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Attadrib: Jurnal Pendidikan Guru Madrasah Ibtidaiyah
Published by Institut Agama Islam Daruttaqwa Gresik
ISSN : 25993194     EISSN : 27758109     DOI : https://doi.org/10.54069/attadrib
Core Subject : Religion, Humanities, Education,
Religion Humanities Other
Attadrib: Jurnal Pendidikan Guru Madrasah Ibtidaiyah is published by the Department of Madrasah Ibtidaiyah Teacher Education, STAI Daruttaqwa Manyar Gresik in collaboration with Indonesian Islamic Elementary Education Lecturers Association (Perkumpulan Dosen PGMI Indonesia). Publishing twice a year, in April and November, and already have a registration number p-ISSN: 2599-3194 and e-ISSN: 2775-8109. Attadrib: Journal of Islamic Elementary School Teacher Education is a scholarly journal that publishes research and studies in the field of Islamic basic education, particularly at the Madrasah Ibtidaiyah level. The journal emphasizes the development of Islamic elementary education based on Islamic values and local wisdom as the foundation for character and integrity in students in the global era.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 165 Documents
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The Tree of Knowledge Paradigm for Integrating Islam and Science: A Historical Study of Islamic Higher Education Mokodompit, Adesisilia; Mas'ud, Ali; Abu Bakar, M.Yunus
Attadrib: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol. 8 No. 3 (2025): Islamic Primary Education based on Islamic values
Publisher : Institut Agama Islam Daruttaqwa Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54069/attadrib.v8i3.1065

Abstract

The dichotomy between religious sciences and secular sciences remains a fundamental challenge in the development of Islamic higher education in Indonesia. This separation has resulted not only in fragmented knowledge structures but also in the weakening of holistic academic and moral formation. In response to this issue, the Tree of Knowledge paradigm developed at UIN Maulana Malik Ibrahim Malang represents a systematic effort to integrate Islam and modern science within a unified, tauhid-based epistemological framework. This study aims to examine the historical background, epistemological foundations, practical implementation, and contemporary relevance of the Tree of Knowledge paradigm in shaping Islamic higher education in the global and digital era. This research employs a qualitative approach using a library research Design. Data were collected through critical analysis of scholarly books, peer-reviewed journal articles, and institutional documents related to Islamic epistemology, knowledge integration, and the Tree of Knowledge model. Data analysis used content analysis and historical analysis to explore the epistemological structure, implementation dynamics, and challenges of integrative knowledge paradigms in Islamic universities. The findings reveal that the Tree of Knowledge paradigm functions not merely as a symbolic representation but as an operational framework guiding curriculum development, interdisciplinary research, and integrative academic culture. The paradigm successfully positions revelation, reason, and empirical experience in a synergistic relationship. The study implies that the Tree of Knowledge offers a strategic foundation for developing Islamic higher education institutions that are spiritually grounded, intellectually competitive, and capable of contributing ethically and constructively to global civilization in the digital age.
Local Wisdom Integration in Picture Storybooks for Elementary School Reading Comprehension: A Systematic Literature Review Lestari, Eka Yuni; Suryanti, Suryanti; Suprapto, Nadi
Attadrib: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol. 8 No. 3 (2025): Islamic Primary Education based on Islamic values
Publisher : Institut Agama Islam Daruttaqwa Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54069/attadrib.v8i3.1070

Abstract

This systematic literature review examines the integration of local wisdom into picture storybook media to enhance Reading comprehension among elementary school students. The study synthesizes findings from 24 peer-reviewed articles published between 2020 and 2025, focusing on the effectiveness, pedagogical advantages, and implementation challenges of culturally responsive picture storybooks in Indonesian elementary education contexts. The review follows PRISMA guidelines for systematic review, examining studies that integrate local cultural elements, including folklore, traditional values, and regional narratives, into visual storytelling materials. Findings indicate that picture storybooks embedded with local wisdom consistently demonstrate significant improvements in Reading comprehension, with effect sizes ranging from medium to large across various studies. The integration of familiar cultural contexts enhances student engagement, motivation, and understanding of the context of Reading materials. Key advantages include increased relevance to students’ lived experiences, strengthened cultural identity, and improved literacy outcomes across diverse demographic settings. However, limitations persist in terms of geographical scope, scalability challenges, and the need for sustained teacher professional development. This review contributes to the growing body of evidence supporting culturally responsive teaching approaches in literacy education. It provides recommendations for researchers, educators, and policymakers seeking to implement culturally grounded Reading materials in elementary education settings.
Students’ Code-Mixing Practices In Bilingual Classroom Interaction Inayatullah, Addini; Daulay, Sholihatul Hamidah; Purnomo, Maslathif Dwi
Attadrib: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol. 8 No. 3 (2025): Islamic Primary Education based on Islamic values
Publisher : Institut Agama Islam Daruttaqwa Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54069/attadrib.v8i3.1083

