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Dr. Ismail, M.Pd.
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Mahaguru
Published by Universitas Muhammadiyah Enrekang
ISSN : 27217957     EISSN : 27217957     DOI : https://doi.org/10.33487/mgr
Core Subject :
Mahaguru: Jurnal Pendidikan Guru Sekolah Dasar is a peer-reviewed academic journal published by the Elementary School Teacher Education Study Program, Universitas Muhammadiyah Enrekang, Indonesia. The journal aims to promote the development and dissemination of scholarly knowledge, empirical research, theoretical perspectives, and innovative educational practices in elementary school teacher education and primary education. The journal provides an academic platform for researchers, lecturers, elementary school teachers, educational practitioners, and students to publish original research articles, conceptual studies, literature reviews, and critical discussions addressing contemporary issues in elementary education. The scope of the journal encompasses elementary school curriculum and instruction, teaching and learning strategies, child-centered pedagogy, educational technology and learning media, classroom assessment and evaluation, literacy and numeracy education, inclusive education, character education, teacher professional development, educational leadership, and innovation in primary education. Mahaguru particularly encourages research addressing educational challenges in rural, remote, frontier, and underserved communities, including teaching in resource-limited schools, contextual learning approaches, educational equity, culturally responsive pedagogy, and strategies for improving the quality of elementary education in diverse geographical and sociocultural contexts. Through scholarly publication, the journal seeks to strengthen research-based educational practices, support continuous professional development among elementary school educators, and contribute to improving the quality, accessibility, and equity of primary education at national and international levels.
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Articles 49 Documents
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Integrasi Kurikulum Berbasis Cinta dalam Pembelajaran Akidah Akhlak: Pengembangan Empati Siswa Kelas V MIN 2 Enrekang Tini Tini
Mahaguru: Jurnal Pendidikan Guru Sekolah Dasar  Vol. 5 No. 2 (2024): Mahaguru: Jurnal Pendidikan Guru Sekolah Dasar
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/mgr.v5i2.407

Abstract

Pengembangan empati merupakan bagian penting dalam pembentukan akhlak siswa Madrasah Ibtidaiyah. Penelitian ini bertujuan menganalisis perkembangan empati siswa melalui integrasi Kurikulum Berbasis Cinta dalam pembelajaran Akidah Akhlak kelas V MIN 2 Enrekang. Penelitian menggunakan pendekatan kuantitatif dengan desain pre-experimental one-group pretest-posttest. Subjek penelitian terdiri atas 22 siswa kelas V. Intervensi pembelajaran mengintegrasikan nilai kasih sayang, kepedulian, penghargaan, pengambilan perspektif, kerja sama, keteladanan, dan refleksi moral. Data dikumpulkan menggunakan skala empati dan lembar observasi, kemudian dianalisis melalui statistik deskriptif, uji Shapiro-Wilk, paired-samples t-test, dan ukuran efek. Berdasarkan data draf, rata-rata skor empati meningkat dari 61,32 pada pretest menjadi 68,86 pada posttest. Pengujian menunjukkan perbedaan yang signifikan, t(21) = 6,59, p < 0,001, dengan ukuran efek besar (Cohen’s dz = 1,41). Sebanyak 86,4% siswa menunjukkan peningkatan skor empati. Temuan ini menunjukkan bahwa integrasi Kurikulum Berbasis Cinta berpotensi menjadi pendekatan pedagogis yang menghubungkan pengetahuan keagamaan dengan perkembangan sosial-emosional siswa.
Augmented Reality in Fifth-Grade Writing Instruction: A Quasi-Experimental Study of Motivation and Writing Skills Anita Candra Dewi
Mahaguru: Jurnal Pendidikan Guru Sekolah Dasar  Vol. 6 No. 1 (2025): Mahaguru: Jurnal Pendidikan Guru Sekolah Dasar
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/mgr.v6i1.410

