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Kartika Metafisika
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kartikametafisika@staitaruna.ac.id
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+6285748100020
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tarunateach@staitaruna.ac.id
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Jl. Rungkut Mejoyo I/2 Surabaya, Indonesia.
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INDONESIA
Journal of Elementary School
Published by Sekolah Tinggi Agama Islam Taruna Surabaya
ISSN : -     EISSN : 30263921     DOI : 10.54298/tarunateach
Core Subject : Education, Social,
Education Social Sciences Other
TARUNATEACH: Journal of Elementary School is a double-blind peer-reviewed journal published by the Study Program of Pendidikan Guru Madrasah Ibtidaiyah (PGMI), Sekolah Tinggi Agama Islam Taruna Surabaya, Indonesia. The journal publishes research articles on Islamic primary education or primary education in Islamic countries. The articles of this journal are published bi-annually in March and September. The focus of this journal contains articles on research on Madrasah Ibtidaiyah Teacher Education/Primary/MI/SD, such as competency analysis, learning strategies, learning theory, learning development, educator professionalism, and research results. Reviewers will review any submitted paper.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 36 Documents
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Penanaman Nilai Toleransi dan Empati Sejak Dini Melalui Bimbingan Sosial Teknik Circle Time di Sekolah Dasar: kajian Systematic Literature Review Faizin, Muhammad
Tarunateach: Journal of Elementary School Vol. 3 No. 2 (2025): September
Publisher : Sekolah Tinggi Agama Islam Taruna Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54298/tarunateach.v3i2.644

Abstract

This study is motivated by the increasing issues of intolerance and the decline in social sensitivity among elementary school children, which have implications for the weakening of empathy and cooperation skills within the learning environment. The study aims to identify the effectiveness of applying social guidance through the Circle Time technique in elementary school, fostering tolerance and empathy from an early age. The research employs a Systematic Literature Review (SLR) using the PRISMA approach, encompassing the identification, screening, eligibility, and inclusion of ten relevant articles published between 2015 and 2024 concerning children’s social-emotional education, Circle Time, and character learning in elementary education. The analysis results indicate that Circle Time is highly effective in enhancing positive student interactions, fostering active listening skills, promoting respect for differences, and strengthening children's emotional and social awareness. The findings also reveal that the success of this technique largely depends on teachers’ competence in managing group dynamics and creating a safe and inclusive classroom environment. The discussion emphasizes that social guidance based on the Circle Time approach serves not only as a pedagogical strategy but also as a preventive intervention against discriminatory behavior and student conflicts. Implicatively, the study recommends integrating the Circle Time program into the elementary school counseling curriculum to shape students' adaptive, tolerant, and empathetic social and emotional character in today's multicultural era.
Studi Kasus Implementasi E-Book Interaktif sebagai Media Pembelajaran Literasi Membaca di Sekolah Dasar Suruambo, Juharmin
Tarunateach: Journal of Elementary School Vol. 3 No. 2 (2025): September
Publisher : Sekolah Tinggi Agama Islam Taruna Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54298/tarunateach.v3i2.646

Abstract

This study investigates the implementation of interactive e-books as a medium for reading literacy learning in elementary schools. Reading literacy is a crucial foundation for students' academic success, but many elementary schools face challenges in effectively facilitating the development of these skills in the digital age. Interactive e-books offer the potential to overcome the limitations of traditional learning media by providing a more dynamic and engaging learning experience. This study uses a case study approach focusing on an elementary school in Baubau City. Data were collected through classroom observations, in-depth interviews with teachers and students, and analysis of documents related to reading literacy learning. The results show that the implementation of interactive e-books positively impacts increasing student motivation to learn, active engagement in reading, and text comprehension. Interactive features such as animations, audio, and integrated quizzes proved to be effective in facilitating the understanding of complex literacy concepts. However, several challenges, such as limited access to devices, teacher readiness in integrating technology, and the need for e-book content relevant to the curriculum, need to be addressed. These findings underscore the importance of developing and utilizing interactive e-books as an innovative medium to support reading literacy learning in elementary schools. They also provide recommendations for stakeholders to optimize their use.
Studi Kasus Implementasi Metode Pembelajaran Aktif dalam Meningkatkan Keterampilan Berpikir Kritis Siswa Di Madrasah Ibtidaiyah Tusyana, Eka
Tarunateach: Journal of Elementary School Vol. 3 No. 2 (2025): September
Publisher : Sekolah Tinggi Agama Islam Taruna Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54298/tarunateach.v3i2.647

