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Al-Mubtadi : Jurnal Pendidikan Guru Madrasah Ibtidaiyah
Published by Sekolah Tinggi Agama Islam Darul Falah
ISSN : -     EISSN : 30313848     DOI : 10.58988
Core Subject : Religion, Education,
Religion Education Other
Al-Mubtadi: Jurnal Pendidikan Guru Madrasah Ibtidaiyah is a journal published in the Study Program of Madrasah Ibtidaiyah Teacher Education at the STAI Darul Falah Bandung Barat. This journal is published twice a year in May and November. The focus of this journal contains articles concerning research on Madrasah Ibtidaiyah Teacher Education / Primary / Islamic Elementary School (Madrasah Ibtidaiyah) / Elementary School (Sekolah Dasar) Teacher Education, such as competency analysis, learning strategies, learning theory, learning development, and educator professionalism. Reviewers will review any submitted paper. Review process employs a double-blind review.
Arjuna Subject : Umum - Umum
Articles 54 Documents
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IMPLEMENTATION OF THE PROBLEM BASED LEARNING MODEL TO IMPROVE STUDENTS' INTERPERSONAL INTELLIGENCE Siregar, Irayanti; Anhar, Anhar; Azizan, Nashran
Al-Mubtadi: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol. 3 No. 2 (2026)
Publisher : Prodi Pendidikan Guru Madrasah Ibtidaiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58988/almubtadi.v3i2.735

Abstract

This research is encouraged by the low interpersonal intelligence of students in the Pancasila Education subject in class IV MIN 1 Padangsidimpuan City. This is based on data from the results of initial observations conducted in class IV of State Islamic Elementary School (Madrasah Ibtidaiyah Negeri) MIN 1 Padangsidimpuan City. The low interpersonal intelligence of students is caused by the application of learning models that are less effective and varied, as well as less student involvement during the learning process, so that the learning atmosphere feels monotonous and boring. The purpose of this study is to improve students' interpersonal intelligence in the Pancasila Education subject through the application of the Problem Based Learning model in class IV MIN 1 Padangsidimpuan City. The average pre-cycle class score is 59.42 and the percentage of completion is 28.57%. Then, in cycle I meeting 1 the average class score is 65.57 with a percentage of completion of 37.14%. In cycle I meeting 2 the average class score is 62.85 with a percentage of completion of 48.57%. Then, in cycle II, meeting 1, the average class score was 67.74 with a completion percentage of 62.85%. In cycle II, meeting 2, the average class score was 76.34 with a completion percentage of 77.14%. This research finished in cycle II, meeting 2 because it had achieved the targeted success indicators.
OPPORTUNITIES AND CHALLENGES IN IMPLEMENTING INDEPENDENT LEARNING INDEPENDENT CAMPUS Rahman, Fatur; Sukiman, Sukiman
Al-Mubtadi: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol. 3 No. 2 (2026)
Publisher : Prodi Pendidikan Guru Madrasah Ibtidaiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58988/almubtadi.v3i2.843

Abstract

The Merdeka Belajar–Kampus Merdeka (MBKM) policy represents a strategic initiative to transform higher education by enhancing the relevance of graduates to societal and professional demands. The Elementary Islamic School Teacher Education Program (PGMI) has distinctive characteristics that require contextualized implementation of MBKM aligned with the values ​​and practices of madrasah education. This article aims to analyze the opportunities and challenges of implementing MBKM in PGMI programs through a literature review. The research employed a non-PRISMA literature review method by examining relevant journal articles, conference proceedings, and policy documents published between 2015 and 2025. Data were collected through systematic literature searching and analyzed using content and thematic analysis techniques. The findings indicate that MBKM implementation in PGMI offers significant opportunities for strengthening pedagogical and professional competencies of prospective teachers, developing soft skills, promoting experiential and contextual learning, and expanding collaboration with madrasa partners. However, several major challenges were identified, including limited curriculum and lecturer readiness, issues related to credit recognition and conversion, constraints in madrasa partnerships, and the need to harmonize MBKM policies with the distinctive characteristics of Islamic education. The study concludes that the successful implementation of MBKM in PGMI programs depends on adaptive planning, institutional support, and the development of contextual MBKM implementation models that are responsive to the needs of madrasah-based teacher education.
ETHNOSCIENCE INTEGRATION BASED ON LOCAL WISDOM OF KUDUS IN SCIENCE LEARNING TO IMPROVE STUDENTS' SCIENCE LITERACY Zulfa, Laili Shofiyatuz; Zulfa, Illayya; Sa’diyah, Anggun Zahrotus; Dzofir, Mohammad
Al-Mubtadi: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol. 3 No. 2 (2026)
Publisher : Prodi Pendidikan Guru Madrasah Ibtidaiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58988/almubtadi.v3i2.849

