Jurnal al Muta'aliyah: Pendidikan Guru Madrasah Ibtidaiyah

Implementation of Affective Assessment of Students' Social and Spiritual Attitudes in Learning Evaluation at Elementary Madrasah

Diah Pahmasari Harahap, Ala Mudin Haqi, Eni Wahyuliani, Shaleh Shaleh — Wed, 01 Jul 2026 00:00:00 +0800

Affective assessment plays an important role in character development among students in Madrasah Ibtidaiyah, particularly in fostering social and spiritual attitudes. However, its implementation continues to face various challenges in educational practice. This study aims to explore teachers’ experiences in designing, implementing, and reflecting on affective assessment of students’ social and spiritual attitudes. A qualitative approach with a phenomenological design was employed to investigate teachers’ lived experiences as practitioners of educational evaluation. Participants were Madrasah Ibtidaiyah classroom teachers selected purposively based on their teaching experience and involvement in attitude assessment. Data were collected through in-depth interviews, participant observation, and documentation, and were analyzed using phenomenological procedures. The findings indicate that teachers perceive affective assessment as an integral component of character education. Nevertheless, its implementation remains largely dependent on subjective observation and is constrained by limited time and administrative workload. Social attitudes are relatively easier to assess because they are externally observable, whereas spiritual attitudes are more difficult to evaluate due to their internal and contextual nature. The study concludes that affective assessment requires strengthened pedagogical competence and the development of more authentic, systematic, and sustainable assessment instruments to capture students’ value internalization more comprehensively.

A Comparison of Conventional Assessment and Kahoot-Based Assessment Scores on the Topic of Changes in the States of Matter Among Fourth-Grade Madrasah Ibtidaiyah Students

Puspadenty Arningtyas Anggraeny — Wed, 01 Jul 2026 00:00:00 +0800

This study compares the assessment results of fourth-grade students of MIU Jabalul Khoir 2 Purwodadi on the material of Changes in the State of Objects between conventional assessment (paper-written test) and assessment based on the Kahoot application. Using a mixed methods approach with a sequential explanatory design, the study involved 30 fourth-grade students as research subjects. Quantitative data were collected through test scores of both instruments, while qualitative data were obtained from interviews and observations. Data integration was carried out through triangulation at the interpretation stage, where qualitative findings were used to explain the differences in scores between the two methods. The analysis results showed a significant difference in average scores, with an average Kahoot score of 78.4 compared to the conventional assessment of 71.2. The paired t-test produced a sig. 0.032 (p < 0.05). Qualitative findings revealed that motivational factors, test anxiety, and interface conditions influenced differences in student performance. This study recommends the integration of Kahoot as a formative assessment instrument in Islamic elementary schools, with a note on the need to adapt to the limitations of technological infrastructure.

Transformation of Madrasahs in Indonesia: A Historical Study of Curriculum and Institutional Development

Debita Nafisa Sausan, Fahira Dwi Noviana, Ilham Afif, Sutrimo Purnomo — Wed, 01 Jul 2026 00:00:00 +0800

Madrasahs are Islamic educational institutions established to integrate religious and general education in response to societal needs. Despite extensive research, historical, curricular, and institutional dimensions are often examined separately, leaving a limited understanding of their interrelated development. This study analyzes the transformation of madrasahs in Indonesia from historical, curricular, and institutional perspectives. Using a library research approach, the study reviews books, scholarly articles, and relevant policy documents. The findings reveal that madrasahs emerged in the early twentieth century as part of Islamic educational reform and efforts to bridge the divide between religious and secular education. Their curriculum has continuously evolved in line with national education policies while preserving Islamic values and identity. Institutionally, madrasahs have transformed from community-based educational initiatives into state-recognized formal institutions under the supervision of the Ministry of Religious Affairs. Overall, the study demonstrates that madrasahs have consistently adapted to changing educational policies, social demands, and national development, enabling them to strengthen their role and sustain their relevance within Indonesia’s national education system.

Constructivist-Based Thematic Learning in Enhancing the Creativity of Elementary School/Madrasah Ibtidaiyah Students

Wed, 01 Jul 2026 00:00:00 +0800

Thematic learning is an approach that integrates various fields of study under a single theme, thereby creating more meaningful learning activities for students. However, the implementation of learning in elementary schools still tends to be teacher-centered, so student engagement in the learning process has not yet been optimal. Therefore, the application of teaching methods that encourage active student engagement is crucial through constructivist strategies, which promote enhanced understanding through direct experience and social interaction. This study aims to analyze the application of constructivist-based thematic learning in enhancing students’ creativity in elementary schools (SD/MI) and to examine the integration of these two approaches. The novelty of this research lies in the analysis of integration of thematic learning and the constructivist approach in enhancing creativity and critical thinking skills among elementary school students through a literature review. The research method used in this study is a literature review analyzed using a descriptive qualitative approach through a study of a number of relevant scientific articles. The results of this study found that constructivism-based thematic learning can strengthen students’ creativity, critical thinking, problem-solving skills, and confidence in expressing ideas. Thus, this approach has proven effective in the implementation of learning in elementary schools.

