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Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah
Published by Universitas Islam Negeri Antasari Banjarmasin
ISSN : 20889801     EISSN : 2597937X     DOI : -
Core Subject : Education, Art,
Arts Education
Journal Al Adzka Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah have a number p-ISSN: 2088-9801 and e-ISSN:2597-937X Al-Adzka is a Journal that published scientific study of research results on primary education which contributes to the understanding, development of theories and concepts of elementary education, as well as its application to the education of madrasah Ibtidaiyah in Indonesia. Journal of Al-Adzka check plagiarisme Quetext.
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Articles 10 Documents
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Search results for , issue "Vol. 15 No. 1 (2025): Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah" : 10 Documents clear
The Effect of the Project-Based Learning Model with Digital Learning Media on Science Literacy and Numeracy Skills in Madrasah Ibtidaiyah Masnia, Luluk; Suratno, Suratno; Prastiti, Tri Dyah; Utomo, Anjar Putro
Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah Vol. 15 No. 1 (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.v15i1.14201

Abstract

Literacy skills are one of the important aspects of education in Indonesia that should be prioritized from the primary level. Science literacy and numeracy to build critical thinking skills and help face global challenges in the 21st century. This study aims to analyze the effect of the Project-Based Learning (PjBL) model with digital learning media on science literacy and numeracy skills of fifth-grade students of Madrasah Ibtidaiyah in East Java Province through a quasi-experimental method. Through cluster random sampling, 61 students were assigned to three research classes: two experimental and one control group. Test questions, questionnaires, observation sheets, and interviews were used as instruments in this study. Data processing was done using a normality test, homogeneity test, and hypothesis testing using ANOVA. The study results showed a significant value of 0.000 for science literacy and 0.005 for numeracy literacy. Based on the test results of science literacy and numeracy skills, the average value of the class given the PjBL model learning with digital-based learning media is superior to other research classes. So, the PjBL model with digital-based learning media affects students' science literacy and numeracy skills.
The Transformation of Qur'an Literacy Through the Tahfidz Method: An Experimental Study on Elementary School Students Yugo, Tri; Surana, Dedih; Muhammad, Giantomi; Pamungkas, Muhamad Imam
Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah Vol. 15 No. 1 (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.v15i1.15682

Abstract

The Tahfidz method strategically improves students' Qur'an literacy, especially in tajwid, fluency, and memorization. This study aims to evaluate the effectiveness of the Tahfidz method in increasing the memorization capacity of the Qur'an of grade 6 students of SDN Jatimekar through a pseudo-experimental approach with a Nonequivalent Control Group Design. 72 students were divided into an experimental group (Tahfidz method, n=36) and a control group (conventional method, n=36). The results of the t-test showed a significant difference between the average final test score of the experimental group (82) and the control group (78), with t(70) = 4.094, p < 0.05. The Tahfidz method has been proven to significantly increase the memorization capacity of the Qur'an, especially in the application of Tajwid and fluency in reading. The study offered novelty through the correlation of the intensity of the Tahfidz method with the improvement of students' abilities, showing a significant positive relationship (r = 0.917, p < 0.05). The implications of this research include integrating the Tahfidz method in the curriculum, teacher training for the effective application of methods, and using technology such as gamification to overcome time constraints and student motivation. This research makes an important contribution to the development of national Qur'an literacy and becomes a practical reference for educators and policymakers to improve the quality of Islamic religious education.
Developing a Religion Tolerance-Based Character Education Framework for Elementary School Students Irbathy, Shafa Alistiana; Mukminin, Moh. Amiril; Yuldashev, Azim Abdurakhmovich; Ramdhan, Tri Wahyudi
Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah Vol. 15 No. 1 (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.v15i1.14540

