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Al Ibtida: Jurnal Pendidikan Guru MI
Published by Universitas Islam Negeri Siber Syekh Nurjati Cirebon
ISSN : 24425133     EISSN : 25277227     DOI : http://dx.doi.org/10.24235/al.ibtida.snj.v12i2
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Al Ibtida: Jurnal Pendidikan Guru MI is a high-quality peer-reviewed journal published by Department of Madrasah Ibtidaiyah Teacher Education, Faculty of Tarbiyah and Teacher Training, UIN Siber Syekh Nurjati Cirebon, Indonesia in collaboration with Indonesian Islamic Elementary Education Lecturers Association (Perkumpulan Dosen PGMI Indonesia). Publishing twice a year, in June and October and already have a registration number p-ISSN: 2442-5133 and e-ISSN: 2527-7227. Al Ibtida: Jurnal Pendidikan Guru MI is the leading journal in Islamic educational institutions concerning Islamic elementary education. The journal promotes research and scholarly discussion concerning Islamic Elementary education in Academic disciplines and Institutions, focusing on the advancement of scholarship both formal and non-formal education. Topics might be about curriculum development, teaching and learning, learning methodologies, instructional technologies, teacher competences, and assessments.
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Articles 15 Documents
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Search results for , issue "vol. 12 no. 1 (2025): june 2025" : 15 Documents clear
Need Analysis of Digital Microlearning Materials with Scaffolding for Generation Z Pre-Service Teachers in Islamic Primary Education Rizki Amelia; Agus Mukti Wibowo; Sigit Priatmoko; Wiku Aji Sugiri; Galih Puji Mulyoto
Al Ibtida: Jurnal Pendidikan Guru MI Vol. 12 No. 1 (2025): June 2025
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/al.ibtida.snj.v12i1.18811

Abstract

AbstractThis study aims to analyze the need for digital teaching materials based on microlearning with scaffolding to support Generation Z pre-service elementary school teachers. The research method used was a quantitative descriptive survey, with data collected through an online questionnaire filled out by 216 Generation Z students, pre-service teachers in the Madrasah Ibtidaiyah Education Study Program (PGMI) at UIN Maulana Malik Ibrahim Malang, Indonesia. The study results indicate that most students have adequate access to digital devices and the internet and a strong preference for the blended learning method. Students also prefer short and interactive video-based teaching materials, which support flexibility in arranging time and place of study. These findings emphasize the importance of developing microlearning teaching materials for the characteristics of the digital native generation. Scaffolding is identified as a supportive approach in compiling microlearning-based teaching materials. Therefore, it can provide gradual guidance that helps students understand the material more deeply. All in all, this study provides insight into developing teaching materials that are adaptive, effective, and in line with learning needs in the digital era.Keywords: microlearning, scaffolding, Gen Z.AbstrakPenelitian ini bertujuan untuk menganalisis kebutuhan bahan ajar digital berbasis microlearning dengan scaffolding untuk mendukung calon guru SD Generasi Z. Metode penelitian yang digunakan adalah survei deskriptif kuantitatif, dengan data dikumpulkan melalui kuesioner daring yang diisi oleh 216 mahasiswa Generasi Z calon guru Program Studi Pendidikan Guru Madrasah Ibtidaiyah UIN Maulana Malik Ibrahim Malang, Indonesia. Hasil penelitian menunjukkan bahwa sebagian besar mahasiswa memiliki akses yang memadai terhadap perangkat digital dan internet serta preferensi yang kuat terhadap metode blended learning. Mahasiswa juga lebih menyukai bahan ajar berbasis video yang singkat dan interaktif, yang mendukung fleksibilitas dalam mengatur waktu dan tempat belajar. Temuan ini menekankan pentingnya pengembangan bahan ajar microlearning bagi karakteristik generasi digital native. Scaffolding diidentifikasi sebagai pendekatan yang suportif dalam menyusun bahan ajar berbasis microlearning. Dengan demikian, scaffolding dapat memberikan bimbingan bertahap yang membantu mahasiswa memahami materi lebih dalam. Secara keseluruhan, penelitian ini memberikan wawasan tentang pengembangan bahan ajar yang adaptif, efektif, dan sejalan dengan kebutuhan pembelajaran di era digital.Kata kunci: pembelajaran mikro, scaffolding, Gen Z.
Development of the Value Inquiry Learning Model to Improve Conceptual Understanding and Social Attitudes in Thematic Learning Ani Siti Anisah; Sapriya Sapriya; Kama Abdul Hakam; Ernawulan Syaodih; Nordin bin Mamat
Al Ibtida: Jurnal Pendidikan Guru MI Vol. 12 No. 1 (2025): June 2025
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/al.ibtida.snj.v12i1.18934

