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aladzka
Published by Universitas Islam Negeri Antasari Banjarmasin
ISSN : 20889801     EISSN : 2597937X     DOI : 10.18592/aladzkapgmi
Core Subject :
Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah focuses on elementary and Islamic primary education, connecting evidence from local contexts with national and global scholarly debates. The journal’s scope encompasses three core areas: 1. Context-responsive pedagogy and instructional innovation, including teaching, curriculum, assessment, literacy, numeracy, science education, inclusion, technology, and values-based learning. 2. Teacher education and professionalism, including pre-service teacher education, competence, teaching practices, professional identity, and continuing professional development. 3. Holistic student development and learning experiences, encompassing academic, cognitive, social, emotional, moral, and religious dimensions. Research in related areas may be considered if it demonstrates direct and substantive implications for teaching, learning, teachers, or students at the elementary education level. Al-Adzka welcomes empirical research employing diverse methodological approaches, as well as systematic reviews, scoping reviews, and meta-analyses conducted through transparent and rigorous procedures.
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Articles 127 Documents
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The Voice of Silent Classrooms: A Qualitative Study on the Educational Invisibility of Introverted Students Ethem Gürhan
Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah Vol. 16 No. 1 (2026): Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah
Publisher : Departemen Pendidikan Guru Madrasah Ibtidaiyah Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri Antasari Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/aladzkapgmi.v16i1.17724

Abstract

This qualitative study investigates the phenomenon of educational invisibility experienced by introverted students in elementary school classrooms, where participation is often narrowly defined through verbal expression and social assertiveness. Using a case study approach, data were collected through semi-structured interviews with 12 elementary school students and 4 classroom teachers in Türkiye, complemented by unstructured classroom observations conducted over eight weeks. Thematic analysis revealed five key themes: Invisible participation, learning through silence, avoidance of social pressure, teacher attitudes and expectations, and the restrained desire to express oneself. The findings indicate that introverted students are cognitively and emotionally engaged yet frequently marginalised by classroom norms that privilege overt verbal participation. Practical implications include redesigning teacher education programs to address personality-based differences in participation, employing nonverbal assessment tools, and adopting inclusive classroom management strategies in basic education.
Silent Struggles of Foreign Fourth-Grade Primary School Students: Psychological Resilience and Invisible Traumas in Türkiye Ethem Gürhan
Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah Vol. 15 No. 2 (2025): Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah
Publisher : Departemen Pendidikan Guru Madrasah Ibtidaiyah Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri Antasari Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/aladzkapgmi.v15i2.17727

Abstract

This study investigates the psychological resilience and invisible traumas of foreign fourth-grade primary school students in Türkiye, focusing on 91 students from Syrian, Iraqi, and Somali backgrounds in a public school in Konya. Using a qualitative research design, data were gathered through semi-structured interviews exploring students' migration histories, emotional struggles, school adaptation, and coping strategies. Findings reveal deep psychological distress linked to war, displacement, and migration-related adversities. Students frequently reported fear, social exclusion, and language difficulties, which hindered academic performance and integration. Despite these challenges, many displayed resilience through religious practices, creativity, and strong family ties. Peer interactions emerged as both supportive and discriminatory. While some teachers and peers contributed positively, trauma-informed approaches were largely absent. Guided by Bronfenbrenner's ecological systems theory and intersectionality, the study emphasizes the urgent need for comprehensive educational policies that include psychological support services, inclusive pedagogies, and robust language assistance. By highlighting these students' often-overlooked emotional experiences, the research contributes to the broader discourse on migration and education, offering practical recommendations for promoting equity and well-being in Turkish primary schools.
Elementary Teachers’ Perceptions, Readiness, and Challenges in Using Interactive Deep Learning–STEM-PBL Modules Winda Oktaviana; Abdurrahman Abdurrahman; Dwi Yulianti
Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah Vol. 15 No. 2 (2025): Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah
Publisher : Departemen Pendidikan Guru Madrasah Ibtidaiyah Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri Antasari Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/aladzkapgmi.v15i2.18009

