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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 Effect of Wordwall on Bilingual Mathematics Learning Motivation in Elementary School Muhimmatul Ulya; Aris Kuswanto
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.v16i1.20194

Abstract

This study examined changes in elementary students' motivation after the implementation of Wordwall in bilingual mathematics learning. This study used a quantitative pre-experimental one-group pretest-posttest design. The participants were 28 fourth-grade students at MI Bilingual Roudlotul Jannah Sidoarjo, Indonesia. Data were collected using a learning motivation questionnaire based on Keller's ARCS model, which includes Attention, Relevance, Confidence, and Satisfaction. The instrument was validated using Pearson's Product-Moment correlation and tested for reliability using Cronbach's Alpha. The data were analyzed using descriptive statistics, N-Gain analysis, the Shapiro-Wilk normality test, a paired sample t-test, and Cohen's effect size. The findings showed that students' mean motivation score increased from 63.18 in the pretest to 87.79 in the posttest. The N-Gain score was 0.6794, indicating moderate improvement. The paired-samples t-test showed a significant difference between the pretest and posttest scores, and Cohen's dz indicated a very large effect size. These findings suggest that Wordwall can serve as a promising interactive digital learning medium for supporting students' motivation in bilingual mathematics learning. However, because this study used a pre-experimental design without a control group, the results should be interpreted as evidence of motivational improvement within the observed classroom rather than as definitive causal proof of Wordwall's effectiveness.
Enhancing Early Reading Skills Through Syllable Card Media: A Quasi-Experimental Study Among First-Grade Elementary Students in Indonesia Putri Mardhotillah; Habudin Habudin; Juhji Juhji
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.v16i1.20241

Abstract

Early reading skills are very important for elementary school students' future academic success, but many struggle to learn to read and become fluent. Reading science-based learning methods stresses structured phonological learning to help kids learn to read early on. The objective of this study was to evaluate the efficacy of syllable flashcards in enhancing early reading skills among first-grade elementary school students. We used a quantitative quasi-experimental design with a non-equivalent control group. There were 62 students at Lemah Abang Public Elementary School in Kasemen District, Serang City, Indonesia. The experimental group was taught using syllable flashcards, while the control group learned in the usual way, using textbooks. We gathered data by administering a pre-test and a post-test that measured six aspects of students' early reading skills. Statistical analysis using paired and independent-samples t-tests indicated a significant improvement in students' reading performance post-intervention (p < 0.05). The experimental group exhibited significantly elevated post-test scores, characterized by substantial within-group and moderate between-group effect sizes, signifying a significant educational impact. These results show that syllable card media can improve phonological decoding and support steady early reading development. This has practical implications for evidence-based literacy teaching and for elementary school practices aligned with SDG 4: Quality Education.
Integrating Deep Learning and a Love-Based Curriculum to Enhance Meaningful Learning in Islamic Primary Education Rivaldi Agung Ramadhani; Abd Muhith; Moh Sutomo
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.v16i1.20307

Abstract

This study explores how deep learning can be integrated with a love-based curriculum to enhance meaningful learning in Islamic primary education. Although scholars have widely discussed deep learning as a student-centered approach and linked love-based education to character and relational development, limited empirical research has explored how schools combine these two educational approaches to promote meaningful learning. Using a qualitative case study design, the researchers conducted the study at Madrasah Ibtidaiyah Negeri 3 Jember, Indonesia. They collected data through classroom observations, semi-structured interviews, and document analysis involving the school principal, teachers, students, and parents. The researchers analyzed the data using an interactive model consisting of data condensation, data display, and conclusion drawing. The findings show that integrating deep learning with a love-based curriculum fostered more active participation, deeper contextual understanding, reflective thinking, and collaborative meaning-making among students. At the same time, the values of empathy, care, respect, and emotional support fostered a safe, positive classroom climate that strengthened students' motivation, confidence, and social interaction. Instructional leadership, teacher collaboration, and parental involvement supported the implementation of this approach. This study contributes to the development of an integrative pedagogical framework that connects cognitive engagement with affective and relational values in Islamic primary education. The findings suggest that caring relationships and value-oriented classroom practices can strengthen meaningful learning when they support student-centered pedagogy.
The Effect of the Probing Prompting Learning Model on Elementary Students’ Learning Outcomes in Science and Social Studies Jery Syah Danu Aji; Chairul Amriyah
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.v16i1.20454

