At-Thullab : Jurnal Pendidikan Guru Madrasah Ibtidaiyah

At-Thullab : Jurnal Pendidikan Guru Madrasah Ibtidaiyah https://journalfai.unisla.ac.id/index.php/at-thulab <table class="data" width="100%" bgcolor="#f0f0f0"> <tbody> <tr valign="top"> <td width="20%">Journal title</td> <td width="80%">AT-THULLAB : Jurnal Pendidikan Guru Madrasah Ibtidaiyah</td> </tr> <tr valign="top"> <td width="20%">Initials</td> <td width="80%">ATL</td> </tr> <tr valign="top"> <td width="20%">Grade</td> <td width="80%"><a title="Sertifikat Akreditasi" href="https://sinta.kemdikbud.go.id/journals/profile/7457" target="_blank" rel="noopener">Sinta 3</a></td> </tr> <tr valign="top"> <td width="20%">Frequency</td> <td width="80%">Two issues per year (April and September)</td> </tr> <tr valign="top"> <td width="20%">DOI</td> <td width="80%"> <a id="pub-id::doi" href="https://demo.kuliahkomputer.com/index.php/at-thulab">doi.org/10.30736</a></td> </tr> <tr valign="top"> <td width="20%">Print ISSN</td> <td width="80%"><a href="https://portal.issn.org/resource/ISSN/2579-6259" target="_blank" rel="noopener">2579-6259</a></td> </tr> <tr valign="top"> <td width="20%">Online ISSN</td> <td width="80%"><a title="E-ISSN AT THULAB" href="https://portal.issn.org/resource/ISSN/2621-895X" target="_blank" rel="noopener">2621-895X</a></td> </tr> <tr valign="top"> <td width="20%">Editor-in-chief</td> <td width="80%"><a href="https://scholar.google.com/citations?user=kOJzBB0AAAAJ&hl=en&oi=ao" target="_blank" rel="noopener">Silviana Nur Faizah</a> </td> </tr> <tr valign="top"> <td width="20%">Man. Editor</td> <td width="80%">-</td> </tr> <tr valign="top"> <td width="20%">Publisher</td> <td width="80%">Pendidikan Guru Madrasah Ibtidaiyah, <a href="https://unisla.ac.id/" target="_blank" rel="noopener">Universitas Islam Lamongan</a></td> </tr> <tr valign="top"> <td width="20%">Cite Analysis</td> <td width="80%"><a href="https://scholar.google.com/citations?hl=id&user=R-l5MakAAAAJ&authuser=1" target="_blank" rel="noopener">Google Scholar</a></td> </tr> <tr valign="top"> <td width="20%">Indexing</td> <td width="80%"><a title="Sinta" href="https://sinta.kemdikbud.go.id/journals/profile/7457" target="_blank" rel="noopener">SINTA </a>| <a href="https://moraref.kemenag.go.id/archives/journal/98810827380900400" target="_blank" rel="noopener">Moraref</a> |<a href="https://scholar.google.com/citations?hl=id&user=R-l5MakAAAAJ&authuser=1" target="_blank" rel="noopener">Google Scholar</a> | <a title="Garuda" href="https://garuda.kemdikbud.go.id/journal/view/18662" target="_blank" rel="noopener">Garuda </a>| <a href="https://search.crossref.org/?q=https%3A%2F%2Fdoi.org%2F10.30736%2Fat-thullab" target="_blank" rel="noopener">Crossref |</a><a href="https://onesearch.id/Search/Results?lookfor=At-Thullab+%3A+Jurnal+Pendidikan+Guru+Madrasah+Ibtidaiyah&type=AllFields&filter%5B%5D=format%3A%22Journal%22&limit=20&sort=relevance" target="_blank" rel="noopener">Onesearch</a> |<a href="https://app.dimensions.ai/discover/publication?search_mode=content&search_text=At-Thullab%20Jurnal%20pendidikan%20guru%20madrasah%20ibtidaiyah&search_type=kws&search_field=full_search&and_facet_source_title=jour.1390938" target="_blank" rel="noopener">Dimensions </a> </td> </tr> </tbody> </table> At-Thullab: Jurnal Pendidikan Guru Madrasah Ibtidaiyah is an international, open-access, peer-reviewed journal on critical elementary education studies. Investigated the dynamics of learning students at State Elementary Education/ Islamic Elementary Education (SD/MI). Besides focusing on the development of teaching in elementary education/ Islamic elementary education (SD/MI), The focus and scope of At-Thullab: Jurnal Pendidikan Guru Madrasah Ibtidaiyah is: Curriculum Development in State Elementary Education/ Islamic Elementary Education (SD/MI), Learning Mathematics, Science, Social Studies, Civics, English, Indonesian, Islamic Education, Art, and Local content in State Elementary Education/ Islamic Elementary Education (SD/MI), Media and Instructional Technologies in State Elementary Education/ Islamic Elementary Education (SD/MI), Learning Strategies in State Elementary Education/ Islamic Elementary Education (SD/MI), Teacher Competence in State Elementary Education/ Islamic Elementary Education (SD/MI), Assessment in State