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Fitri Yuliawati
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albidayah@uin-suka.ac.id
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INDONESIA
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 315 Documents
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Augmented Reality-Based Adaptive Geometry Learning: Exploring Problem Complexity through Adversity Quotient in Pre-service Primary School Teachers Ekowati, Dyah Worowirastri; Ana Maulida Azura; Agung Deddiliawan Ismail; Puji Sumarsono; Octarina Hidayatus Sholikhah
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.v18i1.13482

Abstract

Geometry problem-solving is an essential competency for Primary School Teacher Education students, yet many struggle with three-dimensional visualization. Furthermore, students' persistence in overcoming challenges known as adversity quotient (AQ) significantly influences this process. This study aims to develop augmented reality (AR)-based geometry problems with varying complexity tailored to students' AQ. Using the ADDIE research and development model with 29 student subjects at Universitas Muhammadiyah Malang, data were collected through observation, interviews, questionnaires, and documentation, then analyzed using descriptive quantitative and qualitative methods. Results show the developed AR-based problems are highly valid, scoring 74% from material experts (good category) and 96% from media experts (very good category), and yielding an 85.89% student response score regarding usability (Good Category). Crucially, empirical data regarding problem-solving skills demonstrated that AR integration successfully scaffolded early-stage spatial representation, enabling 82.76% of the subjects to overcome visualization barriers and comprehend three-dimensional contexts (Polya Stage 1). However, complete problem-solving success across all four Polya stages was achieved by only 24.14% of the cohort (7 students).  The remaining 75.86% experienced structural drop-offs tied to specific AQ obstacles: Quitter students abandoned tasks at the initial stage due to persistent spatial barriers, whereas Camper students successfully devised plans but failed during the execution and verification stages due to arithmetic errors and a lack of looking-back habits. The varied problem complexity serves as an effective differentiated learning strategy, offering targeted visual scaffolding for lower-resilience students while demanding complex reasoning from higher-resilience ones. Therefore, this study contributes significantly to adaptive, technology-based, and inclusive geometry learning.
Interpreting Scientific Explanations in Ecosystem Learning: A Transcendental Phenomenological Study of Fifth-Grade Elementary Students' Conceptual Understanding    Awanda, Ifan; Insih Wilujeng; Woro Sri Hastuti; Dewi Astuti
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.v18i1.13513

Abstract

Elementary school students' conceptual understanding of ecosystems is often hindered by misconceptions and a lack of active interpretation of scientific explanations. Mastering ecosystem concepts from an early age is a crucial foundation for scientific literacy at higher education levels. This transcendental phenomenological study aims to explore the essence of fifth-grade students' experiences in interpreting scientific explanations toward conceptual understanding in ecosystem learning. A qualitative approach with Moustakas' transcendental phenomenological design was employed at a public elementary school in Kedaton District, Bandar Lampung. The research population was all fifth-grade students in the odd semester of the 2025/2026 academic year (28 students). All 28 students were involved in observations, and 12 students were purposively selected for in-depth interviews. Data were collected through semi-structured interviews, participant observations, and document analysis. The phenomenological reduction process yielded three essential themes: cognitive-emotional tension as an entry point for interpretation, contextual explanation as a bridge to understanding, and group discussion as an intersubjective space for meaning reinforcement. The essence of the experience shows that students' interpretation occurs through a circular movement from initial tension toward resolution mediated by explanations connected to students' concrete world. In other words, students do not passively receive information but actively interpret, test, and validate scientific explanations through cognitive, affective, and social experiences. This study concludes that scientific explanations are actively interpreted through interrelated cognitive, affective, and social processes. The theoretical contribution is enriching the conceptual change model with affective and intersubjective dimensions in the elementary education context.
Analysis of the Role of Elementary School Teacher Learning Communities Using the Principles of "Community of Practitioners" in Negeri Besar District, Way Kanan Regency, Lampung Province   Fitri Yuliawati; Anita Ekantini; Inggit Dyaning Wijayanti; Shinta Melia Khorinimah
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.v18i1.14165

