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Journal of Research and Innovation in Madrasah Ibtidaiyah Education
Published by Institut Islam Mamba'ul 'Ulum Surakarta
ISSN : 31250386     EISSN : -     DOI : https://doi.org/10.54090
Core Subject :
Journal of Research and Innovation in Madrasah Ibtidaiyah Education is a scientific journal that focuses on publishing research results and innovations in the field of Madrasah Ibtidaiyah education. This journal serves as an academic forum for researchers, lecturers, teachers, and education practitioners to share their latest findings, creative ideas, and developments in models, methods, and learning strategies that are relevant to the needs of Islamic-based basic education. RIMIE aims to encourage scientific collaboration and enrich scientific knowledge through research articles, case studies, literature reviews, and educational practice innovations that contribute to improving the quality of Madrasah Ibtidaiyah teachers and students.
Arjuna Subject : -
Articles 10 Documents
 1 
Implementation of the Merdeka Curriculum for Indonesian Language Teachers in Grade 3 at SD Al Islam 2 Jamsaren Alfian Eko Rochmawan; Annisa Rahmawati; Nur Hidayah
Journal of Research and Innovation in Madrasah Ibtidaiyah Education Vol. 1 No. 1 (2026)
Publisher : Institut Islam Mamba'ul 'Ulum Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54090/rimie.948

Abstract

This study aims to describe the implementation of the Merdeka Curriculum by third-grade Indonesian language teachers at SD Al Islam 2 Jamsaren, Surakarta. The background of this study stems from the need to understand the readiness and actual practices of teachers in implementing the Merdeka Curriculum, especially in educational units that have adopted differentiated learning, authentic assessment, and the strengthening of the Pancasila Student Profile. The conditions at SD Al Islam 2 Jamsaren, which has a good literacy culture, technological support, and teacher commitment to improving the quality of learning, were the basis for selecting the research location. The research used a descriptive qualitative approach with data collection techniques in the form of observation, in-depth interviews, and analysis of learning documents carried out by teachers. Data analysis was carried out through data reduction, data presentation, and conclusion drawing. The results of the study show that the implementation of the Merdeka Curriculum has been quite successful, as indicated by learning plans that refer to learning outcomes, the implementation of active-collaborative strategies, and formative assessments used to monitor student learning progress. However, teachers still face challenges in optimally integrating technology, managing diverse differentiation activities, and developing consistent authentic assessment instruments. The research conclusion emphasizes the importance of continuous improvement of teacher competence, assistance in curriculum implementation, and the provision of learning facilities that support the implementation of the Merdeka Curriculum in a more effective and sustainable manner.
Barriers to Inclusive Education in Madrasah Ibtidaiyah: A Field Study at MI Yappi Gubukrubu Aini Nur; Ria Nurhayati
Journal of Research and Innovation in Madrasah Ibtidaiyah Education Vol. 1 No. 1 (2026)
Publisher : Institut Islam Mamba'ul 'Ulum Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54090/rimie.961

Abstract

Inclusive education is a strategy that aims to provide equal learning opportunities for all students, including children with special needs (ABK). This study aims to identify and analyze barriers to the implementation of inclusive education at MI Yappi Gubukrubuh, an educational institution that is not yet registered as an inclusive school administratively. The research method used was a qualitative approach with field studies, involving interviews with teachers at MI Yappi Gubukrubuh. The results of the study show that there are three main obstacles in the implementation of inclusive education: (1) lack of understanding and training of teachers in dealing with children with special needs, (2) limited human resources and supporting infrastructure, (3) high negative perceptions of children with special needs. Although MI Yappi Gubukrubuh is not yet officially an inclusive school, the diversity of its students requires teachers to apply the principles of inclusive education. This study emphasizes the urgency of in-depth training for educators, improvement of infrastructure, and socialization to change the negative stigma towards children with special needs in order to create an inclusive and adaptive learning environment.
The Effect of Using Interactive Project-Based Poster Learning Media on Student Learning Outcomes in Social Studies at MI Al-Qolam Ahmad Jalaludin; Willa Putri; Andini Putri Utami; Ayis Warasati; Nuraliyyah Nuraliyyah
Journal of Research and Innovation in Madrasah Ibtidaiyah Education Vol. 1 No. 1 (2026)
Publisher : Institut Islam Mamba'ul 'Ulum Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54090/rimie.962