Elementary Education/ Islamic Elementary Education (SD/MI), Neuro Psycholinguistics for Children in State Elementary Education/ Islamic Elementary Education (SD/MI). This journal is published every April and September by <a href="https://unisla.ac.id/" target="_blank" rel="noopener">Universitas Islam Lamongan</a><a href="http://iainsalatiga.ac.id/web/" target="_blank" rel="noopener">,</a> Indonesia, and accredited by the Indonesian Ministry of Research, Technology and Higher Education (RistekDikti) of the Republic of Indonesia in SINTA (Achieving SINTA 3) since May 15, 2024. The recognition was published in the Director Decree <a href="https://drive.google.com/file/d/1O0h3BS3txovhc4uNjOEyB2qpNQ4D_QNy/view?usp=drive_link" target="_blank" rel="noopener">(SK No. 72/E/KPT/2024)</a> and is effective until 2027. Universitas Islam Lamongan en-US At-Thullab : Jurnal Pendidikan Guru Madrasah Ibtidaiyah 2579-6259 Authors who publish with this journal agree to the following terms: The journal allow the authors to hold the copyright without restrictions and allow the authors to retain publishing rights without restrictions. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a <a href="http://creativecommons.org/licenses/by-sa/4.0/" target="_blank" rel="license noopener">Creative Commons Attribution-ShareAlike 4.0 International License</a>. that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See <a href="http://opcit.eprints.org/oacitation-biblio.html" target="_new">The Effect of Open Access</a>). The journal allows third parties (readers, researchers, and others) to share and adapt the material in line with the license. In addition, the material must be given appropriate credit, provided with a link to the license, and indicate if changes were made. If authors remix, transform, or build upon the material, they must distribute their contributions under the same license as the original. The Effect of Using PhET Simulation Media on Fifth Grade Students' Learning Outcomes on Electric Materials https://journalfai.unisla.ac.id/index.php/at-thulab/article/view/2440 This study aims to describe the implementation of Natural and Social Science learning using PhET simulation media and to examine its effect on students’ learning outcomes. The research adopts a quantitative approach with a pre-experimental design, employing a one-group pretest–posttest model. The participants consisted of 26 students, and data were collected through teacher and student activity observation sheets, as well as pretest and posttest assessments. The findings indicate that the use of PhET simulation media in teaching electricity was highly effective, with teacher and student activity scores averaging 97.5% and 92.3%, respectively. The mean pretest score was 51.15, which increased to 84.23 in the posttest. Because the data were not normally distributed, the Wilcoxon test was applied, yielding a significance value of 0.000 (< 0.05). These results demonstrate a statistically significant difference between pretest and posttest scores, suggesting that PhET simulation media can significantly enhance student learning outcomes in Natural and Social Science instruction. Dea Rizky Annisa Setria Utama Rizal Muhammad Syabrina Copyright (c) 2025 Dea Rizky Annisa, Setria Utama Rizal, Muhammad Syabrina https://creativecommons.org/licenses/by-sa/4.0 2025-10-06 2025-10-06 9 2 156 168 10.30736/atl.v9i2.2440 Project-Based Learning in Science Learning: A Philosophical Perspective of Realism in Madrasah Ibtidaiyah https://journalfai.unisla.ac.id/index.php/at-thulab/article/view/2414 The philosophy of realism in education emphasizes direct experience and observation of concrete phenomena as the foundation of knowledge. This principle aligns closely with Project-based Learning (PjBL), which engages students in authentic tasks to solve real-world problems. This study analyzes the application of PjBL in grade 5 Natural Science learning at a Madrasah Ibtidaiyah in Yogyakarta and identifies factors influencing its implementation. Using a descriptive qualitative approach, which includes observation, interviews, and documentation, the findings reveal that PjBL reflects the principles of realism, as students construct knowledge through active participation and direct interaction with real phenomena. Teachers