Abstract

AbstractSchool learning is seen as emphasizing the achievement of cognitive aspects, while affective aspects tend to be neglected. Thus causing imbalances in the formation of students' overall competence. To answer these challenges, a Value Inquiry learning model was developed that can balance cognitive and affective aspects integrated in thematic learning. This research used a modified Research & Development approach through three stages of implementation: preliminary study, model development, and model validation test. This research involved five elementary schools in Garut Regency. The instruments used included expert validation questionnaires, observation sheets, attitude questionnaires, and learning outcome tests. The limited and broad trials showed a significant increase in both concept understanding and students' social attitudes, it was shown by the results of the N-Gain analysis with an increase of 29.48% in the limited experimental class test with a low interpretation, 69.06% in the broad test phase I, 69.98% in phase II, and 70.10% in the validation test with a moderate interpretation. The effectiveness test results with a value of 0.701 which indicates that the Value Inquiry learning model is quite effective in improving students' concept understanding and social attitudes. Thus, this model is very relevant and practical to be applied.Keywords: learning models, value inquiry, social attitudes, characteristics of elementary school students.AbstrakPembelajaan di sekolah dipandang lebih menekankan pada pencapaian aspek kognitif, sementara aspek afektif cenderung terabaikan. Sehingga menyebabkan ketimpangan dalam pembentukan kompetensi utuh siswa. Untuk menjawab tantangan tersebut dikembangkan model pembelajaran Value Inquiry yang dapat menyeimbangkan aspek kognitif dan aektif yang terintegrasi dalam pembelajaran tematik. Penelitian ini menggunakan pendekatan Research & Development yang dimodifikasi melalui tiga tahap pelaksanaan: studi pendahuluan, pengembangan model, dan uji validasi model. Penelitian ini melibatkan lima sekolah dasar di Kabupaten Garut. Instrumen yang digunakan melipui angket validasi ahli, lembar observasi, angket sikap, dan tes hasil belajar. Pada uji coba terbatas dan luas menunjukkan peningkatan yang signifikan baik dalam pemahaman konsep maupun sikap sosial siswa, hal itu ditunjukkan oleh hasil analisis N-Gain dengan peningkatan sebesar 29,48% pada uji kelas eksperimen terbatas dengan interpretasi rendah, 69,06% pada uji luas tahap I, 69,98% pada tahap II, dan 70,10% pada uji validasi dengan interpretasi sedang. Hasil uji efektivitas dengan nilai 0,701 yang menunjukkan bahwa model pembelajaran Value Inquiry  cukup efektif dalam meningkatkan pemahaman konsep dan sikap sosial pesrta didik. Dengan demikian, model ini sangat relevan dan praktis untuk diterapkan.Kata kunci: model pembelajaran, value inquiry, sikap sosial, karakteristik siswa sekolah dasar.
Cultural Capital and Learning Strategies: A Bourdieuian Perspective on Elementary Education Muhammad Amin; Raharjo Raharjo; Shodiq Abdullah; Ahmad Fuad Hasyim Hafid Suyuthi
Al Ibtida: Jurnal Pendidikan Guru MI Vol. 12 No. 1 (2025): June 2025
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/al.ibtida.snj.v12i1.19467

