Auladuna: Jurnal Prodi Pendidikan Guru Madrasah Ibtidaiyah

The Effect of Team Games Tournament Cooperative Learning Model with Snakes and Ladders Media on Critical Thinking Skills of Elementary School Students

Tazqya Ulayya — 2026-04-04

Critical thinking is a fundamental 21st-century competency that enables students to analyze, evaluate, and synthesize information rather than passively absorbing knowledge. In elementary education, the development of critical thinking skills remains a persistent challenge, particularly in Indonesian primary schools where teacher-centered instructional approaches continue to dominate classroom practice. This study investigates the effect of the Team Games Tournament (TGT) cooperative learning model, integrated with snakes and ladders media, on the critical thinking skills of fourth-grade elementary school students in Aceh, Indonesia. Using a pre-experimental one-group pretest-posttest design, 20 fourth-grade students were selected as the sample through total sampling. Data were collected through descriptive essay tests aligned with critical thinking indicators, including analysis, problem-solving, and drawing conclusions. The research instrument demonstrated a high reliability coefficient of 0.982. Results showed that students' mean score increased from 60.75 (pretest) to 71.65 (posttest). A paired samples t-test yielded a t-value of -108.214 with a significance level of 0.000 (p < 0.05), indicating a statistically significant improvement. Findings suggest that the integration of TGT cooperative learning with game-based media effectively enhances critical thinking development among elementary students. This study contributes to the limited body of research on game-integrated cooperative learning models targeting critical thinking in primary education contexts

Character Formation of Students Through The Habituation of Congregational Dhuha Prayer at Madrasah Ibtidaiyah

Afifi Ramadhani — 2026-04-04

This study examines character education at Madrasah Ibtidaiyah, with a focus on congregational dhuha prayer as a vehicle for moral formation among students. Character education plays a central role in cultivating students' integrity, discipline, and sense of responsibility. While devotional practices are widely regarded as effective in instilling Islamic values, empirical studies specifically addressing congregational dhuha prayer as a means of character formation in private madrasah ibtidaiyah remain scarce, warranting closer investigation. This research employs a qualitative case study approach. Data were gathered through observation, in-depth interviews, and document review. Research subjects included the madrasah principal, teachers, and students. Data analysis followed Miles and Huberman's interactive model, consisting of three iterative stages: data reduction, data display, and conclusion drawing. The findings reveal that the routine practice of congregational dhuha prayer, conducted every Friday, positively shaped students' character in four key areas: (1) strengthening religious values and piety; (2) fostering discipline and responsibility; (3) nurturing a sense of togetherness and social awareness; and (4) establishing sustainable positive habits. This program is reinforced by teachers' active role as moral exemplars, a conducive madrasah environment, and the collective engagement of the entire school community. Theoretically, this study enriches the existing body of knowledge on worship-based character education at the madrasah ibtidaiyah level. Practically, the findings offer actionable guidance for other madrasas seeking to develop structured and sustainable character-building programs

Implementing Differentiated Learning in Inclusive Classrooms at Islamic Elementary Schools

Asrorudin Asrorudin — 2026-04-04

This study aims to analyze the implementation of differentiated instruction in inclusive classrooms at Madrasah Ibtidaiyah, and to identify the supporting and inhibiting factors influencing its implementation. The research employed a qualitative approach using a descriptive case study design. The research participants included classroom teachers of grades II, III, and V, the school principal, and students with special educational needs. Data were collected through classroom observations, semi-structured interviews, and document analysis, and were analyzed using the interactive model of Miles and Huberman, involving data reduction, data display, and conclusion drawing. Data validity was ensured through source triangulation, technique triangulation, and member checking. The findings reveal that differentiated instruction was implemented through adjustments in content, process, product, and learning environment. Teachers simplified learning materials for slow learners, provided concise and step-by-step instructions for students with ADHD, and offered alternative task formats for students with anxiety disorders. Differentiation was also reflected in flexible grouping, scaffolding strategies, positive reinforcement, modified assessment standards, and flexible time allocation. Supporting factors included teachers’ commitment, active communication with parents, and an inclusive school culture. Meanwhile, limitations in supporting facilities and the absence of permanent special assistant teachers were identified as inhibiting factors. The study concludes that differentiated instruction serves as an effective pedagogical strategy to promote participatory and adaptive inclusive education in Islamic elementary schools.