Abstract

Writing instruction in elementary school requires learning media that can stimulate ideas, sustain attention, and provide concrete contexts for composing. This study examined differences in learning motivation and writing skills among fifth-grade students after instruction supported by Augmented Reality (AR). A quantitative quasi-experimental approach with a non-equivalent control group design was employed. Sixty students from two intact classes participated, with 30 students in the experimental group and 30 in the control group. Data were collected using a learning-motivation questionnaire and a writing test assessing ideas, organization, vocabulary, and writing mechanics. Descriptive results showed that the experimental group's motivation score increased from 60 to 85, compared with 61 to 70 in the control group. Writing scores increased from 65 to 88 in the experimental group and from 66 to 72 in the control group. The source manuscript reported statistically significant t-test results at p < .05, although complete test statistics were not available. Overall, AR-supported instruction was associated with larger gains in motivation and writing skills than conventional instruction. The study highlights the importance of pedagogically designed AR writing tasks, adequate technological support, teacher readiness, and complete statistical reporting for future implementation and replication.
Innovating Elementary Education Management through School-PGSD Partnerships: An Integrative Framework for Curriculum, Leadership, and Teacher Competencies Dedi Setiawan; Misran Misran; Suparman Suparman; Munira Munira; Muh Iswandi; Elihami Elihami
Mahaguru: Jurnal Pendidikan Guru Sekolah Dasar  Vol. 6 No. 1 (2025): Mahaguru: Jurnal Pendidikan Guru Sekolah Dasar
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/mgr.v6i1.411

Abstract

Innovative elementary education management should not be reduced to the adoption of new technologies or programs; it concerns a school's capacity to build learning-centered leadership, adaptive curriculum management, professional learning, and partnerships responsive to students' needs. This study formulates an integrative framework connecting school management capacity with Elementary School Teacher Education (PGSD) competencies. An integrative literature review was conducted using 18 key sources, including peer-reviewed articles, meta-analyses, research reports, and official regulations published between 2020 and 2025. Sources were selected for their relevance to school leadership, curriculum management, teacher competencies, professional development, digital transformation, and school-university partnerships. The literature was analyzed through thematic coding and conceptual synthesis. Six interrelated components emerged: learning-centered leadership, adaptive curriculum management, continuous professional development, clinical school-PGSD partnerships, evidence-informed digital governance, and community participation with an equity orientation. The synthesis indicates that educational innovation is more likely to be sustained when schools and teacher education programs share responsibility for field-based practice, mentoring, school-based inquiry, and competency development. The proposed framework contributes a practical conceptual model for aligning elementary school management with preservice teacher education and continuing professional learning.
Holistic Character Formation through Islamic Religious Education in Elementary Schools: Integrating Faith, Knowledge, Akhlaq, and Action Miss Julianah; Elihami Elihami; Supriadi St. Wardah Hanafie Das
Mahaguru: Jurnal Pendidikan Guru Sekolah Dasar  Vol. 6 No. 1 (2025): Mahaguru: Jurnal Pendidikan Guru Sekolah Dasar
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/mgr.v6i1.412

Abstract

Character formation is a central mandate of elementary education because educational success involves not only cognitive achievement but also students' ability to internalize values, build social relationships, and make ethical decisions. This article formulates a holistic character-formation framework through Islamic Religious Education (IRE) that is relevant to elementary schools. An integrative literature review was conducted using 20 verified key sources published between 2017 and 2024, covering Islamic religious education, character education, social-emotional learning, values education, school culture, and teacher modeling. The sources were examined through thematic coding and conceptual synthesis. The review indicates that character formation through IRE is strengthened when four elements—faith, knowledge, moral conduct, and action—are connected through three pedagogical mechanisms: exemplary and caring teacher-student relationships; reflective, active, and contextual learning; and a consistent school culture supported by families and communities. This framework supports the development of integrity, empathy, social responsibility, critical thinking, and moral resilience in digital environments. The study implies that IRE teachers, classroom teachers, and elementary teacher education programs should develop character ecosystems that move beyond value transmission by providing authentic experiences, reflection, habituation, and cross-context collaboration.
Instructional Strategies in Islamic Religious Education for Developing Elementary Students' Emotional Intelligence: An Integrative Literature Review Abriani Abriani; Elihami Elihami
Mahaguru: Jurnal Pendidikan Guru Sekolah Dasar  Vol. 6 No. 1 (2025): Mahaguru: Jurnal Pendidikan Guru Sekolah Dasar
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/mgr.v6i1.413