Abstract

This study aims to determine the effect of using interactive learning media based on Project Based Poster on student learning outcomes in Social Studies (IPS) at MI Al-Qolam. The study used a quantitative approach with a One Group Pretest-Posttest Design, involving 25 students as research subjects. Data collection was conducted through pretest and posttest to measure learning outcomes before and after treatment. The results of the analysis showed that the average post-test score was higher than the pretest score, with an average difference of 22.00 points. The paired sample t-test showed a significance value (Sig. 2-tailed) of 0.000 (< 0.05), indicating that there was a significant effect between the use of project-based learning media and the improvement in student learning outcomes. These findings show that Project Based Poster media is effective in improving students' understanding of social studies material, while encouraging active participation, creativity, and critical thinking skills in the learning process.
Innovation in the Development of the IPAS Curriculum for Grade 4 at MI Sudirman Ceplukan Lailla Hidayatul Amin; Lulu Fauziyyah Indah Chahyani
Journal of Research and Innovation in Madrasah Ibtidaiyah Education Vol. 1 No. 1 (2026)
Publisher : Institut Islam Mamba'ul 'Ulum Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54090/rimie.1042

Abstract

Curriculum development innovation is key to creating relevant and contextual learning at the Madrasah Ibtidaiyah (MI) level. This study aims to identify and analyze the implementation of curriculum development innovation in Natural and Social Sciences (IPAS) at MI Sudirman Ceplukan in grade 4 in the first semester of the 2024/2025 academic year. The research used a descriptive qualitative method with interviews with 3 teachers and 3 students as the main respondents and curriculum document analysis. The results showed that the innovations included an integrative thematic approach, the application of scientific methods, and the use of simple digital media. The implementation of these innovations has had a positive impact on student engagement in learning. This study is expected to be a reference for future MI curriculum development.
Social Media as a Digital Addiction for Elementary School Students: A Psychology of Learning Analysis Ahmad Shofiyuddin Ichsan
Journal of Research and Innovation in Madrasah Ibtidaiyah Education Vol. 1 No. 1 (2026)
Publisher : Institut Islam Mamba'ul 'Ulum Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54090/rimie.1045

Abstract

This research employs a descriptive qualitative design to examine social media as a form of digital addiction among Indonesian elementary school students (aged 7-12), analyzed through a learning psychology lens. Drawing from 45 peer-reviewed sources via systematic synthesis using Miles and Huberman's model, the study reveals that platforms like TikTok trigger dopaminergic reinforcement akin to Skinner's variable-ratio schedules, disrupting prefrontal maturation, Baddeley's working memory, Piaget's concrete operational stage, and Vygotsky's zone of proximal development. Key findings indicate average daily usage of 3-4 hours (exceeding WHO guidelines), with Pearson correlations linking it to 59-70% negative impacts on concentration, learning motivation, social interactions, and academic achievement. Literature gaps in longitudinal Indonesian data are addressed, highlighting FoMO-driven emotional dysregulation, permissive parenting, and rural-urban disparities. Practical implications advocate curriculum-integrated digital literacy, 1-hour screen-time limits, and school-family coordination to mitigate addiction while leveraging platforms for Society 5.0 learning. Future research should prioritize mixed-methods longitudinal studies with neuroimaging for causal validation and policy formulation.
The Dynamics of Implementing Summative Assessments in the Love-Based Curriculum at MI Takhassus Quran Islam Nusantara Gunawan M. Azhar; Astuti Widia; Haliwungan Azhar Ilham
Journal of Research and Innovation in Madrasah Ibtidaiyah Education Vol. 1 No. 2 (2026)
Publisher : Institut Islam Mamba'ul 'Ulum Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54090/rimie.1179

