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El Midad: Jurnal Jurusan PGMI
Published by Universitas Islam Negeri Mataram
ISSN : 20878389     EISSN : 26564289     DOI : https://doi.org/10.20414/elmidad.v16i1.9491
Core Subject : Religion, Education, Social,
Religion Education Social Sciences Other
El Midad: Jurnal Jurusan PGMI with e-ISSN 2656-4289; p-ISSN 2087-8389mainly focuses on learning in Primary schools teacher education or primary school. Detailed scopes of articles accepted for submission to Jurnal are: Learning Theory Curriculum and Technology in Education School Management in elementary school School Policy Teaching and learning in (IPS, IPA, PKN, Bahasa Indonesia and islamic education) in elementary school
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 171 Documents
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IMPROVING THE QUALITY OF SOCIAL STUDIES LEARNING: THE IMPLEMENTATION OF PROBLEM-BASED LEARNING FOR THE INTELLECTUAL AND EMOTIONAL INTELLIGENCE OF ELEMENTARY SCHOOL STUDENTS Aisyah Elvina Sari; Aramudin
El Midad Vol. 17 No. 3 (2025): elmidad: Jurnal Jurusan PGMI
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/elmidad.v17i3.14661

Abstract

This study is motivated by the issue of low learning motivation and the limited development of intellectual and emotional intelligence in Social Studies (IPS) learning at SDN 034 Tarai Bangun. The teaching of IPS, which is still dominated by passive lecture methods, causes students to be less cognitively and affectively engaged, thus hindering the development of critical thinking skills, collaboration abilities, and emotional regulation. This issue led the researcher to explore the implementation of the Problem-Based Learning (PBL) model as an innovative solution that can simultaneously integrate the development of learning motivation, intellectual intelligence (IQ), and emotional intelligence (EQ). The aim of this study is to analyze the implementation of the PBL model in IPS learning and to explain its impact on improving learning motivation, intellectual intelligence, and emotional intelligence of fourth-grade students at SDN 034 Tarai Bangun. The research method used is a qualitative approach with a case study design. Data collection techniques include participatory observation of the learning process, in-depth interviews with teachers and students, and documentation in the form of analysis of the Lesson Plan (RPP) and student work results. The results of the study indicate that
TEACHERS' INNOVATIVE STRATEGIES IN DEVELOPING CONTEXTUAL INTEGRATED SOCIAL STUDIES LEARNING IN MI/SD Putri Rahma Dani; Aramudin
El Midad Vol. 17 No. 3 (2025): elmidad: Jurnal Jurusan PGMI
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/elmidad.v17i3.14671

Abstract

This study aims to describe innovative strategies used by teachers in developing contextual integrated social studies learning in MI/SD, including the planning, implementation, and assessment stages, as well as the factors that support and hinder its implementation. The research used a descriptive qualitative approach with a case study design at SDN 001 Airtiris. The research subjects included classroom teachers, the principal, and students as supporting informants. Data were collected through observation, in-depth interviews, and documentation studies, and analyzed using data reduction, data presentation, and conclusion drawing techniques. The results showed that the teachers' strategies were realized through mapping the integration of social studies concepts based on the local context, implementing meaningful learning activities such as discussions and simple social problem solving, and using authentic assessments in the form of assignments, work demonstrations, and reflections. Supporting factors included the support of the principal and the use of the environment as a learning resource, while time and facility constraints were the main obstacles. This study provides practical recommendations for MI/SD teachers in developing contextual and meaningful integrated social studies learning.
BETWEEN LIKING AND DISLIKING STUDENTS: A TEACHER’S INNOVATION Nabila Muna Mufidah; Aramudin
El Midad Vol. 17 No. 3 (2025): elmidad: Jurnal Jurusan PGMI
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/elmidad.v17i3.14673

Abstract

Social Studies (IPS) learning at the elementary school level often faces challenges related tolow student interest and engagement, leading to the phenomenon of “learning dislike.” This ismainly due to less innovative, monotonous teaching methods. This study aims to examinehow teachers apply innovative strategies to avoid this phenomenon and increase studentinterest in IPS lessons. Using a qualitative case-study Design, this study involved SSE teachersand students at SDIT Fadhilah. Data were collected through in-depth interviews, participatoryobservation, and documentation, which were then analyzed using thematic analysis. Theprimary focus of this study was on the application of project-based learning (PjBL) andproblem-based learning (PBL) methods, as well as the use of technology to support thelearning process. The findings of this study indicate that these methods can reduce students’disinterest in the subject and increase their engagement in social studies learning. However,challenges related to time constraints and access to technology need to be addressed in theimplementation of these innovative strategies. This study is expected to provide insights intodeveloping more engaging and relevant learning experiences for students at SDIT Fadhilahand other elementary schools.
BUILDING SMART CLASSROOMS: UTILIZING TECHNOLOGY TO ENHANCE SOCIAL STUDIES EDUCATION Fuji Rahayu; Aramudin
El Midad Vol. 17 No. 3 (2025): elmidad: Jurnal Jurusan PGMI
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/elmidad.v17i3.14675

