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MAGISTRA: Media Pengembangan Ilmu Pendidikan Dasar dan Keislaman
Published by Universitas Wahid Hasyim Semarang
ISSN : 20872305     EISSN : 26152282     DOI : -
Core Subject : Education,
Education
MAGISTRA: Media Pengembangan Ilmu Pendidikan Dasar dan Keislaman — ISSN (print) 2087-2305. diterbitkan oleh Pusat Kajian dan Pengembangan Ilmu-ilmu Keislaman (PKPI2) Fakultas Agama Islam Universitas Wahid Hasyim Semarang sebagai media pengembangan kajian tentang ilmu-ilmu pendidikan dasar (Madrasah Ibtidaiyah dan Sekolah Dasar) dan Keislaman.
Arjuna Subject : -
Articles 129 Documents
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The Use of Eliciting Activities Model to Improve Mathematical Representation Ability and Self-Efficacy in Elementary Schools Rohim, Nur; Waluyo, St Budi; Noviyanti, Mery
MAGISTRA: Media Pengembangan Ilmu Pendidikan Dasar dan Keislaman Vol. 16 No. 2 (2025): December | Magistra - Media Pengembangan Ilmu Pendidikan dan Keislaman
Publisher : Universitas Wahid Hasyim Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31942/mgs.v16i2.12746

Abstract

This study aims to determine improvements in mathematical representation ability and self-efficacy in ratio material among fifth-grade elementary school students using Model-Eliciting Activities (MEAs). This research employs a mixed-method approach with a quasi-experimental nonequivalent control group design. The experimental group received treatment using Model-Eliciting Activities (MEAs), while the control group was taught using conventional learning methods. Data collection techniques in this study included tests, questionnaires, documentation, observation, and interviews. Data analysis consisted of descriptive statistics, prerequisite tests, and final hypothesis testing (T-test, Z-test, mean difference test, and gain test). The results of this study indicate that Model-Eliciting Activities (MEAs) have a significant effect on the mathematical representation ability of fifth-grade students in the Sultan Agung cluster in the ratio material. This is demonstrated by the analysis results using the paired sample t-test, which produced a t-value (t_calculated) greater than the t-table value (13.047 > 2.145). Model-Eliciting Activities (MEAs) are effective in improving students’ mathematical representation ability, as shown by the independent sample t-test results, where t_calculated was greater than the t-table value (2.52 > 2.048). There is a significant difference in self-efficacy between students who received MEA-based learning and those who received conventional learning. The analysis using the independent samples t-test showed that the t-calculated values for self-efficacy were 2.935, 2.522, 2.699, and 2.871 for the magnitude, strength, and generality dimensions, respectively. Given that the t-table value was 2.048, it can be concluded that the t-calculated values for the self-efficacy questionnaire results in the experimental and control classes, across the dimensions of magnitude, strength, and generality, were greater than the t-table value.
The Nabawiyah-based Character Education and Pancasila Values in The Moral Development of SKIS Students Nugraha, Saka Mahardika Oktav; Supriyanto, Supriyanto; Ambarsari, Arum; Septiono, Aris
MAGISTRA: Media Pengembangan Ilmu Pendidikan Dasar dan Keislaman Vol. 16 No. 2 (2025): December | Magistra - Media Pengembangan Ilmu Pendidikan dan Keislaman
Publisher : Universitas Wahid Hasyim Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31942/mgs.v16i2.14699

Abstract

This study explores the integration of Nabawiyah character education values with the principles of Pancasila in shaping students’ moral character at Sekolah Karakter Imam Syafi’i (SKIS). Using a qualitative phenomenological approach, this research involved interviews, observations, and documentation with school principals, character teachers, students, and parents. The results reveal that SKIS implements the values of 'faith, learning, and creation' as the core of character development, which aligns with Pancasila’s values of belief in God, humanity, and social justice. The study concludes that Nabawiyah character education reinforces national identity and moral integrity, emphasizing that moral education rooted in prophetic traditions and Pancasila values can produce learners who are spiritually grounded, intellectually critical, and socially responsible.
Integration of Ecotheology Literacy Games Through Deep Learning to Increase Environmental Awareness for Students in IPAS Learning Martanti, Fitria; Maskur, Maskur
MAGISTRA: Media Pengembangan Ilmu Pendidikan Dasar dan Keislaman Vol. 16 No. 2 (2025): December | Magistra - Media Pengembangan Ilmu Pendidikan dan Keislaman
Publisher : Universitas Wahid Hasyim Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31942/mgs.v16i2.14978