Abstract

This study examines elementary school teachers’ perceptions, readiness, and challenges in using and developing interactive teaching modules based on pedagogical deep learning integrated with Problem-Based Learning (STEM-PBL) to support scientific literacy and communication. This study adopted an exploratory cross-sectional design, collecting data from 100 elementary teachers in Lampung Province, Indonesia, through online questionnaires, document analysis, and in-depth interviews. The findings indicate that while most teachers demonstrate positive perceptions toward interactive Deep Learning–STEM-PBL modules, their readiness to implement such approaches varies and is constrained by limited pedagogical competence, instructional design skills, and professional development opportunities. Document analysis further reveals a clear perception–practice gap, as most teaching modules do not yet explicitly integrate deep learning principles and STEM-PBL stages. Key challenges include insufficient training, time constraints, limited instructional references, and inadequate institutional support. Based on these findings, this study proposes a Teacher Readiness Framework for Deep Learning–STEM-PBL, which conceptualizes readiness as the interaction between teachers’ perceptions, multidimensional pedagogical capacities, and structural–institutional conditions that influence instructional practice outcomes.
Teacher Leaders’ Strategies in Implementing Deep Learning within the Merdeka Curriculum: A Multi-Case Study in Islamic Primary Schools Eva Nur Khofifah; St Mislikhah; Lailatul Usriyah
Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah Vol. 15 No. 2 (2025): Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah
Publisher : Departemen Pendidikan Guru Madrasah Ibtidaiyah Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri Antasari Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/aladzkapgmi.v15i2.18190

Abstract

The Merdeka Curriculum promotes deep learning to cultivate meaningful understanding, critical thinking, and 21st-century competencies among students. However, its implementation in Islamic primary schools (madrasahs) remains challenging due to limited resources, teacher readiness, and contextual constraints. This study explores the strategies employed by Teacher Leaders (Guru Penggerak) in implementing deep learning within two madrasahs: MI Raudhatul Jannah Jenggawah and MI Al Barokah Annur Jember. Using a qualitative phenomenological approach, six teacher leaders (three from each school) participated in in-depth interviews, classroom observations, and documentation analysis. The findings indicate that teacher leaders initially encountered misconceptions and anxiety regarding deep learning, often equating it with technology integration. Over time, they adopted adaptive strategies such as project-based learning, reflective questioning, simple learning media, and integrating cultural and family experiences into classroom activities. Despite challenges such as limited digital facilities, time constraints, and occasional parental resistance, these strategies fostered greater student engagement and active participation. The study underscores the pivotal role of teacher leaders as change agents who bridge the gap between curriculum ideals and classroom realities. Contextual, resource-sensitive strategies and sustained professional development are essential to ensure the effective and sustainable implementation of deep learning in madrasah settings.
Enhancing Elementary Students’ Learning Interest Through AI-Driven Canva Learning Tools: Evidence from a Pre-Experimental Study Lisa Umi Nurjanah; Moh Sutomo; Mu'alimin Mu'alimin; Halil Yavuz Ezginci
Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah Vol. 15 No. 2 (2025): Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah
Publisher : Departemen Pendidikan Guru Madrasah Ibtidaiyah Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri Antasari Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/aladzkapgmi.v15i2.18243

Abstract

This study investigates the effectiveness of an AI-driven Canva learning tool in enhancing elementary students’ learning interest within a pre-experimental pretest–posttest design. Twenty-five Grade 5 students from SD Baitul Amien Jember participated in a two-week intervention consisting of six sessions that integrated adaptive learning systems, personalized feedback, visual learning design, and gamified tasks. Learning interest was measured using a validated 20-item questionnaire covering attention, curiosity, persistence, enjoyment, engagement, and relevance. Descriptive statistics show a substantial improvement from the pretest (M = 44.08, SD = 8.37) to the posttest (M = 81.84, SD = 6.26). The paired sample t-test confirmed a highly significant effect, t(24) = –15.611, p < .001, with a very large effect size (Cohen’s d = 3.12). These findings demonstrate that AI-driven Canva learning tools meaningfully enhance students’ learning interest by providing adaptive, visually rich, and personalized learning experiences. The study contributes empirical evidence to the growing field of AI-supported learning in primary education and highlights the need for teacher digital-pedagogy readiness and adequate technological infrastructure to ensure effective AI integration.
Multicultural Education from an Islamic Perspective: Building Intercultural Tolerance in Indonesian Primary Schools Siti Kholida; Syamsun Niam; Mujamil Qomar; Adiyono Adiyono
Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah Vol. 15 No. 2 (2025): Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah
Publisher : Departemen Pendidikan Guru Madrasah Ibtidaiyah Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri Antasari Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/aladzkapgmi.v15i2.18244

