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Alvan Hazhari
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EL ROBIH: Jurnal Pendidikan Madrasah Ibtidaiyah
Published by Universitas Nahdlatul Ulama Al Ghazali Cilacap
ISSN : -     EISSN : 30891515     DOI : -
Core Subject :
EL ROBIH: Jurnal Pendidikan Madrasah Ibtidaiyah adalah jurnal yang mempublikasikan artikel orisinil dengan e-ISSN: 3089-1515 (Media Online). Artikel pada jurnal ini memuat pemikiran tentang Pendidikan Guru Madrasah Ibtidaiyah atau sekolah dasar. Jurnal ini juga menerima artikel hasil studi lapangan tentang praktek Pendidikan Guru Madrasah Ibtidaiyah dan Sekolah Dasar yang orisinil, inovatif, serta progresif dengan berbagai jenis dan pendekatan riset serta menerima kajian pendidikan multi/interdisipliner sang terkait dengan pendidikan tingkat ibtidaiyah ataupun sekolah dasar. EL ROBIH: Jurnal Pendidikan Madrasah Ibtidaiyah dalam satu tahun terbit dua kali yaitu di bulan Juni dan Desember.
Arjuna Subject : -
Articles 27 Documents
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PEMBENTUKAN KARAKTER ISLAMI MELALUI PROGRAM MEMBACA ASMAUL HUSNA DI MI NEGERI 1 CILACAP Nisfi Laelatul Khusniah; Lu’lu’ul Mufidah; Isna Fatimatuz Zahroh
EL ROBIH: Jurnal Pendidikan Madrasah Ibtidaiyah Vol. 2 No. 2 (2025): EL ROBIH: Jurnal Pendidikan Madrasah Ibtidaiyah
Publisher : Universitas Nahdlatul Ulama Al Ghazali Cilacap

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52802/elrobih.v2i2.2218

Abstract

This study aims to describe the implementation of the Asmaul Husana reading habituation program and its impact on the formation of Islamic character in students of MI Negeri 1 Cilacap. The study used a descriptive qualitative method with data collection techniques through observation, interviews, and documentation. The results showed that the Asmaul Husana reading program was carried out routinely every morning before class, both in the schoolyard on certain days and in each class. Consistent implementation, the role of teachers as facilitators, and student involvement in leading activities made this program effective in fostering religious values, discipline, responsibility, and respect among madrasah members. In addition, this habituation also created a calm, orderly, and spiritual learning atmosphere. Despite obstacles such as time constraints, lack of focus on some students, and a tendency for monotonous implementation, teachers and madrasah officials were able to overcome these obstacles by adding variations to activities, strengthening motivation, and providing an understanding of the meaning of Asmaul Husana periodically. Overall, the Asmaul Husana reading habituation program has been proven to contribute significantly to the formation of Islamic character in students and is worthy of continued development as part of the madrasah's religious culture.
ANALISIS IMPLEMENTASI PEMBELAJARAN TEMATIK TERPADU PADA KELAS RENDAH SD/MI TERHADAP HASIL BELAJAR SISWA Rahmawati Triutami; Siti Fatimah; Isna Fatimatuz Zahroh
EL ROBIH: Jurnal Pendidikan Madrasah Ibtidaiyah Vol. 2 No. 2 (2025): EL ROBIH: Jurnal Pendidikan Madrasah Ibtidaiyah
Publisher : Universitas Nahdlatul Ulama Al Ghazali Cilacap

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52802/elrobih.v2i2.2219

Abstract

Integrated thematic learning is an approach that is conceptually most appropriate to the characteristics of cognitive development in lower grade elementary school/Islamic elementary school (SD/MI), but its implementation in the field still faces various obstacles because it is reinforced by the Independent Curriculum policy. This study aims to analyze the concept, conduct implementation practices, challenges, handling strategies, and apply integrated thematic learning to lower grade student learning outcomes based on the latest literature review. The method used is a systematic literature review with the PRISMA approach, which searches scientific articles published in 2020–2025 from the Google Scholar, Garuda, SINTA, DOAJ, and ERIC databases, then selects them through inclusion and exclusion criteria to obtain a number of relevant articles for thematic analysis. The results of the study indicate that the implementation of integrated thematic learning is still overshadowed by four main groups of challenges, namely teacher factors (pedagogical competence, mastery of material, and teaching creativity), student factors (motivation, initial abilities, and diversity of characteristics), facility factors (media, technology, and textbooks), and curriculum factors (administration, assessment, and material integration). Various studies show that strategies such as Project Based Learning, Problem Based Learning, Cooperative Learning, differentiated learning, game-based learning, and the use of digital media and interactive LKPD have proven effective in improving cognitive, affective, and psychomotor learning outcomes, while fostering student motivation, activeness, critical thinking, creativity, collaboration, and communication skills. The conclusion of this study confirms that the success of integrated thematic learning is highly dependent on the synergy between teacher readiness, facility support, and curriculum policies that are adaptive to the school context.
ANALISIS KESULITAN BELAJAR MATEMATIKA PADA SISWA KELAS RENDAH MADRASAH IBTIDAIYAH DAN STRATEGI PENANGANANNYA Naeli kholifatul Fadila; Siti Fatimah
EL ROBIH: Jurnal Pendidikan Madrasah Ibtidaiyah Vol. 2 No. 2 (2025): EL ROBIH: Jurnal Pendidikan Madrasah Ibtidaiyah
Publisher : Universitas Nahdlatul Ulama Al Ghazali Cilacap

