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islamentary@gmail.com
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Journal of Islamic Elementary Education
Published by Institut Agama Islam Al-Khairat Pamekasan
ISSN : -     EISSN : 29862140     DOI : https://doi.org/10.32806/islamentary.v2i2.
Core Subject : Science, Education, Social,
Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences
Focus of the Journal ISLAMENTARY focuses on publishing research results that encompass both theoretical and empirical studies related to Primary Education in Elementary Schools and Madrasah Ibtidaiyah. The journal aims to provide in-depth insights into various aspects of primary education, with a particular emphasis on student competency development, learning innovation, and the enhancement of educator professionalism. Scope of the Journal ISLAMENTARY covers the following topics: Student Competency and Character Analysis of the development of academic competency and character of students in Elementary Schools and Madrasah Ibtidaiyah. Research on the formation of character and morality in students within the context of Islamic education at the primary level. Approaches, Models, Strategies, and Learning Media Development and evaluation of various effective learning approaches and models for primary education. Innovations in the use of learning media that are suitable for the context of Madrasah Ibtidaiyah and Elementary Schools. Learning strategies that are relevant to the evolving needs of students. Conceptual Ideas, Theories, and Practices in Primary Education Theoretical studies on the fundamental principles of Islamic education and primary education. Development and application of educational theories that can be implemented in Madrasah Ibtidaiyah and Elementary Schools. Best practices in primary education with an approach based on student needs and local contexts. Learning Technology and Innovation Research on the utilization of technology in the learning process in Madrasah Ibtidaiyah and Elementary Schools. Development and evaluation of technology-based learning innovations to enhance teaching effectiveness and student learning outcomes. Teacher and Lecturer Professionalism Research related to educator professionalism, both for teachers in Madrasah Ibtidaiyah and Elementary Schools. Enhancement of teacher professional competencies through education and training, as well as studies on the challenges faced by teachers in improving the quality of education. Development of educational models to improve teaching quality and classroom management.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 38 Documents
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Analysis Of The Implementation Of Inclusive Education In Realizing Equitable Access To Education For Children With Special Needs In Public Elementary Schools In Urban And Rural Areas Ridho, Ali; Mahfudz Abd Qadir, Ach; Halim, Abdul
Journal of Islamic Elementary Education Vol. 3 No. 2 (2025): Journal of Islamic Elementary Education
Publisher : LP2M IAI Al-Khairat Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32806/islamentary.v3i2.1027

Abstract

This study aims to analyze the implementation of inclusive education in realizing equitable access to education for children with special needs (CSN) in public elementary schools located in urban and rural areas. Employing a descriptive qualitative approach with a case study design, data were collected through in-depth interviews, observations, and document analysis at two elementary schools with distinct geographic contexts. The findings indicate that schools in urban areas are generally more prepared to implement inclusive education in terms of internal policies, teacher competencies, and the availability of facilities. In contrast, rural schools face limitations in nearly all supporting aspects, including teacher understanding, physical infrastructure, and social environment support. The study concludes that a significant gap still exists between regions in the implementation of inclusive education, resulting in unequal access for CSN. Therefore, more context-sensitive policies and comprehensive interventions are required to ensure inclusive education can be effectively realized across all regions.
The Influence of Learning Motivation on the Learning Outcomes of Students at the Madrasah Tsanawiyah Level Andri Yanti, Novi; Masfufah, Masfufah
Journal of Islamic Elementary Education Vol. 3 No. 2 (2025): Journal of Islamic Elementary Education
Publisher : LP2M IAI Al-Khairat Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32806/islamentary.v3i2.1035

Abstract

Education has a central role in improving the quality of human resources and the sustainability of a nation. The success of education is reflected in student learning outcomes which include cognitive, affective, and psychomotor aspects. One of the key factors that affect learning outcomes is learning motivation. Motivation functions as a driver and director of student learning activities that have a direct impact on the achievement of academic achievement. This article aims to examine the role of learning motivation on student learning outcomes at the MTS level equivalent. Through a literature review, it was found that high learning motivation can increase students' effort intensity, strengthen their enthusiasm for learning, and help students understand and apply knowledge in daily life. This research is expected to provide strategic recommendations in creating an effective learning environment based on religious values, in order to support the improvement of the quality of education as a whole.
Enhancing PGMI Students’ Conceptual Understanding through a Contextual Teaching and Learning-Based Science E-Module Astutik, Fitriyah Ika; Nur Rohmah, Fitri
Journal of Islamic Elementary Education Vol. 4 No. 1 (2026): Journal of Islamic Elementary Education
Publisher : LP2M IAI Al-Khairat Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32806/islamentary.v4i1.1644

