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Muhamad Ahyar Rasidi
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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 209 Documents
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THE EFFECT OF THE CULTURALLY RESPONSIVE TEACHING (CRT) APPROACH ON THE LEARNING MOTIVATION OF THIRD-GRADE STUDENTS IN ELEMENTARY SCHOOL Celsi Andini; Nela Rofisian; Isna Rahmawati
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.v18i1.14776

Abstract

This study aims to determine the effect of the Culturally Responsive Teaching approach on learning motivation in the IPAS subject for third-grade students at SDN Banjarharjo. This is a quantitative study using a quasi-experimental design. The sample for this study consists of the third-grade class at SDN Banjarharjo as the experimental group, comprising 13 students, and SDN Menthel 2 as the control group. The control class is the class that did not receive the Culturally Responsive Teaching approach, while the experimental class received the treatment using the Culturally Responsive Teaching approach. The results of this study, based on analysis using SPSS version 26.0, showed a significant result where the hypothesis test using an independent samples t-test indicated that the calculated t-value of 0.485 was greater than the critical t-value of 0.484. These results indicate that the null hypothesis (Ho) is rejected and the alternative hypothesis (Ha) is accepted, meaning there is a significant difference between the pre-intervention and post-intervention periods. Thus, it can be concluded that the implementation of the Culturally Responsive Teaching approach at Banjarharjo State Elementary School in the 2025/2026 academic year has a significant effect.
ENHANCING PGMI STUDENTS’ MOTIVATION AND SELF-CONFIDENCE THROUGH SOCRATIC TEACHING IN FISHBOWL COLLABORATIVE LEARNING Muhamad Asruri Faishal Alam; Banu Setyo Adi Adi; Anwar Novianto Novianto
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.v18i1.14782

Abstract

This study was motivated by the low levels of learning motivation and self-confidence among PGMI students in Islamic higher education, largely due to the dominance of conventional lecture methods. As prospective primary school teachers, PGMI students are required to develop strong affective competencies to support effective teaching practices. Although the Socratic approach and Fishbowl Discussion have been studied separately, their integration as a structured and sustained pedagogical strategy remains underexplored, particularly in the context of Islamic teacher education in Indonesia. This study aims to examine the effectiveness of Socratic teaching integrated with the Fishbowl Discussion method on students’ learning motivation and self-confidence. A quantitative approach with a one-group pretest–posttest quasi-experimental design was employed. The intervention was conducted over seven meetings, consisting of two introductory sessions and five full implementation sessions. Data were collected through validated questionnaires from 32 PGMI students and analyzed using paired-sample t-tests. The results showed significant improvements in learning motivation (p = 0.001; d = 0.67) and self-confidence (p = 0.003; d = 0.57). These findings demonstrate that the integration of Socratic questioning and Fishbowl Discussion provides an effective and contextually relevant strategy for enhancing affective competencies in prospective primary teacher education.
DEVELOPMENT OF DEEP LEARNING-BASED TEACHING MODULES IN MATHEMATICS FOR GRADE VI STUDENTS Tania Diar Kristian Putri; Kartika Chrysti Suryandari; Septi Yulisetiani
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.v18i1.14794

Abstract

This study was conducted to identify the shortcomings of learning tools that have not been widely used at the elementary school level. These limitations motivated educators to develop learning tools in the form of animated learning modules that engage students' interest, particularly in the mathematics subject "Fractions" in sixth grade. This study used the ADDIE model. However, this study only reached the development stage. The subjects consisted of teachers or practitioners acting as subject matter and media experts. Data collection used a questionnaire using a Likert scale. Validation results indicated that the deep learning-based learning module with an animated concept was highly suitable for use in learning, with a percentage of 93,75% product, 98% material, and 97,5% language.
INFORMATION AND COMMUNICATION TECHNOLOGY LEARNING SYSTEM IN 21ST CENTURY EDUCATION Samsul Hadi; Agus Pahrudin; Yuberti; Achi Rinaldi
El Midad Vol. 18 No. 2 (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.v18i2.14788

Abstract

ABSTRACT This study aims to analyse the implementation of Information and Communication Technology (ICT) in 21st-century learning systems and its contribution to improving the quality of teaching and learning. The study employs a Systematic Literature Review (SLR) method to identify, evaluate, and synthesise findings from relevant national and international studies on ICT integration in education. The review indicates that ICT plays a significant role in fostering students’ 21st-century competencies, particularly the 4C skills: critical thinking, creativity, collaboration, and communication. ICT also promotes student-centred learning, increases engagement, and supports flexible and interactive instructional practices. However, its implementation remains constrained by inadequate technological infrastructure, limited internet accessibility, insufficient digital resources, and teachers’ varying levels of digital competence and pedagogical readiness. Addressing these challenges requires improved access to technology, sustainable professional development programs, and supportive educational policies. Effective and well-planned ICT integration can optimise learning outcomes, strengthen educational quality, and provide valuable directions for future research on technology-enhanced learning environments.
MAPPING A DECADE OF RESEARCH ON REFLECTIVE JOURNALS: IMPLICATIONS FOR MOTIVATION AND SELF-REGULATED LEARNING IN ELEMENTARY EDUCATION Suti Suti; Edi Kurniawan; Bambang Subali; Nuni Widiarti
El Midad Vol. 18 No. 2 (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.v18i2.14792

