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Muhammad Nasir
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Madrasah : Jurnal Pendidikan Madrasah
Published by PT. Global Pustaka Ilmiah
ISSN : -     EISSN : 30637937     DOI : https://doi.org/10.61590/mad
Core Subject : Education, Art,
Arts Education Other
"Madrasah: Jurnal Pendidikan Madrasah" In this journal, researchers discuss the latest issues related to Islamic education, explore the potential for innovation in teaching methods, and present in-depth research contributions to enrich understanding of the dynamics of madrasah. Through its articles, the journal aims to promote intellectual dialogue and facilitate the exchange of ideas among educators, researchers, and practitioners of Islamic education. By focusing on critical aspects such as curricula, learning methods, and contemporary challenges faced by the madrasah, it is a valuable source of reference for those interested in improving the quality of islamic education in the environment.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 29 Documents
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Integrasi Pembelajaran Coding di Sekolah Dasar: Analisis Literatur Terhadap Peran dan Kesiapan Guru di Era Digital Ahmad Rifa’i; Abdan Rahim; Haji Hamli
Madrasah: Jurnal Pendidikan Madrasah Vol. 2, No. 2 : Madrasah (Juli - Desember 2025)
Publisher : PT. Global Pustaka Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61590/mad.v2i2.243

Abstract

This study aims to analyze the role and readiness of elementary school teachers in implementing coding instruction at the school level. The research employs a literature study (library research) method by reviewing various sources such as scientific journals, books, and relevant documents. The findings indicate that teachers play a highly strategic role in determining the success of coding integration within the school environment. Teachers act as facilitators, instructional designers, and agents of change who bridge digital policies with classroom practices. However, most of the literature reveals that teachers’ readiness remains limited, particularly in the aspects of technopedagogical competence and the use of educational technology. Nevertheless, teachers demonstrate a strong motivation to adapt through training and self-directed learning. This study emphasizes the importance of strengthening teachers’ competencies, improving digital infrastructure, and ensuring continuous policy support so that the implementation of coding instruction in elementary schools can be effective, innovative, and sustainable.
Strategi Penilaian Autentik (Authentic Assessment) dalam Pembelajaran Bahasa Indonesia pada Kurikulum Merdeka di Madrasah Ibtidaiyah Reni Sangadah; Musrikah Musrikah; Chusnul Chotimah
Madrasah: Jurnal Pendidikan Madrasah Vol. 3, No. 1 : Madrasah (January –June 2026)
Publisher : PT. Global Pustaka Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61590/mad.v3i1.226

Abstract

Learning Indonesian in elementary schools or madrasah ibtidaiyah requires an effective approach to comprehensively assess students’ abilities. One method that can be applied is authentic assessment, which emphasizes evaluation based on real-world contexts and students’ practical skills. Authentic assessment is becoming increasingly relevant in the context of Indonesian language learning. The Merdeka Curriculum encourages a more flexible and contextual approach, so authentic assessment can play a significant role in enhancing students’ understanding. The objective of this study is to identify authentic assessment strategies to improve Indonesian language learning in elementary schools/madrasah ibtidaiyah. The methodology used in this study is a qualitative approach employing library research. The results of the study indicate that authentic assessment has great potential to improve the quality of Indonesian language learning in elementary schools. Realistic and contextual implementation encourages students to think critically and creatively. Support from various parties is needed so that authentic assessment can be implemented effectively and bring about positive changes in education in Indonesia.
Optimalisasi Metode Al-Miftah Lil Ulum dalam Pembelajaran Nahwu di Madrasah Tsanawiyah Ummul Qura Amuntai Muhammad Majdi; Nor Mahmudah; Maulida Maulida
Madrasah: Jurnal Pendidikan Madrasah Vol. 3, No. 1 : Madrasah (January –June 2026)
Publisher : PT. Global Pustaka Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61590/mad.v3i1.252

