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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 179 Documents
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Internalizasi Akhlak Islam melalui Pendekatan Psikologi dalam Pembelajaran: Internalizing Islamic Morals through a Psychological Approach in Learning Sarbini, Sarbini; Suhendi, Saca; Santora, Pipih; Nurhayati, Fitriani; Rosulina, Desi; Muttaqien, Qorie Hizratul; Astuti, Hofifah
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.v8i3.1034

Abstract

In the context of Indonesian elementary schools (SD), Islamic religious education often prioritizes rote memorization of moral teachings, yet struggles to foster deep internalization of Islamic morals amid modern social challenges. Rapid societal changes, including digital influences and peer pressure, highlight the need for a psychological lens to understand how students truly internalize values such as honesty, empathy, and responsibility. This gap underscores the urgency for research that bridges religious doctrine with developmental psychology to cultivate authentic character formation. This study aims to deeply explore the experience of internalizing Islamic morals through a psychological approach to learning in elementary schools (SD). Employing a qualitative phenomenological methodology, it illustrates that the internalization process engages not only cognitive aspects but also intrinsic motivation, profound emotional experiences, and intensive social interactions between students and teachers. The findings emphasize that integrating psychological dimensions into religious education is crucial for fostering authentic, sustainable moral character relevant to students’ social lives. The internalization process transcends cognition, engaging intrinsic motivation, profound emotional resonance (e.g., awe during Quranic reflections), and intensive teacher-student interactions. Key themes include “emotional awakening” via storytelling and “social mirroring” through role-modeling, revealing that psychologically attuned methods amplify moral embodiment. This study significantly contributes to the development of Islamic religious education models that cohesively combine developmental psychology theories with moral education. These findings advocate integrating developmental psychology theories (e.g., Bandura’s social learning) into Islamic education curricula, offering practical recommendations for educators—like emotion-focused activities and collaborative learning—and policymakers to Design humane, responsive strategies. This result fosters holistic character building, contributing to innovative, contextually relevant models for sustainable moral education in Indonesian SDs. Furthermore, it offers practical recommendations for educators and policymakers to Design humane, psychologically responsive learning strategies capable of creating conducive environments for the holistic character formation of students..
The Influence of Student Activity in Discussions and the Quality of Teaching Material Design on the Understanding of Islamic Education Material Sari, Yuni Purnama; Islahiah, A’idatul; Khomah, Isti; Hanifah, Abu; Abdullah, Rifki; Ruswandi, Uus
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.v8i3.1035

Abstract

The development of digital technology requires students to have a strong understanding of ethics, especially in the use of social media in accordance with Islamic teachings. However, the effectiveness of Islamic Religious Education (IRE) learning is often influenced by classroom dynamics and the quality of available learning resources. This study aims to analyze the influence of student discussion activities and the quality of teaching materials on IRE comprehension, particularly regarding social media etiquette. The research method used is quantitative, with a causal-associative approach. The research sample consisted of 148 high school students selected through purposive sampling. Data were collected using structured questionnaires and analyzed using multiple linear regression to examine partial and simultaneous effects. Significant findings in this study indicate that: (1) Discussion activity has a positive and significant impact on student understanding; the initiative to argue and ask questions has been proven to strengthen mastery of the material. (2) The quality of systematic and relevant teaching materials significantly facilitates students’ absorption of information. (3) Simultaneously, both variables contribute 55.9% ($R^2 = 0.559$) to student understanding, while other factors influence the rest. The study concludes that collaboration between active learning processes and effective learning media is the key to mastering the material. The implication of this research for educators is the need to design teaching materials rich in contextual case studies and to create interactive discussion spaces. Integrated improvements in the quality of these two aspects can significantly minimize the misuse of social media among adolescents by strengthening their understanding of Islamic values.
Analisis Evaluasi Model Quantum Learning Dalam Pembelajaran Anak Inklusi Di Madrasah Ibtidaiyah: Evaluation Analysis of the Quantum Learning Model in Inclusive Education at Madrasah Ibtidaiyah Sholihah, Maidatus; Lailiyah, Siti
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.v8i3.1042