Abstract

Abstract This study aims to explore the relationship between cultural capital and teaching strategies in the context of primary education, employing a Bourdieuian perspective. The focus of this research is on teachers at Madrasah Ibtidaiyah Negeri in Magelang Regency. A qualitative method was utilized, with data collected through in-depth interviews and classroom observations. The findings reveal that teachers’ cultural capital, including their knowledge, values, and experiences, significantly influences their choice and implementation of teaching strategies in the classroom. Teachers with a rich cultural capital tend to adopt more innovative and adaptive strategies, which enhance student engagement in the learning process. Furthermore, the study identifies challenges faced by teachers in integrating cultural capital into their teaching practices. These findings provide helpful guidance in the development of educational policies and teacher training programs, ultimately improving the quality of education in Madrasah Ibtidaiyah.Keywords: cultural capital, teaching strategies, Bourdieuian perspective, Madrasah Ibtidaiyah. AbstrakPenelitian ini bertujuan untuk mengeksplorasi hubungan antara modal budaya dan strategi pembelajaran dalam konteks pendidikan dasar, dengan pendekatan perspektif Bourdieu. Fokus penelitian ini adalah pada guru-guru di Madrasah Ibtidaiyah Negeri di Kabupaten Magelang. Metode penelitian yang digunakan adalah kualitatif dengan teknik pengumpulan data melalui wawancara mendalam dan observasi. Hasil penelitian menunjukkan bahwa modal budaya yang dimiliki oleh guru, seperti pengetahuan, nilai-nilai, dan pengalaman, berdampak dalam menentukan pilihan dan penerapan strategi pembelajaran di kelas. Guru yang memiliki modal budaya yang kaya cenderung menggunakan strategi yang lebih inovatif dan adaptif, yang dapat meningkatkan keterlibatan siswa dalam proses pembelajaran. Selain itu, penelitian ini juga mengidentifikasi tantangan yang dihadapi oleh guru dalam mengintegrasikan modal budaya ke dalam praktik pembelajaran. Temuan ini dapat memberikan wawasan bagi pengembangan kebijakan pendidikan dan pelatihan guru, serta meningkatkan kualitas pembelajaran di Madrasah Ibtidaiyah.Kata kunci: modal budaya, strategi pembelajaran, Bourdieuian perspective, Madrasah Ibtidaiyah.
Model-Eliciting Activities on Students' Mathematical Literacy by Reviewing Differences in Self-Regulated Learning Ika Nada Fajriyah; Mohammad Faizal Amir; Mahardika Darmawan Kusuma Wardana; Mohd Nazri Abdul Rahman
Al Ibtida: Jurnal Pendidikan Guru MI Vol. 12 No. 1 (2025): June 2025
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/al.ibtida.snj.v12i1.19683

Abstract

AbstractThe mathematical literacy of students is still relatively low. However, it remains a goal and a necessity to develop mathematical literacy as a fundamental skill for solving problems in various contexts, particularly in formulating, employing, and interpreting mathematics. Previous studies have proven that model-eliciting activities effectively enhance mathematical literacy. On the other hand, mathematical literacy is influenced by differences in self-regulated learning. Therefore, this study answers whether implementing model-eliciting activities regarding self-regulated learning differences affects students' mathematical literacy. This study employed a quasi-experimental non-equivalent pretest and posttest design that involved 55 fourth-grade primary students. Data collection used a mathematical literacy test and a self-regulated learning questionnaire. The levels of self-regulated learning were categorised as low, medium, and high. The data analysis was a two-way analysis of variance test followed by the Tukey test. The study showed that implementing model-eliciting activities by considering differences in self-regulated learning affected students' mathematical literacy. Another finding is that students with high self-regulated learning are better at mathematical literacy than those with low self-regulated learning.Keywords: model-eliciting activities, mathematical literacy, self-regulated learning. AbstrakLiterasi matematika siswa masih tergolong rendah, namun sampai saat ini masih menjadi tujuan dan kebutuhan sebagai keterampilan fundamental untuk menyelesaikan masalah dalam berbagai konteks khususnya dalam hal merumuskan, menggunakan, dan menafsirkan matematika. Peneliti-peneliti sebelumnya telah membuktikan model-eliciting activities efektif untuk meningkatkan literasi matematika. Disisi lain, literasi matematika dipengaruhi oleh perbedaan self-regulated learning. Oleh karena itu, penelitian menjawab rumusan masalah mengenai apakah implementasi model-eliciting activities dengan memperhatikan perbedaan self-regulated learning berpengaruh terhadap literasi matematika siswa. Penelitian ini menggunakan quasi eksperimental non-equivalent pretest dan posttest desain dengan melibatkan 55 siswa kelas empat sekolah dasar. Pengumpulan data menggunakan tes literasi matematika dan kuisioner self-regulated learning. Perbedaan tingkat self-regulated learning dikategorikan sebagai rendah, sedang, dan tinggi. Analisis data yang digunakan adalah uji analisis varians dua arah dan dilanjutkan uji Tukey. Temuan penelitian menunjukkan implementasi model-eliciting activities dengan memperhatikan perbedaan self-regulated learning berpengaruh terhadap literasi matematika siswa. Temuan lainnya adalah siswa yang memiliki self-regulated learning tinggi lebih baik dalam literasi matematika dibanding siswa yang memiliki self-regulated learning rendah.Keywords: model-eliciting activities, literasi matematika, self-regulated learning.
The Effectiveness of Problem-Based Learning Assisted by Powtoon Media on the Activeness and Learning Outcomes of Pancasila Education in 4th-Grade Elementary School Students Faradina Hibatul Haqqi; Kurotul Aeni; Raed Abdullah Albalushi
Al Ibtida: Jurnal Pendidikan Guru MI Vol. 12 No. 1 (2025): June 2025
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/al.ibtida.snj.v12i1.19688