Abstract

Emotional intelligence is an important component of elementary students' development because it involves recognizing emotions, regulating responses, understanding others, building relationships, and making responsible decisions. Islamic Religious Education (IRE) has pedagogical potential to develop these capacities through values such as patience, compassion, sincerity, gratitude, and trustworthiness; however, its contribution depends on how learning is designed. This article synthesizes instructional strategies in IRE that are relevant to the development of elementary students' emotional intelligence. An integrative literature review was conducted using 20 verified key sources published between 2017 and 2024, covering Islamic religious education, character education, social-emotional learning, school culture, and child development. The sources were analyzed through thematic coding and conceptual synthesis. Five major strategies were identified: value-based learning, teacher modeling, reflection and moral dialogue, cooperative learning, and contextualization of Islamic teachings in everyday experiences. These strategies can support self-awareness, emotion regulation, empathy, relationship skills, and responsible decision-making. The review suggests that IRE should move beyond the transmission of religious knowledge by providing students with emotionally meaningful experiences, reflective opportunities, habituation, and safe relationships. The proposed framework offers practical guidance for IRE teachers, classroom teachers, and elementary teacher education programs.
One Teacher, Multiple Grades: Pedagogical Strategies for Multigrade Teaching in Rural Elementary Schools Rahmat Rahmat; Ismail Ismail; Muh. Idham Haliq; Dedi Setiawan
Mahaguru: Jurnal Pendidikan Guru Sekolah Dasar  Vol. 6 No. 2 (2025): Mahaguru: Jurnal Pendidikan Guru Sekolah Dasar
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/mgr.v6i2.418

Abstract

Multigrade teaching represents an important educational strategy in schools with limited student populations and teaching personnel, yet its implementation requires adaptive pedagogical competence. This study aimed to analyze teachers’ pedagogical strategies in managing a combined Grade III and Grade IV classroom at SD Negeri 124 Jalikko, Tallu Bamba Village, Enrekang District, Indonesia. A qualitative case study design was employed. Data were collected through classroom observations, semi-structured interviews with the teacher and school principal, and document analysis, and were analyzed through data condensation, data display, and conclusion drawing. The findings revealed three major pedagogical patterns: alternating instruction, integrated learning with differentiated learning outcomes, and collaborative learning. In Indonesian language lessons, the teacher employed similar reading themes while differentiating task complexity between Grade III and Grade IV students. Independent learning activities and peer tutoring were used to maintain learning continuity while the teacher focused attention on another group. Major challenges included distributing teacher attention, managing instructional time, addressing differences in student ability, preparing learning materials, and limited learning resources. These findings indicate that successful multigrade teaching depends largely on teachers’ pedagogical flexibility in transforming classroom heterogeneity into a productive learning resource.
Sekolah Siaga Bencana: Pengembangan Literasi Mitigasi Bencana Berbasis Konteks Lokal pada Siswa Sekolah Dasar Ismail Ismail; Rahmat Rahmat; Masriani Masriani
Mahaguru: Jurnal Pendidikan Guru Sekolah Dasar  Vol. 6 No. 2 (2025): Mahaguru: Jurnal Pendidikan Guru Sekolah Dasar
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/mgr.v6i2.419

Abstract

Literasi mitigasi bencana perlu dikembangkan sejak sekolah dasar agar peserta didik tidak hanya mengetahui jenis bencana, tetapi juga mampu mengenali risiko, memahami informasi, menentukan tindakan keselamatan, dan berpartisipasi dalam membangun budaya kesiapsiagaan. Penelitian ini bertujuan mengkaji perubahan literasi mitigasi bencana siswa melalui pembelajaran Sekolah Siaga Bencana berbasis konteks lokal. Penelitian menggunakan desain pre-experimental one-group pretest–posttest yang diperkuat data kualitatif. Partisipan terdiri atas 32 siswa kelas V SDN 149 Lumbaja, Kabupaten Enrekang. Pembelajaran meliputi pengenalan bahaya dan risiko, hazard walk, pemetaan risiko dan jalur keselamatan, diskusi skenario, simulasi tindakan keselamatan, dan refleksi. Data dikumpulkan melalui tes, observasi, angket, wawancara, dan artefak pembelajaran. Hasil menunjukkan peningkatan skor rata-rata dari 57,93 menjadi 73,89 dengan N-gain 0,38. Uji paired-samples t-test menunjukkan perbedaan signifikan, t(31) = 9,22, p < 0,001, dengan ukuran efek besar (d = 1,63). Peningkatan tertinggi terjadi pada literasi risiko, sedangkan literasi partisipatif-reflektif berkembang lebih rendah. Temuan ini menunjukkan bahwa pemanfaatan lingkungan lokal sebagai sumber belajar berpotensi membantu siswa menghubungkan pengetahuan kebencanaan dengan pengambilan keputusan keselamatan secara lebih kontekstual.
Learning Science from the Local Environment: Integrating Ethnoscience-Based Local Knowledge into Elementary IPAS Learning Saleha Saleha; Nadar Nadar; Masnur Masnur
Mahaguru: Jurnal Pendidikan Guru Sekolah Dasar  Vol. 6 No. 2 (2025): Mahaguru: Jurnal Pendidikan Guru Sekolah Dasar
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/mgr.v6i2.422

