cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Sukri Badaruddin
Contact Email
passikola.pgmi@stainmajene.ac.id
Phone
+628114600454
Journal Mail Official
passikola.pgmi@stainmajene.ac.id
Editorial Address
Jl. Jend. Ahmad Yani, Lingkungan Passarang, Totoli, Kec. Banggae, Kabupaten Majene, Sulawesi Barat 91415, Indonesia
Location
Kab. majene,
Sulawesi barat
INDONESIA
Passikola: Jurnal Pendidikan Dasar & Madrasah Ibtidaiyah
Published by Sekolah Tinggi Agama Islam Negeri Majene
ISSN : -     EISSN : 30899893     DOI : -
Core Subject : Education,
Education Other
Passikola: Jurnal Pendidikan Dasar & Madrasah Ibtidaiyah. The term "Passikola" in the Mandar language refers to the activity or process of learning, commonly representing the teaching and learning activities in a school environment, particularly within the context of formal education in schools. In this regard, Passikola: Jurnal Pendidikan Dasar & Madrasah Ibtidaiyah is a scientific journal published by the Study Program of Madrasah Ibtidaiyah Teacher Education (PGMI), Department of Tarbiyah and Teacher Training, State Islamic College (STAIN) Majene. This journal serves as a platform for academics, researchers, education practitioners, and students interested in the development of learning at the Elementary Education level (Elementary Schools/Madrasah Ibtidaiyah). Passikola is published biannually, in May and November, with an E-ISSN of 3089-9893. The journal features various types of articles, including research findings, theoretical studies, field reports, and reflective writings related to the practices of education and learning in elementary schools/Madrasah Ibtidaiyah. Therefore, Passikola is an important journal to read and follow for anyone involved in the field of Elementary Education.
Arjuna Subject : Umum - Umum
Articles 25 Documents
 1   2   3 
Conceptualizing Learning Evaluation in Elementary Education: An Integrative Review of Evaluation Objects, Evaluators, and Functions Khodijah; Eva Rizkiya Safitri; Ruby Tri Maharani
Passikola: Jurnal Pendidikan Dasar & Madrasah Ibtidaiyah Vol. 3 No. 1 (2026): Mei, Passikola: Jurnal Pendidikan Dasar & Madrasah Ibtidaiyah
Publisher : Program Studi Pendidikan Guru Madrasah Ibtidaiyah, Jurusan Tarbiyah dan Keguruan, Sekolah Tinggi Agama Islam Negeri Majene

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46870/passikola.v3i1.1909

Abstract

This study aimed to analyze and synthesize conceptualizations of the objects and subjects/evaluators of learning evaluation in elementary education and to identify the relationships among evaluation objects, evaluators, evaluation functions, and the use of evaluation results. An integrative literature review was conducted on publications issued between 2015 and 2025. Searches of Google Scholar, Scopus, and ERIC, conducted from 10 to 15 January 2026, identified 452 records; following duplicate removal and screening, 26 studies met the eligibility criteria and were included in the final thematic synthesis. Five themes emerged: an emphasis on student achievement (17/26; 65.4%), limited use of evaluation for instructional reflection (14/26; 53.8%), underrepresentation of affective and psychomotor dimensions (13/26; 50.0%), movement toward authentic and participatory evaluation (11/26; 42.3%), and ambiguity among evaluators, evaluatees, and objects of evaluation (9/26; 34.6%). The findings indicate that the reviewed literature, rather than the present study directly assessing teachers, more frequently portrays evaluation as oriented toward student outcomes than toward reflective and instructional-improvement functions. Conceptually, the synthesis highlights the need to distinguish the evaluator as the actor conducting the evaluation, the evaluatee as the individual or unit being evaluated, the object of evaluation as the aspect being assessed, and the evaluation function as encompassing judgment, feedback, reflection, and decision-making. The findings also suggest an emerging movement toward authentic and participatory evaluation, although this orientation was not dominant across the corpus. The review is limited by its coverage of three databases, the inclusion of only Indonesian- and English-language publications, and terminological heterogeneity across sources; therefore, future studies should empirically validate the proposed framework through teacher interviews, classroom observations, or surveys.
Digital Learning Media and Students’ Interest in Learning Indonesian Language at Madrasah Ibtidaiyah: A Qualitative Literature Review Rika Nofianti; Salsa Mulyani Nur Wahidah; Sahara Perdana Almustaqillah; Dede Mardiah; Yeti Heriyati
Passikola: Jurnal Pendidikan Dasar & Madrasah Ibtidaiyah Vol. 3 No. 1 (2026): Mei, Passikola: Jurnal Pendidikan Dasar & Madrasah Ibtidaiyah
Publisher : Program Studi Pendidikan Guru Madrasah Ibtidaiyah, Jurusan Tarbiyah dan Keguruan, Sekolah Tinggi Agama Islam Negeri Majene