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52802/elrobih.v2i2.2220

Abstract

Mathematics is a foundational subject that shapes logical, systematic, and analytical thinking from the earliest years of formal education, yet many students in the lower grades (Grades I–III) of Madrasah Ibtidaiyah (MI) continue to experience persistent learning difficulties in mastering basic mathematical concepts. This study aims to analyze the forms and causes of mathematics learning difficulties among lower-grade MI students and to formulate appropriate handling strategies based on current scientific literature. A qualitative library research (studi pustaka) design was employed, using descriptive-qualitative content analysis of national accredited (SINTA) and reputable international journal articles published between 2021 and 2025. Data were collected through documentary tracing of relevant publications and analyzed using the interactive model of Miles, Huberman, and Saldaña, comprising data condensation, data display, and conclusion drawing, with source and theory triangulation to ensure trustworthiness. The findings indicate that learning difficulties manifest in number recognition, arithmetic operations, conceptual understanding, word-problem solving, conceptual errors, misconceptions, logical reasoning, and numeracy. These difficulties are shaped by internal factors (motivation, interest, cognitive readiness, concentration, self-confidence), external factors (family environment, learning facilities, peers), teacher-related factors (competence, instructional strategy, assessment practices), and learning-related factors (media, methods, and models). Effective handling strategies include differentiated instruction, Problem Based Learning, Realistic Mathematics Education, contextual approaches, concrete and manipulative media, educational games, digital technology, numeracy-based instruction, individual mentoring, remedial programs, peer tutoring, teacher-parent collaboration, and diagnostic assessment. The study concludes that early, diagnostic, and collaborative intervention is essential to prevent cumulative mathematical learning difficulties in MI students.
ANALISIS HUBUNGAN SELF-EFFICACY DAN MOTIVASI BELAJAR ANAK SEKOLAH DASAR DALAM PERSPEKTIF PSIKOLOGI PENDIDIKAN Erni Sulistiawati
EL ROBIH: Jurnal Pendidikan Madrasah Ibtidaiyah Vol. 3 No. 1 (2026): EL ROBIH: Jurnal Pendidikan Madrasah Ibtidaiyah
Publisher : Universitas Nahdlatul Ulama Al Ghazali Cilacap

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52802/elrobih.v3i1.2221

Abstract

This study aims to analyze the relationship between self-efficacy and learning motivation among elementary school children from the perspective of educational psychology. This research is based on a literature review of various empirical studies and psychological learning theories, particularly Bandura’s social-cognitive theory and Deci and Ryan’s self-determination theory. The method employed was a systematic literature review involving the identification, selection, and critical analysis of 25 national and international journal articles published between 2018 and 2024. The findings indicate that self-efficacy has a significant positive influence on students’ learning motivation. Children with higher levels of self-efficacy tend to exhibit stronger self-confidence, persistence, and achievement orientation when facing learning challenges. Moreover, supportive learning environments, positive teacher feedback, and successful experiences contribute to enhancing children’s self-efficacy. The implication of this study highlights the importance of teachers and parents in fostering children’s confidence through student-centered and competency-based learning approaches.
ANALISIS KESULITAN BELAJAR SISWA DALAM PEMBELAJARAN MATEMATIKA KELA II DI MADRASAH IBTIDAIYAH Indri Amalia Putri; Putri Nur Wahidah; Rahmawati Tri Utami
EL ROBIH: Jurnal Pendidikan Madrasah Ibtidaiyah Vol. 3 No. 1 (2026): EL ROBIH: Jurnal Pendidikan Madrasah Ibtidaiyah
Publisher : Universitas Nahdlatul Ulama Al Ghazali Cilacap