Abstract

Character education plays a crucial role in shaping students' moral values, especially in multicultural societies where religious tolerance is essential for social harmony. However, fostering religious tolerance in primary schools remains challenging due to limited structured character education programs. This study aims to explore the implementation of religious tolerance-based character education in elementary schools and identify effective strategies for its reinforcement. This study employs a qualitative descriptive approach, with data collected through observations, interviews, and document analysis at an elementary school with a diverse religious background. The data were analyzed using data reduction, display, and conclusion-drawing techniques to understand the phenomenon comprehensively. The findings indicate that strengthening religious tolerance-based character education is implemented through routine activities, spontaneous interventions, teacher role modeling, and environmental conditioning. Routine activities such as daily handshakes, prayers, English Day, literacy sessions, and religious holiday celebrations foster an inclusive school culture. Teachers play a pivotal role in promoting tolerance through direct interventions and exemplary behavior, while the school environment reinforces tolerance through posters, study group arrangements, and discussion-based learning. This study concludes that integrating religious tolerance into daily school activities and the curriculum effectively instills tolerance values among students. These findings contribute to developing structured programs for character education in primary schools, promoting an inclusive and respectful learning environment.
Strengthening Character Education through the Development of Picture Story Book Based on Local Wisdom Jannah, Raudlatul
Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah Vol. 15 No. 1 (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.v15i1.14681

Abstract

This study aims to develop a picture storybook based on the local wisdom of Song Osong Lombhung (cooperative character) and determine the effectiveness of its use. This research uses a Research and Development (R&D) approach using the ADDIE development model. The participants comprised 17 fourth-grade students from MI Al-Azhar. Data were collected through expert validation questionnaires, student response questionnaires, and pre-test and post-test assessments. The expert validation results indicated a high level of validity, with an average score of 91.3%, categorizing the product as highly feasible. Student responses also demonstrated a positive reception, with an attractiveness rating of 81.8%. Furthermore, statistical analysis revealed significant improvement in students' cooperative behavior, with the average post-test score increasing from 68.3 to 84.7. The N-Gain score of 59.8% indicated a moderate level of effectiveness. The findings suggest that the developed picture storybook is appropriate and effective in enhancing cooperative character education, integrating local cultural values relevant to the student's socio-cultural environment.
Analysis of Students' Beginning Reading Ability in Phase A at Madrasah Ibtidaiyah Mastoah, Imas; Fauziah, Ismi; Inayah, Inayah; Amilhasan, Zaid Ladja
Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah Vol. 15 No. 1 (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.v15i1.14819

Abstract

Students' skills in beginning reading are a determining indicator for developing further reading skills, many elementary school students still experience difficulties in beginning reading. This study aims to analyze the reading skills of grade 1 students at MI Ats-Tsauroh. This research used qualitative methods. Data was collected through observation, reading test activities to grade 1 and 2 students of MI Ats-Tsauroh, and interviews with grade 1 and 2 teachers. The data that has been collected is then analyzed in depth regarding the reading ability of phase A students. The results showed that 62% of students could read, indicating that most students have developed basic reading skills. However, 38% of students still cannot read fluently, suggesting that many students may need additional support in their reading development. Then, 70% of students can read independently, which shows that most students have good independent reading skills. However, 30% of students are not fully fluent in independent reading. Internal factors in independent reading obstacles include low student motivation, low intelligence, and poor learning motivation. External factors include the surrounding environment, less supportive parents, and teacher limitations in reaching all students in learning. Therefore, additional efforts are needed from schools, teachers, and parents to improve students' reading skills more evenly.
Exploring Changes in Teachers' Views on Assessment Practices at Madrasah Ibtidaiyah Adji, Waluyo Satrio; Nadir, Muhammad; Damayanti, Ibanez Sheila Anggi
Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah Vol. 15 No. 1 (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.v15i1.15488

Abstract

This study investigates alterations in educators' perspectives at Madrasah Ibtidaiyah Batu Town regarding the use of formative and summative evaluations in education following their participation in training. The study employs a research-oriented community service methodology utilizing the Asset-Based Community Development (ABCD) paradigm to optimize the inherent strengths and resources within the teaching community. Data was collected through pre-tests and post-tests completed by teachers regarding their understanding of the role of assessment in providing feedback, modifying learning plans, and monitoring student progress. The results of this study indicate that training with the ABCD method successfully changed the conceptual understanding of Batu City Elementary School teachers regarding pedagogical assessment (formative and summative) while strengthening the evidence that top-down training is effective in changing educators' perspectives on evaluation.
Competence of Shadow Teacher in Building Confidence and Life Skills of Students with Special Needs Sahnan, Ahmad; Purwasih, Wahyu; Wiyani, Novan Ardy
Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah Vol. 15 No. 1 (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.v15i1.15827

