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Fitri Yuliawati
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Al-Bidayah : jurnal pendidikan dasar Islam
Published by Universitas Islam Negeri Sunan Kalijaga Yogyakarta
ISSN : 20850034     EISSN : 25493388     DOI : https://doi.org/10.14421
Core Subject : Humanities, Education, Social,
Humanities Education Social Sciences Other
The Scope journal studies the theories with practices of primary education and islamic primary education in islamic country intends to express original research searches and current issues. This journal welcomes the contributions of scholars from related fields warmly that consider the following topics; e-learning, management of technology and innovation, child development, inclusive education, literation and numeration, islamic religious curriculum, educational innovation, islamic religious, education, and education for primary school teachers.
Arjuna Subject : Seni dan Humaniora - Seni dan Humaniora (Lain-Lain)
Articles 308 Documents
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Integrating Tembang Bocah Banyumasan into the PGMI Curriculum for Prospective Elementary School Educators: A Step PGMI Curriculum Towards Decolonizing Music Education Winangsit, Emah; Sunarto; Udi Utomo; Syahrul Syah Sinaga; Fajry Sub'haan Syah Sinaga; Muhammad Asyraf Mohd Bakri
Al-Bidayah : Jurnal Pendidikan Dasar Islam Vol. 17 No. 2 (2025): Al-Bidayah : jurnal pendidikan dasar Islam
Publisher : UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/al-bidayah.v17i2.12249

Abstract

This study examines the integration of Tembang Bocah Banyumasan into the PGMI curriculum at UIN Saizu Purwokerto as a decolonizing intervention in music education. In the PGMI context, the longstanding dominance of Western music has limited pre-service teachers’ exposure to local musical knowledge, weakened cultural rootedness, and produced learning practices that are insufficiently aligned with Indonesia’s cultural diversity. The paper aims to examine how this integration unfolds through three key phases: critical awareness, reappropriation, and emancipation and knowledge production, where students create and perform works that integrate local culture, Islamic values, and environmental awareness. The research employs a qualitative descriptive approach, analyzing curriculum structure, weekly learning stages, and empirical findings from student engagement. The results indicate that integrating Tembang Bocah Banyumasan fosters cultural identity, critical thinking, and creativity among PGMI students, while also contributing to a more inclusive, contextually relevant curriculum for elementary schools. Challenges, such as limited access to traditional instruments, were addressed through digital tools and local artist collaborations, ensuring a meaningful and adaptable learning experience. The findings suggest that this integration not only decolonizes music education but also bridges the gap between university and elementary school curricula, offering a model for inclusive and culturally responsive teaching.
Development and Feasibility Testing of ProProfs-Based Digital Assessment Media to Improve Science Learning Evaluation in Grade IV Elementary Madrasahs Vita Fitriatul Ulya; Zainal Abidin; Zulfatun Anisah; A.M. Miftah Anshori; M. Syahrul Muharrom
Al-Bidayah : Jurnal Pendidikan Dasar Islam Vol. 17 No. 2 (2025): Al-Bidayah : jurnal pendidikan dasar Islam
Publisher : UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/al-bidayah.v17i2.12281

Abstract

This research aims to develop and test the feasibility of assessment media for IPAS (Natural and Social Sciences) subjects based on the Proprofs digital application for grade IV MI/SD students. The background of this research is the low motivation of students to learn in the evaluation of IPAS, the majority of whom still use conventional methods (Paper Based Test/PBT), as well as the lack of use of digital media in the IPAS assessment process. This study uses the Borg and Gall model Research and Development (R&D) method which is simplified into three main stages: preliminary study, development and testing, and implementation. The product developed is the Proprofs Quiz Maker digital application. The results of the feasibility test from the validator show that the Proprofs assessment media is included in the criteria of Very Appropriate and Appropriate. In detail, the total percentage of acquisition from material experts is 95% (Very Appropriate), media experts 92.5% (Very Appropriate), and learning evaluation experts 70% (Appropriate), with a total average score obtained from validators of 85.8%. In addition, the results of a small group trial of 41 students in grade IV of MI Al Hidayah Lajukidul also showed an overall score of 94%, which was included in the Very Feasible criteria. Following product revision and subsequent implementation in the main and operational field trials involving a total of 82 students from Grade IV at MI Al-Hidayah, an overall score of 96% was obtained, classified under the Very Appropriate criteria. This demonstrates that the development of Proprofs-based IPAS assessment media is highly feasible, effective, and can significantly increase student motivation and learning outcomes.
The Interactive LMS Application Based on the Litera-Tech Model to Enhance Students' Understanding of Basic Literacy Instruction in Elementary Schools Supartinah, Supartinah; Firdaus, Fery Muhamad; Sugiarsih, Septia; Sayekti, Octavian Muning
Al-Bidayah : Jurnal Pendidikan Dasar Islam Vol. 17 No. 2 (2025): Al-Bidayah : jurnal pendidikan dasar Islam
Publisher : UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/al-bidayah.v17i2.12422