Abstract

This study aims to analyze the use of ecotheology literacy games through in-depth learning to increase environmental awareness among students in science subjects at Medani State Elementary School. The method used in this study is qualitative, with a case study design. Data collection was conducted through participatory observation, in-depth interviews, and document analysis. The results of the study show that the use of ecotheology literacy games can increase student involvement, strengthen understanding of ecological concepts, and encourage the internalization of environmental care values. Of the 16 students involved, as many as 15 demonstrated excellent ecological awareness, as evidenced by behavioral changes, critical reflections, and concrete actions taken to maintain cleanliness and preserve the school environment. The deep learning approach helps students connect in-game experiences to everyday life, fostering more meaningful ecological understanding and attitudes. Thus, the integration of ecotheology literacy games into social studies learning has proven to be an innovative pedagogical strategy that is both relevant and appropriate for strengthening environmental education from an early age.
Qolbil Qur’an: Internalization of Quranic Values in Strengthening Students’ Religious Character at MI Terpadu Al Falah Fahmi, Ahmad Nurul; Alnashr, M. Sofyan; Munif, Miftakhul
MAGISTRA: Media Pengembangan Ilmu Pendidikan Dasar dan Keislaman Vol. 16 No. 2 (2025): December | Magistra - Media Pengembangan Ilmu Pendidikan dan Keislaman
Publisher : Universitas Wahid Hasyim Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31942/mgs.v16i2.14980

Abstract

Moral degradation among elementary school students underscores the urgent need for character education models that transcend mere cognitive instruction toward systematic value habituation. This study analyzes the social construction of religious character through the “Qolbil Qur’an” program at MI Terpadu Al Falah, which uniquely adapts traditional Sufistic values (thoriqoh) into a primary school curriculum. Employing a qualitative case study design, data were analyzed using Peter L. Berger’s Social Construction theory (externalization, objectivation, internalization) integrated with Thomas Lickona’s character framework. The findings reveal a dialectical process: Externalization is evident in the founder’s vision of transforming spiritual traditions into a child-friendly pedagogical program. Objectivation occurs through the institutionalization of morning routines, the sanctity of the Qolbil Qur’an booklet, and teacher modeling. Crucially, the internalization process exhibits a distinct dynamic: while deep cognitive understanding (moral knowing) poses challenges due to rote memorization, strong value internalization occurs through the affective-habituation pathway (unconscious habituation). Consequently, students manifest profound moral character, as evidenced by respectful etiquette, disciplined worship, and emotional stability. The study concludes that structured Qur’anic habituation serves as an effective social mechanism for character building, offering a strategic model for contextualizing spiritual traditions within modern education.
Developing Artsteps-based Song Media to Make It Easier for Madrasah Ibtidaiyyah Students to Memorize Arabic Zahra, Namiratuz; Sutikno, Putri Yanuarita
MAGISTRA: Media Pengembangan Ilmu Pendidikan Dasar dan Keislaman Vol. 16 No. 2 (2025): December | Magistra - Media Pengembangan Ilmu Pendidikan dan Keislaman
Publisher : Universitas Wahid Hasyim Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31942/mgs.v16i2.15011

Abstract

Arabic language learning in Islamic Elementary Schools (MI) still faces various obstacles in improving students’ abilities, especially in memorizing vocabulary. This condition demands innovation in learning media that effectively supports the Arabic memorization process. This study aims to develop Artsteps-based song media to facilitate MI students’ memorization of Arabic. This study uses the Research and Development (R&D) method, which includes the stages of analysis, design, development, implementation, and evaluation. The development of learning media is designed to combine audio song elements and videos on the Artsteps platform for a fun, contextual learning experience. The study’s results indicate that validation rates of 92.75% by material experts and 92.33% by media experts are suitable for use. In addition, the pretest and posttest data yielded an average n-Gain of 0.76 in the high category. Therefore, based on the study’s results, it can be concluded that the development of Artsteps-based song media is effective in facilitating MI students’ memorization of Arabic.
Teachers’ Spiritual Competence as The Foundation for Holistic Guidance of Children with Special Needs in Inclusive Madrasah Ibtidaiyyah Nurmala, Umi Ivayatuz Zulva; Aulia, Putri; Husna, Rafiqotul; Herry, Izzati Ramadhani
MAGISTRA: Media Pengembangan Ilmu Pendidikan Dasar dan Keislaman Vol. 16 No. 2 (2025): December | Magistra - Media Pengembangan Ilmu Pendidikan dan Keislaman
Publisher : Universitas Wahid Hasyim Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31942/mgs.v16i2.15014

Abstract

This study aims to analyze the role of teachers' spiritual competence as the foundation for implementing inclusive education in Islamic elementary schools (Madrasah Ibtidaiyah) through a qualitative library research approach. Data were collected from 48 scholarly works, reduced to 12 core sources, and analyzed using content and conceptual analysis. The findings reveal that teachers' spirituality serves as a moral, reflective, and emotional force guiding inclusive practices. Drawing on Spiritual Intelligence Theory and Inclusive Pedagogy, the study shows that spiritually intelligent teachers demonstrate empathy, patience, and moral commitment toward student diversity. The integration of these theories formulates an Islamic Inclusive Pedagogy paradigm that combines tauhidic, compassionate (rahmah), and just (adl) values in teaching. It concludes that Islamic spirituality–based inclusion fosters a holistic education model that nurtures empathy, justice, and human dignity.
English Language Teaching in Islamic Primary Education under Cambodia’s MoEYS Curriculum Himawati, Ulya; Rinjani, Ersila Devy; Yakin, El; Husna, Muhammad Ahsanul
MAGISTRA: Media Pengembangan Ilmu Pendidikan Dasar dan Keislaman Vol. 16 No. 2 (2025): December | Magistra - Media Pengembangan Ilmu Pendidikan dan Keislaman
Publisher : Universitas Wahid Hasyim Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31942/mgs.v16i2.15120