Abstract

For several years, the teaching of nahwu (Arabic grammar) at Madrasah Tsanawiyah Ummul Qura Amuntai has implemented the Al-Miftah Lil Ulum method to enhance the effectiveness of learning. In its implementation, students are able to follow the lessons enthusiastically and demonstrate improvement in understanding Arabic grammatical rules. This study aims to describe and analyze the effectiveness of the Al-Miftah Lil Ulum method in nahwu learning at Madrasah Tsanawiyah Ummul Qura Amuntai. The research employs a qualitative descriptive approach with data collected through observation, interviews, and documentation. The study was conducted in one day during a face-to-face nahwu learning session. The results show that the implementation of the Al-Miftah Lil Ulum method is active and enjoyable, covering three stages of learning: introduction, core activity, and closing. The teacher acts as a facilitator who guides students to understand Arabic sentence patterns in a gradual and systematic way. With an interactive and contextual learning atmosphere, students find it easier to grasp the material and are motivated to participate actively. Overall, the implementation of the Al-Miftah Lil Ulum method is considered effective in improving students’ motivation and learning outcomes in nahwu learning at the school.
Epistemologi Ibnu Rusyd dan Relevansinya Terhadap Kurikulum Pendidikan Islam Kontemporer Latifah Latifah; Normuslim Normuslim
Madrasah: Jurnal Pendidikan Madrasah Vol. 3, No. 1 : Madrasah (January –June 2026)
Publisher : PT. Global Pustaka Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61590/mad.v3i1.274

Abstract

This study analyzes the relevance of Ibn Rushd’s epistemology as a conceptual foundation for reconstructing the contemporary Islamic education curriculum. Using a library research method with a qualitative descriptive-analytical approach, it examines Ibn Rushd’s primary works Fashl al-Maqal, Tahafut al-Tahafut, and Bidayat al-Mujtahid as well as modern literature on the integration of knowledge and educational reform. The findings reveal that Ibn Rushd places reason (‘aql) and revelation (wahy) as complementary sources of truth. Through three epistemic approaches burhani (demonstrative), jadali (dialectical), and khaṭabi (rhetorical) he constructs a rational and hierarchical structure of knowledge. This paradigm rejects the dichotomy between religion and science while promoting critical reasoning and rational interpretation (ta’wil). In the context of modern Islamic education, Ibn Rushd’s thought is relevant for developing an integrative curriculum that unites religious and scientific knowledge through research-based learning, critical discussion, and epistemological training for teachers. Although challenges remain such as textualist dominance and limited access to classical literature curriculum reform, digitalization of classical works, and pedagogical renewal are strategic steps forward. Thus, Ibn Rushd’s epistemology serves as an essential foundation for building a rational, holistic, and contextual Islamic education curriculum without abandoning its normative values.
Tradisi Pamali Sebagai Media Pendidikan Karakter Berbasis Nilai Islam dalam Pengasuhan Anak Masyarakat Banjar Norsyifa Norsyifa; Sarifah Sarifah; Sofiah Rahmi; Wafiq Norazizah
Madrasah: Jurnal Pendidikan Madrasah Vol. 3, No. 1 : Madrasah (January –June 2026)
Publisher : PT. Global Pustaka Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61590/mad.v3i1.275

Abstract

This study aims to understand how the pamali tradition in Banjar culture influences parental child-rearing practices. The research method employed is descriptive qualitative, with data collected through observation, in-depth interviews, and documentation. The formal object of this study is child-rearing practices within Banjar families, while the material object is the pamali tradition as a local value system passed down through generations. The scope of this study focuses on the Banjar community in the Amuntai region of South Kalimantan. The results indicate that pamali plays a significant role in instilling values of politeness, discipline, and social responsibility in children through symbolic and educational means. This tradition serves as a mechanism of social control that maintains the family’s moral balance. However, the excessive application of pamali can instill fear and limit children’s freedom of thought if not accompanied by rational explanations from parents. This study concludes that pamali holds high educational value when applied wisely and adapted to the changing times. The values it embodies can serve as a foundation for strengthening character education for children based on local wisdom within the Banjar community.
Efektivitas Konseling Individual dalam Meningkatkan Kepercayaan Diri Siswa pada Pembelajaran di Sekolah Dasar Mujahadah Mujahadah; Patimah Azahra; Rina Hayati
Madrasah: Jurnal Pendidikan Madrasah Vol. 3, No. 1 : Madrasah (January –June 2026)
Publisher : PT. Global Pustaka Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61590/mad.v3i1.276

Abstract

This study aims to boost students’ self-confidence through an individual counseling approach at Murung Sari 5 Elementary School in Amuntai. Low self-confidence among students can hinder their academic and social development. Therefore, individual counseling interventions are expected to serve as a solution to improve this psychological aspect. This study was conducted over three cycles of meetings, each consisting of individual counseling sessions tailored to the students’ needs and characteristics. Each cycle included problem identification, intervention delivery, as well as evaluation and reflection to assess the students’ progress in self-confidence. The results of this study indicate a significant increase in students’ self-confidence, reflected in their ability to interact better with peers, express their opinions, and face challenges in the classroom with greater confidence. Overall, the individual counseling approach proved effective in enhancing the self-confidence of students at Murung Sari 5 Elementary School in Amuntai, which is expected to contribute to their overall psychosocial development.
Implementasi Pendekataan Instruksional dan Pendekataan Proses Kelompok dalam Manajemen Kelas pada Mata Pelajaran IPS di SMPN 01 Rumbio Jaya Wafiq Azizah Hasibuan; Nabila Zhaskia; Shela Andini; Hafizah Aulia; Dahliana Dahliana; Junaldi Putra; Ade Irma
Madrasah: Jurnal Pendidikan Madrasah Vol. 3, No. 2 : Madrasah (July - December 2026)
Publisher : PT. Global Pustaka Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61590/mad.v3i2.289