Abstract

This study aims to explore how multicultural education from an Islamic perspective contributes to building intercultural tolerance in Indonesian primary schools. The research was conducted at SDN Pace 01 in the Silo District of Jember Regency using a qualitative case study design. Participants included teachers, students, parents, and the principal. This case study design was chosen because it allows researchers to deeply explore the processes, interactions, and specific contexts of the school as a cohesive system. Data were collected through semi-structured interviews, classroom observations, student surveys, and document analysis. The data were analyzed using Miles and Huberman's interactive model alongside thematic analysis. The findings reveal that Islamic values such as tasamuh (tolerance), ukhuwah (brotherhood), and adl (justice) are consistently integrated into pedagogical practices, including collaborative learning, storytelling, and reflective classroom discussions. Students demonstrated high levels of tolerance toward linguistic, ethnic, and religious diversity, with collaboration emerging as the strongest indicator of this tolerance. However, challenges include limited teacher training in multicultural pedagogy and parental concerns about maintaining Islamic identity. The study concludes that Islamic-based multicultural education provides a practical framework for fostering intercultural competence from an early age while preserving religious identity. The results have significant implications for teacher professional development, curriculum innovation, and community engagement, and suggest directions for future research across broader contexts and with the integration of digital learning platforms.
Navigating Social Skills in Elementary School: Children's Peer Interactions in the Digital Age Budiansyah Budiansyah; Ilham Arya Susanto; Elita Aidillah
Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah Vol. 15 No. 2 (2025): Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah
Publisher : Departemen Pendidikan Guru Madrasah Ibtidaiyah Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri Antasari Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/aladzkapgmi.v15i2.18287

Abstract

Digital technology is increasingly reshaping children's socialization, and peer relationships now extend across both physical and virtual spaces. While previous studies have examined online behavior and digital literacy, there is a limited understanding of how elementary school children develop and negotiate social skills in these hybrid environments. Grounded in post-positivist philosophy, this qualitative case study investigates how children navigate digitally mediated peer interactions in two elementary schools in Palembang, Indonesia. The study involved 42 students, 12 teachers, and 15 parents. Collected data through semi-structured interviews, participant observations, and digital artifact analysis, and examined using thematic analysis. The findings reveal the emergence of digital empathy as a hybrid competence integrating emotional responses across online and offline settings. Digitally active students exhibited stronger collaborative problem-solving but tended to marginalize less active peers, while teachers' guidance in digital social interactions remained inconsistent. The study recommends integrating digital citizenship with social-emotional learning and strengthening teacher professional development. Future research should adopt longitudinal and cross-socioeconomic approaches to examine the evolution of digital social competencies and their impact on learning practices.
Cognitive Scaffolding and Faith-Based Digital Literacy: Integrating Advanced Organizer and YouTube in Islamic Moral Education Mutia Rahmawati; Mahdiyah Mahdiyah; Zahratun Nisa; Muhamad Sabirin; Yahya Mof
Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah Vol. 15 No. 2 (2025): Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah
Publisher : Departemen Pendidikan Guru Madrasah Ibtidaiyah Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri Antasari Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/aladzkapgmi.v15i2.18627