Weekend-Based Qur'anic Recitation Training: A Model for Improving Tilawah Skills in Elementary Students

Muzdalipah Muzdalipah — 2026-04-06

This study aims to describe the implementation of the weekend bertilawah program and analyze its contribution to improving the Qur'an recitation skills of students. This study used a qualitative, case study approach. Data were collected through observation, interviews, and documentation, then analyzed using data reduction, data presentation, and conclusion drawing techniques. The results indicate that the weekend bertilawah program was implemented in a structured manner, utilizing weekends as a more intensive learning space. The learning strategies implemented included direct examples, repeated practice, and personalized guidance tailored to the students' ability levels. This program has been proven to improve Qur'an recitation skills, including tajweed accuracy, clarity of pronunciation, voice quality, and rhythmic mastery. Furthermore, the program also contributed to increasing students' confidence in reciting Qur'anic verses. The program's success was supported by a conducive learning environment, the active role of instructors, and student enthusiasm. However, several obstacles were encountered, such as time constraints, differences in ability among students, and inconsistent attendance. Overall, the weekend bertilawah program is considered effective as a learning alternative for continuously improving Quran recitation skills

Digital Learning Transformation in Indonesian Elementary Schools: Development Trends, Implementation Challenges, and Future Opportunities (SLR 2021-2025)

Putri Maharani — 2026-04-08

Examining digital literacy-based learning trends, obstacles, and possibilities in Indonesian primary schools is the goal of this study. To choose pertinent literature, the Systematic Literature Review (SLR) approach was employed, adhering to the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) protocol criteria. The publications examined, which were published between 2021 and 2025, concentrated on the use of technology and teacher pedagogy in creating digital learning for primary school pupils. The literature search was carried out using published or expired papers having rankings 1 and 2 in the Scopus and Sinta indexes. Twenty-seven final data sets meet the inclusion criteria. The articles discussed the use of digital media such as digital storybooks, Wordwall, Canva, Quizizz, comics, and digital modules, as well as digital application development. The article discussed how pedagogical skills can improve the design of more effective digital learning. The synthesis of findings showed that teachers' pedagogical skills, supporting infrastructure, and the use of visual, interactive, and flexible digital media can improve student motivation and learning outcomes. The success of implementing digital literacy-based learning is greatly influenced by teacher readiness, digital literacy, and infrastructure support. Therefore, this research implies the need for a contextual, sustainable approach supported by adaptive education policies to effectively integrate digital literacy into elementary school learning.

The Epistemological Gap In The Madrasah Ibtidaiyah Fikih Curriculum: An Analysis Of KMA 183/2019 Through The Lens Of Pesantren Scholarly Tradition

Faisol Hakim — 2026-04-16

Curriculum studies on Islamic Religious Education (PAI) at the Madrasah Ibtidaiyah (MI) level have focused predominantly on pedagogical methods and content sequencing. The epistemological foundations of the curriculum have received comparatively little critical attention. This study examines the epistemological alignment between KMA 183/2019 the Fikih curriculum for MI and the scholarly knowledge tradition of the Indonesian pesantren, with the aim of identifying structural gaps and their practical implications for Fikih learning at the primary level. A mixed qualitative design combining document analysis and systematic literature review (SLR) was employed. Framework analysis was applied to all 96 Fikih competency standards (KD) across grades I–VI, coded against three epistemological criteria derived from the pesantren scholarly tradition: sanad-based transmission authority, maṣlaḥah orientation, and moral-cognitive integration (adab). The SLR reviewed 38 peer-reviewed sources on pesantren epistemology and MI curriculum (2019–2025). Three structural gaps were identified: teacher authority is constituted administratively rather than through intellectual lineage; 78% of KD are cognitively oriented without explicit social-benefit aims; and Fikih and Akidah-Akhlak are structurally disconnected despite their epistemological interdependence in the pesantren tradition. These gaps are structural rather than incidental, with direct implications for teacher professional development, curriculum revision, and classroom practice in MI Fikih education

Enhancing Student Learning Outcomes Through the Power of Two Cooperative Learning Model Assisted by Interactive Media in Elementary School Indonesian Language Instruction

Nailul Amna — 2026-05-02

The quality of learning outcomes in Indonesian language education at the elementary level remains a persistent challenge, particularly in the domain of reading comprehension. This study investigates the effectiveness of the Power of Two cooperative learning model supported by interactive digital media in improving student learning outcomes in Indonesian language instruction. Employing a Classroom Action Research (CAR) design based on the Kemmis and McTaggart cyclical model, the study was conducted over two cycles with 22 fourth-grade students at an Islamic elementary school in Banda Aceh, Indonesia. Data were collected through structured observation sheets and end-of-cycle achievement tests, then analyzed using descriptive quantitative techniques. Results demonstrated substantial gains across all measured dimensions: teacher activity scores improved from 70.31% (adequate) to 89% (good), student activity scores rose from 65.62% to 86.40%, and overall learning mastery advanced from 54.54% in Cycle I to 81.81% in Cycle II. The average student score increased from 66.81 to 83.63, surpassing the minimum mastery threshold of 75. These findings confirm that integrating the Power of Two model with interactive media creates a more engaging, collaborative, and effective learning environment. The study contributes to the growing body of evidence supporting cooperative and technology-enhanced learning strategies in early formal education, with implications for curriculum design and pedagogical innovation across diverse school settings.

