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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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EFFECTIVENESS OF DIGITAL MEDIA IN SUPPORTING STUDENT-CENTERED LEARNING IN ELEMENTARY SCHOOL SCIENCE AND SOCIAL STUDIES (IPAS): A SYSTEMATIC LITERATURE REVIEW Putu Renti Anggreni; I Gede Suwindia; Ni Nyoman Kurnia Wati
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.v18i2.14828

Abstract

This study is motivated by the shift from Teacher-Centered Learning (TCL) to Student-Centered Learning (SCL) in the digital era, particularly in Integrated Science and Social Studies (IPAS) learning at the elementary school level. The study aims to analyze the effectiveness of digital learning media in supporting the implementation of SCL in IPAS learning in elementary schools. The research employed a Systematic Literature Review (SLR) method using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) stages. Data were collected through article searches in Google Scholar, SINTA, and GARUDA databases with publication years ranging from 2020 to 2025. Of the 30 identified articles, 10 were selected for in-depth analysis based on the inclusion and exclusion criteria. The findings indicate that digital media such as interactive multimedia, Quizizz, Kahoot, Liveworksheet, Google Sites, and Interactive Flat Panel (IFP) are effective in improving students’ motivation to learn, active engagement, critical thinking skills, and understanding of IPAS concepts in elementary schools. Digital media also support the creation of more interactive, collaborative, contextual, and student-centered learning environments. However, the implementation of digital media still faces several challenges, including limited technological infrastructure, low teacher digital literacy, and the potential for digital fatigue among students. This study proposes a Strategic Digital SCL Framework integrating digital media, teacher competence, technology, learning activities, and student outcomes to strengthen Student-Centered Learning in elementary school IPAS instruction.
EXAMINING THE EFFECTIVENESS OF MULTISENSORY MAGNETIC LETTER MEDIA FOR ENHANCING EARLY READING SKILLS IN EARLY CHILDHOOD EDUCATION Linda Apriliasari; Kuncahyono; Agustinus
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.v18i2.14855

Abstract

Early reading skills significantly influence children's early literacy and school readiness.. However, early reading instruction in many early childhood education settings is still predominantly delivered through conventional methods that provide limited opportunities for active and meaningful learning experiences. This study aimed to examine the effectiveness of magnetic letter media in improving the early reading skills of Group B children at TA Al Amin, Batu City. The study employed a quantitative approach using a quasi-experimental design with a nonequivalent control group design. The participants comprised 22 children, divided into experimental and control groups.. Data were collected through pretests and posttests, classroom observations, and documentation. The data were analyzed using descriptive statistics, normality and homogeneity tests, paired-sample t-tests, independent-sample t-tests, and N-Gain analysis with the assistance of SPSS version 25. The findings revealed that the mean score of the experimental group increased from 26.36 on the pretest to 31.82 on the posttest, while the control group improved from 25.27 to 28.82. Furthermore, the independent-samples t-test indicated a p-value of 0.036 (p < 0.05), demonstrating a statistically significant difference between the experimental and control groups after the intervention. These findings suggest that magnetic letter media effectively enhance children's early reading skills, particularly in letter recognition, syllable reading, and simple word reading. This study contributes to the development of interactive and multisensory literacy instruction strategies that are developmentally appropriate for young children and may serve as an alternative learning medium for early childhood educators.  
DIFFERENTIATED LEARNING FOR DEVELOPING SELF-DEVELOPMENT AND ACADEMIC ABILITIES OF CHILDREN WITH INTELLECTUAL DISABILITIES: A LITERATURE REVIEW Ernawati
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.v18i2.14903

Abstract

Children with intellectual barriers in inclusive elementary schools have two needs that are actually interrelated, namely the development of academic abilities and self-care skills as provisions for independent living. This study was compiled to see how Differentiated Instruction (DI) and Universal Design for Learning (UDL) can be used as a framework that bridges the two needs, rather than handling them separately as often happens in the field. The author traces and synthesizes a number of relevant national and international journal articles, ranging from the basic principles of DI and UDL, operational techniques for self-development development such as task analysis, prompting, chaining, and modelling, to various implementation challenges faced by teachers in the field, both in terms of competencies, infrastructure, and systemic support. From this search, it can be seen that DI and UDL actually complement each other: UDL plays a role in the design stage, making the curriculum flexible and accessible to many students from the beginning, while DI plays a role when learning runs, adjusting the content, processes, products, and learning environment according to the needs of each child. When these two frameworks are combined with systematic behavioral intervention techniques, the self-development ability and academic achievement of children with intellectual barriers have the potential to grow together, rather than interchangeably. The study concludes with several recommendations: strengthening teacher training, closer collaboration between regular teachers and special education teachers, and a curriculum that has been designed from the beginning to accommodate academic and self-development goals as a whole.
A DIAGNOSTIC ANALYSIS OF ELEMENTARY SCHOOL STUDENTS' MISCONCEPTIONS ABOUT MAGNETISM Citra Suherman; Mubarak Ahmad
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.v18i2.14905

