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Mohamad Yudiyanto
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Murabbi: Pendidikan Guru Madrasah Ibtidaiyah
Published by Sekolah Tinggi Agama Islam Sabili Bandung
ISSN : -     EISSN : 29633516     DOI : https://doi.org/10.69630/jm.v1i1.1
Core Subject : Religion, Humanities, Education,
Religion Humanities Education Languange, Linguistic, Communication & Media
Murabbi: Jurnal Pendidikan Guru Madrasah Ibtidaiyah is an open access journal, and peer-reviewed journal to discuss about new findings in elementary education especially at primary/elementary schools. This journal is publishing original research articles and case studies focused on elementary education. All papers are peer-reviewed by at least two reviewers.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 53 Documents
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PENERAPAN PENDEKATAN DEEP LEARNING TERHADAP PEMBELAJARAN MATEMATIKA KELAS RENDAH DI MI SENTRA CENDEKIA MUSLIM Nur Fatimah; Zul Andrivat
MURABBI Vol. 4 No. 2 (2025): Jurnal Murabbi
Publisher : Prodi PGMI STAI Sabili Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69630/jm.v4i2.80

Abstract

This study aims to analyze the application of the Deep Learning approach in mathematics learning in the lower class at MI Muslim Scholars Center. The Deep Learning approach is used to foster students' conceptual understanding, critical thinking, and reflective abilities towards basic math material. The research method used is a descriptive qualitative approach with data collection techniques through observation, interviews, and documentation. The research subjects consisted of teachers and students in grade I of the Muslim Scholars Center. The results of the study show that the application of the Deep Learning approach can increase student learning activity and motivation through student-centered learning activities, such as group discussions, exploration of contextual problems, and reflection on learning outcomes. Students show improved ability to understand number concepts, basic calculation operations, and the application of concepts in daily life. In addition, teachers play an important role as facilitators in directing the deep thinking process and ensuring the active involvement of each student. Thus, the application of the Deep Learning approach has proven to be effective in improving the quality of mathematics learning in low grades, and can be used as an innovative alternative in an effort to improve numeracy competence in madrasah-based elementary schools.
The Profil Scientific Reasoning Calon Guru Sekolah Dasar: Bukti dari Kursus Ilmu Pengetahuan Alam Dasar: Scientific Reasoning Martini, Susi
MURABBI Vol. 4 No. 2 (2025): Jurnal Murabbi
Publisher : Prodi PGMI STAI Sabili Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69630/jm.v4i2.90

Abstract

Scientific reasoning is a fundamental competence required for preservice primary teachers, particularly those who will teach science at the elementary level. Despite its importance, empirical evidence regarding the scientific reasoning profile of prospective Madrasah Ibtidaiyah (MI) teachers remains limited. This study aimed to profile the scientific reasoning skills of pre-service MI teachers enrolled in a Basic Natural Science course. A descriptive quantitative design was employed involving 35 students from a Primary Teacher Education Program. The instrument consisted of 20 items developed based on Lawson’s six dimensions of scientific reasoning: conservation, proportional reasoning, control of variables, probabilistic reasoning, correlational reasoning, and hypothetico-deductive reasoning. Data were analyzed using descriptive statistics, including mean, standard deviation, and distribution across reasoning levels. The results indicated that the overall mean score was 73.68, suggesting a moderate-to-high level of scientific reasoning. The highest performance was observed in hypothetico-deductive reasoning, whereas probabilistic and correlational reasoning yielded the lowest scores. In terms of reasoning levels, 54.29% of students were categorized at the formal reasoning level, 37.14% at the transitional level, and 8.57% at the concrete level. Although the majority of students demonstrated formal reasoning ability, substantial variability across dimensions suggests the need for instructional approaches that explicitly strengthen multivariable and probabilistic reasoning. These findings provide an empirical basis for designing inquiry-oriented instruction in Basic Natural Science courses to better prepare pre-service teachers for science teaching in primary education.
Efektivitas Quizzify Site sebagai Platform Pembelajaran Terpadu Quizizz dan Google Site untuk Meningkatkan Hasil Belajar Siswa: Studi Kuasi-Eksperimen di SDIT PERSIS 99 Rancabango Sholihin; Kurniawan, Agi; Sumpena, Ena; Rahmah, Heni Aurina
MURABBI Vol. 2 No. 2 (2023): Jurnal Murabbi
Publisher : Prodi PGMI STAI Sabili Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69630/jm.v2i2.92

Abstract

Rendahnya hasil belajar di sekolah dasar masih menjadi perhatian kritis di Indonesia, khususnya di daerah semi pedesaan di mana integrasi teknologi dalam pembelajaran masih terbatas. Penelitian ini bertujuan untuk menguji efektivitas Quizzify Site, sebuah platform pembelajaran terpadu yang dikembangkan peneliti dengan mengintegrasikan Quizizz dan Google Site, dalam meningkatkan hasil belajar siswa kelas IV dibandingkan penggunaan Quizizz konvensional. Platform ini dirancang dengan tiga fitur inti: alur belajar terarah, latihan berulang berbasis penguasaan, dan evaluasi bersama interaktif. Desain kuasi-eksperimen nonequivalent control group pretest-posttest digunakan, melibatkan Kelas IV-A sebagai kelompok kontrol (n = 26, Quizizz konvensional) dan Kelas IV-B sebagai kelompok eksperimen (n = 27, Quizzify Site) di SDIT PERSIS 99 Rancabango. Data dikumpulkan menggunakan tes pilihan ganda tervalidasi 30 butir soal pada konten IPAS (Cronbach's α = 0,87) dan dianalisis menggunakan uji t sampel berpasangan, uji t sampel independen, dan analisis Normalized Gain. Hasil menunjukkan bahwa kelompok eksperimen mencapai skor posttest yang secara signifikan lebih tinggi (M = 79,63) dibandingkan kelompok kontrol (M = 67,69), dengan t(51) = 4,83, p < 0,001, dan Cohen's d = 1,33. Rerata N-Gain kelompok eksperimen (g = 0,57) secara signifikan lebih tinggi dari kelompok kontrol (g = 0,34). Selanjutnya 85,19% siswa kelompok eksperimen mencapai KKM dibandingkan 57,69% siswa kelompok kontrol. Analisis subkelompok mengonfirmasi bahwa efek struktur platform signifikan bahkan tanpa waktu latihan tambahan di luar kelas. Temuan ini mengkonfirmasi bahwa Quizzify Site secara signifikan lebih efektif dibandingkan Quizizz konvensional dalam meningkatkan hasil belajar siswa.

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