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Sigit Prasetyo
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International Journal of Basic Education Research
Published by Universitas Islam Negeri Sunan Kalijaga Yogyakarta
ISSN : -     EISSN : 30470722     DOI : https://doi.org/10.14421/ijber
Core Subject : Religion, Education, Social,
Religion Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other
International Journal of Basic Education Research – IJBER, e-ISSN: 3047-0722 is an international journal published by the Doctoral Program In Elementary Madrasah Teacher Education Faculty Of Tarbiyah And Education - UIN Sunan Kalijaga Yogyakarta, published twice a year in February and August. This journal focuses its scope on issues of Primary Education in Southeast Asia. We invite scientists, scholars, researchers and professionals in the field of Primary Education in Southeast Asia to publish their research in our Journal. This journal publishes high-quality empirical and theoretical research covering all aspects of Primary Education in Southeast Asia.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 48 Documents
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The Relevance of Alexander Sutherland Neil's Humanistic Education to the Merdeka Curriculum in Promoting Student Autonomy Adnan Syah Sitorus; Asril Azhari Hasibuan
International Journal of Basic Educational Research Vol. 2 No. 2 (2025): IJBER: International Journal of Basic Education Research
Publisher : Doctoral Program In Elementary Madrasah Teacher Education Faculty Of Tarbiyah And Education - UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/ijber.v2i2.11586

Abstract

Education that places student freedom and autonomy at the core of the learning process is becoming increasingly relevant in efforts to shape education that humanizes humanity. This article examines the relevance of Neill's educational thinking to the principles of the Merdeka Curriculum. This research is a literature review using a comparative qualitative approach, aiming to analyze Alexander S. Neill's thoughts on humanistic education and compare them with the Merdeka Curriculum principles, particularly in developing student autonomy. Data was collected through documentation techniques, namely by searching and selecting literature such as books and scientific articles published in relevant national and international journals using keywords such as "A.S. Neill," "humanistic education," "Summerhill School," "Merdeka Curriculum," and "student autonomy" in various scientific databases such as Google Scholar and Scopus over the past 10 years. The core concept of Neill's educational approach is student freedom. He believed that excessive pressure and control from teachers and the curriculum fostered anti-learning attitudes, dishonesty, and emotional damage in children. At Summerhill, students are not required to attend specific classes and can choose activities based on their interests and readiness. Some principles of the Merdeka Curriculum that support student freedom include emphasizing differentiated learning, the principle of freedom realized through the Pancasila Student Profile Strengthening Project (P5), and student-centered learning. Both place students as active subjects in the educational process, emphasize freedom's importance and encourage teachers to act as facilitators in a supportive learning environment. This relevance can be understood through the framework of humanistic education theory, particularly Abraham Maslow's view on self-actualization, Carl Rogers' perspective on student-centered learning, and the Self-Determination Theory of Motivation, which emphasizes the importance of autonomy, competence, and relationships in fostering intrinsic motivation.
AI-Integrated Pedagogies in Primary Education: A Decade of Global Trends and Strategic Adaptation for Indonesia’s Curriculum Transformation Ahmad Fauzi, Wildan Nuril; Setiawati, Yuli; Puji Hartono, Deni; Mahmudi, Moh Rosyid; Prayitno, Mulyo
International Journal of Basic Educational Research Vol. 2 No. 2 (2025): IJBER: International Journal of Basic Education Research
Publisher : Doctoral Program In Elementary Madrasah Teacher Education Faculty Of Tarbiyah And Education - UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/ijber.v2i2.11619

Abstract

This study investigates the global scholarly evolution of AI-integrated pedagogical practices in primary education and proposes strategic pathways for adapting these trends to enhance learning innovation in the Indonesian context. The urgency to align basic education with 21st-century competencies and the accelerating growth of artificial intelligence has created a significant research gap, particularly in translating global pedagogical models into localized applications. Through a bibliometric analysis of 126 peer-reviewed journal articles published between 2014 and 2024 and indexed in Scopus, this study employs the Bibliometrix R-package within RStudio to examine publication growth, source distribution, author collaboration, keyword co-occurrence, thematic mapping, and conceptual structures. Results indicate a sharp increase in research interest beginning in 2021, highlighting emerging themes such as computational thinking, adaptive learning, personalized education, generative AI, and affective computing. These patterns reveal a global pedagogical shift toward data-driven, student-centered, and emotionally intelligent instructional models. When viewed in relation to Indonesia’s Curriculum Merdeka and Society 5.0 ambitions, the findings suggest high potential for contextual integration particularly through CPD programs that enable teachers to apply AI tools like chatbots, self-regulated learning dashboards, and real-time feedback systems in culturally relevant ways. The study concludes that successful adaptation depends on multi-level collaboration, policy support, and iterative design rooted in both global evidence and local realities. By bridging bibliometric insights with educational policy transformation, this research offers a timely and scalable contribution to the discourse on AI in education. It highlights how developing countries can leverage global innovation trajectories to achieve inclusive, future-ready classroom ecosystems.
The Age of Full AI in Education: Redefining Learning through Intelligent Technology Rosyidah Dzunur'aini; Abroto; Abduhakim Kaje Yamkee; Yessika Destiana Lahabu; Intan Dewi Mawardini
International Journal of Basic Educational Research Vol. 2 No. 2 (2025): IJBER: International Journal of Basic Education Research
Publisher : Doctoral Program In Elementary Madrasah Teacher Education Faculty Of Tarbiyah And Education - UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/ijber.v2i2.11840