Abstract

The acceleration of inclusive education requires learning models and evaluation systems that are fair, adaptive, and responsive to students’ diverse needs, particularly children with special needs in Madrasah Ibtidaiyah (MI). Although Quantum Learning (QL) is widely recognized as a multisensory, learner-centered instructional model, existing studies have primarily focused on learning effectiveness while paying limited attention to adaptive, individualized evaluation in inclusive settings. This study aims to examine the characteristics of Quantum Learning in inclusive MI classrooms and to formulate an adaptive evaluation framework aligned with inclusive education principles and 21st-century learning demands. Using a literature review design with a conceptual content analysis approach, this study synthesizes reference books and reputable journal articles indexed in Scopus and SINTA, focusing on Quantum Learning, IEP-based inclusive assessment, differentiated assessment, and the Deep Learning paradigm. The findings reveal that while QL demonstrates strong pedagogical relevance for inclusive classrooms, it lacks a structured adaptive evaluation framework. Accordingly, this study proposes a Quantum Learning Adaptive Evaluation Framework that integrates QL pedagogy, inclusive assessment principles, and Deep Learning–based evaluation, emphasizing deep understanding and concept transfer. This framework highlights the importance of embedding evaluation within instructional design to enhance the quality of inclusive learning in MI.
The Effectiveness of STEM-Based E-Modules in Enhancing Critical Thinking Skills of Elementary School Students Wijayati, Ana Yuni; Widodo, Wahono; Istianah, Farida
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.v8i3.1053

Abstract

This systematic literature review examines the effectiveness of STEM-based e-modules in enhancing critical thinking skills among elementary school students. The review analyzed 24 empirical studies published between 2019 and 2025, focusing on digital learning interventions that integrate Science, Technology, Engineering, and Mathematics (STEM) approaches with electronic modules. The analysis reveals that STEM-based e-modules, particularly those incorporating Problem-Based Learning (PBL), Augmented Reality (AR), and interactive digital features, consistently demonstrate significant effectiveness in improving students' critical thinking abilities. Studies reported effect sizes ranging from 0.48 to 0.84, with most interventions showing mean score improvements of 10-20 points in critical thinking assessments. Key findings indicate that e-modules integrating virtual experiments, flipbook features, and the MIKiR model show particularly strong results in energy and renewable energy topics. However, the review identifies several limitations including small sample sizes, short intervention periods, and limited cross-regional implementation. The majority of studies utilized quasi-experimental designs with pre-post test measurements, validating the pedagogical effectiveness through expert reviews and student performance data. Despite infrastructural challenges and teacher readiness concerns, the evidence strongly supports the integration of STEM-based e-modules as an effective pedagogical tool for developing 21st-century critical thinking competencies in elementary science education. Recommendations include longitudinal studies, broader implementation across diverse contexts, and integration of emerging technologies such as artificial intelligence and metaverse platforms.
Personalization of Academic Interests: The Impact of Differentiated Smart Flipbook on Motivation and Concept Mastery in Reproductive System Learning Prihestiyani, Rini; Ellianawati, Ellianawati
Attadrib: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol. 9 No. 1 (2026): 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.v9i1.1130