Abstract

This study aims to map and critically analyse research trends on reflective journals and their implications for learning motivation and self-regulated learning (SRL) in elementary education from 2015 to 2025. A hybrid approach combining systematic literature review and bibliometric analysis was employed, following PRISMA 2020 guidelines. Data were collected from Scopus, Web of Science, ERIC, and ScienceDirect, yielding 25 eligible empirical studies following a rigorous screening process. The findings reveal a significant increase in research on reflective journaling, with a shift from descriptive approaches toward process-oriented and experimental designs. Reflective journals demonstrate a strong and consistent impact on learning awareness, a moderate effect on SRL, and a variable influence on learning motivation. The results indicate that reflection serves as a metacognitive mechanism that indirectly influences motivation through self-regulatory processes. Additionally, instructional factors such as teacher feedback, structured prompts, and students’ literacy levels play a crucial role in determining effectiveness. This study proposes a conditional model of reflective learning, emphasising that the impact of reflective journals depends on contextual and pedagogical conditions. The findings help clarify conceptual relationships among reflection, SRL, and motivation and provide implications for instructional design and future research in elementary education.
THE TEACHERS’ TEACHING STYLES ON STUDENT MOTIVATION AND ENGAGEMENT: THE MEDIATING ROLE OF STUDENT DIGITAL MEDIA SELF-EFFICACY (ELEMENTARY SCHOOL TEACHERS’ PERSPECTIVES) Eni Trisnawati; Indriyani Indriyani; Muhammad Sofwan; Robi Hendra
El Midad Vol. 18 No. 2 (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.v18i2.14799

Abstract

The advancement of digital technology has transformed instructional practices in elementary schools; however, improvements in student motivation and engagement remain inconsistent, as prior studies have largely examined these relationships in isolation without addressing underlying psychological mechanisms. This study investigates the influence of teachers’ teaching styles on learning motivation and student engagement, with student digital media self-efficacy as a mediating variable. Using a quantitative survey of 313 elementary school teachers selected through quota sampling, data were collected via questionnaires and analysed using Partial Least Squares–Structural Equation Modelling (PLS-SEM), with student-related variables assessed through teachers’ perceptions. The findings reveal that teaching styles significantly influence digital self-efficacy (β = 0.598; p < 0.001) and learning motivation (β = 0.359; p < 0.001). Digital self-efficacy significantly affects student engagement (β = 0.596; p < 0.001) and learning motivation (β = 0.406; p < 0.001), while learning motivation also contributes to student engagement (β = 0.186; p = 0.008). These results confirm that digital self-efficacy functions as a central psychological mechanism linking pedagogical practices to student engagement. This study contributes theoretically by advancing a comprehensive mediation model that integrates pedagogical and psychological dimensions in digital learning, and practically by highlighting the need for adaptive, technology-integrated teaching strategies to strengthen students’ digital self-efficacy and sustain their motivation and engagement.
INTERACTIVE DIGITAL BOARD IN EARLY CHILDHOOD: ENHANCING NUMERACY, GRAPHOMOTOR SKILLS, COLLABORATION, AND CHARACTER Khusnatul Mawaddah; Harisma Fatihatul Hayyu; Elfa Yuliana Nasution; Ria Arista Asih; Erna Yayuk; Beti Istanti Suwandayani; Arina Restian
El Midad Vol. 18 No. 2 (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.v18i2.14809

Abstract

This study examines how the pedagogical implementation of an Interactive Digital Board (IDB) enhances the integrated development of numeracy, graphomotor skills, collaboration, and character in early childhood education. Graphomotor skills in this study refer to fine motor abilities related to early writing activities, including tracing, drawing, and symbol formation. Employing a qualitative descriptive case study design, the research was conducted in a natural classroom setting at PAUD At-Taqwa, Bojonegoro, involving 15 children aged 4–6 years and two teachers. Data were collected through non-participant observation and documentation of IDB-integrated thematic learning activities. The findings reveal four key outcomes: (1) IDB-mediated activities effectively bridge concrete and abstract numerical understanding; (2) stylus-based interaction supports the development of graphomotor control through repetitive and error-tolerant practice; (3) multi-touch features facilitate peer interaction, negotiation, and collaborative problem-solving; and (4) the implementation of the “queue technique” (Teknik Antre) promotes patience, discipline, and honesty. This study contributes to the literature by providing empirical evidence of a holistic pedagogical approach that integrates multiple developmental domains through a single digital learning medium. In practice, the findings highlight the importance of context-sensitive and teacher-designed strategies for optimising the use of digital technology, particularly in resource-limited early childhood classrooms
VALUE-AND CHARACTER-BASED BASIC EDUCATION MANAGEMENT: A COMPARISON OF GLOBAL APPROACHES Evi Gusliana; Agus Pahrudin; Yuberti Yuberti; Achi Rinaldi
El Midad Vol. 18 No. 2 (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.v18i2.14817