Abstract

Science and social science (IPAS) learning that is closely connected to students’ everyday lives can bridge community-based knowledge and scientific understanding in the classroom. This study aimed to identify local community knowledge, reconstruct it into scientific concepts, and analyze the integration of ethnoscience into IPAS learning among fifth-grade students at SD Negeri 53 Malalin, Enrekang Regency, Indonesia. The study employed a qualitative case study design involving 22 fifth-grade students, one classroom teacher, and three community informants. Data were collected through observations, semi-structured interviews, documentation, student activity sheets, and learning reflections. The findings identified four local food-processing practices: dangke, deppa tettekan, dangke chips, and baje. These practices could be reconstructed into relevant scientific concepts, including changes in material properties, heat transfer, evaporation, enzyme activity, protein coagulation, and the use of local resources. The integration of ethnoscience through observation, exploration, comparison, and reflection helped students move from experience-based knowledge toward more scientific explanations of familiar phenomena. These findings indicate that local knowledge can serve as a meaningful contextual learning resource that strengthens the connection between culture, everyday experience, and scientific thinking in IPAS learning.
Inquiry-Based Learning in Pancasila and Civic Education: Developing Elementary Students’ Critical Thinking Skills and Learning Outcomes Pegi Melati Sukma; Irman Syarif; Saleha Saleha
Mahaguru: Jurnal Pendidikan Guru Sekolah Dasar  Vol. 7 No. 1 (2026): Mahaguru: Jurnal Pendidikan Guru Sekolah Dasar
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/mgr.v7i1.429

Abstract

Critical thinking in Pancasila Education should be developed through learning that allows students to ask questions, use evidence, and justify their reasoning rather than merely memorize values. This classroom action research aimed to improve the learning process, critical thinking, and learning outcomes through Inquiry-Based Learning (IBL). The study followed the Kemmis and McTaggart model in two cycles and involved 17 fourth-grade students at MI Muhammadiyah Cece, Alla District, Enrekang Regency, Indonesia. Data were collected through classroom observations, a 20-item achievement test, and documentation. The observation score for critical-thinking processes and inquiry activities increased from 10/28 (35.7%) in the pre-action stage to 15/28 (53.6%) in Cycle I and 25/28 (89.3%) in Cycle II. Mean achievement scores increased from 52.35 to 70.00 and 85.85, while classical mastery rose from 23% to 53% and finally 100%. The overall normalized gain was approximately 0.70, indicating a high level of improvement. These findings indicate that IBL, when supported by appropriate scaffolding and reflective improvement across cycles, can shift Pancasila Education from information reception toward more dialogic, evidence-informed, and reasoned learning.
Low-Cost STEM for Meaningful Learning with Local Materials in Resource-Constrained Elementary Schools Ita Sarmita Samad; Ismail Ismail; Umiyati Jabri
Mahaguru: Jurnal Pendidikan Guru Sekolah Dasar  Vol. 6 No. 2 (2025): Mahaguru: Jurnal Pendidikan Guru Sekolah Dasar
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/mgr.v6i2.430

Abstract

Limited resources should not restrict students’ opportunities to experience meaningful STEM learning. This study aimed to analyze the implementation of low-cost STEM using local materials and examine the integration of science, technology, engineering, and mathematics in learning activities among fifth-grade students at UPT SDN 6 Pinrang, Indonesia. A qualitative case study design was employed involving 27 students. Data were collected through classroom observations, student activity sheets, designs and prototypes, documentation, and student reflections, and were analyzed through data condensation, categorization, presentation, and interpretation. The findings showed that readily available local materials could support STEM experiences through problem identification, concept exploration, solution design, construction, testing, evaluation, and redesign. STEM integration was evident when students applied scientific concepts to understand phenomena, used tools and materials purposefully, engaged in engineering design processes, and employed measurement to support decision-making. The activities also provided opportunities for collaboration, problem-solving, and scientific reflection. The study concludes that low-cost STEM using local materials offers a practical and contextual pedagogical strategy for creating meaningful learning experiences through accessible resources.

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