Abstract

Learning the human reproductive system in secondary schools is often hampered by the abstraction of complex biological concepts and by psychological barriers that conventional methods do not accommodate. This study aims to test the effectiveness of Differentiated Smart Flipbook media integrated with an AI Chatbot in improving concept mastery and motivation, and to investigate its inclusiveness for students with different academic interest profiles, namely Science and Sports. Using a Quasi-Experiment design with a Nonequivalent Control Group Design pattern, the study involved 113 ninth-grade students of MTs Negeri 3 Grobogan. The results of statistical tests showed that the experimental class achieved an N-Gain increase of 0.70 (high category), significantly higher than the control class, which achieved only 0.21. The most crucial finding was that this media successfully minimized the achievement gap; students interested in Sports accelerated their learning with an N-Gain of 0.67, closely following Science students (0.72). In-depth analysis reveals the operation of the Dual Coding mechanism: the AI Chatbot feature effectively facilitates Science students’ analytical skills (C4) through in-depth inquiry. At the same time, 3D visualization strengthens Sports students’ application skills (C3) through physical contextualization. It is concluded that AI-based content personalization effectively reduces cognitive load and significantly increases motivation, especially in the Relevance and Confidence aspects, making this medium an adaptive solution for realizing inclusive and equitable biology learning.
Integration of Islamic Religious Education and Local Wisdom in Forming Multicultural Character Sodikin, Sodikin; Syahid, Ahmad; M. Arif, Arifuddin; Pettalongi, Adawiyah
Attadrib: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol. 9 No. 1 (2026): 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.v9i1.1146

Abstract

Indonesia, as a multicultural nation, faces the challenge of increasing intolerance and exclusive attitudes among adolescents, indicating a suboptimal internalization of multicultural values ​​in education. At the madrasah level, Islamic Religious Education (PAI) plays a strategic role in character formation, but its implementation is often normative-doctrinal and poorly connected to students' socio-cultural context. This study aims to analyze the form of collaboration between PAI and local culture in instilling multicultural values at MTs Al Barakah Rojo, examine the ongoing process of value internalization, and formulate an applicable, contextually relevant conceptual model. This study employed a descriptive qualitative approach, with data collection techniques including observation, in-depth interviews, and documentation. Informants included the madrasah principal, Islamic Religious Education teachers, other subject teachers, and students. Data analysis was conducted through the stages of reduction, presentation, and conclusion, using triangulation of sources and techniques to ensure the validity of the findings. The research results show that the collaboration between Islamic Religious Education (PAI) and local culture is realized through the integration of Islamic brotherhood values ​​with cooperation, the inculcation of madrasah culture (greetings, deliberation, community service), dialogic learning, socio-religious activities based on local traditions, and teacher role models. This process internalizes values cognitively, affectively, and psychomotorically, thereby forming tolerant, inclusive, empathetic, and moderate students. The implications of this research underscore the importance of an integrative model grounded in the madrasah ecosystem as an effective strategy for strengthening multicultural education and religious moderation.
Implementation of Active Deep Learner Experience (Adlx) Introflex to Improve Independent Learning in Elementary School Students Paisah, Paisah; Murtini, Tri; Sumartiningsih, Sri; Raharjo, Tri Joko
Attadrib: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol. 9 No. 1 (2026): 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.v9i1.1148

Abstract

Strengthening independent learning at the elementary school level has become a strategic priority in 21st-century learning, amid increasing demands for critical, collaborative, and reflective thinking skills. However, independent learning among elementary school students is often considered underdeveloped due to their age and dependence on teacher guidance. This study aims to analyze in depth how the application of the ADLX-Introflex approach facilitates the growth of student learning independence at the Integrated Islamic Elementary School (SDIT). The study uses a phenomenological qualitative approach, with data collected through participatory observation, in-depth interviews, and learning documentation. Thematic and cross-case analyses were conducted to trace the gradual shift in learning regulation patterns throughout the learning cycle. This analysis was conducted to reveal the structure of students’ learning experiences during the implementation of ADLX-Introflex.  The results showed that the Active Deep Learner eXperience (ADLX)-based learning design, reinforced through the Introflex cycle, which includes individualization, interaction, observation, and reflection, shaped reflective, internalized learning independence. Students showed initiative in completing tasks, the ability to manage learning strategies contextually, and awareness of their learning processes and responsibilities. These findings challenge the assumption that independence in learning develops only at higher levels of education. Implicitly, the ADLX-Introflex approach can serve as a strategic pedagogical framework for building a foundation for long-term learning autonomy from elementary education onward.
Pengembangan Media Gambar Seri Berbasis Puzzle Untuk Meningkatkan Kemampuan Menulis Narasi Siswa Kelas IV MI: Development of a Puzzle-Based Picture Series to Improve Narrative Writing Skills Among Fourth-Grade Students at Madrasah Ibtidaiyah Fitri Lingga, Muliana; Rambe, Andina Halimsyah
Attadrib: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol. 9 No. 1 (2026): 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.v9i1.1167

