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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 290 Documents
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Epistemic Agency in Multimodal Reading: How Primary Learners Construct Knowledge Across Modes Hasna Fitri Labibah; Januarius Mujiyanto; Dwi Rukmini; Widhiyanto Widhiyanto
Al Ibtida: Jurnal Pendidikan Guru MI Vol. 12 No. 2 (2025): October 2025
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/al.ibtida.snj.v12i2.22155

Abstract

AbstractReading literacy remains a persistent challenge in many English as a Foreign Language (EFL) contexts. However, primary EFL learners frequently encounter difficulties in integrating linguistic, visual, spatial, and gestural modalities. This study investigates how primary learners exercise epistemic agency in multimodal reading and construct knowledge across different modes. Utilizing multimodality theory and epistemic agency, the study implemented an explanatory sequential mixed-methods design involving thirty fifth-grade students from Madrasah Ibtidaiyah Negeri (MIN) 1 Tulang Bawang Barat, Lampung. In Phase 1, a one-group pretest–posttest design measured changes in multimodal comprehension using a validated twenty-item instrument. Results showed significant improvement, with mean scores rising from 61.40 (SD = 8.25) to 74.30 (SD = 7.80), t(29) = 8.52, p < 0.001, and Cohen’s d = 1.56, indicating a large effect. In Phase 2, six students representing varied improvement levels were interviewed and engaged in task-based reflections. Thematic analysis identified five dimensions of epistemic agency: taking initiative, decision-making across modes, justification of understanding, reflection and self-regulation, and collaboration and dialogue. The integration of both phases demonstrated that learners' agentive engagement with multimodal resources underpinned comprehension gains, transforming affordances into strategies for meaning-making. These findings affirm that multimodal pedagogy fosters not only measurable comprehension outcomes but also autonomy, critical thinking, and collaborative engagement. The study recommends embedding multimodal literacy into EFL curricula and providing scaffolds that balance cognitive support with opportunities for agency.Keywords: epistemic agency, knowledge construction, literacy pedagogy, multimodal reading, primary school.  AbstrakLiterasi membaca tetap menjadi tantangan yang terus-menerus dalam banyak konteks Bahasa Inggris sebagai Bahasa Asing (EFL). Namun, pembelajar EFL tingkat dasar sering menghadapi kesulitan dalam mengintegrasikan modalitas linguistik, visual, spasial, dan gestural. Studi ini menyelidiki bagaimana pembelajar primer menjalankan agensi epistemik dalam membaca multimodal dan membangun pengetahuan di berbagai moda. Dengan memanfaatkan teori multimodalitas dan agensi epistemik, penelitian ini menerapkan desain metode campuran sekuensial eksplanatif yang melibatkan tiga puluh siswa kelas lima dari Madrasah Ibtidaiyah Negeri (MIN) 1 Tulang Bawang Barat, Lampung. Pada Fase 1, desain pretes-postes satu kelompok mengukur perubahan dalam pemahaman multimodal menggunakan instrumen dua puluh item yang tervalidasi. Hasil menunjukkan peningkatan yang signifikan, dengan skor rata-rata meningkat dari 61,40 (SD = 8,25) menjadi 74,30 (SD = 7,80), t(29) = 8,52, p < 0,001, dan Cohen's d = 1,56, yang menunjukkan efek yang besar. Pada Fase 2, enam siswa yang mewakili berbagai tingkat peningkatan diwawancarai dan dilibatkan dalam refleksi berbasis tugas. Analisis tematik mengidentifikasi lima dimensi agensi epistemik: mengambil inisiatif, pengambilan keputusan lintas moda, pembenaran pemahaman, refleksi dan pengaturan diri, serta kolaborasi dan dialog. Integrasi kedua fase menunjukkan bahwa keterlibatan agen pembelajar dengan sumber daya multimoda mendukung perolehan pemahaman, mengubah affordance menjadi strategi untuk pembuatan makna. Temuan ini menegaskan bahwa pedagogi multimoda tidak hanya mendorong hasil pemahaman yang terukur tetapi juga otonomi, pemikiran kritis, dan keterlibatan kolaboratif. Studi ini merekomendasikan penanaman literasi multimodal ke dalam kurikulum EFL dan menyediakan perancah yang menyeimbangkan dukungan kognitif dengan peluang untuk agensi.Kata kunci: agensi epistemik, konstruksi pengetahuan, pedagogi literasi, membaca multimodal, sekolah dasar.
Integrating Parent–Teacher Collaboration into a Deep Learning Approach for Numeracy Skills: A Needs Assessment Study Intan Sari Rufiana; Slamet Arifin; Fierda Nursitasari Amaliya; Mohammad Yusuf Randy; Fina Zulfa Mustafidah
Al Ibtida: Jurnal Pendidikan Guru MI Vol. 13 No. 1 (2026): June 2026
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/al.ibtida.snj.v13i1.22216

