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Jurnal Pendidikan Guru Madrasah Ibtidaiyah Al-Amin
Published by Sekolah Tinggi Agama Islam Al-Amin Gersik
ISSN : 29860946     EISSN : 28298276     DOI : https://doi.org/10.54723/ejpgmi.v2i2
Core Subject : Science, Education, Social,
Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other
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.
Arjuna Subject : Umum - Umum
Articles 175 Documents
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Kesiapan Digital dan Adaptasi Pedagogis: Eksplorasi Tantangan Guru dalam Pemanfaatan Smart TV untuk Pembelajaran Digital di Konteks Rural dan Multikultural Juriyah
Jurnal Pendidikan Guru Madrasah Ibtidaiyah Al-Amin Vol. 5 No. 1 (2026): April
Publisher : STAI AL-AMIN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54723/ejpgmi.v5i1.641

Abstract

The development of digital technology has brought significant changes to the field of education, including the utilization of Smart TVs as interactive learning media in elementary schools. This study aims to explore teachers’ digital readiness and analyze the forms of pedagogical adaptation in the use of Smart TVs for digital learning in rural and multicultural schools. This research employed a qualitative approach with a descriptive case study method. Data were collected through semi-structured interviews, observations, and documentation involving two teachers at SDIT Mutiara Insan, who were selected using a purposive sampling technique. Data analysis was conducted using thematic analysis, including data reduction, data presentation, theme categorization, and conclusion drawing. The findings revealed that Smart TVs were used to display instructional videos, interactive images, and digital presentations that enhanced students’ engagement and motivation in learning. However, teachers’ digital readiness remained at the basic to intermediate level, with limitations in mastering more complex learning applications as well as infrastructural challenges such as limited devices and internet access. Teachers’ pedagogical adaptation was reflected in the shift toward more interactive and student-centered learning methods. This study concludes that the successful implementation of Smart TVs is determined not only by the availability of technology, but also by teachers’ digital readiness, continuous training, and adequate school infrastructure support.
Krisis Literasi Dasar di Sekolah Dasar Indonesia: Konstruksi Pedagogis Guru dalam Menangani Siswa Kelas 3 yang Belum Lancar Membaca Delima
Jurnal Pendidikan Guru Madrasah Ibtidaiyah Al-Amin Vol. 5 No. 1 (2026): April
Publisher : STAI AL-AMIN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54723/ejpgmi.v5i1.642

Abstract

The crisis of basic literacy in Indonesian elementary schools remains a serious issue affecting students’ learning processes. The phenomenon of third-grade students who are not yet fluent in reading indicates pedagogical challenges faced by teachers in early literacy instruction. This study aims to describe teachers’ pedagogical constructions in handling third-grade students with limited reading fluency and the strategies used to improve students’ basic literacy skills. This research employed a qualitative approach with a descriptive research design. Data collection techniques included observation, interviews, and documentation. The research subjects consisted of classroom teachers and elementary school students. The findings revealed that teachers developed pedagogical approaches through individualized learning, the use of simple reading media, reading habituation, and continuous learning motivation. In addition, parental involvement and the learning environment also influenced the improvement of students’ reading abilities. This study concludes that adaptive and humanistic pedagogical constructions play an important role in overcoming the crisis of basic literacy among elementary school students.
Analisis Hakikat Pembelajaran Sejarah Kebudayaan Islam dalam Pembentukan Karakter dan Kesadaran Historis Peserta Didik Dian Zulfa Kameliatul Huda; Adhelia Az’zahra Salsabila; Ibnu Arfah; Febri Parlentino; Afiyatun Kholifah
Jurnal Pendidikan Guru Madrasah Ibtidaiyah Al-Amin Vol. 5 No. 1 (2026): April
Publisher : STAI AL-AMIN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54723/ejpgmi.v5i1.644