Abstract

This study aims to describe the competencies of shadow teachers in developing the confidence and life skills of children with special needs at elementary school. The research method used is a qualitative descriptive research method with a phenomenological type. Data is collected through observation, interviews, and documentation. The study results show that shadow teachers have four competencies in building confidence and life skills. 1) Professional competence. Teachers improve professional competence by participating in training related to inclusion education online and offline; 2) Pedagogical competence. Teachers make individual learning programs based on the results of assessments carried out by psychologists, learning using a pullout system, children with special needs do the same learning as regular children, teachers always include children with special needs in school activities, three and social competence. Teachers include social relations with parents, social relations with experts (pediatricians and psychologists), social relations with children with special needs, social relations with regular children, and social relations between teachers; 4 and personal competence. The personal competencies of shadow teachers include being a special assistant teacher as a calling, patient and diligent, sincere, empathetic, fair, a spirit of learning, and having a high sense of affection
Coding for Young Learners: Enhancing Computational Thinking and Creativity in Elementary Education Hilmiyah; Muhith, Abd; Bahri, Syamsul
Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah Vol. 15 No. 1 (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.v15i1.16103

Abstract

Coding skills have become essential for young learners to develop computational thinking and creativity. This study explores the implementation of coding education to enhance computational thinking among elementary school students, particularly at SD Negeri 21 Dauh Puri Denpasar, where technological access is limited. A case study approach was applied with 28 fifth-grade students. Data were collected through observations, interviews, documentation, and questionnaires. Findings revealed increased computational thinking scores from 56.3 to 74.8 after Scratch-based coding lessons. Significant improvements were observed in decomposition, pattern recognition, and algorithmic thinking, although abstraction remained challenging. Students demonstrated high enthusiasm, especially in creating animations and games. However, limited infrastructure and insufficient teacher training hindered optimal implementation. The study concludes that coding education can foster students' critical thinking and creativity but must be supported by structured teacher training and adequate technological resources. It recommends developing innovative and sustainable learning strategies to make coding an integral part of the elementary education curriculum in Indonesia.
The Use of Pancasila Smart Book to Improve Basic Literacy of Indonesia Immigrant Workers Children in Malaysia Armiani, Risma Ika Putri; Syam, Aldo Redho; Sumaryanti, Lilis; Chaniago, Zamawi
Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah Vol. 15 No. 1 (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.v15i1.16193

Abstract

Students' early reading skills at the Sanggar Bimbingan (SB) in Hulu Langat, Malaysia, often present a challenge that impacts the effectiveness of the learning process. Many children of Indonesian migrant workers face difficulties in developing reading skills and have a limited understanding of Pancasila values. To address this issue, the Smart Book Pancasila was introduced as an innovative learning tool designed to create a more engaging and interactive learning environment.  This study explores how the Smart Book Pancasila helps improve early reading abilities and the comprehension of Pancasila values among students at SB Hulu Langat. Using a descriptive qualitative approach, data was collected through interviews, observations, and documentation. The primary informants included administrators, teachers, and students.  The findings indicate that the use of the Smart Book in Pancasila learning contributes positively to the improvement of students' reading skills. Using interactive visuals and engaging content helps students better understand reading material while also internalizing the values of Pancasila. Thus, the Smart Book Pancasila is an effective alternative strategy for early literacy development, particularly for children with limited access to formal education.
Primary School Curriculum Reform in Türkiye: Analyzing Recent Innovations in National Education Policies Gürhan, Ethem
Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah Vol. 15 No. 1 (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.v15i1.16298

Abstract

Türkiye has recently reformed its curriculum to emphasize 21st-century skills, integrating critical thinking, digital literacy, and values education. These efforts culminated in the 2023 Turkish Century Maarif Model, which balances modernization, national identity, and global frameworks like the OECD Learning Compass and UNESCO’s Education for Sustainable Development Goals. This study aims to critically analyze the key features, implementation strategies, and practical implications of the Turkish Century Maarif Model within the context of global frameworks such as the OECD 2030 Learning Compass and the Sustainable Development Goals. Using qualitative research design, the study employed document analysis and thematic content analysis to examine official policy papers, national education reports, and peer-reviewed literature published between 2018 and 2024. Findings indicate that while the reform promotes innovation, digital literacy, and student-centered pedagogy, several systemic barriers persist. These include inadequate teacher training, regional disparities in educational infrastructure, and misalignment between assessment systems and new pedagogical goals. Bridging the gap between policy and practice requires inclusive teacher professional development programs, equitable investment in digital infrastructure, and a restructured assessment framework that supports competency-based learning.

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