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TARBAWIYAT: Jurnal Kependidikan
Published by Sekolah Tinggi Agama Islam Al Akbar Surabaya
ISSN : -     EISSN : 29861276     DOI : https://doi.org/10.62589/t.v2i01.64
Core Subject : Education,
Education Other
TARBAWIYAT: Jurnal Kependidikan adalah jurnal yang diterbitkan 2 kali dalam setahun yakni pada bulan Desember dan Juni oleh Program Studi Pendidikan Guru Madrasah Ibtidaiyah STAI Al-Akbar Surabaya. Jurnal ini mengkaji berbagai riset kependidikan dalam berbagai aspek. Ruang lingkup lingkup TARBAWIYAT: Jurnal Kependidikan yakni (1) Kependidikan dasar (2) Pembelajaran (3)Menejemen pendidikan (4) Kompetensi guru (5) Pengembangan kurikulum dan berbagai kajian bidang pendidikan guru madrasah ibtidaiyah lainnya. Diharapkan jurnal ini dapat memberikan referensi bagi pembaca dalam pengembangan wawasan dan keilmuan. E-ISSN : 2986-1276
Arjuna Subject : Umum - Umum
Articles 82 Documents
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Pengaruh Media Pembelajaran Digital Pecahan Senilai Terhadap Hasil Belajar Siswa SD Islam Al Chusnaini Esa Nur Faizah; Novia Rosyidah Hidayati Ali; Amanda Qurrota A’yun; Fitri Dwi Pertiwi
TARBAWIYAT Vol 5 No 1 (2026): Juni
Publisher : Prodi PGMI STAI Al-Akbar Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62589/tarbawiyat.v5i1.402

Abstract

TThis study aimed to examine changes in students' learning outcomes before and after the implementation of digital learning media on equivalent fractions and to evaluate the effect of the media on the learning outcomes of fourth-grade students at SD Islam Al Chusnaini. The study employed a quantitative approach using a pre-experimental method with a one-group pretest-posttest design. The participants consisted of 24 students from Class IV D. Data were collected through a learning achievement test that had been validated using the Pearson Product Moment correlation test and confirmed to be reliable using Cronbach's Alpha coefficient. The data were analyzed using the Shapiro–Wilk normality test, Levene's Test for homogeneity, and the Paired Samples t-Test, with all statistical analyses performed using SPSS software. The findings revealed that the students' mean score increased from 47.29 on the pretest to 58.33 on the posttest. Furthermore, the Paired Samples t-Test yielded a significance value of 0.001 (p < 0.05), indicating a statistically significant difference in students' learning outcomes before and after the implementation of the digital learning media. These findings suggest that digital learning media on equivalent fractions effectively improve the learning outcomes of fourth-grade students at SD Islam Al Chusnaini.
Tantangan Guru Madrasah Ibtidaiyah di Kabupaten Tulungagung dalam Mengintegrasikan Etnosains ke dalam Pembelajaran IPAS: Filzatun Nafsi; Kusaeri Kusaeri; Sutini Sutini
TARBAWIYAT Vol 5 No 1 (2026): Juni
Publisher : Prodi PGMI STAI Al-Akbar Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62589/tarbawiyat.v5i1.450

Abstract

The integration of ethnoscience into Natural and Social Sciences (IPAS) learning in elementary schools serves as an effort to connect scientific concepts with local wisdom embedded in community practices. However, the implementation of ethnoscience-based learning remains challenging for teachers due to various contextual and instructional constraints. This study aims to explore and analyze the challenges experienced by teachers in implementing ethnoscience-based learning in IPAS subjects at elementary schools. This study employed an interpretivist paradigm with a descriptive qualitative approach. Data were collected through in-depth interviews, participatory observations, and document analysis involving fourth- and fifth-grade IPAS teachers. The data were analyzed through thematic analysis to identify patterns of challenges encountered by teachers. The findings indicate four major challenges: (1) limited availability of locally relevant ethnoscience-based learning materials; (2) discrepancies between local knowledge and national curriculum demands; (3) limited instructional time and challenges in managing ethnoscience-based learning activities; and (4) insufficient institutional and community support. These findings indicate the importance of strengthening teacher professional development, providing contextual learning resources, and establishing collaboration between schools and local cultural communities to support the implementation of ethnoscience-based IPAS learning.

Page 9 of 9 | Total Record : 82

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