Abstract

Classroom management is one of the key factors determining the success of the teaching and learning process. Teachers are expected to create a conducive learning environment by employing approaches that are aligned with students' characteristics. This study aimed to describe the implementation of the instructional approach and the group process approach in classroom management at SMPN 01 Rumbio Jaya. The study employed a descriptive qualitative method, with data collected through classroom observations, interviews, and document analysis. The research participants consisted of teachers and students at SMPN 01 Rumbio Jaya. The findings indicate that the instructional approach was implemented through systematic instructional planning, structured content delivery, the use of diverse teaching methods, and the provision of learning motivation to students. Meanwhile, the group process approach was implemented through group-based learning, classroom discussions, presentations, and collaborative activities in completing learning tasks. Both approaches were found to create a more active learning environment, enhance students' participation, and assist teachers in managing classrooms effectively. Nevertheless, several challenges were identified, including differences in students' academic abilities and limited time available for implementing group activities. Therefore, teachers need to demonstrate creativity in integrating these two approaches to optimize the achievement of learning objectives.
Implementasi Pendekataan Instruksional dan Pendekataan Proses Kelompok dalam Manajemen Kelas pada Pembelajaran Ilmu Pengetahuan Sosial (IPS) Wafiq Azizah Hasibuan; Nabila Zhaskia; Shela Andini; Hafizah Aulia; Dahliana Dahliana; Junaldi Putra; Ade Irma
Madrasah: Jurnal Pendidikan Madrasah Vol. 3, No. 2 : Madrasah (July - December 2026)
Publisher : PT. Global Pustaka Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61590/mad.v3i2.288

Abstract

Classroom management is one of the key factors determining the success of the teaching and learning process. Teachers are expected to create a conducive learning environment by employing approaches that are aligned with students' characteristics. This study aimed to describe the implementation of the instructional approach and the group process approach in classroom management at a public junior high school in Kampar Regency. The study employed a descriptive qualitative method, with data collected through classroom observations, interviews, and document analysis. The research participants consisted of teachers. The findings indicate that the instructional approach was implemented through systematic instructional planning, structured content delivery, the use of diverse teaching methods, and the provision of learning motivation to students. Meanwhile, the group process approach was implemented through group-based learning, classroom discussions, presentations, and collaborative activities in completing learning tasks. Both approaches were found to create a more active learning environment, enhance students' participation, and assist teachers in managing classrooms effectively. Nevertheless, several challenges were identified, including differences in students' academic abilities and limited time available for implementing group activities. Therefore, teachers need to demonstrate creativity in integrating these two approaches to optimize the achievement of learning objectives.
Karakteristik Guru Profesional dalam Meningkatkan Kualitas Pembelajaran di Pendidikan Dasar Afriani Azzahra; Sakilah Sakilah; Anisa Anisa; Nabila Zaskia; Hani Kurnia; Zumi Nur Faiza
Madrasah: Jurnal Pendidikan Madrasah Vol. 3, No. 2 : Madrasah (July - December 2026)
Publisher : PT. Global Pustaka Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61590/mad.v3i2.291

Abstract

Teaching is a profession that requires specialized expertise and authority in education, instruction, and training, and therefore cannot be performed by individuals without the necessary professional qualifications. According to Law of the Republic of Indonesia No. 14 of 2005 concerning Teachers and Lecturers, professional educators are required to possess four core competencies: pedagogical, personal, social, and professional competencies. This article aims to examine the nature of teacher professionalism, analyze the strategic role of teachers in the instructional process, and explore the importance of discipline, responsibility, and moral integrity in upholding the professional code of ethics, particularly within the context of primary education. This study employs a theoretical review method by drawing upon relevant scholarly literature and previous research findings. The review concludes that the four teacher competencies are interdependent and cannot be separated. A balanced integration of instructional competencies (pedagogical and professional) with personal qualities (personal and social competencies) constitutes the fundamental basis for fostering high-quality learning processes and enhancing the overall quality of national education in Indonesia.

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