Abstract

Abstract Low learning outcomes and student engagement result from ineffective learning models and media in actively involving students. This study analyzes the effectiveness of the problem-based learning (PBL) model combined with Powtoon media in enhancing student participation and learning outcomes. A quantitative method with a quasi-experimental design was used, involving 4th-grade elementary students divided into an experimental class (IV A, 33 students) and a control class (IV B, 30 students) using a conventional model. Engagement data were collected through observation, and learning outcomes were assessed via evaluation tests. Data analysis used SPSS 26 with normality, homogeneity, t-test, N-Gain, and engagement score tests. The results showed a significant t-test value of 0.000 < 0.05, indicating a significant difference in engagement and learning outcomes between the two groups. The N-Gain percentage was 61% (moderately effective) in the experimental class and 43% (less effective) in the control class. The highest engagement category in the experimental class was visual activities (87.87%), while in the control class, it was mental activities. These findings demonstrate that the PBL model combined with Powtoon media effectively enhances student engagement and learning outcomes.Keywords: problem-based learning, Powtoon media, activeness, and learning outcomes.AbstrakRendahnya capaian pembelajaran dan keterlibatan siswa disebabkan oleh model dan media pembelajaran yang kurang efektif dalam melibatkan siswa secara aktif. Penelitian ini menganalisis efektivitas model pembelajaran berbasis masalah (PBL) yang dipadukan dengan media Powtoon dalam meningkatkan partisipasi dan capaian pembelajaran siswa. Metode kuantitatif dengan desain quasi eksperimen digunakan, melibatkan siswa SD kelas 4 yang dibagi menjadi kelas eksperimen (IV A, 33 siswa) dan kelas kontrol (IV B, 30 siswa) dengan menggunakan model konvensional. Data keterlibatan dikumpulkan melalui observasi, dan capaian pembelajaran dinilai melalui tes evaluasi. Analisis data menggunakan SPSS 26 dengan uji normalitas, homogenitas, uji-t, N-Gain, dan skor keterlibatan. Hasil penelitian menunjukkan nilai uji-t signifikan sebesar 0,000 < 0,05, yang menunjukkan adanya perbedaan yang signifikan dalam keterlibatan dan capaian pembelajaran antara kedua kelompok. Persentase N-Gain sebesar 61% (cukup efektif) pada kelas eksperimen dan 43% (kurang efektif) pada kelas kontrol. Kategori keterlibatan tertinggi pada kelas eksperimen adalah aktivitas visual (87,87%), sedangkan pada kelas kontrol adalah aktivitas mental. Temuan ini menunjukkan bahwa model PBL yang dikombinasikan dengan media Powtoon efektif meningkatkan keterlibatan dan hasil belajar siswa.Kata kunci: pembelajaran berbasis masalah, media Powtoon, keaktifan, dan hasil belajar.
The Effectiveness of Problem Based Learning assisted by Educaplay on Pancasila Education Learning Outcomes of Elementary School Students Aulli Qzara Ainun Nisa Mufi Dayanti; Kurotul Aeni; Daniyal Manzoor Khan
Al Ibtida: Jurnal Pendidikan Guru MI Vol. 12 No. 1 (2025): June 2025
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/al.ibtida.snj.v12i1.19723