Abstract

Science learning in Islamic schools requires contextual and meaningful approaches to enhance students' scientific literacy. One relevant approach is ethnoscience, which integrates scientific concepts with local wisdom. This study aims to examine the ethnoscience values ​​contained in the local wisdom of Menara Kudus and their relevance for integration into science learning in Islamic schools to improve students' scientific literacy. This research employed a descriptive qualitative approach using observation, in-depth interviews with cultural informants, and documentation as data collection techniques. The results indicate that Menara Kudus contains various ethnoscience values ​​encompassing physical, chemical, environmental, and socio-cultural aspects. Physical and chemical aspects are reflected in the use of red brick materials, traditional construction techniques without modern cement, and principles of force, balance, and structural stability. Environmental aspects are evident in the building's adaptation to the tropical climate, while socio-cultural aspects are represented by the value of tolerance taught by Sunan Kudus. These findings demonstrate that Menara Kudus has significant potential as a contextual and holistic ethnoscience-based science learning resource. Integrating these values ​​into science learning in Islamic schools is expected to enhance students' scientific literacy while simultaneously strengthening character education.
ANALYSIS OF COGNITIVE BARRIERS IN CHILDREN'S UNDERSTANDING OF MATHEMATICS LEARNING CONCEPTS Nurfazyelah, Nurfazyelah; Imani, Cahya; Hidayah, Nurul; Mutahara, Nurul; Safitri, Ana; Abira, Abrar
Al-Mubtadi: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol. 3 No. 2 (2026)
Publisher : Prodi Pendidikan Guru Madrasah Ibtidaiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58988/almubtadi.v3i2.869

Abstract

This study aims to analyze the cognitive obstacles experienced by elementary school students in understanding mathematical concepts. Cognitive obstacles refer to difficulties that arise from students’ limited thinking processes in connecting abstract mathematical ideas with their concrete experiences. Through a case study conducted by reviewing various educational and cognitive psychology literature, it was found that factors such as low logical reasoning ability, insufficient understanding of basic concepts, and the use of less varied instructional methods are the primary causes of students’ cognitive barriers. In addition, low learning motivation and the limited use of interactive learning media further intensify students’ difficulties in comprehending mathematical concepts. Efforts that teachers can undertake include implementing contextual learning strategies, using concrete learning media, providing individual guidance, and fostering reflective thinking in order that students can construct their conceptual understanding independently. Therefore, this analysis is expected to provide meaningful contributions to the development of more effective mathematics learning approaches in elementary schools.
TEACHER STRATEGIES IN THE IMPLEMENTATION OF DIFFERENTIATED INSTRUCTION IN SCIENCE AND SOCIAL STUDIES LEARNING Al Ahmad, Wildan Maulidy Al Ahmad; Chasanah, Uswatun; Juhaeni, Juhaeni
Al-Mubtadi: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol. 3 No. 2 (2026)
Publisher : Prodi Pendidikan Guru Madrasah Ibtidaiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58988/almubtadi.v3i2.875