Abstract

Active learning methods are crucial and transformative in improving students' critical thinking skills at Madrasah Ibtidaiyah (MI). This case study research aims to analyze the implementation of active learning methods and evaluate their contribution to improving students' critical thinking skills at the elementary level. Data was collected through triangulation of sources, namely interviews, observations, and documentation, to obtain a complete picture of practices in the field. The study results show that various factors influence the successful implementation of active learning methods. First, the main aspect is the facilitative role of teachers, which includes providing pedagogical support, optimizing the availability of relevant learning resources, and teachers' ability to respond to student dynamics and feedback. Additionally, an inclusive and supportive learning environment is essential, creating an atmosphere where every student feels welcome and valued, significantly encouraging increased engagement and motivation for their learning. Second, the improvement of students' critical thinking skills is also strongly influenced by the internal characteristics of the students themselves, including the level of initial critical thinking ability, the strength of their intrinsic motivation to learn, and their confidence in expressing opinions. Therefore, this study concludes that successfully implementing active learning requires synergy between adaptive teacher teaching strategies and a deep understanding of students' psychological conditions and early cognitive abilities.
Implementasi Jarimatika dalam Pendidikan Dasar: Pandangan Kebijakan dan Manajemen Sekolah Defi, Wahyu Fitrina; Utama, Yudi Nanda
Tarunateach: Journal of Elementary School Vol. 3 No. 2 (2025): September
Publisher : Sekolah Tinggi Agama Islam Taruna Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54298/tarunateach.v3i2.649

Abstract

This study aims to analyze the implementation of the Jarimatika method in elementary mathematics learning from the perspective of school policy and management. Jarimatika, as a finger-based learning innovation, is believed to enhance students’ basic arithmetic skills and create an engaging and contextual learning atmosphere. However, its successful implementation depends not only on teachers’ competence but also on supportive school policies and effective management strategies applied by school leaders and educators. This research employs a qualitative approach using a case study method conducted in several elementary schools that have implemented Jarimatika. Data were collected through interviews, observations, and analysis of school policy documents. The findings indicate that the effectiveness of Jarimatika implementation is significantly influenced by internal policies that support learning innovation, continuous teacher training, and the leadership role of principals in fostering an open and change-oriented school climate. Furthermore, adaptive and participatory school management has been proven to facilitate the integration of Jarimatika into the curriculum and daily learning activities. These findings emphasize the importance of synergy between school policy and managerial practice in improving the quality of mathematics learning in elementary education.
Implementasi Active Learning dan Dampaknya pada Partisipasi Belajar Siswa Madrasah Ibtidaiyah di Probolinggo: Kajian Studi Kasus Misbahul Arifin; Rizqiyani, Ramzatul Widad
Tarunateach: Journal of Elementary School Vol. 3 No. 2 (2025): September
Publisher : Sekolah Tinggi Agama Islam Taruna Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54298/tarunateach.v3i2.652

Abstract

The study aimed to deeply analyze and examine the implementation of Active Learning by teachers and its impact on student learning participation at Madrasah Ibtidaiyah (MI) Nurul Mun’im. The primary focus was to identify the effectiveness of active pedagogy practices in enhancing student initiative, interaction, and confidence in expressing opinions in the classroom. This qualitative case study was conducted at MI Nurul Mun’im, Probolinggo, utilizing data collected through participatory observation, in-depth interviews, and RPP (lesson plan) document analysis; subjects were selected via purposive sampling. The results demonstrated that the implementation of Active Learning through cooperative models significantly increased student learning participation, with some initiative indicators rising by up to 191%. The most crucial finding was the teachers' success in contextualizing Active Learning with Islamic adab (etiquette) values and initial extrinsic motivation, effectively reducing the fear of failure and establishing a supportive learning environment. The implication of this research is a theoretical contribution to enriching pedagogical models in Islamic educational institutions, where active strategies must be integrated with religious ethics. It is recommended that these findings serve as a foundation for developing teacher training focused on contextual Active Learning for madrasah institutions.
Integrasi Gamifikasi pada Pembelajaran Berbasis Deep Learning di Sekolah Dasar Rahmawati, Emma
Tarunateach: Journal of Elementary School Vol. 3 No. 2 (2025): September
Publisher : Sekolah Tinggi Agama Islam Taruna Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54298/tarunateach.v3i2.655

Abstract

This study explores the integration of gamification in the implementation of deep learning-based instruction in elementary schools. Deep learning is not a new curriculum, but rather a pedagogical approach that emphasizes meaningful, mindful, and joyful learning. The main objective of this study is to analyze how elements of gamification align with the principles of deep learning and how their implementation can enhance students’ conceptual understanding, reflective engagement, and learning motivation. The research employs a qualitative method using content analysis based on the Miles and Huberman model. Data were obtained from various literature sources, including scholarly journals, reference books, policy reports, and best practices in the field of education. The findings indicate that the integration of gamification supports deep learning, particularly when it is designed to connect learning materials with real-life contexts (meaningful), engage students in reflection and responsibility for their learning (mindful), and foster an interactive and enjoyable learning atmosphere (joyful). Furthermore, the study reveals that this approach aligns with the development of foundational literacy, 21st-century competencies, and adaptive character traits essential for learners in the digital era. Therefore, gamification can serve as an effective pedagogical strategy to promote the transformation of elementary education based on deep learning.

Page 4 of 4 | Total Record : 36

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