Abstract

Background: Fostering numeracy through deep learning requires teachers and parents to work together. This partnership cultivates meaningful learning experiences. Although existing literature explores numeracy, parental involvement, and deep learning separately, little research addresses the specific needs of teachers and parents as a basis for collaboration. Aims: This study seeks to analyze what teachers and parents require to implement deep learning in primary school numeracy instruction. Methods: The study used a descriptive mixed-methods approach. Seven teachers and eighty primary school parents participated. Data came from structured questionnaires and semi-structured interviews. The researchers analyzed the data using descriptive statistics and qualitative techniques, including data reduction, display, and drawing conclusions. Results: The findings show that teachers view numeracy as essential, but instruction is still mostly conventional. Deep learning is not yet consistent. Teachers cited time constraints, a lack of operational guidelines, and low parental engagement at home as main obstacles. On the other hand, parents help with studies, but focus mostly on homework, not contextual numeracy activities. Parents also struggle with limited time, a lack of understanding of numeracy concepts, and few practical home-learning manuals. Conclusion: These insights provide a foundation for developing a collaborative deep learning model that links teacher and parent roles to strengthen numeracy education in primary schools.
Enhancing Collaborative Problem-Solving Skills through a Multimodal Project-Based Pedagogical Model Yusuf Tri Herlambang Yusuf; Iim Siti Karimah Iim; Yadi Suryadi Yadi; Ardian Arief Ardian
Al Ibtida: Jurnal Pendidikan Guru MI Vol. 13 No. 1 (2026): June 2026
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/al.ibtida.snj.v13i1.23865

Abstract

This research is motivated by the low level of Collaborative Problem Solving skills among elementary school students, which encompass problem-solving and collaboration as key requirements for 21st-century learning. This study aims to analyze the effectiveness of a Project-Based Learning model based on a multimodal approach in improving fifth-grade elementary school students' CPS skills. This study used a quantitative approach with a quasi-experimental nonequivalent control group design. The sample size was 57 students: 28 in the experimental group and 29 in the control group. Data were collected through observation and performance assessment based on the OECD CPS framework (2017). Data were analyzed descriptively and inferentially using the Mann-Whitney U test. The results showed a significant improvement in students' CPS skills in the experimental group, with the average score increasing from 37.74 to 89.21, while the control group's score increased from 38.09 to 66.81. The Mann-Whitney test showed a significant difference between the two groups in the posttest (p < 0.001). Furthermore, the performance assessment results also demonstrated superiority of the experimental group over the control group in terms of problem understanding, idea development, collaboration, innovation, and communication of results. This model is able to simultaneously integrate cognitive and social skill development, thus contributing to improving the quality of learning and being relevant for application in the context of 21st-century education.
Information Literacy Skills and Self-Efficacy of Pre-Service Islamic Primary Teachers Based on Engagement with Children’s Literature Andi Hasrianti; Ridwan Andi Mattoliang
Al Ibtida: Jurnal Pendidikan Guru MI Vol. 13 No. 1 (2026): June 2026
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/al.ibtida.snj.v13i1.23938