Abstract

AbstractLearning models that do not actively involve students in the learning process are one of the factors causing low learning outcomes. This research aims to test and analyze how effective the problem-based learning model, which utilizes Educaplay media, is on student learning outcomes. The method used by researchers is a quasi-experimental design with a nonequivalent control group. The subjects of this study were 85 fifth-grade students of Jatisari state elementary School, Semarang City, Indonesia i.e. 28 students of class VB as the experimental class, and 28 students of class VC as the control class. Learning outcomes data were obtained from test techniques and non-test techniques. Data analysis used SPSS 25, consisting of normality, homogeneity, t-test, and N-Gain tests. The results indicated that the significant value in the independent t-test was 0.000 < 0.05, so Ha was accepted and H0 was rejected. This data indicates a significant difference in the learning outcomes between the students in the experimental and control classes. N-Gain percent was 66% (moderately effective) in the experimental class and 39% (ineffective) in the control class. This study indicates that the application of the PBL model based on Educaplay media is effective in improving student learning outcomes.Keywords: educaplay, effectiveness, learning outcomes, PBL, pancasila education. AbstrakModel pembelajaran yang kurang melibatkan siswa secara aktif dalam proses pembelajaran menjadi salah satu faktor penyebab rendahnya hasil belajar. Penelitian ini bertujuan untuk menguji dan menganalisis seberapa efektif model pembelajaran berbasis masalah yang memanfaatkan media Educaplay terhadap hasil belajar siswa. Metode yang digunakan peneliti adalah quasi eksperimen dengan desain nonequivalent control group design. Subjek penelitian ini adalah siswa kelas V SD Negeri Jatisari sebanyak 85 orang, yaitu kelas VB sebanyak 28 orang sebagai kelas eksperimen, dan kelas VC sebanyak 28 orang sebagai kelas kontrol. Data hasil belajar diperoleh dari teknik tes dan teknik non tes. Analisis data menggunakan SPSS 25 yang terdiri dari uji normalitas, homogenitas, uji t, dan uji N-Gain. Hasil penelitian menunjukkan bahwa nilai signifikansi pada uji t independen sebesar 0,000 < 0,05, sehingga Ha diterima dan H0 ditolak. Data ini menunjukkan adanya perbedaan hasil belajar yang signifikan antara siswa kelas eksperimen dan kelas kontrol. Persentase N-Gain adalah 66% (cukup efektif) di kelas eksperimen dan 39% (tidak efektif) di kelas kontrol. Penelitian ini menunjukkan bahwa penerapan model PBL berbasis media Educaplay efektif dalam meningkatkan hasil belajar siswa.Kata kunci: educaplay, keefektivan, hasil belajar, PBL, pendidikan pancasila.
Digital Literacy Profile of Prospective Elementary School Teachers in Indonesian Language Learning: a Case Study at Universitas Muhammadiyah Prof. DR. HAMKA Nur Latifah; Septi Fitri Meilin; Silvie Mil; Sa&#039;odah Sa&#039;odah
Al Ibtida: Jurnal Pendidikan Guru MI Vol. 12 No. 1 (2025): June 2025
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/al.ibtida.snj.v12i1.19875

