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M. Irfan Islamy
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Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri UIN Maulana Malik Ibrahim Malang Jalan Gajayana 50 Malang 65144, Jawa Timur, Indonesia Telp/Fax: +62341-552398 Email: madrasah@uin-malang.ac.id
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Madrasah: Jurnal Pendidikan dan Pembelajaran Dasar
Published by Universitas Islam Negeri Maulana Malik Ibrahim Malang
ISSN : 19795599     EISSN : 2502194X     DOI : 10.1886
Core Subject : Education,
Education
Madrasah: Jurnal Pendidikan dan Pembelajaran Dasar is a journal published by Laboratorium Journal FITK UIN Malang, published twice a year in the June and December periods as a vehicle for scholarly communication in primary education and learning. Editors invite experts and academics to contribute texts, both in the form of conceptual ideas, application of theories, the results of educational research and teaching of elementary school, and literature review that is in line with the fundamental disciplines of education and learning. Focus and scope of Madrasah: Jurnal Pendidikan dan Pembelajaran Dasar is Development, and Design of Learning on Madrasah/Elementary school, Learning Strategy on Madrasah/Elementary school, Learning Evaluation on Madrasah/Elementary school, Education Management of Madrasah/Elementary school, Inclusive Education on Madrasah/Elementary school, Integration and interconnection based research on Madrasah/Elementary school, Teachers professionalism on Madrasah/Elementary school, Information and digital technology on Madrasah/Elementary school, and other relevant topics on the focus of Madrasah/Elementary school. The manuscript that loaded is the original manuscript and has never published with a maximum minimum of 20% similarity check
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 4 Documents
 1 
Search results for , issue "Vol 17, No 2 (2025): Madrasah: Jurnal Pendidikan dan Pembelajaran Dasar" : 4 Documents clear
The Dynamics of the Students Asistensi Mengajar Program on Madrasah Ibtidaiyah in Malang Raya Ali, Nur; Mukhlis, Sinthya Ziyadaturrahma; Kamila, Nayyifa Farah; Sa’idah, Anisa Wahdatus; Huda, Miftahul
Madrasah: Jurnal Pendidikan dan Pembelajaran Dasar Vol 17, No 2 (2025): Madrasah: Jurnal Pendidikan dan Pembelajaran Dasar
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/mad.v17i2.31705

Abstract

The Educational Institutions and Teacher Training Institutions (Lembaga Pendidik dan Tenaga Kependidikan—LPTK) are perceived as lacking innovation in developing educational and teaching practices aimed at producing professional and character-driven teachers. It aligns with new findings indicating the lack of professionalism among teachers, as evidenced by violations of the teachers' code of ethics. Moral and ethical breaches are also frequently reported in schools. The leadership of LPTK has responded to this phenomenon by introducing programs that integrate and synergize teaching theories and practices, including implementing best practices, such as the Asistensi Mengajar (AM) program. This evaluative research examines the educational and teaching internships at Madrasah Ibtidaiyah across Malang Raya. It aims to enhance the quality of prospective teachers, ensuring they are professional and character-driven. Interviews, observations, and document analysis revealed that supervising teachers highly evaluate the competencies of AM students from the PGMI (Primary School Teacher Education) program at FITK UIN Malang. However, weaknesses remain in the area of developing teaching modules. School principals also provided positive assessments, noting that students generally exceeded expectations. Nonetheless, issues like lack of discipline in completing final assignments and adhering to school working hours were highlighted. Internal factors remain a significant obstacle. This study recommends that the management of the AM program conduct evaluations and introduce innovations in its management development.
Improving Children’s Short Story Writing Skills Through the BUHAR (Diary) Programme in Grade V Elementary School Idammatussilmi, Idammatussilmi; Wahyuningsih, Effi; Ifadah, Luluk
Madrasah: Jurnal Pendidikan dan Pembelajaran Dasar Vol 17, No 2 (2025): Madrasah: Jurnal Pendidikan dan Pembelajaran Dasar
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/mad.v17i2.17324