Abstract

This reserch is motivated by the importace of implementing differentiated learning to meet the diverse leraning needs of students in grade 5B at MIN 2 Sidoarjo. The issue was further discussed using Dreikurs’ theory to identify the underlying factors. The main problem in this study concerns the difficulties faced by teachers due to age, time constraints, and the complexity of implementing differentiated instruction. This research aims to describe the strategies used by teachers in applying differentiated learning and to identify the challenges and their impact on students’ learning motivation in Grade 5B. The study employed a qualitative descriptive approach through teacher interviews and classroom observations, adapted from the Designer 9 Model of Teaching and Learning. The findings reveal that teachers have implemented CIS and CIP strategies by engaging students in groups categorized as high, middle, and low achievers, which positively influenced students’ motivation and participation, particularly among kinesthetic and visual learners. However, the implementation of COP and CSI remains suboptimal. The study concludes by recommending improved teacher preparation and stronger institutional support to enhance the effectiveness of differentiated learning practices in elementary madrasah settings.
TAHFIDZ PROGRAM METHODS FOR DEVELOPING AL-QUR’AN LITERACY AMONG LOWER-GRADE STUDENTS Tsaniyah, Azni Ifadatuts; Nisa, Faizatun; Setiyaningsih, Sri Isnani
Al-Mubtadi: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol. 3 No. 2 (2026)
Publisher : Prodi Pendidikan Guru Madrasah Ibtidaiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58988/almubtadi.v3i2.1142

Abstract

This study addresses the issue of low Qur’anic literacy among lower-grade elementary and madrasah students despite the widespread implementation of tahfidz programs in educational institutions. The study aims to analyze and compare various tahfidz program methods in supporting the development of students’ Qur’anic literacy, including reading accuracy, tajweed, and pronunciation skills. This study employed a qualitative approach using library research methods. Data were collected from relevant scientific journals and academic literature and analyzed through content analysis techniques. The findings from the reviewed literature indicate that the talaqqi method is associated with improving reading accuracy, while the sima'i method supports early learning through listening and imitation. In addition, the muroja'ah and takrir methods contribute to strengthening memorization through repetition, whereas the tasmi' method is commonly used for evaluation and increasing students’ self-confidence. Overall, the reviewed studies suggest that integrating various tahfidz methods may provide broader support for the development of Qur’anic literacy than relying on a single method. This study implies the importance of applying varied and integrated tahfidz learning methods in elementary education.
DEVELOPING A GAMIFICATION-BASED INSTRUCTIONAL MODULE TO IMPROVE STUDENTS’ READING COMPREHENSION Ma'arip, Syamsul; Ummah, Inayatul; Setiawan, Dadan
Al-Mubtadi: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol. 3 No. 2 (2026)
Publisher : Prodi Pendidikan Guru Madrasah Ibtidaiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58988/almubtadi.v3i2.1144

Abstract

Reading comprehension is a fundamental skill that influences elementary students’ overall learning achievement; however, this ability often remains limited due to the use of less interactive teaching materials and teacher-centered instructional practices. This study aimed to develop a gamification-based teaching module and to examine its feasibility as well as its potential contribution to improving students’ reading comprehension. The research employed a Research and Development (R&D) design adapted from the Borg and Gall model through seven stages. The participants consisted of 25 fifth-grade students of Sekolah Indonesia Kota Kinabalu (SIKK), Sabah, Malaysia. Data were collected through interviews, observations, tests, and documentation, and were analyzed using expert validation, the Wilcoxon signed-rank test, and N-Gain analysis. The validation results indicated that the developed module met highly feasible criteria in terms of media, language, and content aspects. In addition, the comparison of pre-test and post-test scores showed a statistically significant increase in students’ reading comprehension, with an N-Gain score of 0.77 categorized as high. These findings suggest that the gamification-based module has promising potential to support students’ reading comprehension and learning engagement. Nevertheless, the interpretation of effectiveness is limited to the current sample context due to the absence of a control group and the relatively small number of participants. Therefore, this module may serve as a relevant instructional alternative in elementary Indonesian language learning, while further studies with broader experimental designs are recommended.
DIGITAL TRANSFORMATION AND ITS IMPLICATIONS FOR THE FUNCTIONS OF BASIC EDUCATION MANAGEMENT: A LITERATURE REVIEW Kasman, Kasman; Rahmat, Paisal; Nasution, Marlian Arif
Al-Mubtadi: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol. 3 No. 2 (2026)
Publisher : Prodi Pendidikan Guru Madrasah Ibtidaiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58988/almubtadi.v3i2.1145

