At-Thullab : Jurnal Pendidikan Guru Madrasah Ibtidaiyah

Integration of Islamic Moderation Values in Islamic Education Curriculum as an Effort to Prevent Radicalism Early on

Moch Sya'roni Hasan — 2024-09-14

This research aims to describe the integration of Islamic moderation values in the Islamic Religious Education (PAI) curriculum at Madrasah Ibtidaiyah (MI) Bahrul Ulum Nataan Gedongboyo Untung Lamongan as an effort to prevent early radicalization. The research method used is a qualitative approach with case studies, collecting data through in-depth interviews, participant observation, and document analysis. The research results show that MI Bahrul Ulum has made systematic efforts to integrate the values of tawassuth (moderate), tawazun (balanced), and tasamuh (tolerant) in the PAI learning process. Innovations such as developing an Islamic Moderation Concept Map and using active learning methods and group discussions have increased students' understanding of diversity and tolerance. However, challenges such as limited appropriate learning resources and resistance from some parents need to be overcome. This research contributes to developing a moderation-oriented PAI curriculum model, emphasizes the importance of education in preventing radicalization, and enriches scientific knowledge in anti-radicalization education. These findings can be used as a reference for other educational institutions in developing curricula aligning with Islamic moderation values.

Science Creativity Assessment Instruments in the Merdeka Curriculum in Elementary Schools

Rahyu Setiani — 2024-09-14

This research is motivated by the alignment between the learning objectives of Natural Sciences (IPA) and the Merdeka curriculum, one of which is to develop student creativity. Therefore, it is necessary to prepare an assessment instrument that can measure student creativity, including creative thinking skills. This research aims to determine whether the assessment instrument to measure creative thinking skills is feasible to use or not. In this research, the approach employed is Research and Development (R&D). The development research method follows the Borg and Gall model. The data collection method uses a questionnaire that is given to validators. The validation sheet is the instrument used. Content validity is the method used for data analysis. The test instrument's validity was high, with Aiken's V score of 0.82, surpassing the 0.800 threshold for high validity. This makes the instrument reliable for assessing students' creative thinking skills. It is suitable for use in elementary schools to evaluate higher-order thinking and creativity. The implications are that the instrument can be applied in elementary schools to assess student learning outcomes at the level of higher-order thinking skills, particularly related to creativity. Guildford's indicators—Fluency, Flexibility, Originality, Elaboration, and Redefinition—offer a comprehensive creativity assessment. Fluency (3 questions) measures idea quantity. Flexibility (2 questions) assesses adaptability to different perspectives. Originality (5 questions) evaluates the uniqueness of ideas. Elaboration (3 questions) examines idea detail. Redefinition (2 questions) measures perspective shifts. All questions are valid, ensuring accurate and thorough creativity evaluation.

Primary School Strategies in Optimising Self-Reflection Activities in Merdeka Curriculum

Kiki Fatmawati — 2024-09-22

Merdeka Curriculum emphasises student-centred learning, providing flexibility to adapt the curriculum to local needs and student characteristics. One important component of this approach is the integration of self-reflection activities. However, the implementation of self-reflection in the Merdeka Curriculum at the primary level still faces various challenges. Not all schools are able to optimise self-reflection activities effectively and integrated in the daily learning process. this study aims to explore the strategies used by elementary schools in optimising self-reflection activities in the Merdeka Curriculum. In this study, researchers used a qualitative method using several data collection techniques, namely observation, interviews and documentation. The data sources in this study focused on principals and teachers. The data analysis technique uses Miles and Huberman. The findings of this study are the strategies carried out from the aspect of teacher self-reflection in the form of questions contained in the form of experience notes, self-reports, autobiographies, journals, diaries, peer reflection in the form of discussing, observing and reflecting on the learning process, reflection by the principal in the form of holding discussions, providing trigger questions and observations to directly observe the learning process and reflection by students by giving questionnaires and direct questions.

The Jarimatika Method in Improving Multiplication Calculation Skills in Mathematics for Elementary School Students

Lilis Lestari — 2024-09-22

This research aims to explain the effectiveness of the jarimatika method in improving the multiplication skills of second-grade students in mathematics at SDI Al Hadad Kedungjambe Singgahan Tuban. This study is classified as qualitative research. Data collection techniques include observation, interviews, and documentation. The research results show that the jarimatika method can improve student learning outcomes in multiplication material. The application of the Jarimatika method in the second grade at SDI Al Hadad Kedungjambe Singgahan Tuban shows that implementing the Jarimatika method significantly improves various aspects of mathematics learning. There is an increase in student active participation from 45% to 85%, multiplication accuracy rising from 50% to 90%, calculation speed with the average time to complete multiplication problems reduced from 10 minutes to 5 minutes, and student confidence rising from 40% to 80%. Additionally, the number of students achieving the Minimum Competency Criteria (KKM) significantly increased after applying this method. Inhibiting factors include students being noisy, often chatting, and lacking understanding. Supporting factors include the ease and practicality of using the jarimatika method and the teacher’s ability to effectively manage and condition the class.

Developing a Multiliteracy Learning Model Based on Malangan Masks to Enhance Cultural Literacy and Global Diversity in Elementary Students

Rika Mellyaning Khoiriya — 2024-10-15

Abstract: This study aims to develop a multiliteracy learning model based on Topeng Malangan literature to improve literacy culture and global diversity attitude in grade IV elementary school students. This study used the ADDIE research and development method, which involved fourth-grade students at SDN Talangagung 2 Kepanjen. Data were collected through expert validation, student and teacher responses, observation, and literacy skills tests. The results showed the model's effectiveness in improving students' literacy skills with a high level of interest (80-92.3%) and understanding of the material (84.6-86.67%). The model also successfully developed students' global diversity attitudes, with 80-92.3% reporting increased knowledge. Expert validation covering readability, material suitability, and learning aspects in elementary schools showed excellent results with scores of 90.90%, 88.33%, and 86.42%, respectively. The learning model received excellent effectiveness ratings, with 91.40% and 92.47% in the two classes studied. This research contributes significantly to developing innovative and contextualized Indonesian language learning strategies at the primary school level by integrating local wisdom and multiliteracy approaches to improve literacy skills and cultural understanding.