Abstract

Short story is one of the literary works that is poorly understood by students. This is due to the lack of ability of students in expressing ideas and composing sentences into a paragraph. The purpose of this study was to determine the improvement of children's short story writing skills through the BUHAR programme. This research is action research that applies the Kemis Taggart model which consists of planning, action, observation and reflection. The research data included quantitative data obtained through questionnaires and written tests whose results were analysed through SPSS. While qualitative data obtained through observation, interviews (teachers, students, guardians), journals analysed by data reduction, data presentation, and conclusion drawing. The results showed that the application of the BUHAR programme helped improve children's short story writing skills. This was achieved through several indicators that appeared in each cycle. These indicators include improvements in several ways: (1) the average score on each component of writing children's short stories, namely 45 in the initial test to 60.4 (post-test 1), and 78.3 (post-test 2); (2) the assessment category from ("sufficient") to ("good"); (3) the increase in learning outcomes from 0.28 (cycle 1) and 0.61 (cycle 2); (4) the number of existing students (100%) experienced an increase in the skill of writing children's short stories; (5) Increased motivation of students as seen from their participation and positive response during the BUHAR programme.
Ethnomatematics in Mathematics Learning in Primary Schools: A Systematic Literature Review Nurhaswinda, Nurhaswinda; Nusantara, Toto; Masfufah, Aynin
Madrasah: Jurnal Pendidikan dan Pembelajaran Dasar Vol 17, No 2 (2025): Madrasah: Jurnal Pendidikan dan Pembelajaran Dasar
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/mad.v17i2.24551

Abstract

The culture that develops in society can be used as material for mathematics learning in elementary schools. This scientific paper was written using the Systematic Literature Review (SLR) methodology. SLR is a method for identifying, reviewing, and summarizing multiple studies on a specific topic. The reviewed articles include a total of 210 articles on ethnomathematics in elementary school mathematics education, collected from the Perpusnas database, Publish or Perish, Google Scholar, and Scopus over the past 10 years. For the SLR, 4 articles were used. The results of the literature review indicate that ethnomathematics is a discipline that can be applied in mathematics education in elementary schools. This is evidenced by research showing that ethnic mathematics can improve students' skills in the learning process, especially for children in elementary schools. Many cultural variations can be represented in ethnomathematics, such as traditional games, building structures, cuisine, and traditional activities found in villages. By integrating ethnomathematics into mathematics education in elementary schools, it is hoped that students can develop a deeper understanding of mathematics, strengthen their cultural identity, and appreciate cultural diversity.Keywords. Etnomatematika, Matematika, Sekolah Dasar
The Genre-Based Pedagogical Approach in Indonesian Language Learning at Elementary Schools: Enhancing Reading Literacy Skills Rohmawati, Aulia; Fauziyah, Giska Eny; Yunaini, Elsa Nenty
Madrasah: Jurnal Pendidikan dan Pembelajaran Dasar Vol 17, No 2 (2025): Madrasah: Jurnal Pendidikan dan Pembelajaran Dasar
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/mad.v17i2.34081

Abstract

The Indonesian Language subject plays a vital role in developing students' reading literacy, encompassing language skills such as reading, writing, speaking, and listening. Language proficiency serves as the main foundation of literacy, which involves text comprehension and social practices that support lifelong learning. With strong literacy skills, individuals can critically evaluate information and use it appropriately. In the Kurikulum Merdeka (Independent Curriculum), Indonesian language learning emphasizes the pedagogy genre approach, which focuses on understanding and producing various types of texts according to their communicative purposes. This approach helps students understand the structure and function of language in different contexts, enabling them to develop literacy skills in a more contextual and meaningful way. This article aims to explore in greater depth how the pedagogy genre approach is implemented in Indonesian language learning at elementary and Islamic elementary schools (SD/MI), examine its effectiveness in enhancing students' literacy skills, and identify the challenges faced in its implementation. The research employs both qualitative and quantitative methods. Data were collected through literature studies, field observations, interviews, questionnaires, and analysis of literacy skills through pre-tests and post-tests. The results were analyzed descriptively and quantitatively to gain a comprehensive understanding of the effectiveness of this approach as well as the challenges in its implementation. The findings show that the application of the pedagogy genre approach successfully improved students' reading literacy skills. There was an increase in the number of students in the proficient category from 4 to 14 out of 27 students. Additionally, the number of students in the special intervention category decreased from 8 to 2. Although the improvement was not drastic, it demonstrated a positive impact. This situation reveals several challenges that need to be addressed to optimize the implementation of the pedagogy genre approach. These include the limited availability of reading materials, low student engagement and participation, limited instructional time, low interest and reading habits, and difficulties in assessing learning processes. These challenges should serve as evaluation points to better achieve the goals of the pedagogy genre approach in improving students' literacy and language skills.Keywords: Pedagogy Genre; Literacy Skills; Indonesian Language Learning

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