATA[Anggi Septia Nugroho]]>;
<![CDATA[Arizal Eka Putra]]>
<![CDATA[ Jurnal Pendidikan Guru Madrasah Ibtidaiyah Al-Amin Vol. 4 No. 2 (2025): October ]]>
Publisher : <![CDATA[STAI AL-AMIN ]]>
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DOI: 10.54723/ejpgmi.v4i2.428
<![CDATA[This study focuses on the low motivation of students in learning Islamic Education (PAI) subject in Grade V at SDN 1 Kalibalau Kencana, Bandar Lampung. Several students appear to be less enthusiastic and lack enthusiasm in participating in the learning process. To address this issue, the teacher implements the use of visual media to enhance students' motivation to learn. The aim of this research is to determine how the use of visual media can be employed to improve students' motivation in learning PAI in Grade V. This study adopts a qualitative approach with data collection methods including interviews, observations, and documentation. The data analysis process is carried out through reduction, data presentation, and conclusion drawing stages. The results show that the use of PowerPoint visual media can create a more engaging and interactive learning environment. This encourages students to be more active during lessons. The learning process begins with opening activities such as greetings, prayer, attendance check, and ice-breaking. Next, the teacher delivers the material on Asmaul Husna using visual media. At the end of the lesson, the teacher and students collaboratively summarize the material and conduct a question-and-answer session. This approach effectively boosts students' motivation and involvement in the PAI learning process.]]>
<![CDATA[Peran Orang Tua Untuk Meningkatkan Kemampuan Anak Dalam Membaca Al-Qur`An ]]>
<![CDATA[Sawiyah]]>;
<![CDATA[Mashdaria Huwaina]]>;
<![CDATA[Anggi Septia Nugroho]]>;
<![CDATA[Khoironi]]>;
<![CDATA[M. Sholihin]]>
<![CDATA[ Jurnal Pendidikan Guru Madrasah Ibtidaiyah Al-Amin Vol. 4 No. 2 (2025): October ]]>
Publisher : <![CDATA[STAI AL-AMIN ]]>
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DOI: 10.54723/ejpgmi.v4i2.429
<![CDATA[The activity of learning to recite the holy book Al-Qur'anul Karim is an essential component in the formation of morals and character. The involvement of guardians as companions in the Qur'anic learning process has a major influence on children's ability to read the holy book. This case explores the role of parents in improving children’s ability to read Al-Qur'anul Karim at TPA Majma’ul Aulad. The main emphasis of the research is the importance of Qur'anic education in moral development and the growth of TPA as a non-formal educational institution. The focus is on identifying the influence of parental participation, including motivation, understanding, and support provided, both at home and at the TPA. This study uses a descriptive qualitative approach with a case study method that includes direct interviews, direct observations, and document analysis. Participants consist of active students' parents and educators at the TPA. Data were processed through reduction, narrative structuring, and conclusion drawing. The findings reveal that the involvement of guardians has a rapid effect on improving children’s Qur’anic reading ability. Forms of involvement include supervision, provision of learning facilities, encouragement, and enrollment of children in the TPA. Children of active parents tend to become fluent more quickly in reading Al-Qur'anul Karim. Family and TPA collaboration plays a significant role in Qur’anic development in Indonesia.]]>
<![CDATA[Peran Guru Dalam Meningkatkan Motivasi Pembelajaran Tematik ]]>
<![CDATA[Mariana]]>;
<![CDATA[Hamdani, Muh.]]>;
<![CDATA[Belik Dwipa, Lalu]]>
<![CDATA[ Jurnal Pendidikan Guru Madrasah Ibtidaiyah Al-Amin Vol. 4 No. 2 (2025): October ]]>
Publisher : <![CDATA[STAI AL-AMIN ]]>
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DOI: 10.54723/ejpgmi.v4i2.432
<![CDATA[The purpose of this study was to explore and explore the role of fourth-grade teachers at SDN 1 Loloan in increasing motivation in thematic learning. This research was conducted in a motivator and facilitator role, ensuring students were sufficiently motivated to participate in teaching and learning activities. The teacher's role has been well-exemplified, as seen in providing motivation in various ways. They provide motivational stories and activities that can increase student enthusiasm and motivation. They provide good examples and role models for motivation for students. They communicate motivation that influences learning. They provide facilities in the form of media or learning methods and guidance to both motivated and unmotivated students. They provide praise, prizes, and grades that can increase student motivation and create individual and group competitions to stimulate enthusiasm and motivation. They also conduct assessments in terms of attitudes, behavior, and knowledge. Thus, the teacher's role is crucial in providing motivation in thematic learning activities. The impact of providing motivation is a sense of interest and enjoyment in students participating in learning activities.]]>
<![CDATA[Peran Guru Dalam Mengimplementasikan Kegiatan Literasi Dalam Pembelajaran ]]>
<![CDATA[Nofitaria]]>;
<![CDATA[Arum Fitriana, Maulida]]>;
<![CDATA[Hadi, Rusman]]>
<![CDATA[ Jurnal Pendidikan Guru Madrasah Ibtidaiyah Al-Amin Vol. 4 No. 2 (2025): October ]]>