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46870/passikola.v3i1.1985

Abstract

This study aims to analyze the use of digital learning media in relation to students’ interest in learning Indonesian at Madrasah Ibtidaiyah (MI). The study employed a qualitative approach using a library research method. Data were obtained from books, journal articles, scholarly publications, and previous studies relevant to digital learning media and students’ learning interest. The selected literature was reviewed, compared, and descriptively synthesized to identify the benefits, challenges, and strategies associated with the use of digital media in Indonesian language learning at MI. The findings indicate that digital media integrating text, images, audio, animation, and interactive features has the potential to enhance students’ motivation, engagement, comprehension, and learning autonomy. However, its use is influenced by device and internet availability, students’ digital literacy, teachers’ competence, and the appropriateness of media implementation. Digital scaffolding through visual cues, examples, tutorials, and gradual feedback can support students’ adaptation to digital learning. The novelty of this article lies in integrating digital learning media and digital scaffolding as a conceptual framework for strengthening students’ interest in learning Indonesian in the context of Madrasah Ibtidaiyah.
Integration of a Humanistic Approach and Aqidah Akhlak Values in Teacher–Parent Collaboration for Bullying Prevention in Islamic Elementary Schools Ratih Fitri; Tasnim Ajali; Yogi Miftah Fauzan; Yeti Heryati; Dede Mardiah
Passikola: Jurnal Pendidikan Dasar & Madrasah Ibtidaiyah Vol. 3 No. 1 (2026): Mei, Passikola: Jurnal Pendidikan Dasar & Madrasah Ibtidaiyah
Publisher : Program Studi Pendidikan Guru Madrasah Ibtidaiyah, Jurusan Tarbiyah dan Keguruan, Sekolah Tinggi Agama Islam Negeri Majene

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46870/passikola.v3i1.1986

Abstract

This study aims to describe the roles of teachers and parents in bullying prevention, identify barriers to their collaboration, and analyze school-based efforts to address these challenges. The study employs a qualitative literature review using a conceptual case study approach. Data were drawn from scholarly journal articles, academic books, and research reports selected purposively based on their relevance to bullying prevention in elementary schools and Madrasah Ibtidaiyah. The data were analyzed using qualitative thematic analysis through the identification, categorization, and interpretation of themes, while the credibility of the findings was strengthened through source triangulation. The findings indicate that teachers serve as role models and mentors through a humanistic approach, whereas parents constitute the primary foundation for children’s character development. The main challenges include limited supervision of students’ behavior outside school, inappropriate parenting practices, students’ reluctance to report bullying incidents, and insufficient support from the broader school community. Prevention efforts can be strengthened through the establishment of anti-bullying teams, behavioral counseling, teacher–parent communication, and the internalization of Aqidah Akhlak values. The conceptual novelty of this study lies in integrating a humanistic approach with Aqidah Akhlak values within a teacher–parent collaboration framework. This integration offers a more holistic and context-sensitive strategy for bullying prevention in Madrasah Ibtidaiyah.
Development and Preliminary Validation of a Problem-Based Learning–Oriented Science Assessment Instrument on Changes in the State of Matter for Grade 4 Students Wika Akrani Tanjung; Suparni; Nur Azizah Putri Hasibuan
Passikola: Jurnal Pendidikan Dasar & Madrasah Ibtidaiyah Vol. 3 No. 1 (2026): Mei, Passikola: Jurnal Pendidikan Dasar & Madrasah Ibtidaiyah
Publisher : Program Studi Pendidikan Guru Madrasah Ibtidaiyah, Jurusan Tarbiyah dan Keguruan, Sekolah Tinggi Agama Islam Negeri Majene