implemented PjBL through six stages, culminating in a project to create a simple lung model. This activity enabled students to understand the respiratory system through empirical observation, rather than memorization, by examining their breathing patterns before and after engaging in physical activity. PjBL enhanced conceptual understanding, practical skills, critical thinking, and creativity. High student engagement, teacher creativity, and institutional support facilitated implementation, while time limitations, scarce resources, and limited teacher knowledge presented challenges. Khoiru Mutiya Maemonah Maemonah Nyangfah Nisa Septiana Copyright (c) 2025 Khoiru Mutiya, Maemonah, Nyangfah Nisa Septiana https://creativecommons.org/licenses/by-sa/4.0 2025-10-06 2025-10-06 9 2 169 180 10.30736/atl.v9i2.2414 The Effect of the Problem Based Learning Model on Critical Thinking Skills in Indonesian Language Learning for Grade IV Students https://journalfai.unisla.ac.id/index.php/at-thulab/article/view/2601 This research aims to investigate the application of the Problem-Based Learning (PBL) model and its impact on the critical thinking abilities of fourth-grade students. A mixed-method design was employed, utilizing a quasi-experimental one-group pretest-posttest format. Data were gathered through interviews, observations, questionnaires, documentation, and critical thinking assessments. Data analysis followed a Sequential Exploratory strategy, beginning with the collection of qualitative data and subsequently proceeding to quantitative analysis. The implementation of PBL was conducted in six structured sessions, which included icebreakers, group discussions, text analysis, sentence construction, story writing, and presentations. Results showed that PBL enhanced students' participation, motivation, self-confidence, and critical thinking skills, particularly in identifying problems, analyzing information, drawing logical conclusions, evaluating solutions, and communicating ideas. Quantitatively, the average pre-test score of 61.87 increased to 71.13 in the post-test, with a significant difference (t = -6.038; p < 0.05). Therefore, PBL positively influenced learning outcomes and fostered critical, creative, communicative, and collaborative competencies in language learning. Pratiwi Viyanti Moh Faiz Shofi Evi Wiyanti Copyright (c) 2025 Pratiwi Viyanti, Moh. Faiz Shofi, Evi Wiyanti https://creativecommons.org/licenses/by-sa/4.0 2025-10-06 2025-10-06 9 2 181 197 10.30736/atl.v9i2.2601 Ethical Perceptions of Madrasah Ibtidaiyah Teacher Candidates Toward the Utilization of Artificial Intelligence Technology in Academic Contexts https://journalfai.unisla.ac.id/index.php/at-thulab/article/view/2408 This study examines the ethical perceptions of Madrasah Ibtidaiyah teacher candidates regarding the use of AI in academic work, focusing on their views on academic integrity, attribution, and responsible AI practices. The research aligns these perceptions with ethical frameworks, including utilitarianism, deontology, virtue ethics, and Moral Foundation Theory (MFT). A mixed-methods Explanatory Sequential Design was employed, starting with a survey of 62 teacher candidates from UIN Malang, followed by qualitative interviews with 11 participants. The study found that AI was primarily used for assignments and coursework, with most candidates viewing AI use positively, provided clear ethical guidelines were in place. Ethical perceptions aligned with MFT’s core moral foundations—care/harm, authority/respect, and justice/fraud—as well as with utilitarian, deontological, and virtue ethics. A significant concern was the absence of formal AI policies, causing uncertainty. This study emphasizes the importance of integrating AI ethics guidelines into teacher education programs, with a focus on responsible AI use, paraphrasing techniques, and verification of AI output. Further research is needed to assess the development and impact of AI policies in teacher education, ensuring that academic integrity is maintained. Sigit Priatmoko Tsaniyah Nafi’ah Ananta Sauny Febrianti Aini Copyright (c) 2025 Sigit Priatmoko, Tsaniyah Nafi’ah, Sauny Ananta, Aini Febrianti https://creativecommons.org/licenses/by-sa/4.0 2025-10-06 2025-10-06 9 2 198 215 10.30736/atl.v9i2.2408