Abstract

Code-mixing is a common phenomenon in bilingual and multilingual contexts, occurring not only in daily communication and on social media but also increasingly in educational settings, particularly in speaking-class activities. This study aims to investigate the types of Indonesian–English code-mixing and the reasons and factors influencing its use in students’ speaking class activities. The research employed a descriptive qualitative method. The data were collected from students’ speaking class activities through classroom video recordings and unstructured interviews. The recorded utterances containing code-mixing were transcribed into written data and subsequently analyzed by type of code-mixing. The data were then analyzed to identify the reasons and factors underlying students’ code-mixing. The findings reveal that students produced three types of code-mixing: insertion (34 data), alternation (26 data), and congruent lexicalization (3 data). Insertion emerged as the most dominant type, indicating that students tend to embed English lexical items within Indonesian sentence structures. The reasons for using code-mixing include talking about a particular topic, being emphatic about something, inserting sentence fillers or interjections, repetition for clarification, and clarifying speech content for the interlocutor. Furthermore, factors influencing code-mixing include speaker–interlocutor interaction, limited mastery of vocabulary, and classroom communication needs. These findings suggest that code-mixing functions as a communicative and pedagogical strategy that facilitates interaction, comprehension, and students’ active participation in speaking activities. This study contributes to the field of language education by highlighting the positive role of code-mixing in bilingual classroom contexts. 
The Effectiveness of Arabic Language Learning in Preventing Bullying Behavior in Students of Luqman AL-Hakim Mataram Integral Elementary School Suryanti, Beti; Mukhlishin, Mukhlishin; Nurjannah, Nurjannah
Attadrib: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol. 8 No. 3 (2025): Islamic Primary Education based on Islamic values
Publisher : Institut Agama Islam Daruttaqwa Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54069/attadrib.v8i3.1090

Abstract

. Bullying behavior in the elementary school environment is a social problem that has a serious impact on the psychological and social development of students. This study aims to analyze the effectiveness of Arabic language learning as a preventive instrument against bullying behavior through a value-based character education approach. The research uses a qualitative approach with a case study design at SD Integral Luqman Al-Hakim Mataram. Data was collected through observations, in-depth interviews, and documentation of Arabic teachers, homeroom teachers, students, and school management. The results of the study show that learning Arabic that is integrated with the values of manners, empathy, and politeness contributes significantly to shaping students' social attitudes, strengthening a conducive classroom climate, and suppressing the tendency to develop bullying behavior. The process of internalizing values that takes place in a sustainable manner through pedagogical interaction and teacher examples has proven to be more effective than the regulatory approach alone in preventing bullying. This research provides a conceptual contribution in the form of a model of the relationship between value-based Arabic language learning, social attitude change, classroom climate strengthening, and bullying prevention, as well as expanding the perspective of Arabic language learning from linguistic functions to social-preventive functions in Islamic education.
Pengaruh Model Contextual Teaching Learning Berbasis Tri Hita Karana Terhadap Kemampuan Berpikir Kritis Dan Hasil Belajar: The Effect of the Tri Hita Karana-Based Contextual Teaching and Learning Model on Critical Thinking Skills and Learning Outcomes Budiartini, Ni Nyoman; Lisna Handayani, Ni Nyoman; Gede Hadriani, Ni Luh
Attadrib: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol. 8 No. 3 (2025): Islamic Primary Education based on Islamic values
Publisher : Institut Agama Islam Daruttaqwa Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54069/attadrib.v8i3.1091

Abstract

Learning in elementary schools of Natural and Social Sciences remains teacher-centered and fails to apply innovative methods, thereby affecting students' low critical thinking skills and learning outcomes. This study aims to analyze the effects of the Tri Hita Karana-based Contextual Teaching and Learning model on critical thinking skills and learning outcomes of fifth-grade students at Elementary School Cluster IX, Buleleng District, both partially and simultaneously. This study used a post-test-only control-group Design. The sampling technique used was random sampling. The sample for this study consisted of 51 students. The data collection technique used an essay test for critical thinking skills and a multiple-choice test for social studies learning outcomes. The data analysis technique used was Multivariate Analysis of Variance (MANOVA). The results of the study showed that 1) there were significant differences in critical thinking skills between groups of students who followed the Tri Hita Karana-based Contextual Teaching Learning model and groups of students who followed conventional learning; 2) there were significant differences in social studies learning outcomes between groups of students who followed the Tri Hita Karana-based Contextual Teaching Learning model and groups of students who followed conventional learning; 3) there were significant simultaneous differences in critical thinking skills and social studies learning outcomes between groups of students who followed the Tri Hita Karana-based Contextual Teaching Learning model and groups of students who followed conventional learning.

Page 17 of 17 | Total Record : 165

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