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52802/elrobih.v3i1.2222

Abstract

Numeracy literacy is a basic skill that students must have from the Madrasah Ibtidaiyah (MI) level. However, the reality in the field shows that many Grade 2 students still experience difficulties in understanding basic mathematical concepts such as addition, subtraction, simple multiplication, and solving word problems.This study aims to analyze the forms of mathematics learning difficulties experienced by Grade 2 MI students and the factors that influence them. The research uses a descriptive qualitative approach through a case study mathematics learning difficulties among elementary school students.The findings show that students’ learning difficulties include low understanding of number concepts, errors in arithmetic operations, low ability to read word problems, lack of concentration in learning, low learning motivation, and the use of less varied teaching methods. In addition, reading literacy skills have a strong relationship with students’ success in solving mathematical problems. Therefore, mathematics learning in MI needs to be integrated with the strengthening of numeracy literacy through the use of concrete media, contextual learning, educational games, and active parental involvement.
STUDI LITERATUR MODEL PEMBELAJARAN MATEMATIKA DALAM MENINGKATKAN HASIL BELAJAR SISWA MADRASAH IBTIDAIYAH Icha Dwi Febriana; Qiyada Husna Maab; Ziyadul Haq Anniami
EL ROBIH: Jurnal Pendidikan Madrasah Ibtidaiyah Vol. 3 No. 1 (2026): EL ROBIH: Jurnal Pendidikan Madrasah Ibtidaiyah
Publisher : Universitas Nahdlatul Ulama Al Ghazali Cilacap

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52802/elrobih.v3i1.2223

Abstract

Mathematics education in Islamic Elementary Schools, known as Madrasah Ibtidaiyah, is very important for helping students build their ability to think logically, reason systematically, think critically, and solve problems. Mathematics education still has many issues, like poor performance in learning, not enough students getting involved, and no new or creative ways to teach. Research shows that choosing the right learning models can help make the learning experience better and lead to higher student success. This study looks at how well three different math teaching methods Problem Based Learning, Realistic Mathematics Education, and Cooperative Learning work in helping students do better in math. This study used a literature review approach by looking at scientific papers from around the world that were published between 2021 and 2026. Data was gathered by documenting information and then examined using content analysis. The results show that each of the three learning models helps improve students' performance in math. Problem-based learning helps students get better at solving problems, Realistic Mathematics Education makes it easier to understand math ideas by connecting them to real-life situations, and Cooperative Learning helps students work together, talk more, and take an active role in their learning. So, teachers should choose learning methods that match the goals of the lesson, the topic being taught, and the students' needs to help them learn math best.
MODEL KONSEPTUAL UMPAN BALIK OTOMATIS BERBASIS DEEP LEARNING UNTUK SPEAKING SISWA MI Erina Hastuti; Aldi Prasetyo; Isna Fatimatuz Zahroh
EL ROBIH: Jurnal Pendidikan Madrasah Ibtidaiyah Vol. 3 No. 1 (2026): EL ROBIH: Jurnal Pendidikan Madrasah Ibtidaiyah
Publisher : Universitas Nahdlatul Ulama Al Ghazali Cilacap

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52802/elrobih.v3i1.2224

Abstract

Speaking skills of Madrasah Ibtidaiyah (MI) students, particularly fluency, pronunciation, and self-confidence, remain low due to limited communicative practice, high speaking anxiety, and the absence of continuous individual feedback in conventional learning. Collaborative learning and short conversation videos have been reported to increase motivation and participation, yet they have not been systematically integrated with an objective, adaptive, and contextual automatic feedback mechanism suited to MI learners. This study aims to design an integrative conceptual model that combines short conversation videos with a deep learning-based automatic feedback system to improve MI students' English speaking fluency while strengthening their motivation and confidence. A Design-Based Research (DBR) approach was employed, covering needs-based design, conceptual model development, and expert validation, limited to Technology Readiness Level (TRL) 1-3. At TRL 1, a needs analysis and literature review identified the gap between conventional collaborative speaking instruction and systematic automatic feedback. At TRL 2, a conceptual model and system blueprint were formulated with fluency, pronunciation, and coherence as feedback indicators. At TRL 3, the model was validated by experts in English Language Teaching (ELT), MI Teacher Education (PGMI), and instructional technology to ensure pedagogical, linguistic, and technological feasibility. The results present a validated conceptual model consisting of three integrated components: short conversation video stimuli, collaborative learning activities, and a real-time deep learning feedback framework. The model offers a foundation for developing adaptive, AI-supported speaking instruction relevant to MI learners' characteristics and twenty-first century learning demands.

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