Abstract

This study aims to compare character education management policies and practices at the primary education level across ten countries (Indonesia, USA, Saudi Arabia, Australia, UK, Japan, Germany, Malaysia, Singapore, and China) through a Systematic Literature Review (SLR) method using the PRISMA protocol. Analysis of literature from 2015–2025 identifies three main clusters of approaches: (1) Eastern Values and Discipline-based approaches which are centralized and monolithic (Japan, China, Singapore); (2) Democratic Citizenship and Individual-based approaches emphasizing autonomy and curriculum integration (USA, UK, Australia, Germany); and (3) Religious and National Identity-based approaches (Saudi Arabia, Malaysia, Indonesia). The findings reveal significant variations in implementation strategies across subjects and curriculum integration, as well as in teacher roles, ranging from authoritative moral role models to ethical discussion facilitators. This study concludes that while no single model is universally effective, Indonesia can strengthen its system by adopting systematic habituation mechanisms from East Asia and critical reasoning development from the West to complement its strong religious value basis.
DIGITAL LEARNING GOVERNANCE IN PRIMARY SCHOOLS: TPACK-BASED CURRICULUM INTEGRATION AND PRINCIPAL E-LEADERSHIP Tarekah Hasanah; Agus Pahrudin; Yuberti Yuberti; Achi Rinaldi
El Midad Vol. 18 No. 2 (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.v18i2.14818

Abstract

The integration of Information and Communication Technology (ICT) in primary education requires more than providing digital devices; it demands a systematic governance model that connects instructional design, curriculum integration, teacher competence, leadership, and evaluation. This study aims to review and synthesize literature on ICT-based learning governance in primary schools (SD/MI), with specific attention to four review items: learning design and evaluation, TPACK-based curriculum integration, the changing role of teachers, and determinant factors affecting implementation, particularly principal e-leadership and digital learning barriers. This study employed a structured narrative literature review supported by a PRISMA-inspired selection process. The selected literature was analyzed thematically by grouping the findings into governance, actor roles, and determinant factors. The results show that effective ICT-based learning governance in primary schools requires structured instructional design through models such as ADDIE, continuous evaluation through frameworks such as CIPP, and curriculum integration guided by TPACK. The findings also indicate that teachers need to shift from being knowledge transmitters to learning designers and facilitators who can align digital tools with pedagogical strategies and subject content. Furthermore, principal e-leadership emerges as a key determinant in building vision, providing infrastructure, supporting teacher training, and supervising digital learning practices. However, implementation is still challenged by digital divides, limited teacher competence, technical burdens, and pedagogical resistance. This study concludes that the success of digital learning in primary schools depends on integrating TPACK-oriented teacher development, systematic learning governance, and strong principal e-leadership
STRENGTHENING THE MAJA LABO DAHU CHARACTER VALUES TO REDUCE BULLYING INCIDENTS AMONG ELEMENTARY SCHOOL CHILDREN IN THE CITY OF SAMBINAE Fahmi Farurahman; Nasaruddin; Ikhsan maulana
El Midad Vol. 18 No. 2 (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.v18i2.14827

Abstract

This study aims to analyze the reinforcement of the Maja Labo Dahu character values to reduce bullying among elementary school students at MIS Sambinae in Bima City. The background of this study is based on the phenomenon of increasing bullying behavior in school environments, which can hinder students’ social-emotional development. The local wisdom of Maja Labo Dahu, which embodies moral values such as a sense of shame and a fear of violating social norms, is considered a relevant foundation for students' character development. This study employs a qualitative, descriptive approach. Data collection was conducted through observation, in-depth interviews, and documentation. Research informants included the school principal, teachers, and students. Data analysis was conducted interactively through data reduction, data presentation, and conclusion drawing. The results of the study indicate that the internalization of the Maja Labo Dahu values is implemented through teachers’ exemplary behavior, the cultivation of positive behaviors, and the integration of these values into the learning process. The implementation of these values has been shown to positively impact empathy and valuing others, and to reduce the tendency toward bullying within the school environment. Thus, the local wisdom values of Maja Labo Dahu can serve as an effective strategy for strengthening character education among elementary school students

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