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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 63 Documents
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IMPLEMENTASI PEMBIASAAN KEAGAMAAN DALAM MEMBENTUK KARAKTER SISWA KELAS V DI SDIT NURUL IMAM Ismayuni Ismayuni; Dede Ajeng Arini; Agus Jaenal
MURABBI Vol. 5 No. 1 (2026): Jurnal Murabbi
Publisher : Prodi PGMI STAI Sabili Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69630/jm.v5i1.103

Abstract

This study aims to determine the implementation of religious habituation in shaping the character of fifth-grade students at SDIT Nurul Imam. This study employed a descriptive qualitative approach with data collection techniques consisting of observation, interviews, and documentation. The research subjects included Islamic Education teachers, homeroom teachers, and fifth-grade students of SDIT Nurul Imam. The results showed that the religious habituation activities implemented at SDIT Nurul Imam included morning murojaah, congregational dhuha prayer, reciting prayers before and after learning activities, chanting Asmaul Husna, Friday charity, hadith memorization, and khotmil Qur’an activities. These activities were carried out routinely and systematically, enabling students to internalize religious values in their daily lives. The implementation of religious habituation had a positive influence on students’ character development, particularly in the aspects of discipline, responsibility, honesty, and politeness. Based on the research findings involving 25 students, 84% demonstrated disciplined behavior, 80% showed good responsibility, 88% displayed honesty, and 92% exhibited polite attitudes. Supporting factors in implementing religious habituation included support from the school and foundation, teachers’ role modeling, an Islamic school environment, adequate facilities and infrastructure, as well as cooperation between the school and parents. Meanwhile, inhibiting factors included the lack of discipline among some students, limited religious habituation within the family environment, and the negative influence of technology and the surrounding environment. Therefore, the implementation of religious habituation at SDIT Nurul Imam proved effective in shaping the religious character of fifth-grade students.
ANALISIS PENYEBAB DAN SOLUSI KESULITAN BELAJAR MATEMATIKA SISWA SD: KAJIAN NARRATIVE LITERATURE REVIEW Citra Ramadhani; Nadya Martasya; Masniladevi
MURABBI Vol. 5 No. 1 (2026): Jurnal Murabbi
Publisher : Prodi PGMI STAI Sabili Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69630/jm.v5i1.120

Abstract

Learning difficulties in elementary school students are the most common problem encountered in the teaching and learning process, especially in mathematics. This problem not only impacts student learning outcomes but also influences student behavior and motivation towards learning mathematics. This study aims to identify and analyze the factors that cause learning difficulties and the efforts that can be made to overcome learning difficulties. The method used in this study is a Narrative Literature Review by reviewing literature relevant to the topic of study within the last 5 years. The articles used in the study are nationally accredited articles obtained from Semantic Scholar and Google Scholar using Publish Or Perish. The results of the study indicate that learning difficulties often experienced by students when learning mathematics are caused by internal and external factors. Internal factors originate from the student themselves such as attitudes in learning, motivation and interest, and health conditions. Meanwhile, external factors originate from the student's environment such as learning media, teaching methods used by teachers, infrastructure, friendships, and family support. From these problems, several efforts are formulated as solutions to the problem of learning difficulties in mathematics in elementary school students.
ANALISIS FAKTOR KESULITAN BELAJAR SISWA SEKOLAH DASAR PADA MATERI PECAHAN SERTA SOLUSINYA Annisa Raudhatul Aulia; Diska Nadia; Masniladevi
MURABBI Vol. 5 No. 1 (2026): Jurnal Murabbi
Publisher : Prodi PGMI STAI Sabili Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69630/jm.v5i1.122

Abstract

Fraction learning difficulties are a multidimensional and systemic issue in mathematics learning at the primary school level. This study was conducted to comprehensively examine the types of difficulties encountered by students in learning fractions, identify the factors causing these difficulties, and review the solutions recommended in previous studies. The method employed in this study was a literature review of relevant studies published from 2020 to 2026. The findings indicate that the difficulty in learning fractions in elementary school students may be classified into three major categories, namely: (1) challenges in comprehending fundamental fraction concepts, (2) challenges in performing fraction calculations, and (3) difficulties in solving fraction word problems. The factors contributing to these difficulties are sourced from internal and external influences. As a solution, various studies suggest utilizing instructional media and concrete learning approaches, diversifying teaching strategies, enhancing students' learning motivation, and the parental participation in the learning process. This finding hints at the need for a comprehensive and continuous intervention strategy so that the fundamental mathematical understanding understanding of elementary school students can be effectively strengthened

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