The Effectiveness of Project-Based Learning Model on the Problem-Solving Ability of Flat Shapes of Grade 3 Elementary School Students

Khurin In Ratnasari — 2026-07-01

Students’ mathematical problem-solving skills regarding plane figures remain relatively low, primarily due to the use of conventional teaching methods that tend to be teacher-centered and focused on rote memorization. This situation results in students being unable to relate mathematical concepts to real-world situations and experiencing difficulties in solving problem-based questions. Therefore, an innovative, student-centered learning model is needed; one such model is Project-Based Learning (PjBL), which emphasizes active student engagement through contextual and collaborative projects. This study aims to analyze the effectiveness of implementing the PjBL model on the problem-solving skills of fourth-grade students in the geometry unit at MIMA 26 Al-Falah Sumberejo Ambulu Jember during the 2025/2026 academic year. This study employs a quantitative approach with a pretest-posttest design. Data collection techniques include observation, interviews, questionnaires, tests, and documentation. Data analysis was conducted using descriptive and inferential statistics, with a Paired T-Test performed using SPSS. The results indicate a significant improvement in students’ problem-solving skills following the implementation of PjBL, with a significance level of 0.000 < 0.05. This indicates a significant difference between pretest and posttest results. Additionally, interview and observation findings suggest that PjBL enhances students’ collaboration, communication, and active participation in learning. The discussion indicates that the PjBL model is effective in improving students’ ability to understand problems, implement solutions, and evaluate the validity of those solutions. Project-based learning encourages students to think critically, work collaboratively, and reflect on their work. Thus, PjBL has proven to be an effective learning model for enhancing elementary school students’ mathematical problem-solving skills.

The Influence of the Internalization of Moderate Islamic Values Based on Ahlussunnah wal Jama'ah (Aswaja) on Students' Religious Attitudes

Ida Rahmawati — 2026-07-15

This study aims to examine the effect of internalizing moderate Islamic values based on Ahlus Sunnah wal Jama’ah (Aswaja) on the religious attitudes of students at SDN Pondokrejo 3. A quantitative explanatory approach was employed, involving 155 students selected through simple random sampling. Data were collected using a five-point Likert-scale questionnaire measuring the internalization of Aswaja values (tawassuth, tawazun, tasamuh, and i‘tidal) and students’ religious attitudes. The data were analyzed using descriptive statistics and simple linear regression. The results indicate that both the level of internalization of moderate Islamic values based on Aswaja and students’ religious attitudes fall within the high category. Inferential analysis reveals that the internalization of moderate Islamic values based on Aswaja has a positive and significant effect on students’ religious attitudes, with a coefficient of determination of 40%. These findings suggest that higher levels of internalized Aswaja values are associated with more moderate, inclusive, and balanced religious attitudes among students. This study underscores the importance of strengthening Islamic education grounded in Aswaja values as an effective strategy for promoting religious moderation in elementary school education.

Social Studies Instruction as A Means Of Instilling Tolerance in Students : Teachers’ Strategies in Elementary Madrasah

Siti Faizatul Ilma — 2026-08-17

As a diverse nation, Indonesia requires its citizens to embody a spirit of tolerance. This applies across the board, including students, who are a vital part of the nation. As teachers, we are tasked with incorporating real-life values into our lessons. Strengthening students’ tolerant character requires effective strategies. One strategy that can be employed is through the Social Studies curriculum. Thus, the objectives of this study are: first, to determine the strategies teachers use to instill the value of tolerance; second, to examine how the value of tolerance is implemented in Social Studies instruction; and third, to identify the obstacles teachers face in instilling the value of tolerance. This study employed a qualitative approach using a case study design. Data were collected through interviews and documentation. The Miles and Huberman model was used for data analysis, involving data reduction, data presentation, and drawing conclusions. The results of the study indicate that: first, the strategies used by teachers include modeling positive behavior, fostering habits, and applying teaching methods that involve active student participation. Second, the implementation methods used in social studies instruction include various activities that provide students with hands-on experiences, such as group discussions, question-and-answer sessions, collaborative work, classroom duty, and fostering the 3S culture smiling, greeting, and saying hello. Third, the obstacles faced by teachers in instilling the value of tolerance include internal factors such as students who struggle to respect differing opinions, are selective about whom they collaborate with, and engage in teasing behavior that triggers conflicts as well as external factors such as student personality, family environment, and peer groups. This research offers several benefits. Theoretically, it enriches the study of strategies teachers use to instill a tolerant character through social studies instruction in Madrasah Ibtidaiyah. Practically, it can serve as a reference for developing social studies instruction that goes beyond mere knowledge to become an effective vehicle for shaping students’ tolerant character, thereby supporting the creation of a harmonious learning environment amid existing diversity.