Jurnal Riset Madrasah Ibtidaiyah (JURMIA)

Independent Curriculum Based on the Neurolinguistic Model for Elementary School Students' Language Skills and Digital Literacy

2026-09-02T12:37:16+00:00

The neurolinguistic model examines the relationship between language and communication and other aspects of brain function. In other words, it explores the brain processes involved in language production and communication. This study involves combining neurological/neurophysiological theory (brain structure and function) with linguistic theory (language structure and function). Every individual greatly needs language skills, as they serve as a model for developing intellectual, social, and character skills. To master language skills, one supporting aspect for improving language and communication skills is expanding vocabulary and improving communication skills through information processing in the neurolinguistic brain. The Independent Curriculum is part of educational reform efforts in Indonesia aimed at improving the quality of education and curriculum relevance. The Independent Curriculum is designed to give schools autonomy in developing curricula tailored to students' needs and characteristics. This aligns with the concept of information processing skills and language skills in education, which emphasizes learning based on students' potential and interests. Teachers who understand brain information processing can help students who have access to language skills understand digital literacy, teachers can design inclusive, meaningful learning strategies and provide guidance and support to students in the golden generation who are capable, communicative and digitalized.

Teacher Professionalism as Agents of Educational Change in the Digital Age: A Literature Review

2026-09-02T12:37:14+00:00

Advances in digital technology demand transformation within the realm of education, particularly in enhancing the professionalism of Madrasah Ibtidaiyah (MI) teachers as agents of change. However, there remains a gap between the demands for teacher professionalism in the digital age and their actual ability to integrate technology into learning. Based on a theoretical lens, this study examines the professionalism of MI teachers as agents of educational change in the digital era. The study employs a qualitative approach along with library research through document analysis of various relevant scientific literature from the past 10 years. Data analysis is carried out by selecting data, presenting data and drawing conclusions in a systematic manner. The results indicate that the professionalism of MI teachers in the digital era is characterized by four main aspects: digital competence, learning innovation, the role as a facilitator, and the ability to adapt to technological developments. Digital competence is the dominant aspect supporting the effectiveness of learning and educational transformation. In conclusion, MI teachers play a strategic role as agents of change capable of fostering innovative, adaptive, and relevant learning in line with contemporary developments. This study contributes to the advancement of educational science, particularly in strengthening the concept of technology-based teacher professionalism, and serves as a foundation for the development of educational policies and practices that are more responsive to advances in science and technology.

Strengthening Islamic Education for Elementary School Students in a Remote Island Village: Evidence from Lopintol

2026-09-02T12:37:13+00:00

Islamic education for primary school age children in remote island settings proceeds while all three educational centres, namely the school, the family, and the community, are simultaneously constrained. This study describes how Islamic education is practised in the daily life of children in Lopintol Village, Raja Ampat, identifies the local actors who occupy the institutional vacancy, and examines the factors that sustain and obstruct that provision. A qualitative approach with a descriptive case study design was applied. Informants were selected purposively and comprised the village teacher, parents, community figures, and primary school age children. Data were gathered through semi-structured interviews, observation, and documentation, and were analysed through data reduction, data display, and conclusion drawing, with source triangulation, technique triangulation, and member checking. Worship habituation at home proved irregular because of the fishing schedule, the local elementary school operated under teacher shortage and combined classes, and the resulting vacancy was filled by a teacher conducting Qur’anic instruction beyond school hours, by community enthusiasm, and by a reading garden serving as a third space. This community-based model is adaptive yet rests on a single teacher, which leaves it institutionally fragile.