Abstract

Background: Engagement with children’s literature has been recognized as an important factor in supporting literacy development and professional growth among pre-service teachers. However, limited empirical evidence is available regarding its contribution to information literacy skills and self-efficacy in teacher education contexts. Aims: This study aimed to analyze the effect of pre-service Islamic primary teachers’ engagement with children’s literature on information literacy skills and self-efficacy. Methods: A quantitative correlational design was employed. The participants were 38 students enrolled in the Primary Islamic Teacher Education Program during the odd semester of the 2025/2026 academic year at a higher education institution in Makassar, Indonesia. Participants were selected using total sampling. Data were collected through an information literacy test, a children’s literature engagement questionnaire, and a self-efficacy questionnaire. Data were analyzed using descriptive statistics and simple linear regression with a bootstrap procedure (5,000 resamples; 95% BCa confidence interval). Results: The findings revealed that engagement with children’s literature had a positive and significant effect on information literacy skills (B = 0.226, p = .011, 95% BCa CI [0.005, 0.375]), explaining 18.2% of the variance (R² = .182). Engagement with children’s literature also had a positive and significant effect on self-efficacy (B = 0.959, p < .001, 95% BCa CI [0.630, 1.251]), explaining 61.6% of the variance (R² = .616). The findings indicate a stronger effect on self-efficacy than on information literacy skills. Conclusions: Engagement with children’s literature contributes significantly to the development of pre-service teachers’ information literacy skills and self-efficacy. Integrating children’s literature into teacher education programs may serve as a sustainable strategy for strengthening both cognitive and affective competencies that support future teaching practice.
Examining Self-Regulated Learning as a Dynamic Network in Inquiry-Based Elementary Science Education Fransiska Astri Kusumastuti; Ari Widodo; Ernawulan Syaodih; Muslim
Al Ibtida: Jurnal Pendidikan Guru MI Vol. 13 No. 1 (2026): June 2026
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/al.ibtida.snj.v13i1.24037

Abstract

Background: Self-regulated learning is a key determinant of successful inquiry-based science learning, yet little is known about how elementary students' regulatory behaviors interact dynamically throughout the inquiry process. Aims: This study examines self-regulated learning as a dynamic network of regulatory behaviors within inquiry-based elementary science education and evaluates changes in students' regulatory ability after instruction. Methods: An embedded mixed-methods design was employed during a six-week intervention involving 207 elementary students from three public schools in Bandung, Indonesia. Qualitative data from inquiry worksheets were transformed into network data to map self-regulated learning behaviors across five inquiry stages, while pretest–posttest self-regulated learning questionnaire data were analyzed using the Wilcoxon signed-rank test. Results: The results indicate that self-regulated learning operates as a dynamic and interconnected network. The self-regulated learning network consisted of 20 nodes and 29 directed edges, with a directed density of 0.076, modularity of 0.662, and directed clustering coefficient of 0.283. Forethought behaviors in the goal-setting stage showed strong weighted connectivity, while monitoring and reflection behaviors in the data-analysis stage acted as regulatory bridges. Wilcoxon signed-rank analysis showed a significant increase in self-regulated learning scores from pretest (M = 3.13, Mdn = 3.08, IQR = 0.37) to posttest (M = 3.32, Mdn = 3.24, IQR = 0.59), Z = -6.72, p < .001, r = .47. However, the N-gain value of 0.23 indicates low normalized improvement. Conclusion: These findings suggest that inquiry-based science learning contributes to measurable improvements in elementary students' self-regulated learning. However, the relatively low learning gain indicates that sustained and explicit scaffolding is necessary to strengthen self-regulatory processes throughout inquiry activities.
The Influence of Basic Mathematical Ability on Science Performance among Pre-service Madrasah Ibtidaiyah Teachers Anita Ekantini; Efi Tri Astuti; Faisal Ashar Naim; Ruqoyyah Amilia Andania
Al Ibtida: Jurnal Pendidikan Guru MI Vol. 13 No. 1 (2026): June 2026
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/al.ibtida.snj.v13i1.24052

