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Contact Name
Kartika Metafisika
Contact Email
kartikametafisika@staitaruna.ac.id
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+6285748100020
Journal Mail Official
tarunateach@staitaruna.ac.id
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Jl. Rungkut Mejoyo I/2 Surabaya, Indonesia.
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Kota surabaya,
Jawa timur
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 42 Documents
 1   2   3   4   5 
The Implementation of Coding and Artificial Intelligence: A Case Study of the ICT Zainal Abidin Elementary School Curriculum Mahbubi, M.
Tarunateach: Journal of Elementary School Vol. 4 No. 1 (2026): March
Publisher : Sekolah Tinggi Agama Islam Taruna Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54298/tarunateach.v4i1.948

Abstract

This study examines the implementation of coding and artificial intelligence (AI) in the curriculum at SD ICT (Sekolah Dasar Information and Communication Technology)  Zainal Abidin, an elementary school in Indonesia. With the growing demand for digital literacy and technology-based competencies in the 21st century, this research aims to explore how coding and AI are integrated into the curriculum, the opportunities they offer for enhancing students' critical thinking and problem-solving skills, and the challenges encountered during implementation. Using a qualitative case study approach, data were collected through semi-structured interviews with 5 teachers and 2 school administrators, classroom observations, and analysis of curriculum documents. The interviews focused on participants' perspectives regarding the integration process, benefits, and challenges of teaching coding and AI. The collected data were analyzed using thematic analysis to identify key themes related to the integration of these subjects. The findings suggest that integrating coding and AI into the curriculum provides valuable opportunities for students to develop computational thinking, creativity, and a deeper understanding of technology. However, the research also identifies several challenges, including insufficient teacher training, limited infrastructure, and alignment issues with the national educational framework. The study highlights the importance of professional development for teachers, better resource allocation, and curriculum adjustments to ensure the sustainable integration of coding and AI in primary education. Recommendations are made for educators and policymakers to enhance the effectiveness of this integration to prepare students for a digital future better.
Pengaruh Kepemimpinan Kepala Madrasah terhadap Kinerja Guru serta Dampaknya pada Kualitas Pembelajaran di Madrasah Ibtidaiyah Swasta Arfanaldy, Sehan Rifky; Fatimah, Annisa Ersa
Tarunateach: Journal of Elementary School Vol. 4 No. 1 (2026): March
Publisher : Sekolah Tinggi Agama Islam Taruna Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54298/tarunateach.v4i1.947

Abstract

This study aims to analyze the influence of madrasah head leadership on teacher performance and its implications on the quality of learning in Private Madrasah Ibtidaiyah, Jalaksana District, Kuningan Regency. This study uses a quantitative approach with an explanatory research design. Data were collected through a Likert scale questionnaire to 92 selected teachers using the proportionate stratified random sampling technique. Data analysis used simple linear regression and multiple regression with the help of SPSS, as well as classical assumption tests to ensure the feasibility of the research model. The results of the study show that the leadership of madrasah heads has a positive and significant effect on teacher performance, as well as a significant effect on the quality of learning. In addition, teacher performance has been proven to play a role as a partial mediation variable in strengthening the influence of madrasah head leadership on learning quality. The value of the determination coefficient (R²) of 0.682 shows that 68.2% of the variation in learning quality can be explained by the leadership of the madrasah head and the teacher's performance. These findings confirm that improving the quality of learning cannot be separated from the strategic leadership role of madrasah heads who work through improving teacher performance. Conceptually, educational leadership serves as a transformational factor in building an effective learning ecosystem. The implications of this study show the importance of strengthening the leadership of madrasah heads based on managerial and Islamic education values to improve the quality of basic education in a sustainable manner.

Page 5 of 5 | Total Record : 42

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