Abstract

This study aims to develop a science e-module based on Contextual Teaching and Learning (CTL) to improve the conceptual understanding of students of the PGMI Study Program of IAI Al-Khairat Pamekasan. This study uses the Research and Development (R&D) method with the ADDIE model which includes the stages of analysis, design, development, implementation, and evaluation. The subjects of the study were PGMI IAI Al-Khairat Pamekasan students taking the Science Study course in the 4th semester of 2025. Research data were collected through observation, interviews, questionnaires, and tests. The instruments used included expert validation sheets, student response questionnaires, and pretest and posttest questions. Data were analyzed using the Aiken's V index to test validity, percentage analysis to measure practicality, and N-gain to determine product effectiveness. The results showed that the developed e-module obtained an average validity of 0.87 with a very valid category. The results of the practicality test showed a percentage of 86.75% with a very practical category. The results of the effectiveness test showed an increase in students' conceptual understanding, marked by an increase in the average pretest score from 61.42 to 84.28 in the posttest, with an N-gain value of 0.59 in the moderate category. Based on these results, the CTL-based Science e-module was declared valid, practical, and effective for use in Science Studies learning. This e-module is expected to be an alternative digital teaching material that supports independent, interactive, and contextual learning for PGMI students.
Transforming the Role of PGSD/PGMI Lecturers in Preparing Teacher Candidates Who Are Adaptive to Technological Disruption Nusantara Putri, Sari; Alfiansyah, Alfiansyah; Tarmidzi Anas, Achmad
Journal of Islamic Elementary Education Vol. 4 No. 1 (2026): Journal of Islamic Elementary Education
Publisher : LP2M IAI Al-Khairat Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32806/islamentary.v4i1.1660

Abstract

The rapid advancement of digital technology has significantly transformed the landscape of education, demanding a fundamental shift in the roles of educators, particularly in teacher education programs. This study aims to analyze the transformation of lecturers’ roles in PGSD/PGMI in preparing prospective teachers who are adaptive to technological disruption. The research employs a qualitative approach with a descriptive case study design to explore in depth the practices, challenges, and strategies implemented by lecturers in integrating technology into the learning process. Data were collected through in-depth interviews, observations, and documentation, and analyzed using an interactive model involving data reduction, data display, and conclusion drawing. The findings reveal that lecturers have undergone a significant role transformation from knowledge transmitters to facilitators, learning designers, and innovators. This transformation is reflected in the implementation of student-centered learning approaches, integration of digital technologies, and the emphasis on developing digital literacy and 21st-century skills among pre-service teachers. However, the study also identifies several challenges, including disparities in digital competence, limited technological infrastructure, and resistance to pedagogical change. The study concludes that the transformation of lecturers’ roles is essential in producing adaptive, innovative, and technologically competent teachers. Therefore, continuous professional development, institutional support, and strategic policy implementation are required to optimize the quality of teacher education in the era of technological disruption.
Conceptualization of Holistic Learning in Islamic Basic Education to Improve Cognitive and Spiritual Balance Klemens Kedang, Mikhael
Journal of Islamic Elementary Education Vol. 4 No. 1 (2026): Journal of Islamic Elementary Education
Publisher : LP2M IAI Al-Khairat Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32806/islamentary.v4i1.1661

Abstract

This study aims to examine and formulate the conceptualization of holistic learning in Islamic basic education as an effort to enhance the balance between cognitive and spiritual aspects of students. The study employs a qualitative approach with a conceptual research design (library research), utilizing various sources such as academic books, national and international journal articles, and educational policy documents. Data were collected through documentation techniques and analyzed using content analysis, including data reduction, categorization, synthesis, and conclusion drawing. The findings reveal that holistic learning in Islamic basic education emphasizes the integration of cognitive, affective, and spiritual dimensions within the learning process. Learning models such as Problem Based Learning, Project Based Learning, and contextual learning are considered relevant in supporting this approach. Furthermore, holistic learning has a positive impact on improving critical thinking skills, character building, and strengthening students’ religious awareness. Therefore, the conceptualization of holistic learning can serve as both a theoretical and practical foundation in developing Islamic basic education that is balanced, integrative, and oriented toward the formation of a complete human being.
Evaluation of Students' Cognitive and Affective Development in the Implementation of the Independent Curriculum at Madrasah Ibtidaiyah Kholis, Kholis
Journal of Islamic Elementary Education Vol. 4 No. 1 (2026): Journal of Islamic Elementary Education
Publisher : LP2M IAI Al-Khairat Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32806/islamentary.v4i1.1662