Abstract

Background: Many pre-service Madrasah Ibtidaiyah teachers experience difficulties in solving physics-related science problems despite understanding the underlying scientific concepts. These difficulties are frequently associated with inadequate mastery of basic mathematical skills. Although previous studies have reported a relationship between mathematics and physics learning, empirical evidence examining basic mathematical ability as a predictor of science performance among pre-service elementary Islamic teachers remains limited. Aims: This study aimed to examine the influence of basic mathematical ability on the science performance of pre-service Madrasah Ibtidaiyah teachers enrolled in the Advanced Science course and to determine the extent to which basic mathematical ability predicts students' science performance. Methods: A quantitative correlational design was employed involving 63 fourth-semester of pre-service Madrasah Ibtidaiyah teachers selected through total sampling. Data were collected using a basic mathematics test covering number operations, fractions, decimals, and exponents, and a science performance test covering temperature and heat, Newton's laws, work and energy, impulse and momentum, quantities and units, and the solar system. After satisfying the assumptions of normality and linearity, the data were analyzed using simple linear regression. Results: The findings revealed that basic mathematical ability significantly predicted science performance (p < .001). The regression analysis yielded a coefficient of determination (R²) of 0.578, indicating that basic mathematical ability explained 57.8% of the variance in students' science performance. The positive regression coefficient further demonstrated that higher levels of basic mathematical ability were associated with better science performance. Conclusions: Basic mathematical ability serves as a foundational cognitive prerequisite and a strong predictor of science performance among pre-service Madrasah Ibtidaiyah teachers. These findings extend the evidence on the central role of mathematical competence in science learning by demonstrating its substantial predictive contribution within the context of Islamic elementary teacher education.
Rethinking Differentiated Mathematics Instruction: Teachers’ Readiness and Instructional Challenges in Elementary Schools Komang Sujendra Diputra; I Putu Julianto; Ni Ketut Desia Tristiantari; Gusti Ayu Putu Sukma Trisna; Khabibur Rohman
Al Ibtida: Jurnal Pendidikan Guru MI Vol. 13 No. 1 (2026): June 2026
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/al.ibtida.snj.v13i1.24096

Abstract

Background: Differentiated instruction has become increasingly important in addressing students’ diverse learning needs, particularly in elementary mathematics classrooms characterized by varying levels of numeracy readiness and learning abilities. Previous studies have rarely examined teachers’ pedagogical readiness and implementation challenges simultaneously, although both may shape whether conceptual understanding translates into adaptive classroom practice. Aims: This study aims to analyze teachers’ readiness and instructional challenges in differentiated mathematics instruction within elementary school contexts, as well as the relationship between them. Methods: This study employed a mixed methods approach involving elementary school teachers in Bali Province, Indonesia. Quantitative data were analyzed using descriptive statistics and Pearson’s correlation analysis, while qualitative data from open-ended responses were analyzed using thematic analysis. Results: The findings indicated that teachers’ readiness was generally at a moderate level. Conceptual readiness obtained the highest mean score, whereas assessment readiness showed the lowest level among the readiness dimensions. Classroom heterogeneity challenges emerged as the most dominant instructional challenge. The study also revealed a significant negative relationship between teachers’ readiness and instructional challenges. Thematic findings further showed that teachers experienced difficulties in managing diverse mathematical abilities, conducting differentiated assessment, and implementing adaptive instruction within limited instructional time. Conclusions: Differentiated mathematics instruction requires not only conceptual understanding but also stronger pedagogical readiness and institutional support to foster more adaptive mathematics learning practices in elementary schools. Examining readiness and challenges together clarifies the factors shaping its implementation in elementary schools.
Developing Anti-Bullying Encyclopedia: An Innovative Media to Foster Social Responsibility Attitudes among Primary School Students Ina Magdalena; Lukman Hakim
Al Ibtida: Jurnal Pendidikan Guru MI Vol. 13 No. 1 (2026): June 2026
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/al.ibtida.snj.v13i1.24105