Abstract

AbstractDigital literacy is essential for Prospective Elementary School Teachers to foster the development of technology-based teaching skills. Therefore, understanding the digital literacy profile of prospective is essential as a foundation for developing informed learning policies. This study aims to describe the digital literacy profiles of prospective elementary school teachers by analyzing their digital literacy skills through a quantitative survey-based research approach. The study population consisted of 1,400 students, from which a sample of 210 was selected using stratified random sampling. The research instrument consisted of a Likert-scale questionnaire encompassing indicators such as functional and technical skills in operating digital devices, creativity in producing digital learning content, collaboration abilities using digital platforms, communication skills within digital spaces, information literacy in locating and selecting learning resources, critical thinking in evaluating digital content, socio-cultural awareness related to digital ethics, electronic security in safeguarding personal data, and technical problem-solving competencies. The study’s findings indicated that prospective of elementary school strong proficiency in information literacy, with an average score of 4.57, and digital communication, scoring 4.42. However, certain areas require further development, particularly electronic security (3.50) and digital socio-cultural understanding (3.65), which received comparatively lower scores. In light of these findings, measures should be taken to enhance the digital literacy of prospective primary school teachers, particularly through language skills courses aimed at strengthening their understanding and effective use of digital technology and information.Keywords: digital literacy, Indonesian language learning, prospective elementary school.AbstrakLiterasi digital sangat penting bagi Calon Guru Sekolah Dasar untuk mendorong pengembangan keterampilan mengajar berbasis teknologi. Oleh karena itu, memahami profil literasi digital calon guru sangat penting sebagai dasar untuk mengembangkan kebijakan pembelajaran yang terinformasi. Penelitian ini bertujuan untuk mendeskripsikan profil literasi digital calon guru sekolah dasar dengan menganalisis keterampilan literasi digital mereka melalui pendekatan penelitian berbasis survei kuantitatif. Populasi penelitian terdiri dari 1.400 siswa, dengan sampel sebanyak 210 siswa dipilih secara acak. Instrumen penelitian terdiri dari kuesioner skala Likert yang mencakup indikator-indikator seperti keterampilan fungsional dan teknis dalam mengoperasikan perangkat digital, kreativitas dalam menghasilkan konten pembelajaran digital, kemampuan berkolaborasi menggunakan platform digital, keterampilan komunikasi dalam ruang digital, literasi informasi dalam menemukan dan memilih sumber belajar, berpikir kritis dalam mengevaluasi konten digital, kesadaran sosial budaya terkait etika digital, keamanan elektronik dalam menjaga data pribadi, dan kompetensi pemecahan masalah teknis. Temuan penelitian menunjukkan bahwa calon guru sekolah dasar memiliki kecakapan yang kuat dalam literasi informasi, dengan skor rata-rata 4,57, dan komunikasi digital, dengan skor 4,42. Namun, beberapa area perlu dikembangkan lebih lanjut, terutama keamanan elektronik (3,50) dan pemahaman sosial budaya digital (3,65), yang mendapatkan skor relatif lebih rendah. Berdasarkan temuan ini, langkah-langkah perlu diambil untuk meningkatkan literasi digital calon guru sekolah dasar, terutama melalui kursus keterampilan berbahasa yang bertujuan memperkuat pemahaman dan penggunaan teknologi dan informasi digital secara efektif.Kata kunci: literasi digital, pembelajaran bahasa indonesia, calon guru sekolah dasar.
Trend in Improving Teacher Competence in Innovative Learning at Primary School Tamsik Udin; Sehan Rifky Arfanaldy
Al Ibtida: Jurnal Pendidikan Guru MI Vol. 12 No. 1 (2025): June 2025
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/al.ibtida.snj.v12i1.19929