Abstract

When learning Indonesian at the Madrasah Ibtidaiyah (MI) level, narrative writing is crucial. However, preliminary observations in the classroom showed that many fourth-graders struggled with concept development, story sequence organization, and cohesive written expression. This study sought to address this problem by creating and evaluating puzzle-based image series media as a means of improving MI Yayasan Islam students' narrative writing abilities. Addini. The ADDIE model, which comprises the phases of analysis, design, development, implementation, and evaluation, was used in this study to establish a Research and Development (R&D) framework. Twenty fourth-graders, one classroom teacher, and two expert validators (media and material specialists) participated in the study. Narrative writing exams (pretest and posttest), expert validation tools, classroom observations, interviews, and answer surveys were the methods used to gather data. The results showed that pupils' proficiency in narrative writing had significantly improved. With an N-Gain value of 0.68 (68%), the average score rose from 42.75 in the pretest to 81.75 in the posttest, indicating moderate to high efficacy. With the media expert receiving an average score of 4.00 and the material expert receiving a feasibility percentage of 82.5%, the validation findings showed that the generated media were highly viable. Additionally, the implementation was well received by both instructors and pupils, as seen by the feasibility percentages of 100% and 85.6%, respectively. All things considered, the puzzle-based image series proven to be successful in boosting learning motivation, developing narrative writing abilities, and promoting active engagement in Indonesian language training. Upcoming research are suggested to involve broader participant groups, extend the implementation period, and integrate digital features to maximize learning outcomes.
Konsep Zikir dalam Tarekat Qadiriyah Naqsabandiyah dan Implikasinya terhadap Pembentukan Kepribadian Spiritual : The Concept of Zikr in the Qadiriyah Naqshbandiyah Order and Its Implications for the Formation of Spiritual Character Ardianto, Ardianto; Rofiq, Muhammad Husnur; Ismawati, Ismawati; Mubin, Nor; Romadhan, Moh. Syahru
Attadrib: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol. 9 No. 1 (2026): 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.v9i1.1172

Abstract

The phenomenon of spiritual crisis and the increasing prevalence of psychological disorders in modern life highlights the need for approaches that integrate religious and psychological dimensions comprehensively. The practice of dhikr (remembrance of God) in the Sufi tradition, particularly within the Qadiriyah Naqshbandiyah Order (TQN), is considered a potential method for developing spiritual personality while enhancing individual mental well-being. However, studies that specifically elaborate the mechanism of dhikr in TQN as a process of spiritual personality formation remain limited. This study aims to analyze the concept of dhikr in the Qadiriyah Naqshbandiyah Order and examine its implications for the formation of spiritual personality. The research employs a qualitative approach using a library research method, drawing on classical and contemporary literature related to Sufism, tariqa traditions, and spiritual psychology. The findings indicate that dhikr in TQN is not merely a verbal activity but a process of internalizing tawhidic values encompassing cognitive, affective, and behavioral dimensions. Practices such as loud dhikr (jahr), silent dhikr (khafi), rabitah, and riyadhah significantly contribute to the development of spiritual personality, characterized by inner peace, emotional regulation, heightened God-consciousness, and the cultivation of moral virtues. The implications of this study suggest that dhikr in TQN can be positioned not only as a form of worship but also as a psychospiritual approach relevant to mental health development and holistic character formation.

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