Abstract

Misconceptions in elementary science education remain a significant challenge because they hinder students from developing scientifically accurate conceptual understanding. This study aimed to analyze the misconceptions of fifth-grade elementary school students regarding the use of magnets in everyday life and to identify the instructional factors contributing to the persistence of these misconceptions. A qualitative case study involved five students, one teacher, and one principal, using observations, interviews, and documents. The findings revealed three categories of students’ conceptual understanding: misconceptions, partial understanding, and irrelevant conceptions. Students commonly believed that magnets attract all metals, that magnetic force is distributed evenly across the entire magnet, that magnetic strength remains constant regardless of distance, and that magnets function solely through attraction rather than both attraction and repulsion. Partial understanding was evident when students recognized that magnets can attract objects without direct contact and that magnetic fields can penetrate paper, yet they were unable to provide scientifically accurate explanations. Irrelevant conceptions emerged when students relied primarily on everyday experiences without connecting them to accepted scientific principles. The persistence of these misconceptions was associated with instructional practices that emphasized observation over conceptual explanation, limited opportunities for scientific reasoning, and the absence of diagnostic assessment and conceptual change strategies. These findings highlight the importance of incorporating diagnostic assessment, inquiry-based experimentation, conceptual change instruction, visual representations, and explicit scientific explanations to strengthen elementary students’ understanding of magnetism and improve the quality of science learning in primary education.
PRINTED HYPERMEDIA-BASED PBL INSTRUCTIONAL MATERIALS FOR THE MOTORCYCLE IGNITION SYSTEM: A SYSTEMATIC REVIEW Deomesta Oscar Daeli; Eveline Siregar; Cecep Kustandi
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.v18i2.14916

Abstract

Learning the motorcycle ignition system in Vocational High Schools requires instructional materials that can visualize electrical processes, intercomponent relationships, and contextual fault-diagnosis procedures. This study formulates a conceptual framework for developing printed hypermedia-based Problem-Based Learning (PBL) instructional materials for the motorcycle ignition system, guided by three research questions: the characteristics of relevant hypermedia materials (RQ1), the contribution of PBL to problem solving and critical thinking (RQ2), and the conceptual basis for integrating printed materials, QR-code-based hypermedia, and PBL (RQ3). A Systematic Literature Review was conducted following the PRISMA flow; literature was retrieved from the Sinta and Scopus databases for 2021–2025. Of 487 records identified, 30 met the inclusion criteria and were analyzed through thematic synthesis. The findings show that hypermedia, multimedia, augmented reality, and virtual laboratories support the visualization of abstract electrical processes (RQ1); PBL builds diagnostic reasoning and problem solving, raising competency mastery in automotive contexts (RQ2); and the print–hypermedia–PBL integration is conceptually feasible but not yet tested, as only two studies address the ignition system and only four support printed hypermedia materials (RQ3). The synthesis is formulated into a conceptual framework as a basis for further development research through expert validation, practicality testing, and effectiveness testing.
ASSESSMENT LITERACY IN TEACHER EDUCATION: PRE-SERVICE TEACHERS’ ABILITY TO DESIGN SUMMATIVE WRITING RUBRICS Wakhibah Khusnah
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.v18i2.14921

Abstract

This study addresses the challenge of preparing pre-service teachers to develop objective and valid writing assessment instruments in elementary Islamic education. It investigates how effectively fourth-semester The Islamic Elementary School Teacher Education (PGMI) students at STAI Sabilul Muttaqin Mojokerto design summative writing assessment rubrics for Madrasah Ibtidaiyah within the Merdeka Curriculum framework, contributing to the field of assessment literacy in teacher education. A descriptive qualitative approach was employed involving 12 students selected through purposive sampling. Data were collected through portfolio analysis, classroom observations, semi-structured interviews, and documentation. The findings indicate that most students demonstrated strong competence in aligning assessment tasks with Learning Objectives, integrating contextual visual stimuli, and designing guided writing activities supported by word banks. Nevertheless, several technical issues were identified, particularly inconsistencies between assessment instruments and rubrics as well as inaccuracies in score conversion formulas. The study also found positive student readiness to integrate the Estafet Writing method as a collaborative scaffolding strategy before summative assessment. These findings suggest that while students possess adequate conceptual understanding of writing assessment design, additional practice-oriented training is needed to strengthen technical implementation skills. The study contributes to the field of teacher education by providing empirical evidence that assessment literacy development should integrate conceptual understanding with systematic hands-on training in rubric construction and scoring procedures to better prepare prospective teachers for classroom assessment.
DEEP LEARNING APPROACH ENHANCES EDUCATIONAL QUALITY IN ELEMENTARY SCHOOLS Hadi Wijaya; Endang Komara; Teti Ratnawulan
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.v18i2.14938