Abstract

Digital transformation in elementary education is influenced by culture and ways of thinking. Change often hinders elementary education institutions, both in terms of organizational culture and individual perspectives. New perspectives and methods in elementary education are necessary for digital transformation. The purpose of this article is to explain how digital transformation and its implementation impact management in elementary education, using a keyword search for “digital transformation in education.” The research findings reveal that digital transformation brings significant benefits in improving operational efficiency, enhancing data accessibility, and elevating the quality of services provided to various stakeholders. However, significant challenges and obstacles are also encountered along this transformation journey. Resistance to change, data security challenges, financial constraints, and a lack of technical skills are some of the aspects that need to be carefully addressed. Brough the development of robust policies, investment in data security, employee training, and effective management support, elementary schools can overcome these obstacles and maximize the benefits of digital transformation. In addition to facilitating the learning process, digital transformation has also become a strategic tool for planning, monitoring, and evaluating academic activities and management functions within educational institutions. While it has been implemented in various forms, its implementation remains inconsistent across educational institutions.
DEVELOPING A PROBLEM-BASED LEARNING BASED LKPD TO IMPROVE THE READING COMPREHENSION SKILLS Apriani, Nur Pika Indah; Maufur, Syibli; Ummah, Inayatul
Al-Mubtadi: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol. 3 No. 2 (2026)
Publisher : Prodi Pendidikan Guru Madrasah Ibtidaiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58988/almubtadi.v3i2.1146

Abstract

This study was motivated by the low reading comprehension skills of elementary school students, which require innovative learning strategies to improve student engagement and understanding. The objective of this study was to develop a Problem-Based Learning (PBL)-based Student Worksheet (LKPD) and examine its feasibility and its potential to improve the reading comprehension skills of fourth-grade students. This study employed a Research and Development (R&D) method using a simplified Borg and Gall model. The participants were fourth-grade students of SDN Sukapura 3. Data were collected through observation, interviews, questionnaires, and reading comprehension tests, while data analysis was conducted using validation percentage analysis and N-Gain analysis. The results indicated that the developed PBL-based LKPD was categorized as highly feasible, with validation scores of 94.4% from media experts, 91.6% from language experts, and 100% from material experts. The implementation of the LKPD was also associated with an increase in students’ average reading comprehension scores from 63.6 in the pre-test to 86.8 in the post-test, with an N-Gain score of 0.632, which falls into the moderate category. These findings suggest that the PBL-based LKPD has the potential to improve students’ reading comprehension skills and can serve as an innovative teaching material in elementary schools. However, since this study used a one-group pretest-posttest design without a control group, the findings should be interpreted cautiously.
IMPLEMENTATION OF STUDENT MANAGEMENT TO IMPROVE LEARNING DISCIPLINE Noviardi, Dicky; Wahyudi, Apri; Adha, Muhammad Mona
Al-Mubtadi: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol. 3 No. 2 (2026)
Publisher : Prodi Pendidikan Guru Madrasah Ibtidaiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58988/almubtadi.v3i2.1153

Abstract

This study aims to analyze the implementation of student management in improving students’ learning discipline at SD Negeri 2 Sinar Banten, Central Lampung, Indonesia. Learning discipline is an important component in elementary education because it supports students’ academic achievement, responsibility, punctuality, and behavioral development in school environments. Student management is considered a strategic effort in regulating student activities systematically through planning, implementation, supervision, and evaluation processes. This research employed a qualitative approach with a case study design involving 36 participants consisting of the principal, homeroom teachers, subject teachers, students, and parents. Data were collected through participatory observation, semi-structured interviews, and documentation analysis, while data analysis used the interactive model of Miles, Huberman, and Saldana through data condensation, data display, and conclusion drawing. The findings revealed that student management was implemented through five integrated components, namely discipline program planning, consistent rule enforcement, educational reward and punishment systems, continuous monitoring and evaluation, and active parental involvement. The implementation significantly improved students’ learning discipline as reflected in the reduction of student violations from 199 to 83 cases (58.3%), improvement in attendance rates from 84.4% to 91.4%, and increased discipline assessment scores from 61.2% to 86.7%. The study concludes that collaborative and systematic student management contributes positively to strengthening learning discipline in rural elementary schools and provides practical implications for educational management development.

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