Abstract

This research aims to identify and evaluate how the use of Artificial Intelligence and machine learning can be optimized in the educational context and its impact on educational development. The focus of this research is to analyze how Artificial Intelligence can be used to enhance student understanding and engagement through visual-based learning materials. Assessing the potential of artificial intelligence in personalizing learning experiences and providing adaptive feedback for students. Identifying challenges and barriers in the implementation of these two technologies in the educational context. Evaluating the impact of integrating Artificial Intelligence on the quality of learning and student learning outcomes. This research examines the transformative potential of full AI implementation across various aspects of education, ranging from personalized learning, automation of teaching processes, enhancement of assessment accuracy, to the creation of adaptive learning environments. Based on recent developments in machine learning, natural language processing, and intelligent tutoring systems, this study provides a comprehensive review of how AI is revolutionizing the educational landscape. This analysis also addresses crucial challenges accompanying full AI adoption, including ethical issues, data privacy, algorithmic bias, and the shifting roles of educators. By analyzing current implementations and future trends, this research proposes a conceptual framework for inclusive, ethical, and resilient smart education in the face of changing times. Ultimately, this study asserts that the comprehensive utilization of AI in education is not merely an option, but an urgent necessity to redefine the meaning of learning in a constantly changing world.
Implementation of Moral Education and Transcendental Idealism in MI/SD M Risdamuddin; Ahmad Padli Prasitya; A Malik; Budiman
International Journal of Basic Educational Research Vol. 2 No. 2 (2025): IJBER: International Journal of Basic Education Research
Publisher : Doctoral Program In Elementary Madrasah Teacher Education Faculty Of Tarbiyah And Education - UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/ijber.v2i2.11850

Abstract

Problems often faced by educational institutions recently are often found among students. Several cases that occurred at educational institutions in Bima were specifically related to acts of violence against children/students, either occurring among students or carried out by teaching staff. Cases of beatings experienced by educators are one of the most frequent cases in educational institutions at junior high to high school levels. This situation is a scourge in the teaching and learning process in educational institutions. So special attention is needed in handling this situation by providing character education from an early age so that students with character and morals can be formed. This research aims to determine the process of implementing moral education and transcendental idealism for students at MIN 5 Bima and SD IT Uswatun Hasanah. The method used is qualitative with a multicase study approach. Primary data sources in this research were obtained from two educational institutions, MIN 5 Bima and SD IT Uswatun Hasanah. The results of the research show that there are differences in the implementation of instilling moral values in elementary schools, especially at MIN 5 and SD IT Uswatun Hasanah. These differences show that MIN 5 implements three main activities in instilling moral values in students, namely the Thousand Days Movement. /Infaq for Charity, Tahfid (Memorization of Juz 30), and Health (Environmental Cleanliness) while the results of the activities of instilling moral values at SD IT show that through the program to save adab and ethical values as the formation of student character and morality with a values-based approach Islamic values. These efforts involve all elements in creating a learning environment that supports the positive character and spiritual development of students in the future.
Analysis of Religious Humanized Values in Madrasah Ibtidaiyah Textbooks Agus Riyan Oktori
International Journal of Basic Educational Research Vol. 1 No. 1 (2024): IJBER: International Journal of Basic Education Research
Publisher : Doctoral Program In Elementary Madrasah Teacher Education Faculty Of Tarbiyah And Education - UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/ijber.2024.11-01