Abstract

LMS emerged as a response to the development of information technology and the need to simplify and improve education management. Digital technology in learning refers to using digital tools and systems that facilitate a more interactive and dynamic learning process. The development model used in this study is the ADDIE model The Undergraduate Program in Elementary School Teacher Education (PGSD), Faculty of Education, Yogyakarta State University (FIP UNY), was the subject of this research. The determination of research subjects was carried out purposively. The product trials in this study were conducted in two stages: the main trial, involving 50 trial subjects from undergraduate PGSD students at FIP UNY, and the operational field trial, also involving 100 trial subjects from undergraduate PGSD students at FIP UNY. The developed product underwent validation by subject matter experts and design experts. The obtained data were processed using descriptive percentage techniques and then converted into quantitative descriptive data.. The results of the design expert validation of nine aspects of the interface, user media, navigation, interactivity, feedback, affective considerations, robustness, invisible features, and help and support showed an average score of 3.87 within the range of 3.41 - 4.00, which, according to the assessment criteria, is included in the "Very Good" category. The results of the material validation showed an average score of 4.75 (Very Good category). The lecturer's practicality test produced an average score of 3.9 (Very Good category), indicating that this application is suitable for lecture use. The main trial with 50 students produced an average score of 3.94 (Very Good), and the field trial with 100 students recorded an average score of 3.95 (Very Good), so that the interactive LMS application based on the Litera-tech lecture model can be used to support lectures.
Development of a Madurese Local Wisdom–Based Learning Model Using a STEAM Integrative Approach to Improve Creativity and Innovation of Indonesian Elementary School Students Fadhilah, Mutik; Ahmad Fawaid; Ikha Yuliati; Nailatur Rahmah
Al-Bidayah : Jurnal Pendidikan Dasar Islam Vol. 17 No. 2 (2025): Al-Bidayah : jurnal pendidikan dasar Islam
Publisher : UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/al-bidayah.v17i2.44294

Abstract

Creativity and innovation are essential competencies for elementary school students; however, learning practices in many Indonesian elementary schools remain teacher-centered and provide limited opportunities for creative and innovative activities. In addition, local cultural values that can support contextual learning are often underutilized. Therefore, this study aims to develop a learning model grounded in Madurese local wisdom that employs STEAM as an integrative instructional approach to enhance students’ creativity and innovation at the elementary school level. This study used a research and development method with the ADDIE model, consisting of analysis, design, development, implementation, and evaluation stages. The effectiveness of the developed model was tested using a one-group pretest–posttest design. Data were collected through observations, interviews, questionnaires, documentation, pretest–posttest instruments, and product-based assessments. Students’ creativity was measured using Torrance indicators (fluency, flexibility, originality, and elaboration), while innovation was assessed through indicators of idea adaptation, simple implementation, usefulness, and initiative appropriate to elementary students’ developmental levels. Quantitative data were analyzed using descriptive statistics, N-Gain, and paired-sample t-tests, while qualitative data were analyzed through data reduction, display, and verification. The results indicate that the developed learning model is valid, practical, and effective. Students’ creativity increased from 57.3 to 86.6, and innovation increased from 55.8 to 84.1, with moderate-to-high N-Gain scores. The model supports contextual and culture-based learning by strengthening creativity, innovation, and STEAM-related competencies while preserving Madurese local wisdom.
The Predictive Contribution of Self-Regulated Learning and Academic Resilience to Numeracy Literacy among Fifth-Grade Elementary School Students Lailatul Hidayati; Widyawati; Khodijatul Qubro, Nia Aulia; Dewanti, Sintha Sih; Al Kahfi, Sidik
Al-Bidayah : Jurnal Pendidikan Dasar Islam Vol. 18 No. 1 (2026): Al-Bidayah : jurnal pendidikan dasar Islam
Publisher : UIN Sunan Kalijaga Yogyakarta

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

Abstract

This study examined: (1) the relationship between self-regulated learning and numeracy literacy, (2) the relationship between academic resilience and numeracy literacy, and (3) their joint association with numeracy literacy among fifth-grade elementary students. The novelty of this study lies in integrating self-regulated learning and academic resilience into a single model of numeracy literacy at the elementary level, whereas prior studies have mostly examined these variables separately or in secondary education contexts. Using a quantitative correlational design, data were collected from 106 fifth-grade students of SD Muhammadiyah Condongcatur selected through purposive sampling. Instruments included questionnaires on self-regulated learning and academic resilience, and a numeracy literacy test. Data were analyzed using simple and multiple linear regression. The results showed that self-regulated learning and academic resilience were significantly associated with numeracy literacy, both partially and jointly. Self-reflection was the strongest dimension of self-regulated learning, while persistence was the dominant dimension of academic resilience. These findings suggest that numeracy literacy is closely linked to students’ reflective learning regulation and academic persistence.
The Students’ Emotional Awareness and Character Building in a Multicultural Islamic Elementary School Kholis, Nur; Remanita, Yuan; Indriharta, Lilik; Fathoni, Irgi Aqilul
Al-Bidayah : Jurnal Pendidikan Dasar Islam Vol. 18 No. 1 (2026): Al-Bidayah : jurnal pendidikan dasar Islam
Publisher : UIN Sunan Kalijaga Yogyakarta