Abstract

Abstract This study aims to identify global trends in improving elementary school teacher competency through innovative learning approaches. The method employed is a systematic literature review (SLR) based on the PRISMA protocol, which analyzes 35 selected articles from reputable international journals published between 2015 and 2024. The results of the study indicate that project-based learning (PBL) is the most dominant approach used in teacher competency development, followed by technology integration and continuous professional training. This study also highlights the importance of techno-pedagogical competency, reflective ability, and adaptation to local socio-cultural contexts. In addition, geographical disparities and access to training were found to have an impact on the education quality gap between regions. This study recommends integrating the TPACK model and reflective practices into teacher training designs, along with contextual and data-driven policies. These findings offer both conceptual and practical contributions to designing strategies that enhance elementary teacher professionalism, aligning with the demands of the 21st century.Keywords: innovative learning, primary education, professional development, teacher competence.AbstrakPenelitian ini bertujuan untuk mengidentifikasi tren global dalam meningkatkan kompetensi guru sekolah dasar melalui pendekatan pembelajaran yang inovatif. Metode yang digunakan adalah tinjauan pustaka sistematis (SLR) berdasarkan protokol PRISMA, yang menganalisis 35 artikel terpilih dari jurnal internasional terkemuka yang diterbitkan antara tahun 2015 dan 2024. Hasil studi menunjukkan bahwa pembelajaran berbasis proyek (PBL) adalah pendekatan yang paling dominan digunakan dalam pengembangan kompetensi guru, diikuti oleh integrasi teknologi dan pelatihan profesional berkelanjutan. Penelitian ini juga menyoroti pentingnya kompetensi tekno-pedagogis, kemampuan reflektif, dan adaptasi terhadap konteks sosial budaya setempat. Selain itu, disparitas geografis dan akses ke pelatihan ditemukan berdampak pada kesenjangan kualitas pendidikan antar-wilayah. Penelitian ini merekomendasikan pengintegrasian model TPACK dan praktik reflektif ke dalam desain pelatihan guru, bersama dengan kebijakan kontekstual dan berbasis data. Temuan ini menawarkan kontribusi konseptual dan praktis untuk merancang strategi yang meningkatkan profesionalisme guru sekolah dasar, yang sejalan dengan tuntutan abad ke-21.Kata kunci: kompetensi guru, pembelajaran inovatif, pendidikan dasar, pengembangan profesional.
Structural Equation Modeling Method to Analyze the Influence of Learning Style, Mathematics Resilience, and Learning Motivation on Mathematical Problem-Solving Ability Edo Dwi Cahyo; Juitaning Mustika; Dwi Retno Puspita Sari; Fertilia Ikashaum; Ika Yuni Wulansari
Al Ibtida: Jurnal Pendidikan Guru MI Vol. 12 No. 1 (2025): June 2025
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/al.ibtida.snj.v12i1.19959

Abstract

AbstractThis study aimed to analyze the influence of learning styles, mathematics resilience, and learning motivation on elementary school students’ mathematical problem-solving abilities. The research involved 131 students from three elementary schools in Metro and East Lampung, Indonesia and employed Structural Equation Modeling (SEM) for data analysis. The results showed that all three variables significantly affected students' mathematical problem-solving abilities. Learning motivation had the strongest influence (C.R = 1.880, p = 0.034), followed by mathematics resilience (C.R = 1.754, p = 0.045) and learning style (C.R = 1.729, p = 0.040). The three variables collectively contributed 78.3% to the variance in students' mathematical problem-solving abilities, indicating a strong overall effect. These findings suggest that enhancing students’ learning motivation, building mathematical resilience, and aligning teaching methods with students’ learning styles are effective strategies to improve their mathematical problem-solving performance. The study recommends the implementation of adaptive and inclusive teaching approaches that consider cognitive and psychological factors in elementary mathematics education.Keywords: SEM method, learning style, mathematics resilience, learning motivation, problem-solving ability. AbstrakPenelitian ini bertujuan untuk menganalisis pengaruh gaya belajar, ketahanan matematika, dan motivasi belajar terhadap kemampuan pemecahan masalah matematika siswa sekolah dasar. Penelitian ini melibatkan 131 siswa dari tiga sekolah dasar di Metro dan Lampung Timur, Indonesia dan menggunakan Structural Equation Modeling (SEM) untuk analisis data. Hasil penelitian menunjukkan bahwa ketiga variabel tersebut secara signifikan memengaruhi kemampuan pemecahan masalah matematika siswa. Motivasi belajar memiliki pengaruh paling kuat (C.R = 1,880, p = 0,034), diikuti oleh ketahanan matematika (C.R = 1,754, p = 0,045) dan gaya belajar (C.R = 1,729, p = 0,040). Ketiga variabel tersebut secara kolektif memberikan kontribusi sebesar 78,3% terhadap varians kemampuan pemecahan masalah matematika siswa, yang menunjukkan efek keseluruhan yang kuat. Temuan ini menunjukkan bahwa peningkatan motivasi belajar siswa, membangun ketahanan matematika, dan menyelaraskan metode pengajaran dengan gaya belajar siswa merupakan strategi yang efektif untuk meningkatkan kinerja pemecahan masalah matematika mereka. Penelitian ini merekomendasikan penerapan pendekatan pengajaran yang adaptif dan inklusif yang mempertimbangkan faktor kognitif dan psikologis dalam pembelajaran matematika di sekolah dasar.Kata kunci: metode SEM, gaya belajar, ketahanan matematika, motivasi belajar, kemampuan memecahkan masalah.
Inadequate Funding of Basic Education in Nigeria: Implications for Quality and Equity in Learning Delivery Adesola Afusat Odukoya; Egbedi Tungbowei
Al Ibtida: Jurnal Pendidikan Guru MI Vol. 12 No. 1 (2025): June 2025
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/al.ibtida.snj.v12i1.20044