Abstract

This study aims to analyze the dynamics of summative assessment in the implementation of the Love-Based Curriculum (KBC) at MI Takhassus Quran Islam Nusantara during the 2026 academic year. The Love-Based Curriculum is an educational paradigm that places the values of compassion, respect for human dignity, and the strengthening of spiritual character as the foundation of the learning process. In this context, summative assessment serves not only to measure students’ academic achievement but also as an instrument for evaluating their character and spiritual development. This study employs a qualitative approach using the case study method. Data were collected through observation, in-depth interviews, and documentation involving the school principal, teachers, and students. The results indicate that the implementation of summative assessment at MI Takhassus Quran Islam Nusantara involves complex dynamics, including assessment planning, evaluation implementation, the assessment of cognitive and affective aspects, and challenges in integrating values of love into assessment instruments. Key supporting factors include teacher commitment, the madrasah’s religious culture, and parental support. The obstacles identified include the limited availability of authentic assessment instruments, the subjectivity of character assessment, and the need to improve teachers’ competencies in designing values-based assessments. This study concludes that summative assessment within the Love-Based Curriculum has great potential to create a holistic evaluation of learning when supported by a structured and sustainable assessment system.
The Effect of Project-Based Learning on IPAS Learning Outcomes Fifth-Grade Students at MIN 6 Boyolali Korniawati Hesti; Amin Lailla Hidayatul; Trisnawati Septian Nur Ika
Journal of Research and Innovation in Madrasah Ibtidaiyah Education Vol. 1 No. 2 (2026)
Publisher : Institut Islam Mamba'ul 'Ulum Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54090/rimie.1201

Abstract

Project-Based Learning (PjBL) is a learning model centered on project-based activities designed to enhance student engagement and learning outcomes. This study aims to analyze the effect of Project-Based Learning on the IPAS learning outcomes of fifth-grade students at MIN 6 Boyolali for the 2025/2026 academic year. The study employed a quantitative approach with a correlational design. All 83 fifth-grade students were selected as the sample using total sampling. Data on the implementation of Project-Based Learning were collected using a Likert-scale questionnaire covering aspects such as trigger questions, project planning, project implementation, teacher guidance, final products, and reflection and evaluation, while learning outcome data were obtained through documentation of daily test scores on ecosystem material. The research instruments met validity criteria based on Aiken’s V index and reliability criteria based on Cronbach’s Alpha coefficient. Data analysis was conducted descriptively, followed by a Kolmogorov-Smirnov normality test, a linearity test, and simple linear regression using SPSS version 31. The results showed that the implementation of Project-Based Learning fell into the moderate category (47.0%), while IPAS learning outcomes were also predominantly in the moderate category (49.4%) with an average score of 84.18. The regression analysis results indicate that Project-Based Learning has a positive and significant effect on IPAS learning outcomes (β = 0.286; t = 2.681; p = 0.009). The coefficient of determination (R²) of 0.082 indicates that Project-Based Learning contributes 8.2% to the variation in student learning outcomes, while 91.8% is influenced by other factors outside the scope of this study. Thus, Project-Based Learning can be used as an alternative instructional model to improve IPAS learning outcomes in elementary schools
The Effectiveness of Wordwall in Improving IPAS Learning Outcomes Third-Grade Students at MI Al Islam Mranggen Hasanah Latifah Khoirul; Amin Lailla Hidayatul; Azizah Annafi’ Nurul ‘Ilmi
Journal of Research and Innovation in Madrasah Ibtidaiyah Education Vol. 1 No. 2 (2026)
Publisher : Institut Islam Mamba'ul 'Ulum Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54090/rimie.1260

