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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 185 Documents
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The Effect of the Deep Learning Approach on the Fantasy Story Writing Skills of Fifth-Grade Students Mayang Sari Nasution; Elvina Elvina; Safrudin Safrudin; Rejeki Rejeki
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.v9i1.1147

Abstract

Elementary school students’ ability to write fantasy story texts still faces various obstacles, especially in developing ideas, maintaining logical flow, and using language appropriately, so a learning approach that encourages in-depth understanding is needed. This study aims to determine the effect of the deep learning approach on the fantasy story text writing ability of fifth-grade students of Public Elementary School 010 Rambah. The study adopted a quantitative, experimental approach using a One-Group Pretest–Posttest Design with one group of subjects, without a control group. Data were collected through a fantasy story text writing test given before and after the application of the deep learning approach. The results showed that students’ pretest average score was 61.38, which increased significantly to 84.52 in the posttest. This increase indicates improvements in the content, story structure, and language of students’ writing. The results of the hypothesis test using a paired t-test showed a t-value of 14.21, which is greater than the t-table value of 2.04 at a significance level of 0.05, so the null hypothesis was rejected. Thus, it can be concluded that the application of the deep learning approach significantly improves the fantasy story writing ability of fifth-grade students at Public Elementary School 010 Rambah.
Kontekstualisiasi Materi IPAS Di Sekolah Dasar Dalam Mendukung Pembelajaran Deep Learning : Contextualizing IPAS Curriculum Content in Elementary Schools to Support Deep Learning Azzah Zhafira Zhafira; Syafrimen Syafril; Chairul Amriyah
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.v9i1.1160

Abstract

Natural and Social Sciences (IPAS) learning in elementary schools plays a crucial role in helping students understand natural and social phenomena in an integrated manner. However, the implementation of IPAS learning still tends to be textual and textbook-centered, with limited connections to students’ real-life experiences, thereby failing to support deep learning fully. This study aims to analyze the forms of contextualization of IPAS materials, examine their implications for deep learning, and identify obstacles to their implementation in elementary schools. The research employed a Systematic Literature Review (SLR) method using the PRISMA approach to analyze articles published between 2021 and 2025. A total of 1,301 articles were initially identified from the Google Scholar, Scopus, and Crossref databases using the Publish or Perish application, of which 14 relevant articles were selected based on predetermined inclusion and exclusion criteria. The findings indicate that the contextualization of IPAS materials is implemented through several approaches, including the use of visual and interactive media, environment-based and experiential learning, problem-based and inquiry-based approaches, the integration of local potential, interdisciplinary learning, and multimodal representation. These approaches contribute to improving students’ motivation to learn, conceptual understanding, critical thinking skills, learning autonomy, and metacognitive awareness, which are key indicators of deep learning. However, challenges remain, particularly related to limited teacher pedagogical competence, insufficient contextual learning media, and structural constraints within the education system. Therefore, strengthening teacher competence, developing contextual learning designs, and enhancing institutional support are essential to promote meaningful and sustainable IPAS learning in elementary education.
Systematic Literature Review: Pembelajaran Ekolitersi di Sekolah Dasar: Systematic Literature Review: Environmental Literacy Education in Elementary Schools Satya Yulian Nur Azizah; Farida Farida; Yuli Yanti
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.v9i1.1162