Abstract

The community's wealth of good values is presented in every continuity of inter-religious life, both in educational institutions and in everyday community activities. It's just that until now, various phenomena have become increasingly widespread and this has seriously tarnished religion, especially Islam, which is known as a religion that is rahmatan lil alamin. This phenomenon can be observed by the increasing number of corruption cases in Indonesia involving government officials, cases of beatings of educators and students, sexual abuse of minors, groups of fighters acting in the name of religion, and so on. Of course, this phenomenon is enough material for reflection regarding the increasing erosion of human values in humans. Educational institutions should be able to become a locomotive to minimize problems that harm the good values taught. Therefore, this study aims to understand more deeply how the lesson texts contain religious humanist values, especially the texts of aqidah morals lessons in madrasah ibitidaiyah which contain democratic values, brotherhood values, tolerance values, and justice values. The research method used is library research using a philosophical approach. Meanwhile, the main object that will be studied in this research is the textbook on akidah akhlaq in madrasah ibitidaiyah in the 2013 curriculum by using content analysis in order to be able to find out in detail the extent to which religious humanist values are contained in the subject matter of aqeedah akhlak. The results of the research that the author found in the moral aqidah lesson text which contains features, rubrics and material descriptions are 41 features with the results of the study of 17 features containing 28 religious humanist values. In the textbook on moral beliefs, there are 225 rubrics with a total of 35 containing religious values. Finally, the material description contains 15 religious humanist values.
Development of Project Based Learning E-Modules with Local Wisdom Content in Grade IV Science Lessons (IPAS) Delimanugari, Daluti
International Journal of Basic Educational Research Vol. 1 No. 1 (2024): IJBER: International Journal of Basic Education Research
Publisher : Doctoral Program In Elementary Madrasah Teacher Education Faculty Of Tarbiyah And Education - UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/ijber.2024.11-02

Abstract

This research is based on developing a learning media product. E-modules developed to meet the needs of learning resources. The objectives and significance of this research to understand the entire procedure of developing project-based E-modules with local wisdom content for Grade IV Natural and Social Sciences in MI/SD. The process of creating the e-modules should be explained in detail, based on the type intended for use in the research. This will allow us to determine the suitability of the e-module product, making it useful for teachers and students who utilize the product. Secondly, to ascertain the responses provided by both teachers and students when using the project-based E-module product with local wisdom content. These responses will be valuable in assessing students' interest in self-directed learning using the product. Additionally, understanding teachers' responses when using the product can facilitate the teaching process and address any challenges that arise. Therefore, this research aims to uncover the responses generated. This e-module is expected to be able to attract attention and be independent in learning so as to add to the learning experience and have knowledge about local wisdom in the area. This study uses a development research design, which uses the ADDIE model which consists of 5 stages, namely analysis, design, development, implementation, and evaluation. The results of the study show that the results of the validation trials of media experts and material experts mean that the average percentage score is 77% with valid criteria used but needs revision. The results of user trials get a percentage score of 82.4% with valid criteria used but need revision.
Game-Based Development Using the Hannafin and Peck Model for the Tajwid’s Learning Media Nazliati; Alfiatunnur; Rita Sari
International Journal of Basic Educational Research Vol. 1 No. 1 (2024): IJBER: International Journal of Basic Education Research
Publisher : Doctoral Program In Elementary Madrasah Teacher Education Faculty Of Tarbiyah And Education - UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/ijber.2024.11-03

Abstract

The pedagogical imperative to enhance Tajweed proficiency, a fundamental Islamic educational tenet, necessitates innovative teaching methodologies, especially for learners at the concrete operational stage. This study introduces "Ludo Listas Tajwid" (Lolita), a pioneering game-based educational media designed to ameliorate the learning trajectory of Tajweed. The research developed and evaluated Lolita to ascertain its efficacy and applicability in the pedagogical domain of Quranic recitation. Utilizing the Research and Development (R&D) approach, underpinned by the Hannafin and Peck model, the study meticulously orchestrated the media development phases, incorporating design, development, and evaluation stages. The methodology entailed a comprehensive descriptive data analysis to delineate the media development steps and substantiate its educational value. This iterative process facilitated the refinement and validation of Lolita, ensuring its alignment with educational standards and learning objectives. The findings revealed that Lolita substantially ameliorated the Tajweed learning experience, evidenced by high validation scores: 88% for media, 90.7% for content, and 80% for language proficiency. These metrics underscore the media's pedagogical soundness and its consonance with Tajweed learning objectives. The implications of this research are multifaceted, extending beyond the immediate educational setting. Lolita's success illustrates the potential of game-based learning platforms in engaging students more effectively in religious education, thereby enhancing their learning outcomes. However, the study acknowledges its limitations, including the specific focus on learners in the concrete operational stage and the need for broader empirical validation across varied educational contexts.. The study recommends further research to explore Lolita's scalability and its impact on long-term learning outcomes, aiming to establish a robust evidence base for game-based learning in religious education.
Indonesian Cultural Diplomacy: The Role of Indonesian Schools in Saudi Arabia Zuhri, Anis Fuadah; Sholeh, Badrus
International Journal of Basic Educational Research Vol. 1 No. 1 (2024): IJBER: International Journal of Basic Education Research
Publisher : Doctoral Program In Elementary Madrasah Teacher Education Faculty Of Tarbiyah And Education - UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/ijber.2024.11-04