Abstract

AbstractBasic education forms the cornerstone of national development, yet Nigeria continues to suffer from chronic underfunding despite policy frameworks aimed at universal access. This paper adopts a systematic literature review (SLR) methodology, guided by the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) framework, to investigate the implications of inadequate funding on the quality delivery of basic education in Nigeria. Drawing on peer-reviewed literature, policy documents, and empirical reports published between 1999 and 2024, the review sourced data from Google Scholar, JSTOR, ERIC, and ResearchGate. One thousand three hundred fifteen records were identified, with 86 studies meeting the inclusion criteria after screening and eligibility assessment. The findings highlight a consistent failure to meet the UNESCO-recommended 15–20% budgetary allocation for education, with basic education often receiving marginal and delayed disbursements. Key issues identified include dilapidated infrastructure, a shortage of qualified teachers, inadequate teaching materials, and weak financial accountability at the state level—aggravated by the conditional requirement for counterpart funding to access federal grants. The review also reveals that political apathy, poor fiscal planning, and mismanagement undermine efforts to improve basic education outcomes. The paper recommends a stronger policy enforcement mechanism, transparent fund allocation, and integrating alternative funding strategies such as public-private partnerships and community-based financing to reverse these trends. This review contributes valuable insights for policymakers and education stakeholders committed to achieving equitable and quality basic education in Nigeria by 2030.Keywords: basic education, educational underfunding, quality education delivery, nigeria education policy. AbstrakPendidikan dasar merupakan landasan pembangunan nasional, namun Nigeria terus mengalami kekurangan dana kronis meskipun kerangka kebijakan ditujukan untuk akses universal. Penelitian ini mengadopsi metodologi tinjauan pustaka sistematis (SLR), yang dipandu oleh kerangka PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses), untuk menyelidiki implikasi dari pendanaan yang tidak memadai pada kualitas penyampaian pendidikan dasar di Nigeria. Mengacu pada literatur yang ditinjau sejawat, dokumen kebijakan, dan laporan empiris yang diterbitkan antara tahun 1999 dan 2024, tinjauan tersebut mengambil data dari Google Scholar, JSTOR, ERIC, dan ResearchGate. Seribu tiga ratus lima belas catatan diidentifikasi, dengan 86 studi memenuhi kriteria inklusi setelah penyaringan dan penilaian kelayakan. Temuan tersebut menyoroti kegagalan yang konsisten untuk memenuhi alokasi anggaran 15–20% yang direkomendasikan UNESCO untuk pendidikan, dengan pendidikan dasar sering kali menerima pencairan yang marjinal dan tertunda. Masalah utama yang diidentifikasi meliputi infrastruktur yang rusak, kekurangan guru yang berkualifikasi, materi pengajaran yang tidak memadai, dan akuntabilitas keuangan yang lemah di tingkat negara bagian—diperburuk oleh persyaratan bersyarat untuk pendanaan pendamping guna mengakses hibah federal. Tinjauan tersebut juga mengungkap bahwa apatisme politik, perencanaan fiskal yang buruk, dan salah urus melemahkan upaya untuk meningkatkan hasil pendidikan dasar. Penelitian ini merekomendasikan mekanisme penegakan kebijakan yang lebih kuat, alokasi dana yang transparan, dan mengintegrasikan strategi pendanaan alternatif seperti kemitraan publik-swasta dan pembiayaan berbasis masyarakat untuk membalikkan tren ini. Tinjauan ini memberikan wawasan berharga bagi para pembuat kebijakan dan pemangku kepentingan pendidikan yang berkomitmen untuk mencapai pendidikan dasar yang adil dan berkualitas di Nigeria pada tahun 2030.                      Kata kunci: pendidikan dasar, kurangnya dana pendidikan, penyediaan pendidikan bermutu, kebijakan pendidikan Nigeria.

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