Abstract

This study is driven by the need for elementary schools to enhance educational quality through learning that goes beyond content mastery, fostering deep understanding, critical thinking, character development, and relevance to students’ real lives. The aim is to analyse the integration of deep learning to improve outcomes at SDN 01 Batunyala and SDN 02 Semayan. Using a qualitative approach with a multisite case study design, data were gathered through classroom observation, interviews with principals and teachers, document analysis, and learning activity documentation. Analysis employed the interactive model of data condensation, data display, and conclusion drawing. Findings reveal that deep learning can be integrated through three dimensions: mindful learning, meaningful learning, and joyful learning. These dimensions guide teachers in designing objectives, contextual activities, reflective questions, formative assessments, and feedback aligned with student needs. Integration of deep learning enhances cognitive, affective, social, and metacognitive outcomes. The study concludes that deep learning is a strategic pedagogical approach to strengthen elementary education when supported by teacher readiness, school leadership, contextual resources, and continuous academic supervision.
TRANSFORMING IPAS LEARNING THROUGH COLLABORATIVE INQUIRY IN THE DIGITAL AGE Hermansyah; Tinuk Triyana; Slamet Widodo; Sabar Narimo
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.v18i2.14945

Abstract

Learning in the Natural and Social Sciences (IPAS) within the Independent Curriculum has strategic potential to develop students' 4C skills. However, practice in the field remains teacher-centred, oriented towards information transfer and memorisation, and uses digital technology that is not yet optimal. Previous studies have discussed collaborative inquiry, science learning, and digital transformation separately. This research employs a library-based study with a qualitative-descriptive analytical approach to critically analyse and reconstruct the concept of collaborative inquiry to make it adaptive to science and science learning in the digital era. Analysis was conducted on primary and secondary literature from reputable academic databases using content and critical-thematic analysis techniques. The results show that conventional collaborative inquiry models need to be reconstructed by incorporating digital exploration activities and curation of online sources, expanding collaboration spaces through interactive platforms, and combining synchronous and asynchronous modes. This reconstruction also demands a shift in teachers' roles from instructors to digital facilitators, supported by pedagogical readiness and continuous training.
NGGUSU WARU–BASED SCHOOL LEADERSHIP AND LEARNING QUALITY IN INDONESIAN ELEMENTARY SCHOOLS Ikhsan Maulana; Nur Indah Istiqomah; Anam Sutopo; Sabar Narimo
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.v18i2.14948

Abstract

This study examines the essence of the life experiences of school principals in implementing the local wisdom values of Nggusu Waru to strengthen the quality of learning in elementary schools in Bima Regency. This study uses a qualitative approach with a phenomenological design, following the Miles and Huberman interactive model. Data collection was carried out through triangulation of methods and sources, including semi-structured in-depth interviews with five principals, participatory observation, and documentation studies. Participants were selected through purposive techniques and snowball sampling. Data analysis uses a combination of thematic analysis and phenomenological processes, as well as the preparation of textual and structural descriptions. The findings reveal five main themes: (1) spirituality (nggolo) as an ethical foundation; (2) multidimensional intelligence (smart) in contextual decision-making; (3) courage and patience (courage) as the motor of gradual transformation; (4) consistency and social relationships (nggahi-groba-groba-raba) in building collaboration; and (5) adequacy (capability) in the management of creative resources. The five themes form a holistic and contextual Nggusu Waru-based leadership model. The theoretical implications enrich the educational leadership literature with an indigenous perspective, while the practical implications become a reference for leadership development programs and the implementation of the Independent Curriculum. Longitudinal and comparative research between regions is recommended to strengthen the model's empirical base
CODING AND ARTIFICIAL INTELLIGENCE IN ELEMENTARY EDUCATION: A SYSTEMATIC REVIEW AND EVIDENCE MAP (2021–2026) Siswi Yulfani; Lisa Virdinarti Putra
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.v18i2.14956

Abstract

Coding and artificial intelligence (AI) are increasingly introduced in primary education, yet evidence remains fragmented across computational thinking, AI literacy, digital literacy, ethics, and classroom implementation. This systematic literature review and evidence mapping synthesises primary-school studies published between 2021 and 18 July 2026. A verified screening log was developed through structured keyword searching, publisher and DOI verification, and backwards–forward citation checking. Eligibility was limited to empirical studies involving primary-school students, teachers, or schools and directly examining coding, AI learning, AI literacy, or classroom implementation relevant to pedagogical deep learning. Twenty-three studies were included. The evidence shows a shift from perception-oriented research toward concrete instructional designs, including block-based machine learning, unplugged–plugged sequences, collaborative inquiry, digital storytelling, AIoT, physical computing, analogy-based pedagogy, and debugging. Computational thinking and AI literacy were the most frequently reported outcomes. Stronger learning experiences shared three features: visible AI mechanisms, authentic problem contexts, and structured reflection. Evidence concerning long-term effects, equity, standardised assessment, and explicit deep-learning frameworks remains limited. The synthesis proposes a mechanism linking teacher readiness and infrastructure with pedagogical processes and student outcomes. These findings imply that primary-school implementation should prioritise teacher readiness, age-appropriate scaffolding, meaningful problem solving, and reflection rather than technology use alone, providing direction for curriculum design, teacher development, and educational policy.

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