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46870/passikola.v3i2.2073

Abstract

This study aimed to develop a Problem-Based Learning (PBL)-oriented science assessment instrument on the topic of changes in the state of matter for Grade 4 elementary-school students, with preliminary evidence of content validity, reliability, item quality, and practicality. The study employed a Research and Development (R&D) approach using the ADDIE model, comprising the Analysis, Design, Development, Implementation, and Evaluation phases. The needs analysis was conducted through observation and interviews, while the initial instrument consisted of 20 items, including 15 contextual multiple-choice questions and five short constructed-response items targeting cognitive processes at the C3–C5 levels. Content validation was conducted by five experts representing the fields of science/elementary education, language, and educational assessment. A small-scale pilot test involved 29 Grade 4 students at SDN 19 Langga Payung. Expert appraisal yielded an overall validation score of 93.5%, with Aiken’s V coefficients ranging from 0.83 to 0.96 (M = 0.90). The reliability of the 15 multiple-choice items was KR-20 = 0.84, while the overall internal consistency was Cronbach’s α = 0.86. Item-difficulty indices ranged from 0.36 to 0.82 (M = 0.63), item-discrimination indices ranged from 0.28 to 0.64, corrected item–total correlations ranged from 0.31 to 0.67, and 91.1% of the distractors functioned effectively. The practicality score reached 80% based on the teacher’s response and 91.26% based on the students’ responses, while the mean student achievement score following implementation was 81. Because the study did not include a pretest or comparison group, this score was interpreted as student achievement following implementation, rather than as causal evidence of the instrument’s effectiveness.
Teachers’ Perceived Barriers to Digital Instructional Media Integration: A Descriptive Qualitative Study in a Rural Elementary School Nur Asiah; Lestari; Safrizal
Passikola: Jurnal Pendidikan Dasar & Madrasah Ibtidaiyah Vol. 3 No. 1 (2026): Mei, Passikola: Jurnal Pendidikan Dasar & Madrasah Ibtidaiyah
Publisher : Program Studi Pendidikan Guru Madrasah Ibtidaiyah, Jurusan Tarbiyah dan Keguruan, Sekolah Tinggi Agama Islam Negeri Majene

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46870/passikola.v3i1.2314

Abstract

This study aimed to explore teachers’ perceptions of the limited use of digital instructional media at SD Negeri Sungayang and to identify the factors shaping these practices. A descriptive qualitative approach was employed, involving four purposively selected teachers. Data were collected through semi-structured in-depth interviews and analyzed through repeated reading, coding, category development, and theme construction based on the interactive analytical model of Miles, Huberman, and Saldaña. The analysis generated three interrelated themes: limited digital technology operational skills, difficulties in developing and adapting instructional media, and perceived time demands associated with preparing and using media. The findings suggest that limited technological fluency may increase difficulties in media development and perceived time cost, which, for some teachers, contributed to a preference for more familiar teaching methods requiring minimal preparation. These findings can be interpreted through the TPACK framework, particularly as constraints related to Technological Knowledge and Technological Pedagogical Knowledge, rather than as a comprehensive diagnosis of teachers’ TPACK competence. Practically, the findings suggest the potential value of peer mentoring and ready-to-use digital instructional resources, although these strategies require further implementation and evaluation. Given that the study involved only four teachers from a single school, the findings are intended to provide contextual insight rather than broad generalization.

Page 3 of 3 | Total Record : 25

 1   2   3 

Filter by Year

2024 2026


Reset
Filter By Issues
All Issue Vol. 3 No. 1 (2026): Mei, Passikola: Jurnal Pendidikan Dasar & Madrasah Ibtidaiyah Vol. 2 No. 2 (2025): November, Passikola: Jurnal Pendidikan Dasar & Madrasah Ibtidaiyah Vol. 2 No. 1 (2025): Mei, Passikola: Jurnal Pendidikan Dasar & Madrasah Ibtidaiyah Vol. 1 No. 2 (2024): November, Passikola: Jurnal Pendidikan Dasar & Madrasah Ibtidaiyah Vol. 1 No. 1 (2024): Mei, Passikola: Jurnal Pendidikan Dasar & Madrasah Ibtidaiyah