Abstract

This study investigates the effectiveness of integrating the Advanced Organizer learning model with YouTube media to strengthen Islamic digital literacy and learning outcomes in Islamic Moral Education (Akidah Akhlak)  at MIN 7 Tapin. Employing a quantitative quasi-experimental design with pretest–posttest control groups, the study involved 104 sixth-grade students. The experimental group received learning through the Advanced Organizer model supported by Islamic YouTube content, while the control group received conventional instruction. Data were collected using validated achievement tests, Islamic digital literacy questionnaires, and learning observation sheets. Data analysis included normality, homogeneity, independent t-test, and Cohen’s d effect size using SPSS 26.0. The results revealed a significant difference between the experimental and control groups (p < 0.05) with a high effect size (d = 0.84), indicating that the integration significantly improved students’ conceptual understanding and ability to utilize digital media based on Islamic ethics. This study contributes theoretically by operationalizing Islamic digital literacy as a cognitively scaffolded instructional framework rather than a mere ethical or technical construct. The findings extend meaningful learning theory into faith-based digital education contexts by demonstrating how moral cognition can be systematically shaped through pre-organized multimedia learning.
The Complementary Roles of Qur'an Education Center and Elementary Schools in Strengthening Islamic Religious Education Nabilah Safira Salamat; Agus Fakhruddin; Mokh. Iman Firmansyah; Abdillah Muflih
Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah Vol. 16 No. 1 (2026): Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah
Publisher : Departemen Pendidikan Guru Madrasah Ibtidaiyah Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri Antasari Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/aladzkapgmi.v16i1.19940

Abstract

Islamic Religious Education (PAI) in elementary schools faces a specific problem: learning is predominantly cognitive and classroom-based, resulting in weak habituation and limited translation of religious knowledge into daily behavior. Existing studies broadly examine PAI within formal schooling or analyze Qur'an-based non-formal institutions (TPA) independently, leaving a gap in understanding how TPA functions as a complementary institution that holistically strengthens PAI learning. This study aims to analyze the complementary contribution of TPA to elementary PAI learning outcomes across cognitive, psychomotor, and affective domains. A descriptive qualitative methodology was employed using an analytical framework grounded in the three core domains of PAI. Data were collected through triangulation of documents, semi-structured interviews, and observations involving 17 participants, including TPA administrators, teachers, elementary PAI teachers, and students active in both institutions. The findings reveal three analytical patterns: (1) cognitively, TPA reinforces conceptual understanding through memorization repetition, tajwid mastery, and enrichment of Qur'an, aqidah, fiqh, akhlak, and Islamic history; (2) psychomotorically, TPA strengthens religious skills through systematic worship practices and experiential activities; and (3) affectively, TPA cultivates religious attitudes and character through structured habituation and teacher modeling. This study contributes to PAI scholarship by conceptualizing TPA as a strategic complementary institution that bridges the gap between religious knowledge and lived religious practice.
Enhancing Interpretative Reading Comprehension and Reading Interest through RADEC Integrated with Canva and Forms: A Quasi-Experimental Study in Indonesian Primary Schools Cindy Cindhana Brilliananda; Ivana Septia Rahaya; Onasis Silalahi
Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah Vol. 16 No. 1 (2026): Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah
Publisher : Departemen Pendidikan Guru Madrasah Ibtidaiyah Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri Antasari Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/aladzkapgmi.v16i1.20021

Abstract

This study aims to examine the effectiveness of the RADEC (Read–Answer–Discuss–Explain–Create) learning model integrated with Canva and Google Forms in improving elementary students’ interpretative reading comprehension and reading interest. A quasi-experimental design with a non-equivalent control group was employed, involving 99 fifth-grade students. Data were collected using essay-based tests and a Likert-scale questionnaire and analyzed using MANOVA. The results showed no significant difference at the pretest stage (p > 0.05), indicating comparable baseline conditions between groups. However, the posttest results revealed a significant difference (p < 0.001), confirming the effectiveness of the intervention. The experimental group demonstrated higher improvement in interpretative reading comprehension (gain = 6.06) and reading interest (gain = 8.57) compared to the control group. Effect size analysis indicated large effects (partial eta squared = 0.168 and 0.213), suggesting substantial practical impact. These findings indicate that the integration of structured inquiry-based learning with multimodal digital tools enhances both cognitive and affective dimensions of literacy. This study contributes to the development of technology-integrated pedagogy by demonstrating the effectiveness of combining the RADEC model with digital platforms to support higher-order reading skills and student engagement in primary education.

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