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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 43 Documents
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Students' Perception of The Use of Social Media as A Medium of Learning English: A Study of Digital Ethnography Anisatul Mafruhah; Saidatul Karimah
Journal of Islamic Elementary Education Vol. 4 No. 2 (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.v4i2.2371

Abstract

Using of social media as an English language learning medium among university students continues to grow alongside the acceleration of digital transformation in higher education, yet in-depth studies grounded in students' perspectives through an ethnographic approach remain scarce. This study aims to explore university students' perceptions of social media use as an English language learning medium through a digital ethnography approach. A qualitative method with a digital ethnography design was employed, with data collected through semi-structured in-depth interviews involving 12 purposively selected students and analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings reveal that students predominantly perceive social media as an effective, flexible, and motivating learning medium, particularly for developing listening, vocabulary, and speaking skills. YouTube, TikTok, and Instagram emerged as the most frequently utilized platforms for informal English learning. Key challenges identified include non-educational content distraction, insufficient pedagogical guidance from instructors, and the risk of acquiring unstructured informal language registers. These findings reinforce the argument that social media holds genuine pedagogical potential that students have been tapping into spontaneously without adequate instructional frameworks. Practically, this study contributes to EFL instructors and curriculum designers in integrating social media systematically into English language learning that is more adaptive, contextual, and sustainably impactful.
The Effect Of The Intensity Of Artificial Intelligence Use In Learning On Students' Learning Hendro Widiatmoko; Choli Astutik; Mafruhah Mafruhah
Journal of Islamic Elementary Education Vol. 4 No. 2 (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.v4i2.2400

Abstract

This study examines how the intensity of Artificial Intelligence (AI) use in learning affects students' learning independence. A quantitative approach was applied using a correlational design and simple linear regression. Data were obtained from 63 seventh-grade students at SMP Negeri 2 Saronggi, Sumenep Regency. The instruments measured AI usage intensity through 5 items and learning independence through 6 items, both using a 1–5 Likert scale. Both measures showed high reliability: α=0.889 for the AI intensity scale and α=0.830 for the learning independence scale, and both were categorized as reliable. According to the Shapiro–Wilk test, the AI scores (p=0.156), learning independence scores (p=0.096), and regression residuals (p=0.750) were normally distributed. Pearson correlation indicated a very strong positive relationship between the two variables (r=0.912; p<0.001). Simple linear regression produced the equation KB=6.434+0.866AI (R²=0.832, F=302.819, p<0.001). In the research sample, AI usage intensity accounted for approximately 83.2% of the variation in learning independence. These results require qualification: Harman's single-factor test found significant common method variance, with a single factor explaining 58.427% of the variance. The observed effect may include inflation caused by similarity in measurement methods and should therefore be treated as an upper bound rather than a pure effect estimate. Even with this limitation, the findings support the alternative hypothesis that greater AI usage intensity has a positive and significant effect on students' learning independence. The findings also highlight the need for AI literacy and educator support to ensure that AI strengthens students' self-regulation in learning rather than replacing it.
Qur'an Learning Strategies for Orphans and Underprivileged Children at Istiqomah Orphanage Moh Takwil
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

Abstract

This study aims to analyze Qur'an learning strategies for orphans and underprivileged children at the Istiqomah Orphanage. This research responds to the need for spiritual education among psychosocially vulnerable children, who may require an approach that differs from conventional pedagogical methods. Using a qualitative case study approach, data were collected through non-participant observation, in-depth interviews, and documentation involving 35 informants (5 educators and 30 foster children). The findings indicate that Qur'anic instruction is carried out through six interrelated stages: motivation as a precondition, independent murajaah (self-review), individual talaqqi (face-to-face guidance), limitation of learning material (tadarruj), repetition for reinforcement (tikrar), and the cultivation of religious habits. These strategies are adapted to each child's cognitive ability and personal circumstances, which in some cases involve the loss of a parent or economic hardship. The findings show that educators serve not only as technical instructors but also as motivators and companions who provide individual attention to each child. The learning process is designed not only to improve reading accuracy (makharijul huruf) and memorization, but also to support children's independence and self-confidence. This study concludes that an effective learning strategy for orphaned and underprivileged children requires a personalized, gradual, consistently repeated, and humanistic approach.

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