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INDONESIA
JIP: Jurnal Ilmiah PGMI
Published by Universitas Islam Negeri Raden Fatah Palembang
ISSN : -     EISSN : 25274589     DOI : -
Core Subject : Education,
Education
Jurnal ini fokus dalam kajian hasil penelitian pada Pendidikan Guru Madrasah Ibtidaiyah, kemudian jurnal ini juga menerima artikel kajian/analisis yang berkaitan dengan anak madrasah ibtidaiyah atau sekolah dasar.
Arjuna Subject : -
Articles 207 Documents
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Enhancing Elementary School Students’ Understanding of the Nature of Science and their Environmental Awareness through Ethnoscience-Based E-Worksheets Wulan Octi Pratiwi; Ulfah Umurohmi; Winda Cicilia
JIP Jurnal Ilmiah PGMI Vol 11 No 2 (2025): JIP (Jurnal Ilmiah PGMI)
Publisher : Program Studi Pendidikan Guru Madrasah Ibtidaiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/jip.v11i2.30366

Abstract

The Nature of Science (NoS) and Environmental Awareness (EA) are fundamental components in fostering scientific thinking and responsible environmental behavior. However, previous studies indicate that elementary students’ understanding of both aspects remains low. Science instruction in schools often emphasizes memorization, and existing worksheets are generally conventional and lack integration of ethnoscience, connecting cultural practices with scientific concepts. This gap highlights the need for culturally relevant digital learning materials. The novelty of the study lies in the development and evaluation of a validated ethnoscience-based E-Worksheet designed to enhance students’ NoS and EA through contextualized and meaningful learning experiences. The study analyzed the effect of E-Worksheet on elementary students in Bandar Lampung, following expert validation. Data were obtained from 30 purposively selected students whose schools implemented the E-Worksheet, meeting the minimum sample requirements for the Structural Equation Modeling–Partial Least Squares (SEM-PLS) analysis conducted using SmartPLS 4. The analysis obtained an R² value of 0.778, indicating that the ethnoscience-based E-Worksheet simultaneously affects students’ NoS and EA. These findings demonstrate that validated ethnoscience-integrated digital worksheets can effectively strengthen scientific reasoning and environmental responsibility in elementary education, emphasizing the importance of incorporating culturally relevant digital materials into science learning. The findings were supported by validated NoS and EA questionnaires developed through literature review and expert judgment.
The Implementation of Deep Learning as an Effort to Realize Transformative Education in Elementary School Noptario; Alia Latifah; M. Ferry Irawan; Abd Razak Zakaria
JIP Jurnal Ilmiah PGMI Vol 11 No 2 (2025): JIP (Jurnal Ilmiah PGMI)
Publisher : Program Studi Pendidikan Guru Madrasah Ibtidaiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/jip.v11i2.30386

Abstract

Twenty-first century education demands learning approaches that cultivate students’ critical, reflective, and adaptive thinking skills to respond to rapid changes in society. Although deep learning has been widely promoted as a strategy to support transformative education, many elementary schools in Indonesia still rely on conventional, teacher-centered methods, leading to limited student engagement, shallow understanding, and minimal opportunities for reflection and inquiry. This gap between the expected transformative learning practices and the realities of classroom implementation provides an opportunity to investigate how deep learning can be applied effectively at the primary level. This study aimed to explore the implementation of a deep learning system in elementary education and examine its contribution to realizing transformative learning. The research employed a qualitative descriptive design with data collected through interviews, observations, and documentation at SD Negeri 46 Pagaralam, South Sumatra Province. The participants consisted of teachers and students directly involved in deep learning practices. The findings show that deep learning was implemented through five strategies. These strategies foster active engagement, higher-order thinking, and the development of human values such as empathy, ethics, and social responsibility. The study concludes that deep learning not only enhances the quality of the learning process but also contributes significantly to students’ cognitive and character transformation. The implications highlight the importance of teacher training, flexible curriculum, and technological support to sustain deep learning implementation in elementary schools.
Development of a Minangkabau Culture-based e-LKPD to Enhance Cultural and Civic Literacy: An ADDIE Approach in Social Science Study at Elementary School Rendy Nugraha Frasandy; Mesi Julina Putri; Nyangfah Nisa Septiana; Exsaris Januar; Rovika Meisya
JIP Jurnal Ilmiah PGMI Vol 11 No 2 (2025): JIP (Jurnal Ilmiah PGMI)
Publisher : Program Studi Pendidikan Guru Madrasah Ibtidaiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/jip.v11i2.31182