Abstract

In this digital era, technology plays a crucial role in education, particularly in the teaching of SocialStudies. This article aims to explore how the utilization of technology in building smart classrooms canenhance the quality of learning in Social Studies subjects. The research employs a descriptive qualitativemethodology, utilizing literature studies and interviews with educators and education experts. Thefindings indicate that the use of technology, such as advanced hardware, educational applications, andthe internet, can enhance student interactivity, broaden access to learning resources, and create moreengaging and compelling learning experiences. By optimally integrating technology, smart classroomscan help students better understand complex Social Studies concepts through more dynamic andinteractive media. This research concludes that technology can be a highly effective tool for enrichingSocial Studies education, and its proper application will positively impact education as a whole
INTEGRATION OF VOCATIONAL HIGH SCHOOL CURRICULUM WITH INDUSTRY NEEDS BASED ON OUTCOME-BASED EDUCATION Maharani Fadhiyah Haifani; Rochmah Wijayanti; Anam Sutopo; Sutama
El Midad Vol. 17 No. 3 (2025): elmidad: Jurnal Jurusan PGMI
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/elmidad.v17i3.14677

Abstract

This study aims to describe the process of integrating the vocational high school (Sekolah MenengahKejuruan/SMK) curriculum with the needs of the industrial sector through the implementation of the Outcome-Based Education (OBE) approach. The study is motivated by the gap between the competencies of SMK graduatesand the demands of the labor market, necessitating curriculum reform oriented toward achieving learningoutcomes. A descriptive qualitative approach with a case study Design was employed and conducted at SMKMuhammadiyah 1 Baturetno, Wonogiri Regency. Data were collected through interviews, observations, anddocument analysis, and were analyzed using an interactive analysis model with triangulation techniques to ensuredata validity. The findings indicate that the school has implemented the principles of link and match throughcollaboration with industry in curriculum planning, internship program implementation, and the strengthening ofteacher competencies. However, gaps remain between students’ learning outcomes and industry competencystandards, particularly in non-technical skills such as communication, teamwork, and work discipline. Theimplementation of OBE provides strategic direction for vocational education to become more oriented towardlearning outcomes relevant to industry needs. Therefore, continuous synergy between schools and industry is a keyfactor in producing competent, adaptive, and competitive graduates in the era of Industry 4.0.
THE REGGIO EMILIA APPROACH IN RESPONDING TO 21ST CENTURY CHALLENGES TO EARLY CHILDHOOD CAPABILITIES Muslim; Atok Miftachul Hudha
El Midad Vol. 18 No. 1 (2026): El-Midad: Jurnal Jurusan PGMI
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/elmidad.v18i1.14707

Abstract

In the 21st century, everyone faces challenges of globalization, including young children. Based on previous research, abilities can be developed through a child-centered approach. The Reggio Emilia Approach is one of those. Reggio Emilia uses project-based learning and open-ended materials to develop 21st-century skills. However, the Reggio Emilia Approach has another component that may also be developed to strengthen those abilities. This study aims to see whether all the Reggio Emilia components can address the challenges and to assess the feasibility of applying this approach in the Indonesian context. This study uses a literature review method, analyzing 2 primary sources on the Reggio Emilia Approach, 1 primary source on Education according to Ki Hajar Dewantara, and 62 articles, including primary and secondary sources, on the Reggio Emilia Approach and 21st-century skills.  
RECONCEPTUALIZING EDUCATIONAL MANAGEMENT THROUGH A CRITICAL PARADIGM: A KNOWLEDGE-BASED LITERATURE STUDY Saprudin Saprudin; Nuryati Nuryati; Evi Gustini; Tuti Alawiah; Murnasih Murnasih
El Midad Vol. 18 No. 1 (2026): El-Midad: Jurnal Jurusan PGMI
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/elmidad.v18i1.14711

Abstract

The growing complexity of contemporary education systems has intensified the demand for effective educational management; however, prevailing practices remain largely dominated by technocratic and administrative rationalities that prioritize efficiency, accountability, and measurable performance. Such approaches tend to instrumentalize knowledge and marginalize the epistemological, ethical, and social dimensions of education. This study aims to reconceptualize educational management through a critical paradigm by examining how knowledge-based management is conceptualized, legitimized, and practiced within contemporary scholarly discourse. Employing a qualitative Systematic Literature Review with a critical–conceptual orientation, this study synthesizes peer-reviewed literature published between 2016 and 2025, with particular emphasis on recent studies. Data were analyzed through thematic content analysis and critical synthesis to identify dominant managerial assumptions, epistemological orientations, power relations, and their implications for educational management theory and practice. The findings reveal that while knowledge-based management has gained prominence, it is predominantly framed within instrumental and performance-oriented logics that reinforce hierarchical governance and limit participatory practices. By contrast, the critical paradigm repositions educational management as a knowledge-based social practice that is inherently value-laden, politically situated, and oriented toward reflexivity, dialogue, and social justice. This study contributes theoretically by integrating knowledge-based educational management with critical epistemology and offers a reflective framework for reorienting educational management from administrative effectiveness toward transformative and emancipatory practice.
RETHINKING EDUCATIONAL MANAGERIALISM: A CRITICAL PARADIGM AS AN EPISTEMOLOGICAL COUNTERBALANCE IN CONTEMPORARY EDUCATION Supriyadi Supriyadi; Nuryati Nuryati; Nurul Dewi hayati; Masitoh Masitoh; Siti Nur Asiah
El Midad Vol. 18 No. 1 (2026): El-Midad: Jurnal Jurusan PGMI
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/elmidad.v18i1.14712