Abstract

. The limitations of comparative studies on ecoliteracy learning in elementary schools in Indonesia and the United States highlight conceptual and empirical gaps in understanding differences in pedagogical approaches, curriculum integration, policy support, and their impacts on the development of students’ ecological knowledge, attitudes, and behaviors from an early age. This study aims to analyze and compare ecoliteracy learning practices in both countries, assuming that systematic curriculum integration, grounded in direct experience and supported by strong policies, will yield more comprehensive and sustainable ecological literacy outcomes than practices that remain partial or incidental. The subjects of this study are national and international scientific articles on ecoliteracy learning in elementary schools published in 2020–2025, which were analyzed using the Systematic Literature Review (SLR) method with the PRISMA approach through the stages of identification, selection, feasibility evaluation, and descriptive-qualitative data synthesis. The study results show that in Indonesia, ecoliteracy implementation is mostly carried out through project-based learning, integration of local wisdom, and school programs such as Adiwiyata. At the same time, in the United States, it is more structured through standards such as the Next Generation Science Standards, which emphasize experiential learning, STEM integration, and strengthening systemic thinking. The discussion of the findings confirms that the effectiveness of ecoliteracy is greatly influenced by teacher readiness, facility support, community involvement, and consistency of education policies. Therefore, strengthening professional training and continuous curriculum integration are strategic recommendations for improving the quality of environmental education in elementary schools.
Peningkatan Hasil Belajar IPAS melalui Media Kahoot pada Siswa Kelas V Sekolah Dasar: Improving IPAS Learning Outcomes through the Use of Kahoot among Fifth Grade Elementary School Students Arum Mudrika; Soni Yudha Ariyanto; Yasirul Amri
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.v9i1.1185

Abstract

This research was motivated by the low learning outcomes of Natural and Social Sciences (IPAS) for fifth-grade students at SDN 79/VIII Suka Maju Village, Tebo Regency, particularly on the topic of the arrival of foreign nations to Indonesia. The learning process that previously used the Teams Games Tournament (TGT) method had not achieved the expected classical mastery. This study aims to improve IPAS learning outcomes through Kahoot! learning media. The research method was Classroom Action Research (CAR) using the Kemmis and McTaggart spiral model, conducted in two cycles. The research subjects were 26 students. Data collection techniques used include learning achievement tests and observation sheets. The results showed a significant improvement. In the pre-cycle, the average student score was only 65.3, with 42.3% mastery. After implementing Kahoot! in Cycle I, the average increased to 74.6 (65.4% mastery), and in Cycle II, it increased dramatically to 85.7 (92.3% mastery). This success was supported by three technical factors: providing tutorials, extending the response time to 30 seconds, and stabilizing the internet connection. This study concludes that Kahoot! Effective learning media improve IPAS learning outcomes for fifth-grade students at SDN 79/VIII Suka Maju Village, Tebo Regency. This study also contributes a modification of the Digital Game-Based Learning theory for rural contexts by adding three key success factors (technical scaffolding, time extension, and offline preparation).
The Direction of Islamic Education Transformation from the Perspective of Millennial Teachers Moh Rixa Setiawan; Andi Anirah; Nasrul Nasrul
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.v9i1.1203

Abstract

The development of the Industrial Revolution 4.0 and the acceleration of digital transformation have brought significant changes to the educational landscape, including Islamic education, which faces the challenge of maintaining the authenticity of spiritual values ​​while meeting the demands of 21st-century competencies. In this context, the role of millennial teachers is crucial as a generation that grew up in a digital ecosystem and has the potential to be agents of pedagogical and epistemological change. However, previous studies have tended to focus on structural and administrative aspects, without in-depth examination of the role of millennial teachers in guiding the paradigmatic transformation of Islamic education. This study aims to analyze the direction of Islamic education transformation from the perspective of millennial teachers by highlighting three main dimensions: scientific and value paradigms, pedagogical strategies, and implementation challenges in the digital era. The study employed a qualitative case study design at SMPN 1 Sarjo. The study subjects comprised the madrasah principal and six millennial teachers, selected purposively. Data were collected through in-depth interviews, observation, and documentation, then analyzed using the Miles and Huberman interactive model with triangulation techniques to ensure validity. The research findings demonstrate a paradigm shift from dogmatic learning to a reflective, dialogical, and contextual model, accompanied by the integration of technology as a pedagogical medium and educational da’wah, still grounded in Islamic digital ethics. This transformation has led to increased student participation and a deeper understanding of practical applications. The implications of this research emphasize the importance of strengthening teachers’ digital and pedagogical competencies and systemic policy support to realize a hybrid, adaptive, and integrated Islamic education model in the digital era.

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