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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.
Arjuna Subject : -
Articles 336 Documents
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Integrating Islamic Values into Natural Science Education to Foster Environmental Awareness: A Systematic Literature Review Saputro, Anip Dwi; Erwahyudin, Devid Dwi; Laksana, Sigit Dwi; Rois, Adib Khusnul
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.v15i2.17182

Abstract

Natural science education plays a critical role in shaping students’ understanding of the natural world and their responsibility toward environmental sustainability. Within faith-informed educational contexts, science learning is increasingly viewed not only as an empirical endeavor but also as a medium for ethical and spiritual reflection. This study aims to synthesise existing research on the integration of Islamic values into natural science education in fostering environmental awareness among elementary school students through a Systematic Literature Review guided by the PRISMA 2020 framework. Relevant studies published between 2018 and 2024 were systematically identified, screened, and analysed using a thematic synthesis approach. The findings indicate that the integration of Islamic ethical principles, including stewardship, responsibility, balance, and care for cleanliness, is consistently associated with enhanced environmental awareness at cognitive, affective, and spiritual levels. Integrated thematic learning, contextual instruction grounded in Qur’anic reflection, and experiential activities are widely reported as supportive pedagogical strategies. This review contributes a consolidated conceptual reference for values-informed science education and highlights directions for future empirical research on sustainable environmental learning in primary education contexts.
Integrating Character Education Elementary Mathematics: A Systematic Review of Values, Pedagogical Strategies and Moral Outcomes Musthofa, Bisri; Khafidz, Hasanah Abd; Rakhmawati, Intan Aulia; Sunoko, Ahmad
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.v15i2.17296

Abstract

While character education is widely promoted in elementary curricula, mathematics remains largely conceptualized as a value-neutral domain. Existing studies tend to focus on instructional tools rather than explaining how moral values are formed through mathematical learning processes. This conceptual systematic review synthesizes empirical studies indexed in Scopus and SINTA (2010–2025) to examine the underlying mechanisms through which character education is integrated into elementary mathematics. Using a PRISMA-guided selection and theory-informed synthesis, nine high-quality studies were analyzed. The review identifies recurring patterns of value representation, engagement, reflection, and internalization across narrative, cultural, and contextual pedagogies. Based on this synthesis, the study proposes the Mathematics–Character Integration Mechanism (MCIM) as a conceptual framework explaining how mathematics functions as a moral learning domain. This framework contributes to theoretical advancement by shifting the discourse from instructional techniques to mechanism-based character formation, with implications for curriculum design, teacher education, and future empirical research.
Elementary Teachers’ Perceptions, Readiness, and Challenges in Using Interactive Deep Learning–STEM-PBL Modules Oktaviana, Winda; Abdurrahman, Abdurrahman; Yulianti, Dwi
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.
Enhancing Elementary Students’ Learning Interest Through AI-Driven Canva Learning Tools: Evidence from a Pre-Experimental Study Nurjanah, Lisa Umi; Sutomo, Moh; Mu'alimin, Mu'alimin; Ezginci, Halil Yavuz
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 Kholida, Siti; Niam, Syamsun; Qomar, Mujamil; 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.
Cognitive Scaffolding and Faith-Based Digital Literacy: Integrating Advanced Organizer and YouTube in Islamic Moral Education Rahmawati, Mutia; Mahdiyah, Mahdiyah; Nisa, Zahratun; Sabirin, Muhamad; Mof, Yahya
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.

Page 34 of 34 | Total Record : 336

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