Abstract

The implementation of Kurikulum Merdeka in Madrasah Ibtidaiyah represents a strategic effort to promote holistic student development, encompassing both cognitive and affective domains. This study aims to evaluate the cognitive and affective development of students within the implementation of the curriculum. The research employs a qualitative approach with a descriptive-evaluative design. Data were collected through observations, in-depth interviews, and documentation, and analyzed using an interactive model consisting of data reduction, data display, and conclusion drawing. The findings reveal that the implementation of Kurikulum Merdeka contributes positively to students’ cognitive development, particularly in enhancing critical thinking, conceptual understanding, and problem-solving skills through contextual and project-based learning. In addition, students’ affective development, including discipline, responsibility, cooperation, and value internalization, also shows significant improvement. However, the evaluation of the affective domain has not been optimally implemented. Assessment practices remain predominantly focused on cognitive aspects, while affective evaluation tends to be subjective and lacks standardized instruments.The study concludes that although Kurikulum Merdeka has successfully fostered holistic learning, there is a need to strengthen evaluation systems, particularly in the affective domain. Therefore, improving teachers’ competencies in authentic assessment, developing comprehensive evaluation instruments, and enhancing institutional support are essential to ensure balanced and effective student development.
Development of Pedagogic Competencies of PGMI Teachers in Improving the Quality of Learning in Islamic Elementary Schools Romadhan, Siddik
Journal of Islamic Elementary Education Vol. 4 No. 1 (2026): Journal of Islamic Elementary Education
Publisher : LP2M IAI Al-Khairat Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32806/islamentary.v4i1.1663

Abstract

This study examines the development of pedagogical competence of PGMI teachers in improving the quality of learning in Islamic Elementary Schools. Pedagogical competence is a crucial aspect that determines the effectiveness of teaching and learning processes, particularly in integrating academic content with Islamic values. This research aims to analyze how the development of teachers’ pedagogical competence contributes to enhancing learning quality. The study employs a qualitative approach with a descriptive design. Data were collected through in-depth interviews, classroom observations, and documentation, and analyzed using an interactive model involving data reduction, data display, and conclusion drawing. The findings indicate that the development of pedagogical competence significantly improves teachers’ ability to design systematic and student-centered learning, implement innovative teaching methods, and conduct comprehensive evaluations. It also enhances students’ engagement, participation, and learning outcomes. Furthermore, the integration of Islamic values within the learning process contributes to the formation of students’ character. However, several challenges remain, including limited access to professional development, administrative workload, and uneven distribution of training opportunities. The study concludes that strengthening pedagogical competence is essential for improving the quality of learning in Islamic Elementary Schools. Therefore, continuous professional development, institutional support, and effective educational policies are required to ensure sustainable improvement in teaching practices.
Integration of Artificial Intelligence in Learning at Madrasah Ibtidaiyah to Improve Students' Competence and Digital Literacy Rofiq Hafsi, Ainur
Journal of Islamic Elementary Education Vol. 4 No. 1 (2026): Journal of Islamic Elementary Education
Publisher : LP2M IAI Al-Khairat Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32806/islamentary.v4i1.1664

Abstract

The integration of Artificial Intelligence in education has become a strategic innovation in responding to the demands of the digital era, particularly in enhancing students’ competencies and digital literacy. This study aims to analyze the implementation of Artificial Intelligence in learning at Madrasah Ibtidaiyah and its impact on improving students’ competencies and digital literacy.This research employs a qualitative approach with a descriptive design. Data were collected through in-depth interviews, observations, and documentation, and analyzed using an interactive model consisting of data reduction, data display, and conclusion drawing.The findings reveal that the integration of Artificial Intelligence significantly improves students’ digital competencies, including their ability to use technology, access and evaluate information, and develop critical thinking skills. Furthermore, AI-based learning creates a more interactive, adaptive, and personalized learning environment, which enhances students’ motivation and engagement. However, the implementation still faces several challenges, such as limited technological infrastructure, varying levels of teachers’ digital competence, and the need for strengthening digital ethics literacy. The study concludes that the integration of Artificial Intelligence has strong potential to improve the quality of learning and prepare students with essential digital competencies. Therefore, continuous teacher training, institutional support, and effective policy frameworks are necessary to optimize the implementation of AI in education.

Page 4 of 4 | Total Record : 38

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