Abstract

This study delves into the intricate dynamics of cultural diplomacy and nationalism as orchestrated by Indonesian Schools in Riyadh, Saudi Arabia, emphasizing the strategic role of performance arts in fostering international relations and national identity. The research aims to elucidate the involvement of students and teachers from the Indonesian School of Riyadh in cultural performances, delineating its significance in the broader context of Indonesia's diplomatic outreach in Saudi Arabia. Adopting a qualitative methodology, the investigation centered on interviews with twenty teachers who participated in cultural events in Riyadh from 2022 to 2023. These interviews, conducted via Google Forms, illuminated the proactive engagement of the Indonesian educational community in cultural diplomacy through music, dance, and cultural festivals. The findings highlight that these cultural performances serve not only as a medium of cultural expression but also as a pivotal mechanism in reinforcing the diplomatic ties between Indonesia and Saudi Arabia. Furthermore, the study reveals that these activities are instrumental in instilling a sense of nationalism among Indonesian students abroad, providing them with a tangible connection to their cultural heritage. The performances have been strategically employed to showcase Indonesia’s rich cultural tapestry, thereby facilitating a deeper cultural understanding and appreciation among the Saudi populace and international community in Riyadh. The research acknowledges the limitation of its sample size and calls for broader studies to assess the long-term impact of cultural performances on diplomatic relations and national identity construction. In conclusion, the study posits that cultural diplomacy through educational institutions like the Indonesian School of Riyadh has emerged as an effective tool in the post-Vision 2030 diplomatic landscape of Saudi Arabia, suggesting a transformative shift towards more culturally nuanced diplomatic engagements.
Integrative Thematic Learning Model in Shaping Students' Character at Madrasah Ibtidaiyah Nurul Islam Lumajang Sulthon, Elok Aini
International Journal of Basic Educational Research Vol. 1 No. 1 (2024): IJBER: International Journal of Basic Education Research
Publisher : Doctoral Program In Elementary Madrasah Teacher Education Faculty Of Tarbiyah And Education - UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/ijber.2024.11-05

Abstract

Learning plays an important role in achieving educational goals because the success of an education does not escape the role of learning itself. Good learning will produce a quality education and quality education is education that can shape the character of students because in essence education has two goals, namely helping humans to become capable, and helping humans to be better and have character. The integrative thematic learning model helps build student character, namely; Religious with habituation designed by the pesantren system which creates a generation of students with noble character. Responsibility for their duties Care for the environment by getting used to keeping the environment clean. This research uses a qualitative approach, descriptive qualitative method. Type of case study research. Purposive research subject technique. Observation, interview and documentation data collection techniques. Data analysis techniques using Miles and Huberman interactive analysis: collection, reduction, presentation of data and conclusion drawing/verification. Data validity using source and technique triangulation techniques. The results of these findings: 1) The connected integrative thematic learning model is in the form of planning (determining concepts and characters, formulating learning objectives, and learning steps). Implementation (arrangement of student places with a random system; learning applies 5M and the use of media as needed). Evaluation using process and results. 2) The spider web integrative thematic learning model in the form of planning (determining the central theme, identifying concepts and determining the schedule according to the theme), (delivery of objectives, demonstration, integrated practice, feedback, practice), evaluation using test and portfolio assessment.
Analyzing the Development of Structural-Functional Theory in the Sociological Approach to Primary School Education Imran, M. Muhlis; Shaleh
International Journal of Basic Educational Research Vol. 1 No. 1 (2024): IJBER: International Journal of Basic Education Research
Publisher : Doctoral Program In Elementary Madrasah Teacher Education Faculty Of Tarbiyah And Education - UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/ijber.2024.11-06

Abstract

This study investigates the interplay between sociology and education, focusing on Islamic education from a sociological perspective. The objective is to elucidate the sociological dimensions of Islamic education, employing library research for data collection and analysis. This approach facilitated an objective examination of the existing literature, uncovering the multifaceted perspectives within the sociology of education, akin to the diversity in sociological studies. The research underscores the importance of a sociological approach in understanding religious teachings and their social implications, particularly in the realm of Islamic education. It reveals that social issues significantly influence religious teachings, necessitating a comprehensive understanding of social sciences within religious communities. The findings indicate that the sociology of education in the context of Islam incorporates individual, social, and interactional approaches. The individual approach examines personal religious experiences and their educational impact, the social approach considers the influence of societal norms on educational practices, and the interaction approach investigates the interplay between individual beliefs and social contexts in educational settings. This tripartite framework enriches the understanding of Islamic education, highlighting the role of sociological insights in analyzing and interpreting educational phenomena within religious contexts. The study advocates for the integration of sociological theories in educational research, especially for religious education, to unravel the complex interactions between society and education. It proposes that a sociological perspective is essential for a nuanced understanding of Islamic educational practices and theories, urging further research in this interdisciplinary field. The conclusion emphasizes the need for continued exploration of the sociological aspects of education, particularly in Islamic contexts, to foster a more comprehensive and holistic approach to educational studies.

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