Abstract

This study aims to analyze the role of elementary school teacher learning communities using the principles of "Community of Practice" in Negeri Besar District, Way Kanan Regency, Lampung Province. This study uses a descriptive qualitative approach. Data collection techniques were carried out through observation, interviews, and documentation. The research subjects consisted of elementary school/madrasah teachers, learning community coordinators, and teacher community members. The results show that learning communities play an important role in improving teachers' pedagogical, professional, social, and technological competencies. Learning communities also serve as a means of collaboration between teachers in sharing experiences, discussing learning problems, and finding joint solutions. The principles of the community of practice are implemented through regular discussions, learning reflections, sharing of good practices, and collaborative learning both online and offline. Despite several obstacles such as limited internet access, considerable distance between schools, and limited technological skills, the learning communities are still able to operate sustainably through the use of digital media such as WhatsApp, Zoom, Google Drive, and Google Docs. Thus, teacher learning communities based on communities of practice can be one strategy in improving the quality of education and the professionalism of elementary school teachers.
From Availability to Classroom Use: A Mixed-Methods Study of Learning Media Integration in Semarang Elementary Schools Sundari, Riris Setyo; Ervina Eka Subekti; Fajar Cahyadi; Veryliana Purnamasari; Noor Dayana Abd Halim
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.v18i1.14185

Abstract

The integration of learning media is essential for supporting the implementation of the Kurikulum Merdeka, which emphasizes student-centered, technology-enhanced, and culturally responsive learning. However, disparities in the availability and utilization of learning media across elementary schools remain a challenge. This study aims to: (1) identify the availability and use of learning media in elementary schools in Semarang City; (2) analyze the gap between media availability, teacher competence, and classroom implementation; and (3) formulate policy recommendations to optimize learning media integration within the Kurikulum Merdeka and an ethnopedagogical framework. A mixed-methods explanatory sequential mixed-methods design approach was employed involving 42 teachers from 20 public and private elementary schools in Semarang City followed by interviews and observations in selected schools. Data were collected through questionnaires, interviews, and classroom observations. The findings indicate a clear gap between the availability of learning media and their effective classroom utilization. Although schools possess various conventional, digital, subject-specific, and ethnopedagogical learning media, their use remains dominated by textbooks and presentation-based resources. The implementation of interactive and technology-based media is constrained by disparities in teachers' technological and pedagogical competencies, uneven digital infrastructure, and limited institutional support. Ethnopedagogical media are available but have not yet been systematically integrated into everyday classroom instruction. The study recommends continuous teacher professional development, strengthened school support, and the systematic integration of digital and ethnopedagogical learning media to reduce the gap between media availability and classroom utilization
Exploring Teachers’ Strategies in Strengthening Reading and Writing Literacy to Enhance Students’ Creative Writing Skills at Madrasah Ibtidaiyah Tri Astuti, Efi; M.Fahmi Maulana; Siti Rohmah
Al-Bidayah : Jurnal Pendidikan Dasar Islam Vol. 17 No. 1 (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.v17il.12242

Abstract

Literacy plays a pivotal role in shaping students’ intellectual, moral, and creative capacities, especially within Islamic elementary education. However, many students in Indonesia still struggle to connect reading and writing literacy with creative expression. This study explores teachers’ strategies in strengthening reading and writing literacy to enhance students’ creative writing skills at Madrasah Ibtidaiyah Negeri (MIN) 4 Demak. Using a qualitative field research design involving observations, interviews, and documentation, the findings reveal that literacy programs at MIN 4 Demak are implemented holistically, that is, integrated across daily routines, classroom instruction, and extracurricular activities. These include morning reading habituation (Gerakan Literasi Madrasah), guided writing sessions, Qur’an-based reflection journals, and creative literacy events such as “Literacy Fridays” and “Writing Corners.” Teachers function as facilitators by modeling expressive reading, scaffolding students’ ideas during brainstorming, and guiding them to express Islamic moral values through stories, poems, and reflective essays. Through these activities, students not only develop linguistic and creative abilities but also strengthen their moral awareness and self-confidence. The results suggest that integrating literacy practices with Islamic educational values fosters a sustainable literacy culture one that nurtures creativity, critical thinking, and character development among elementary students.

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