Abstract

The purpose of this study was to develop teaching materials in the form of e-LKPD for Natural and Social Science (IPAS) subjects  containing Minangkabau culture through project–based learning for cultural and citizenship literacy that is valid, practical and effective. The research was conducted at Khaira Ummah Islamic Elementary School, Padang. The subjects in this study were 3 validators, one teacher and 28 fourth–grade students. This study applied research and development with an ADDIE model. The instruments used were validity and practicality questionnaires and effectiveness test questions. The results of the study showed that the validity was very high with a score of 92%, with a material feasibility percentage of 93%, language feasibility of 91% and media feasibility of 92%. The product practicality test was 84% in the very practical category. Meanwhile, the effectiveness test was in the effective state with an average score of 70.17%  medium category. In educational practice, the developed e-LKPD can serve as a model for integrating local culture into learning materials to support the achievement of SDG 4 (Quality Education) and to promote character education based on cultural values. Teachers can utilize the e-LKPD as a learning innovation that bridges local cultural wisdom with modern learning approaches, particularly project-based learning.
Development of a Diagnostic Assessment Model based on the EWS (Early Warning System) Approach to Support Student Academic Performance in Elementary School Sarbudin; Mei Indra Jayanti; Syamfia; Umar
JIP Jurnal Ilmiah PGMI Vol 11 No 2 (2025): JIP (Jurnal Ilmiah PGMI)
Publisher : Program Studi Pendidikan Guru Madrasah Ibtidaiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/jip.v11i2.31282

Abstract

This research was conducted to produce a diagnostic assessment instrument using an EWS (Early Warning System) approach that is able to detect early learning problems in students accurately and comprehensively and to assess their impact on the academic performance of elementary school students. The research method used is research and development (R&D) using the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model. The research subjects were fifth-grade students in three elementary schools in Bima City. Data were collected using cognitive and non-cognitive diagnostic assessment instruments based on an EWS approach as well as student academic performance assessment instruments. Research data analysis was carried out by testing the validity of the diagnostic assessment model using descriptive statistics and multiple regression tests to determine the effect of the assessment model with the help of Jamovi software. The results of the validity test showed that the EWS-based diagnostic assessment model was found to be very feasible based on the analysis by two validators (learning evaluation experts and elementary education experts) with the characteristics of the assessment model, namely comprehensive, preventive, and solution-oriented. The implementation of this assessment facilitates teachers in making informed decisions regarding learning strategies and specific interventions needed by students based on the results of cognitive and non-cognitive diagnoses. Statistical test results showed a significance value (p-value) <0.001, indicating a significant effect of the EWS-based diagnostic assessment model on student academic performance, with an effect size (R2) of 63.7% of the variation in student academic performance scores.
An Evaluation Study of the Merdeka Curriculum Lesson Plan in Islamic Elementary School Erdiyanti; Kharis Sulaiman Hasri; Ahmad Hilmi; Yeni Wulandari
JIP Jurnal Ilmiah PGMI Vol 11 No 2 (2025): JIP (Jurnal Ilmiah PGMI)
Publisher : Program Studi Pendidikan Guru Madrasah Ibtidaiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/jip.v11i2.31373