Abstract

This study aims to analyze the essence of Islamic Cultural History (ICH) learning in shaping students’ character and historical consciousness. ICH learning serves not only as a medium for delivering knowledge about Islamic historical events and figures but also as a means of internalizing moral, religious, and social values relevant to students’ lives. This research employs a library research method by reviewing various literature sources, including books, journals, and scholarly publications related to ICH learning, character education, and historical consciousness. The findings indicate that ICH learning plays a strategic role in character formation by instilling values such as religiosity, honesty, responsibility, tolerance, and a spirit of learning through the exemplary lives of Islamic figures. Furthermore, ICH learning contributes to the development of historical consciousness by enabling students to understand the relationship between the past, present, and future and to draw meaningful lessons from historical events. Therefore, ICH learning should be developed through contextual, reflective, and value-oriented approaches to foster students with strong character and a well-developed sense of historical awareness.
Prinsip-Prinsip Sejarah Kebudayaan Islam Dalam Membentuk Karakter dan Pendidikan Islam Bulan Indah Lazia Amalia; Jihan Mutiara Devi; Farah Aurelia Ramadhani; Aditia Sulistiawan; Afiyatun Kholifah
Jurnal Pendidikan Guru Madrasah Ibtidaiyah Al-Amin Vol. 5 No. 1 (2026): April
Publisher : STAI AL-AMIN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54723/ejpgmi.v5i1.645

Abstract

Islamic Cultural History is an important field of study in Islamic education that not only discusses historical events but also contains moral, spiritual, and social values that can serve as guidelines in human life. This article aims to examine the principles of Islamic Cultural History and its role in shaping character and Islamic education. The research method employed is library research by collecting data from various sources, including books, scientific journals, articles, and relevant documents. The collected data were analyzed using a qualitative descriptive approach to gain a comprehensive understanding of the values contained in Islamic Cultural History. The findings reveal that the principles of Islamic Cultural History include monotheism (tawhid), exemplary conduct, the development of knowledge, justice, and tolerance. These principles significantly contribute to the formation of students’ character, including religiosity, honesty, discipline, responsibility, and respect for others. Furthermore, the learning of Islamic Cultural History strengthens Islamic identity, instills moral values, and supports the achievement of Islamic educational goals that emphasize a balance between intellectual, spiritual, and social dimensions. Therefore, Islamic Cultural History has strong relevance in developing a generation with noble character and morality based on Islamic values.
Perencanaan Pembelajaran Digital IPS di Sekolah Dasar: Integrasi Model Berbasis Keterampilan Abad 21 Mu'minatul Habibah; Atika Muallifah; Faldin Baen; Nuzulus Sa’adatun Nisa; Siti Nur Fikriyah; Dede Ajeng Arini
Jurnal Pendidikan Guru Madrasah Ibtidaiyah Al-Amin Vol. 5 No. 1 (2026): April
Publisher : STAI AL-AMIN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54723/ejpgmi.v5i1.647

Abstract

This study aims to analyze digital learning planning for Social Studies (IPS) in elementary schools and examine the development of 21st-century skills-based learning models. This study employed a literature review approach, reviewing relevant scientific articles from the past five years. Data was obtained through a search of academic databases and analyzed using content analysis techniques to identify concepts, patterns, and research findings related to digital learning and 21st-century skills. The study's results indicate that digital learning plays a crucial role in improving the quality of social studies learning. The use of technology such as interactive media, instructional videos, and digital platforms has been shown to increase student motivation, engagement, and learning outcomes. Furthermore, the integration of technology into learning also supports the development of 21st-century skills, such as critical thinking, creativity, collaboration, and communication. Learning models such as Problem-Based Learning and Project-Based Learning are considered effective in integrating technology with active and contextual learning activities. However, the implementation of digital learning still faces various obstacles, such as limited teacher competency, unequal access to technology, and suboptimal lesson planning. Therefore, systematic learning planning and improving teachers' digital competencies are necessary to ensure effective technology utilization. In conclusion, digital learning planning in elementary school social studies needs to be developed in a structured manner, integrating technology and 21st-century skills. This research is expected to contribute to the development of more effective, innovative learning models that meet the demands of education in the digital age.

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