The Effect of Educational Animated Video Learning Media on IPAS Learning Outcomes of Grade III Students at MI Islahul Ikhwan NW Mispalah Praya

Andri Afriani, Bq. Indana Zulfa, Siti Ardila Hijriani — Thu, 23 Jul 2026 00:00:00 +0800

This study aimed to examine the effect of educational animated video media on the learning outcomes of third-grade students in Natural and Social Sciences (IPAS) at MI Ishlahul Ikhwan NW Mispalah Praya. The study employed a quantitative approach using a **one-group pretest-posttest experimental design**. The participants consisted of all 24 third-grade students selected through a total sampling technique. Data were collected using IPAS achievement tests administered before (pretest) and after (posttest) the implementation of educational animated video media. The data were analyzed using descriptive statistics and the **Wilcoxon Signed Rank Test** because the data were not normally distributed. The findings revealed a significant improvement in students' learning outcomes, with the mean score increasing from 72.71 on the pretest to 85.62 on the posttest. The Wilcoxon Signed Rank Test yielded a significance value of 0.000 (p < 0.05), indicating that the null hypothesis (H₀) was rejected and the alternative hypothesis (H₁) was accepted. These findings demonstrate that educational animated video media have a significant positive effect on students' IPAS learning outcomes. Therefore, teachers are encouraged to integrate this instructional media into classroom learning to enhance students' motivation, conceptual understanding, and overall academic achievement.

Development of Articulate Storyline 3 Learning Media for Improving Digital Literacy among Madrasah Ibtidaiyah Students

AGUS AHMAD DURRI — Sun, 26 Jul 2026 00:00:00 +0800

Advances in information technology have driven the integration of interactive digital media into learning. This narrative review aims to synthesize research findings on the use of Articulate Storyline 3 at the elementary school/MI level, as well as its implications for students’ digital literacy. A literature search was conducted through Google Scholar, Garuda Portal, SINTA, DOAJ, ResearchGate, and the PTKIN e‑journal platform, using keywords related to interactive learning media, Storyline 3, mathematics for SD/MI, and digital literacy. Eight articles met the inclusion criteria, covering topics such as plane figures, solid shapes, fractions, sets, mathematical communication, and numeracy literacy. The review results show that Storyline 3‑based media improves students’ understanding of mathematical concepts, creative thinking abilities, learning motivation, and digital literacy through interactive features such as animations, quizzes, drag‑and‑drop activities, and simulations. Limitations of the reviewed studies include their scope limited to SD/MI institutions, exclusive focus on Storyline 3, small sample sizes, and the lack of long‑term evaluation of digital literacy development. In conclusion, Articulate Storyline 3 is effective in enhancing mathematics learning and digital literacy at MI, with potential for further development to suit broader educational contexts.

Integration of Cultural Contexts in Mathematics and Science Education at the Primary Level: A Systematic Literature Review

Thu, 30 Jul 2026 00:00:00 +0800

The integration of cultural contexts into MNS learning is an approach that enhances meaningful learning by connecting scientific concepts with students' cultural experiences. This study aims to examine the development of research on cultural integration in MNS education through a SLR following the PRISMA 2020 guidelines. The literature search was conducted using the Scopus and Google Scholar databases through Publish or Perish, covering articles published between 2021 and 2026. Of the 210 articles initially identified, 24 met the inclusion criteria and were analyzed using narrative synthesis. The findings indicate that research has evolved from exploring local cultural practices to developing instructional materials, implementing innovative learning models, and integrating digital technologies based on ethnomathematics and ethnoscience. The most frequently investigated cultural contexts include batik, woven textiles, traditional games, traditional houses, and various forms of local wisdom. Cultural integration has been shown to improve conceptual understanding, critical thinking, creativity, problem-solving skills, scientific and numerical literacy, learning motivation, and appreciation of local culture. However, existing studies remain dominated by exploratory research and instructional material development. Therefore, more comprehensive experimental studies are needed to strengthen the empirical evidence regarding the effectiveness of culturally integrated Mathematics and Natural Sciences education.