Abstract

Many experts have conducted studies on lesson plans, but research evaluating the Merdeka Curriculum lesson plan using Stake theory is still limited. This study examined teachers’ understanding of the Merdeka Curriculum lesson plan, the process of developing it, and the teaching module documents they created. Using a qualitative descriptive approach, data were collected through observation, interviews, and documentation at State Islamic Elementary School (MIN) 2 Konawe Selatan. The participants consisted of two teachers and one principal. Data validity was tested using time and technique triangulation. Data analysis techniques followed the Miles and Huberman procedure, which consists of three stages: data reduction, data presentation, and conclusion drawing. The results showed that teachers have a deep understanding of the Merdeka Curriculum. They used the ATM (Observe, Imitate, Modify) approach in creating lesson plans and adapting them to the local context. However, improvements were still needed in the use of technology and learning media. Most of the prepared learning module documents met the established standards, although some components still need improvement. The implications of this study highlight the importance of teacher training and competency development, as well as educational policies that support the use of technology in lesson planning. These findings provide valuable insights for improving the quality of education in Indonesia, particularly in the implementation of the Merdeka Curriculum.
The Effectiveness of STEM-Based Project-Based Learning (PjBL) Model in Improving Elementary School Students' Science Learning Outcomes Rahma Diani; Yuberti; Ida Fiteriani; Renita Lestari; Mega Aria Monica
JIP Jurnal Ilmiah PGMI Vol 11 No 2 (2025): JIP (Jurnal Ilmiah PGMI)
Publisher : Program Studi Pendidikan Guru Madrasah Ibtidaiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/jip.v11i2.31511

Abstract

This study aims to determine the effectiveness of the STEM-based project-based learning (PjBL) model in improving students' basic science learning outcomes. The study was conducted at MIS Darul Huda Campang Jaya, Bandar Lampung. This study employed a quantitative method with a quasi-experimental design, specifically the pretest and posttest control group design. The sample consisted of 78 students, divided equally into an experimental class (39 students) and a control class (39 students), selected via simple random sampling. The research instrument was a 20-item multiple-choice science achievement test, which was validated by two science education experts and one science teacher. The validity of each test item was analyzed using Pearson Product-Moment Correlation, while reliability testing using Cronbach's Alpha obtained a coefficient of 0.86, indicating high reliability. Data analysis techniques included normality testing with the Kolmogorov–Smirnov test, homogeneity testing with Levene's Test, and hypothesis testing with the independent-samples t-test. The results showed that the significance value of 0.000 < 0.05 indicated a significant difference in students' science learning outcomes between the experimental and control classes. The findings confirmed that implementing the STEM-based PjBL model effectively improved conceptual understanding, critical thinking, and collaboration skills through contextual, hands-on learning experiences. Therefore, this model can be recommended as an innovative approach to enhancing 21st-century competencies in elementary school science learning.
Implementation of Differentiated Instruction Strategies for Students’ Learning Motivation in Islamic Elementary School Tutut Handayani; Ines Tasya Jadidah; Utami Milyarta Lestari; Trisna Liza; Muhammad Raihan Alfarizi; Anis Malik Toha; Yani Pratiwi; Leny Marlina
JIP Jurnal Ilmiah PGMI Vol 11 No 2 (2025): JIP (Jurnal Ilmiah PGMI)
Publisher : Program Studi Pendidikan Guru Madrasah Ibtidaiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/jip.v11i2.31593

Abstract

This study aimed to analyze the strategies used by Islamic Education teachers in managing differentiated learning and its impacts on students’ learning motivation at Az-Zahra Islamic Elementary School, Palembang. Using a qualitative case study design, the research involved six Islamic Religious Education (IRE) teachers and students from grades 1 to 6. Data were analyzed using Miles, Huberman, and Saldana’s interactive model, which consists of three cyclical stages: data reduction, data display, and conclusion drawing/verification. This model was selected because it enables continuous interaction between the researcher and the data, allowing emerging patterns to be refined throughout the analysis process. The findings revealed that IRE teachers implemented differentiated learning through four main strategies: differentiation of content, process, product, and learning environment, each aligned with diagnostic assessment results. Teachers adapted instructional materials to address students’ diverse needs, designed varied learning activities, and developed lesson plans, modules, worksheets, and assessments that accommodated individual differences. The learning environment was also extended beyond the classroom through outdoor and experiential activities that reduced fatigue and enhanced engagement. Collectively, these practices fostered an inclusive and student-centered atmosphere that enhanced intrinsic motivation, active participation, perseverance, and self-confidence. Furthermore, the results indicated a significant overall improvement in students’ learning motivation, as reflected in their enthusiasm during class activities, willingness to ask questions, and independent efforts to understand the material beyond classroom sessions.

Page 21 of 21 | Total Record : 207

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