Abstract

Background: Bullying in primary schools remains a critical issue, while character education practices often lack structured, literacy-based media that are developmentally appropriate for young learners. Previous studies have primarily emphasized anti-bullying programs or moral instruction without developing systematic instructional media adjusted to lower-grade students. Aims: This study aimed to develop and examine the appropriateness and practical use of an Anti-Bullying Encyclopedia to foster social responsibility attitude among third-grade primary school students. Methods: This research employed a Research and Development (R&D) approach using the ADDIE model (analysis, design, development, implementation, and evaluation). The study was conducted in an elementary school in Tangerang, Indonesia, involving 21 students, one classroom teacher, one media expert, and one material expert. Data were collected through observations, interviews, expert validation questionnaires, and student response questionnaires. Results: The results showed high appropriateness levels, with validation scores of 81.75% (media expert), 80.20% (material expert), and 81.70% (teacher), yielding an overall average of 80.13% (very appropriate). The result of students’ try-out was positive with overall average 76.90 of appropriate category. Conclusions: These findings indicate that the Anti-Bullying Encyclopedia is practical and suitable for classroom use especially for primary school students.  
Development of the Bestin Android App to Improve the Reading Qur’an of Students Elementary Schools Ani Nur Aeni; Hana Siti Salmah; Dinda Shalsa Agistie; Siti Rahmah Nurainun; Norhazlin Muhammad
Al Ibtida: Jurnal Pendidikan Guru MI Vol. 13 No. 1 (2026): June 2026
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/al.ibtida.snj.v13i1.24592

Abstract

Background: The integration of mobile technology into elementary education has created new opportunities for improving students' engagement and learning outcomes. However, Quran learning at the elementary level remains largely dependent on conventional teaching methods, which often provide limited opportunities for interactive, self-paced, and technology-supported practice. Aims: This study aims to develop and evaluate the effectiveness of an Android-based learning application called Bestin (Belajar Surah at-Tin) in improving the ability of fourth-grade elementary school students to read Surah At-Tin Methods: This study employed the Design and Development (D&D) research method using the ADDIE model, consisting of five stages: analysis, design, development, implementation, and evaluation. The developed application was validated by content and media experts and subsequently tested with 24 fourth-grade elementary school students to evaluate its usability and effectiveness. Results: Based on the content expert validation showed a feasibility score of 91.25%, while media experts gave a perfect score of 100%. A trial involving 24 fourth-grade elementary school students received very positive feedback the application was considered interesting, easy to use, and helpful in understanding the material. Student evaluation results showed an average score of  92,5 indicating a high level of acceptance and effectiveness. Conclusion: The Bestin Android application is an effective, innovative, and interactive medium for Quran learning that significantly enhances students' Quran reading skills and learning outcomes. The findings suggest that integrating mobile learning technologies into elementary Islamic education can enrich students' learning experiences and promote collaborative support among schools, teachers, and parents.
Integrating Gus Dur’s Nine Core Values into the Management of Islamic Primary Schools: A Case Study at Madrasah Ibtidaiyah in Sidoarjo, East Java Ahmad Khoirul Mustamir; Siti Nga&#039;isah .
Al Ibtida: Jurnal Pendidikan Guru MI Vol. 13 No. 1 (2026): June 2026
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/al.ibtida.snj.v13i1.22896

Abstract

Background: The institutionalization of educational values is important for shaping organizational culture, leadership, and inclusive governance in Islamic educational institutions. The Nine Main Values of Gus Dur (SNUGD) emphasize justice, equality, humanism, and openness. Yet, limited empirical research has examined their institutionalization in Islamic primary education. Aims: This study examines how SNUGD is internalized and implemented through institutional management and explores how leadership transforms these ideas into organizational practices. Methods: A qualitative case study was conducted at Madrasah Ibtida’iyah Unggulan Miftahul Hikmah. Data were collected through semi-structured interviews, direct observations, and institutional documentation. Triangulation was employed to enhance credibility. Data were analyzed thematically through condensation, categorization, interpretation, and cross-source comparison. Results: The findings indicate that the internalization of Gus Dur’s ideas was highly effective, driven by the principal’s strong commitment and leadership. The process was reinforced by the participation of Alissa Wahid, Gus Dur’s daughter and SNUGD representative, in an event in Surabaya in 2014. Consequently, the school’s organizational culture became deeply embedded with values of justice, equality, humanism, and openness. These values were supported by measurable planning, structured implementation, and periodic evaluation. Conclusions: Based on these findings, it can be concluded that systematic management of SNUGD, supported by strong leadership commitment, fosters a rahmatan lil-'alamin orientation characterized by cooperation, equality, justice, humanism, and openness. The findings contribute empirical evidence on ideological institutionalization through educational leadership and reinforce the relevance of ideological hegemony theory in education and management.

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