Abstract

This study examines English language teaching practices in Islamic primary education under Cambodia’s national curriculum, regulated by the Ministry of Education, Youth and Sport (MoEYS). Conducted in an Islamic primary school within a Muslim-minority context, the study addresses the gap between national curriculum policy and classroom practice. Employing a descriptive qualitative research design, data were collected through classroom observations, semi-structured interviews with school leaders and English teachers, and document analysis. The findings reveal that while English instruction generally aligns with national curriculum objectives, teachers actively adapt teaching materials, classroom strategies, and learning contexts to ensure cultural and religious appropriateness. Islamic values are implicitly integrated through teacher modeling and interaction patterns rather than through explicit religious instruction. From a policy implementation perspective, the findings demonstrate a clear gap between policy as intended and policy as implemented, with teachers functioning as key mediators who exercise professional discretion in enacting curriculum policy. This study contributes empirical insights into English language teaching in Islamic primary education within a secular national system. It highlights the importance of teacher agency in bridging policy demands and faith-based educational contexts.
Digital Phonics Ecosystem: Implementation of a Digital Learning Environment to Improve Reading Literacy in Madrasah Ibtidaiyah Students Muhammad Mushfi El Iq Bali; Arini Ayati Robby
MAGISTRA: Media Pengembangan Ilmu Pendidikan Dasar dan Keislaman Vol. 17 No. 1 (2026): June | MAGISTRA: Media Pengembangan Ilmu Pendidikan Dasar dan Keislaman
Publisher : Universitas Wahid Hasyim Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31942/mgs.v17i1.15547

Abstract

The development of digital technology demands innovation in reading instruction at Madrasah Ibtidaiyah, as conventional methods often cause students to become bored quickly and lack active engagement. The low reading ability at Madrasah Ibtidaiyah Nurul Mun’im indicates the need for an interactive and contextual digital phonics ecosystem solution. This study aims to describe the implementation of the Digital Phonics Ecosystem assisted by Wordwall media in early reading learning, analyzing its contribution to improving student literacy. The research method used was descriptive qualitative with a case study type, while the data collection techniques included observation of learning activities, interviews with teachers, photo documentation, and early reading tests to measure students’ time efficiency and accuracy. The research steps included mapping the initial learning conditions, designing phonics-based Wordwall media, implementation in grade II, and analysis of student learning outcomes. The results showed a significant improvement in early reading skills marked by a decrease in the average reading time from 10 minutes to 6 minutes and all students being able to answer questions correctly. The findings also showed student enthusiasm and collaboration during learning, while the researcher’s assistance played a role in ensuring the use of digital media and the teacher’s role in adjusting strategies to student abilities. The success of the Digital Phonics Ecosystem depends not only on technology but also on the synergy between teacher guidance and researcher support. This study affirms the potential of the Digital Phonics Ecosystem as an interactive and contextual digital-based phonics learning model to improve reading literacy in Madrasah Ibtidaiyah.
Beyond Mastery: Evaluating Students’ English Writing Achievement Based on Minimum Mastery Criteria in an Islamic Elementary School Nelly Khoirina; Widhiyanto Widhiyanto
MAGISTRA: Media Pengembangan Ilmu Pendidikan Dasar dan Keislaman Vol. 17 No. 1 (2026): June | MAGISTRA: Media Pengembangan Ilmu Pendidikan Dasar dan Keislaman
Publisher : Universitas Wahid Hasyim Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31942/mgs.v17i1.15562

Abstract

This study evaluates students’ English writing achievement based on Minimum Mastery Criteria (Kriteria Ketuntasan Minimal/KKM) in an Indonesian Islamic elementary school. The study addresses the need to critically examine whether students’ attainment of mastery criteria reflects actual writing competence among young learners. Employing a quantitative descriptive evaluation design, the study involved 22 second-grade students whose writing scores were collected through classroom-based assessment records. Data were analyzed using descriptive statistical techniques, including mean score calculation, score distribution analysis, and mastery percentage evaluation. The findings reveal that all students achieved the Minimum Mastery Criteria of 75, resulting in a 100% mastery rate with a mean score of 87.36. However, further analysis demonstrates variation in achievement levels, with students distributed across minimum, moderate, and high achievement categories. These findings indicate that although all students met the established mastery threshold, writing competence remained differentiated across learners. The study concludes that KKM-based evaluation is useful for measuring baseline achievement but should not be interpreted as a comprehensive indicator of writing proficiency. Therefore, teachers are encouraged to complement mastery-based assessment with broader evaluation approaches to capture more complex dimensions of students’ writing development.

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