Abstract

The growing dominance of educational managerialism in contemporary education has reshaped governance practices by emphasizing efficiency, accountability, standardization, and performance measurement. While managerial approaches have contributed to administrative order and organizational control, they are increasingly criticized for narrowing the epistemological and ethical foundations of education. This study aims to examine educational managerialism as a critical epistemological paradigm and to position the critical paradigm as an epistemological counterbalance within contemporary education. Employing a qualitative critical literature review, this study analyzes peer-reviewed journal articles and scholarly books published between 2020 and 2024 using a critical epistemological framework informed by critical social theory. The analysis focuses on uncovering the epistemological assumptions, ideological orientations, and power relations embedded in managerial knowledge and governance practices. The findings reveal that educational managerialism privileges instrumental rationality and claims of value neutrality, which function to legitimize performance-based governance while marginalizing reflective, ethical, and contextual forms of educational knowledge. In contrast, the critical paradigm offers a reflective framework that challenges these assumptions and reorients educational management toward democratic participation, social justice, and human emancipation. Rather than rejecting management outright, this study demonstrates that the critical paradigm can function as a corrective and balancing epistemological framework, enabling more humanistic and ethically grounded approaches to educational governance. This article contributes to international debates on critical educational management by advancing an epistemological synthesis that integrates critique with constructive transformation.
DIGITAL EDUCATION AS A SOCIAL AND POLITICAL SPACE: POWER, JUSTICE, AND TRANSFORMATION Deni Wahyudi; Nuryati Nuryati; Ahmad Zaenudin; Soleha Soleha; Aisyah Aisyah
El Midad Vol. 18 No. 1 (2026): El-Midad: Jurnal Jurusan PGMI
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/elmidad.v18i1.14713

Abstract

The rapid expansion of digital technologies has transformed education in ways that extend beyond technical innovation, reshaping pedagogical practices, governance structures, and the production of knowledge. However, digital education is still predominantly conceptualised through instrumental and technocratic frameworks that prioritise efficiency and performance while neglecting issues of power, justice, and social transformation. This article aims to reconceptualise digital education as a social and political space by developing a critical–transformational paradigm grounded in contemporary educational theory. Employing a qualitative critical literature review, this study analyses and synthesises scholarly works published between 2020 and 2025 that address digital education, critical pedagogy, platformisation, and digital justice. Through critical reading, thematic coding, and conceptual synthesis, the analysis identifies three dominant constructions of digital education: the instrumental-technological, the pedagogical ecosystem, and the socio-political space. The findings reveal that while instrumental and ecosystem approaches contribute to operational understanding, they remain insufficient to address the structural inequalities and power relations embedded in digital education. The study proposes a critical–transformational paradigm that integrates ontological, epistemological, and axiological dimensions, positioning digital education as a value-laden practice oriented toward justice, agency, and social change. This paradigm contributes to theoretical development in digital education and offers a reflective foundation for policies and practices that prioritise pedagogical autonomy, digital justice, and democratic participation.
DEVELOPING CULTURAL LITERACY SKILLS THROUGH TRADITIONAL CULTURE INTRODUCTION ACTIVITIES: THE INQUIRY-BASED LEARNING APPROACH IN EARLY STUDENTS Nilna Nurjanah; Mazildha Nur Maulidina; Nihayatul Luaili; Umi Masturoh
El Midad Vol. 17 No. 3 (2025): elmidad: Jurnal Jurusan PGMI
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/elmidad.v17i3.14720

Abstract

This study aimed to investigate the effects of the inquiry-based learning (IBL) approach integrated with traditional culture introduction activities on the cultural literacy skills of early childhood students using a hybrid method. Using an experimental research model, the study had a quasi-experimental design with pre-test and post-test control groups. It was conducted in an early childhood education center in Sumengko Village, Wringinanom District, with 4-6 year old children from two classes during the second semester of the 2024-2025 academic year. One of the groups was randomly assigned as the control group and the other as the experimental group. The learning activities for the experimental group included activities fitting the IBL approach integrated with traditional cultural elements. In the control group, lessons were carried out with conventional teaching techniques such as direct instruction and demonstration. A Cultural Literacy Assessment was used to measure the cultural literacy skills of the groups at the beginning and the end of the study. T-test and ANCOVA analyses were applied to the quantitative data using the SPSS software. At the end of the study, semi-structured interviews were conducted with 12 participants; six from each group. The interviews were analysed using thematic analysis to obtain themes and codes. The evaluation of the quantitative and qualitative findings revealed that the IBL approach integrated with traditional culture activities had improved the cultural literacy skills of the experimental group students..

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