Abstract

Students' low learning outcomes in Natural and Social Sciences (IPAS) remain a significant educational issue, as reflected in their limited conceptual understanding and reasoning skills. This condition is partly caused by teacher-centered learning practices that do not actively engage students in the learning process. This study aimed to examine the effect of the Probing Prompting learning model on the learning outcomes of fourth-grade students at MI Al Hikmah Bandar Lampung. The study employed a quantitative, quasi-experimental design with a pretest-posttest control group. The sample comprised 60 students, divided into an experimental and a control group. Data were collected through learning outcome tests and analyzed using normality and homogeneity tests, an independent-samples t-test, and N-Gain analysis. The results revealed a significant difference between the experimental and control groups (p = 0.023), indicating that the Probing Prompting learning model had a significant effect on students' learning outcomes. Descriptively, the experimental group showed a greater improvement in learning outcomes than the control group. These findings suggest that the Probing Prompting learning model can enhance students' active participation, reasoning skills, and conceptual understanding in IPAS learning. Therefore, this model can serve as an effective instructional strategy for improving students' learning outcomes in IPAS. The findings also highlight the importance of implementing active and student-centered learning models to enhance the quality of elementary education.
Eco-Theological Pedagogy for Sustainable Character Formation in Islamic Elementary Education Fikri Alfina Zahro; Mukni&#039;ah Mukni&#039;ah; Dyah Nawangsari; Syaiful Rizal
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.v16i1.20626

Abstract

Environmental degradation has intensified the need for Islamic elementary education to foster students' sustainable character through spiritually grounded environmental learning. However, the integration of Islamic eco-theological values into classroom pedagogy, school culture, and daily ecological habituation remains underexplored. This study examines the implementation of eco-theological pedagogy at SD Darus Sholah Jember, Indonesia. Using a qualitative case study design, data were collected through observations, semi-structured interviews, and document analysis involving 22 participants, including the principal, teachers, students, parents, and an environmental program coordinator. The data were analysed through data condensation, data display, and conclusion drawing. The findings reveal that eco-theological pedagogy operates through five interconnected dimensions: Islamic eco-theological values, reflective Islamic learning, teacher exemplarity, ecological habituation, and collaborative school culture. These dimensions transform environmental education from a rule-based cleanliness program into a spiritually meaningful and habit-forming process. Students developed eco-spiritual consciousness, environmental responsibility, discipline, cooperation, and emerging ecological habits through Qur'anic reflection, water-saving practices, waste sorting, plant care, and parent-school collaboration. Nevertheless, inconsistent environmental behavior outside school, limited facilities, and uneven family-community support remain key challenges. This study contributes to Islamic sustainability education by proposing eco-theological pedagogy as an integrative framework for linking faith, ecological ethics, pedagogical practice, and sustainable character formation in Islamic elementary schools.
Actualizing Buya Hamka’s Holistic Educational Thought in Islamic Full-Day Schooling Nabila Aisyi; Mahmudah Mahmudah; Murdan Murdan
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.v16i1.20801

Abstract

This study examines the actualization of Buya Hamka’s holistic educational thought in the implementation of an Islamic full-day school program at an Indonesian primary school. While previous studies have largely discussed full-day schooling as a strategy for character formation, limited attention has been given to how the educational ideas of Indonesian Muslim scholars are translated into contemporary school practices. Using a qualitative case study design, data were collected through interviews, observation, and documentation involving school leaders, teachers, Qur’anic instructors, and students. The data were analyzed thematically through data reduction, data display, and interpretive conclusion drawing, supported by source and technique triangulation. The findings reveal that Buya Hamka’s educational principles are actualized through four interconnected practices: curriculum integration between the national curriculum and Islamic enrichment curriculum, systematic religious habituation through prayer and Qur’anic literacy, teacher exemplarity in character formation, and the creation of joyful and supportive learning environments. These practices demonstrate that full-day schooling provides an institutional space for integrating intellectual, spiritual, moral, emotional, and social development. The study contributes to Islamic education scholarship by showing that Buya Hamka’s educational thought can function not only as a normative-philosophical concept but also as an analytical framework for understanding holistic education in modern Islamic primary schools. The findings imply that Islamic full-day schooling can become a strategic model for strengthening character education when supported by curriculum coherence, religious habituation, teacher role modelling, and a conducive school culture.
Understanding Teachers’ Perceptions and Experiences of Organizational Culture and Its Influence on Job Satisfaction: A Qualitative Study in Penang National School Xu Jia; Muhammad Aufa Ihsan; Abdurrahman Thalib
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.v16i1.20843

Abstract

This study explores teachers’ perceptions and experiences of organizational culture and its influence on job satisfaction in a national primary school in Penang, Malaysia. Using an interpretive qualitative case study design, data were collected through semi-structured interviews, focus group discussions, and document analysis involving 18 participants. The findings reveal four main dimensions of organizational culture that shape teacher job satisfaction: leadership and participation, collegial relationships, recognition and professional growth, and work environment and conditions. Although teachers generally perceived the school culture as supportive and collaborative, the study identified several tensions, including limited participation in school-level decision-making, unequal access to professional opportunities, and psychological pressure caused by workload and administrative demands. A key contribution of this study is the identification of a participation gap, referring to the contrast between teachers’ autonomy in classroom instruction and their limited influence on broader organizational decisions. The study also shows that seniority and hierarchical position shape how teachers experience organizational culture. These findings suggest that teacher job satisfaction is influenced not only by physical resources and collegial support but also by meaningful participation, psychological well-being, and equitable professional development. The study offers practical implications for school leaders in developing a more inclusive, transparent, and supportive organizational culture.

Page 13 of 13 | Total Record : 127

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