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M. Irfan Islamy
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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 245 Documents
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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
The Use of Artificial Intelligence in Learning: Primary School and Prospective Teachers' Perceptions Wafa, Alfian Fawaidil; Kesuma, Dany Wijaya
Madrasah: Jurnal Pendidikan dan Pembelajaran Dasar Vol 18, No 1 (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.v18i1.37216

Abstract

This research was conducted to analyze exactly how teachers and prospective elementary school teachers perceive the use of Artificial Intelligence (AI) in the learning process. This research aims to be a means of recommending the implementation of optimal use of AI at the primary education level. This study uses a quantitative approach with a descriptive research design through a survey method. Data were taken from 46 respondents of teachers and prospective elementary school teachers in the city of Malang who were selected using voluntary sampling techniques. Descriptive statistical analysis shows that, in general, respondents gave predominantly positive responses to AI integration, with average perception scores ranging from 19.17 to 21.46, indicating a tendency to agree. Key findings reveal a perception paradox: on the one hand, 73.9% of teachers believe AI can improve teaching effectiveness through personalisation and administrative efficiency; on the other hand, there is significant concern (69.6% agree) that AI has the potential to reduce essential social interaction between teachers and students. In addition, the main obstacles identified are the lack of teacher literacy and limited technological infrastructure in schools. Therefore, this study recommends the need for structured professional training and improved digital infrastructure as prerequisites for balancing the functional benefits of AI with the maintenance of the humanistic pedagogical role of teachers in primary schools.
Developing TaRL Audio Strategies Integrated with Bima Local Wisdom for Visual Impairment Students Ilyas, Ilyas; Ahyar, Ahyar; Nofaizzi, Mafrur Udif; Syarifudin, Syarifudin; Hakim, Arif Rahman; Muslim, Muslim
Madrasah: Jurnal Pendidikan dan Pembelajaran Dasar Vol 18, No 1 (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.v18i1.37049

Abstract

Listening literacy is a fundamental skill that plays a crucial role in the cognitive development and communication skills of blind students. For blind students, listening literacy is the primary means of learning and understanding various social and cultural contexts in their environment. Their reliance on hearing makes audio media a crucial learning instrument. However, the availability of appropriate audio learning media for blind students is still very limited. In Bima, there is no audio media for children's stories containing Bima local wisdom for learning for blind students. Consequently, the Research and Development Agency of the Ministry of Education and Culture noted that more than 60% of blind elementary school students have not been able to achieve the minimum standard in listening skills for audio-based narrative and descriptive texts. This study aims to produce audio media for children's stories based on Teaching at the Right Level (TaRL) containing the Bima local wisdom of Ngaha Aina Ngoho as a means of improving listening literacy for blind students. The method used is the 4D development model (define, design, develop, disseminate). The define stage reveals the limitations of contextual media that suit students' needs. In the design stage, a story script was prepared with three levels of difficulty based on the results of the TaRL assessment. The development stage showed validation results from six experts with an average score of 90.7% (very feasible category), and a limited trial on five students obtained an average N-Gain of 0.67 (medium-high category). In the dissemination stage, the media received a positive response from teachers because it was considered practical, relevant, and interesting. This audio media for children's stories containing the local wisdom of Bima Ngaha Aina Ngoho will certainly be very useful as a learning medium for blind students in listening literacy.
Exploring Elementary School Learning Models in Madura in Fostering Religious Moderation Literacy and Emotional Maturity Sutrisno, Tri; Suprapto, Nadi; Mariana, Neni; Widodo, Wahono
Madrasah: Jurnal Pendidikan dan Pembelajaran Dasar Vol 18, No 1 (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.v18i1.39133

Abstract

This study aims to analyze the actual conditions of instructional practices, levels of religious moderation literacy, and emotional maturity among students of Madrasah Ibtidaiyah in Sumenep Regency. A mixed-methods approach was employed, integrating descriptive–exploratory qualitative methods with quantitative survey data. Data were collected through interviews, observations, questionnaires, and documentation across five Madrasah Ibtidaiyah representing both mainland and island regions. The findings indicate that learning practices in Sumenep have adopted the principles of Contextual Teaching and Learning (CTL) and local wisdom–based approaches; however, these practices remain predominantly focused on cognitive and socio-cultural aspects, with limited emphasis on the affective domain. This condition is reflected in the average scores of religious moderation literacy (2.41) and emotional maturity (2.57) on a four-point scale, suggesting that students’ understanding of tolerance and self-regulation is still largely conceptual and has not yet reached the stage of behavioral internalization. Madurese cultural values such as tengka’ (mutual respect) and bhâghus (politeness) demonstrate strong potential as reflective learning resources to strengthen students’ moderate character and emotional stability. These findings highlight the need for the development of an integrative learning model based on local wisdom that systematically integrates cognitive, affective, and social dimensions through stages of value orientation, exploration, collaborative learning, positive behavioral modeling, and reflective evaluation. Such a model is expected to foster a generation that is knowledgeable, empathetic, and characterized by moderate attitudes in accordance with the socio-cultural context of Sumenep. This study remains exploratory in nature and has not yet reached the effectiveness testing stage; therefore, further comprehensive research with more rigorous quantitative analysis is required.

Page 25 of 25 | Total Record : 245

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