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ZAINUL ANWAR
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INDONESIA
MENTARI : Journal Of Islamic Primary School
Published by STAI Miftahul Ula
ISSN : 30218497     EISSN : 30218497     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Other
Mentari : Journal of Islamic Primary School is a double-blind peer-reviewed journal published by the Study Program of Education for Islamic Elementary School Teachers , Sekolah Tinggi Agama Islam (STAI) Miftahul Ula Kertosono Nganjuk. The journal publishes research articles of Islamic primary education or primary education in Islamic country (See Focus and Scope). The articles of this journal are published annually; March, June, September and Desember.
Arjuna Subject : Umum - Umum
Articles 82 Documents
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Integrasi Hierarkis Komponen Pembelajaran dalam Sistem Pendidikan Dasar (SD/MI) Annawa UBM, Mohamad Azhar; Reni, Dewi Susilo; Maharani, Wulan Feronika
Mentari : Journal of Islamic Primary School Vol 4 No 1 (2026): March 2026
Publisher : PGMI, STAI Miftahul Ula Nganjuk

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Abstract

Penelitian ini dilatarbelakangi oleh kekaburan konseptual dan ketidaksinkronan antar unsur perencanaan serta pelaksanaan pembelajaran di pendidikan dasar SD/MI yang berdampak pada desain pembelajaran yang parsial dan kurang koheren, khususnya dalam konteks implementasi Kurikulum Merdeka. Penelitian ini bertujuan merumuskan struktur hierarkis dan integratif komponen pembelajaran dalam sistem pendidikan dasar. Menggunakan metode kepustakaan dengan pendekatan kualitatif dan analisis konseptual tematik terhadap literatur pada basis data Google Scholar tahun 2015 sampai 2025, kajian ini mensintesis hubungan fungsional antara pendekatan, strategi, model, metode, teknik, taktik, media, sumber belajar, lingkungan, dan asesmen dalam kerangka General Systems Theory yang mencakup input, proses, output, dan feedback. Hasil analisis menunjukkan bahwa pembelajaran efektif harus disusun secara hierarkis, di mana pendekatan mengarahkan strategi, strategi membingkai model, model dioperasionalkan melalui metode dan teknik, serta taktik berfungsi sebagai adaptasi situasional yang tetap konsisten dengan desain awal. Asesmen dan refleksi menjadi mekanisme umpan balik untuk menjaga koherensi sistem. Implikasinya, guru perlu merancang pembelajaran berbasis keselarasan antar level komponen. Keterbatasan penelitian ini bersifat konseptual sehingga belum teruji secara empiris, sehingga penelitian selanjutnya perlu melakukan validasi implementatif untuk mengukur efektivitas kerangka terhadap peningkatan mutu hasil belajar.
Peran Ibu sebagai Madrasah Pertama dalam Penanaman Karakter Anak Choiroyaroh, Siti Istatik
Mentari : Journal of Islamic Primary School Vol 4 No 1 (2026): March 2026
Publisher : PGMI, STAI Miftahul Ula Nganjuk

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study analyzes the role of mothers as the first madrasah in instilling character in early childhood. A qualitative case study approach was employed, involving eight mothers with children aged 0-6 years in Tulungagung Regency, selected through purposive sampling. Data were collected through in-depth interviews, participant observation, and documentation, then analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings reveal three parenting styles: authoritative (4 mothers), authoritarian (2 mothers), and permissive (2 mothers). Mothers with authoritative parenting consistently implement five character instillation steps knowing the good, thinking the good, feeling the good, action the good, and habituating the good producing children with independence, discipline, responsibility, honesty, and religiosity. Authoritarian parenting yields fear-based compliance, while permissive parenting fails to establish discipline. Supporting factors include husband's support, quality time, and maternal understanding of child development. Inhibiting factors are uncontrolled gadget use, inconsistent grandparent intervention, and maternal fatigue. The study concludes that the mother's role as the first madrasah is crucial and requires family synergy. Character formation in early childhood is like carving on a gemstone requiring persistent effort for lifelong results.

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