Abstract

This study aims to analyze the effectiveness of using the Wordwall interactive learning medium on the IPAS learning outcomes of third-grade students at MI Al Islam Mranggen. The study used a quantitative approach with a quasi-experimental design in the form of a posttest-only control group design. The study population consisted of 110 third-grade students at MI Al Islam Mranggen, while the sample comprised 60 students selected using purposive sampling—30 students in the experimental class and 30 in the control class. Learning outcome data were obtained through documentation of student scores and analyzed using descriptive and inferential statistics. Based on the results of the Shapiro–Wilk normality test, the data did not meet the assumption of normality; therefore, hypothesis testing was conducted using the Mann–Whitney test at a 5% significance level. The results showed that the average learning achievement of the experimental class was 83.45, higher than that of the control class at 77.27. The results of the Mann–Whitney test yielded an Asymp. Sig. (2-tailed) value of 0.001 (p < 0.05), indicating that the use of the Wordwall interactive learning medium is more effective than conventional learning in improving the IPAS learning outcomes of third-grade students at MI Al Islam Mranggen. Thus, the Wordwall interactive learning medium can serve as an effective alternative learning medium to improve IPAS learning outcomes in elementary schools.
Differences in Civic Education Learning Outcomes Between the Use of Animated Videos and Conventional Methods Among Fourth-Grade Students at MI Al Islam Mranggen Mufidah Niswatun; Rochmawan Alfian Eko; Rahman Yahya Ibadu
Journal of Research and Innovation in Madrasah Ibtidaiyah Education Vol. 1 No. 2 (2026)
Publisher : Institut Islam Mamba'ul 'Ulum Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54090/rimie.1329

Abstract

This study aims to analyze differences in student learning outcomes between the use of animated video media and conventional methods in Civic Education (PKn) instruction in the fourth grade at MI Al Islam Mranggen for the 2025/2026 academic year. This study employed a quantitative approach with a quasi-experimental design involving two groups—an experimental group and a control group—each consisting of 30 students. The experimental group received instruction using animated video media, while the control group used conventional methods. Learning outcome data were collected through documentation of daily test scores and were analyzed using data categorization, descriptive statistics, and an independent samples t-test after meeting the criteria for normality and homogeneity. The results of the data categorization analysis showed that most students in the experimental group fell into the moderate category (63.3%) and the high category (36.7%), while most students in the control group fell into the low category (56.7%) and the moderate category (43.3%). The results of the hypothesis test using the independent samples t-test showed that the calculated |t-value| of 6.707 was greater than the critical t-value of 2.001 at a 5% significance level; therefore, H₀ was rejected and H₁ was accepted. These results indicate that there is a significant difference in learning outcomes between the experimental group and the control group. Thus, the use of animated video media yields better learning outcomes compared to conventional methods in Civic Education instruction. Therefore, animated video media can serve as an alternative instructional medium to improve students’ learning outcomes in Civic Education at the elementary school level.
Implementation Strategy of Student-Centered Learning-Based Adaptive Classroom Management in Madrasah Ibtidaiyah Al Gufron Ahmad; Lahabu Yessika Destiana; Nurhidaya Nurhidaya
Journal of Research and Innovation in Madrasah Ibtidaiyah Education Vol. 1 No. 2 (2026)
Publisher : Institut Islam Mamba'ul 'Ulum Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54090/rimie.1332

Abstract

The implementation of Student-Centered Learning in Madrasah Ibtidaiyah requires adaptive classroom management strategies to accommodate the diversity of student characteristics and needs. However, its implementation still faces various obstacles, such as teacher dominance in learning, low student participation, and suboptimal differentiated learning. This study aims to analyze the implementation strategy of adaptive classroom management based on Student-Centered Learning at MIN 1 Manado. The study used a qualitative approach with a case study design. The research informants consisted of 13 individuals: 1 headmaster, 3 teachers of grades IV, V, and VI, and 9 students selected through purposive sampling. Data were collected through observation, semi-structured interviews, and documentation, then analyzed using the Miles, Huberman, and Saldaña model. The results showed that the implementation of adaptive classroom management was carried out through student-oriented learning planning, flexible classroom management, implementation of Student-Centered Learning, differentiated learning, and continuous learning evaluation. The success of the implementation was supported by teacher commitment, headmaster leadership, and teacher collaboration, although it still faced obstacles in the form of heterogeneity of student abilities, time constraints, and suboptimal implementation of differentiated learning. These findings enrich the study of Islamic Educational Management regarding adaptive classroom management strategies in Madrasah Ibtidaiyah.

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