Publisher : <![CDATA[STAI AL-AMIN ]]>
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DOI: 10.54723/ejpgmi.v4i2.433
<![CDATA[The purpose of this study is (1) to determine the role of teachers as facilitators in developing basic literacy activities for fourth-grade students at SDN 1 Mumbul Sari, (2) to determine the role of teachers as motivators in developing basic literacy activities for fourth-grade students at SDN 1 Mumbul Sari, (3) to determine the role of teachers as guides in improving reading and understanding skills for fourth-grade students at Mumbul Sari State Elementary School. This type of research is qualitative research with descriptive methods. This research was conducted at SDN 1 Mumbul Sari. The subjects of this study were the Principal and Fourth-grade Teachers. Data collection techniques were by means of interviews, observation, documentation. As well as data validity techniques were carried out by triangulation. The results of this study indicate that (1) the role of teachers as facilitators related to the use of various media used in literacy activities, involving students in managing the reading corner as a center for literacy activities by bringing books to fill the reading corner. Teachers also provide guidance by giving students the opportunity to ask questions, (2) As a motivator, the teacher provides appreciation in the implementation of literacy activities, holds competitions aimed at creating positive competition and literacy activities that involve cooperation between students such as the presence of a scientific supervisor whose job is to supervise the progress of literacy activities. The teacher as a teacher facilitator is able to guide students starting from recognizing letters, memorizing them until they have to write letters into a sentence. (3) The role of the teacher as a guide in improving the ability to read and understand texts of grade IV students of SDN 1 Mumbul Sari as a teacher sees the extent of the development of students' knowledge as well as students' attitudes and skills in the ability to read and understand texts. The teacher is able to improve skills in reading and understanding texts starting from recognizing letters, memorizing them until they have to write letters into a sentence and can be understood.]]>
<![CDATA[Penerapan Model Two Stay Two Stray (TSTS) Berbantuan Mind Mapping Pada Pembelajaran IPAS ]]>
<![CDATA[Putri Ayu Meinanda]]>;
<![CDATA[Ani Fiani]]>;
<![CDATA[Citra Raflesia]]>
<![CDATA[ Jurnal Pendidikan Guru Madrasah Ibtidaiyah Al-Amin Vol. 4 No. 2 (2025): October ]]>
Publisher : <![CDATA[STAI AL-AMIN ]]>
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DOI: 10.54723/ejpgmi.v4i2.434
<![CDATA[This study aims to determine the completeness of the science learning outcomes of fifth grade students of SD Negeri 03 Karya Sakti in the 2025/2026 academic year after implementing the Two Stay Two Stray learning model. The research method used is the Pre-Experimental Design method. With a population of all fifth-grade students totaling 20 students determined by saturated sampling. The data collection technique uses a multiple-choice test with 20 questions. The collected data was analyzed using the Z test. Based on the results of the research and discussion, an average score of 77.81 was obtained with learning completion of 85%. Based on the results of the Z test analysis at a significance level of α = 0.05, Z count 4.21 > Z table 1.64 was obtained, which shows that Ha is accepted and Ho is rejected. So, it can be concluded that the results of the science learning of Class V students of SD Negeri 03 Karya Sakti using the Two Stay Two Stray learning model assisted by Mind Mapping were significantly complete.]]>
<![CDATA[Penerapan Metode Total Physical Response Untuk Meningkatkan Keterampilan Berbicara Bahasa Arab di Madrasah Ibtidaiyah ]]>
<![CDATA[Siffa Lutfatul Qolbi]]>;
<![CDATA[Dadan F Ramdhan]]>;
<![CDATA[Muhammad Sofyan]]>
<![CDATA[ Jurnal Pendidikan Guru Madrasah Ibtidaiyah Al-Amin Vol. 4 No. 2 (2025): October ]]>
Publisher : <![CDATA[STAI AL-AMIN ]]>
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DOI: 10.54723/ejpgmi.v4i2.435
<![CDATA[This study was motivated by the low Arabic speaking skills of Madrasah Ibtidaiyah students due to the use of monotonous teaching methods, which made students less active, hesitant, and lacking confidence in speaking. Therefore, this research aimed to improve students’ Arabic speaking skills through the implementation of the Total Physical Response (TPR) method. The study employed Classroom Action Research (CAR) conducted in two cycles, with data collected through oral performance tests to assess speaking skills, as well as observation and documentation to evaluate teacher and student activities. The results indicated significant improvement in students’ speaking skills across cycles. The average score in the pre-cycle was 54.09 with 31.82% mastery, increasing to 66.14 with 54.54% mastery in cycle I, and reaching 72.05 with 81.82% mastery in cycle II. The findings also showed that the TPR method enhanced students’ confidence, activeness, and ability to imitate vocabulary and sentence patterns with clearer pronunciation. In conclusion, the TPR method is effective in improving Arabic speaking skills among fifth-grade students at MIS Borosole.]]>