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

Abstract

Emotions play a fundamental role in learning; however, character-building studies in elementary education still tend to emphasize cognitive and behavioral aspects, with limited attention to students’ lived emotional experiences, particularly in multicultural contexts. This study aims to explore how students experience emotional awareness as part of their learning processes in a multicultural Islamic elementary school. A qualitative phenomenological approach was employed at SDI Al-Azhar Tulungagung. The study involved ten informants, consisting of five students, three teachers, and two school principals, selected purposively to represent diverse perspectives. Data were collected through in-depth interviews, participatory observations, and documentation, and analyzed using phenomenological procedures, including data reduction, meaning unit development, and essential interpretation. The findings reveal that students develop emotional awareness through processes of recognising, managing, and reflecting on emotions arising in daily classroom interactions. Emotional awareness functions as a foundation for self-regulation, empathy, responsibility, and prosocial behaviour, which emerge through safe and supportive learning environments. Three essential themes were identified: (1) emotional recognition as an initial awareness of internal states triggered by classroom interactions, (2) emotional regulation as a socially mediated process shaped by teacher support and peer relationships, and (3) emotional reflection as a meaning-making process connecting experiences to moral values. These findings highlight that emotional awareness is not merely an individual competence but an intersubjective process constructed through social and cultural interactions in a multicultural learning environment. This study contributes to a deeper understanding of emotional dynamics in elementary education by emphasising the role of lived experience in character formation.
Inclusive Education in Indonesian Madrasah Ibtidaiyah: A Qualitative Meta-Synthesis of Dual Curriculum Challenges and Pedagogical Adaptations Kim, Daemin; Juju Masunah; Rita Milyartini
Al-Bidayah : Jurnal Pendidikan Dasar Islam Vol. 18 No. 1 (2026): Al-Bidayah : jurnal pendidikan dasar Islam
Publisher : UIN Sunan Kalijaga Yogyakarta

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

Abstract

This systematic literature review aims to evaluate the pedagogical strategies, theological foundations, and structural challenges of inclusive education in Indonesia’s Madrasah Ibtidaiyah (Islamic primary schools). Utilizing a PRISMA-guided screening protocol and data extraction form as the primary research instrument, 29 empirical studies and policy documents published between 2016 and 2026 were purposively selected from major academic databases. Data analysis was conducted through qualitative thematic meta-synthesis to systematically code and categorize the findings. The analysis reveals that while Islamic values of Rahmah (compassion) and Adl (justice) provide a strong theological imperative for inclusion, implementation is frequently obstructed by resource scarcity and policy dualism. Key pedagogical findings indicate a reliance on peer-mediated interventions, the adaptation of traditional Quranic methods like Takrir for neurodivergent students, and the crucial role of shadow teachers (Guru Pembimbing Khusus). Ultimately, achieving sustainable inclusion requires a paradigmatic shift from charitable integration to rights-based inclusion, necessitating the formal institutionalization of Fikih Difabel (disability jurisprudence) and Universal Design for Learning (UDL) frameworks.
Developing a Canva-Based Interactive Social Science E-Book Integrated with Jambi Local Wisdom for Fifth-Grade Students Aura Putri, Tazkiya; Nasyariah Siregar; Nisa Aulia
Al-Bidayah : Jurnal Pendidikan Dasar Islam Vol. 18 No. 1 (2026): Al-Bidayah : jurnal pendidikan dasar Islam
Publisher : UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/al-bidayah.v18i1.13221

Abstract

Digital learning media play an important role in supporting meaningful learning in elementary education, particularly in integrated Natural and Social Science (IPAS) subjects. Interactive e-books enable learning materials to be presented in more engaging, visual, and contextual ways, helping students understand abstract concepts through real-life experiences. Digital media are especially suitable for IPAS materials requiring visualization and interactive exploration, such as ecosystems, biodiversity, environmental processes, and local cultural practices. This study aimed to develop a Canva-based interactive e-book integrated with Jambi local wisdom for Grade 5 elementary students and examine its feasibility and practicality. The study employed a Research and Development (R&D) approach using the 4-D model: Define, Design, Develop, and Disseminate. The research involved 25 Grade 5 students. Data were collected through expert validation sheets involving subject matter, language, and media experts, as well as teacher and student response questionnaires. The results showed very high feasibility levels, with scores of 98% from subject matter experts, 94.7% from language experts, and 89% from media experts. Teacher and student responses also indicated very good practicality, with scores of 95.9% and 94.4%, respectively. These findings indicate that the developed e-book is feasible and practical to support contextual and literacy-oriented IPAS learning in elementary schools.

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