Analysis of Learning Methods in Science Subjects among Fifth-Grade Students at MIS Miftahul Huda 2 Palangka Raya

2026-09-02T12:37:11+00:00

This study aims to analyze the application of learning methods in science subjects in grade V of MIS Miftahul Huda 2 Palangka Raya. This study uses a qualitative descriptive approach with research subjects being grade V science subject teachers at MIS Miftahul Huda 2 Palangka Raya. Data collection was conducted through semi-structured interviews to obtain information regarding the application of learning methods in the science learning process. Data analysis was carried out through the stages of data reduction, data presentation, and drawing conclusions. The results of the study indicate that teachers apply various learning methods, namely the lecture method, Project Based Learning (PjBL), and collaborative learning, which are adjusted to the characteristics of the material and the needs of students. Teachers also involve students in experimental activities, environmental observations, discussions, and the use of simple learning media, so that learning can take place more actively and meaningfully. However, teachers still face several obstacles, including limited facilities, the need to improve professional competence, and mastery of more innovative learning methods. Therefore, the application of varied learning methods needs to be supported by improving teacher competence and providing adequate learning facilities, so that science learning can take place more optimally.

TikTok Use and Reading Interest Among Elementary School Students: The Role of Attention Span

2026-09-02T12:37:10+00:00

The rise of the social media platform TikTok among elementary school students has transformed patterns of information consumption and literacy activities. This study aims to analyze the effect of TikTok video consumption on students’ interest in reading and to examine the role of attention span as a mediating variable. This study employs a quantitative approach with a correlational design. The sample consisted of 43 fifth-grade students at SDN Temugiring, selected using total sampling. Data were collected via a 4-point Likert scale questionnaire that met the criteria for validity and reliability (Cronbach’s Alpha = 0.701). Data analysis was conducted using Spearman’s correlation and path analysis with the aid of IBM SPSS Statistics. The results showed that TikTok video consumption was not significantly associated with reading interest (ρ = 0.015; p = 0.923), while attention span was positively and significantly associated with reading interest (ρ = 0.370; p = 0.014). The results of the path analysis indicate that attention span does not mediate the relationship between TikTok video consumption and reading interest because the path from TikTok video consumption to attention span is not significant (β = -0.183; p = 0.241). These findings suggest that the ability to sustain attention plays a more important role in reading interest than the intensity of TikTok use.

Improving Pancasila Education Outcomes through Project-Based Learning among Second-Grade Elementary Students

2026-09-02T12:37:08+00:00

This study aims to examine the improvement in Pancasila Education learning outcomes of Grade II students at SDN Srondol Kulon 02, Semarang, following the application of the Project-Based Learning (PjBL) model. The research was conducted during the PPL 1 activity of the PPG Calon Guru 2026 program at Universitas PGRI Semarang, using a pre-experimental one-group pretest-posttest design without a control group and involving 27 students. Data were collected through pretests and posttests. The results showed an increase in the mean score from 62.96 to 92.96, while the mastery rate increased from 40.7% to 92.6%. These findings indicate substantial improvement in students’ Pancasila Education learning outcomes following the implementation of PjBL. Academically, this finding contributes to student-centered learning literature by suggesting that project-based activities can facilitate meaningful learning experiences through active participation, collaboration, problem solving, and the application of Pancasila concepts in concrete learning activities. The findings also indicate the potential of PjBL to support Merdeka Curriculum implementation. However, the absence of a control group limits causal interpretation. Future studies should employ controlled or quasi-experimental designs with larger and more diverse samples to strengthen evidence regarding PjBL effectiveness in Pancasila Education.

Development of a Nature-Themed Picture Storybook to Improve Reading Literacy of Fourth-Grade Elementary School Students

2026-09-02T12:37:06+00:00

Low reading literacy attainment among Indonesian elementary pupils calls for learning media whose quality has been examined systematically. This study developed a nature-themed picture storybook for fourth-grade pupils at SDN 16 Limboto and examined its validity and practicality. The research applied the ADDIE development model across analysis, design, development, implementation, and evaluation. Respondents comprised three expert validators covering subject matter, language, and media, one class teacher, and all pupils of the single grade IV class selected through total sampling. Data were collected through observation, validation questionnaires, and response questionnaires, and were analysed descriptively through percentage conversion. Subject-matter and language validation each reached 85% in the very feasible category, while media validation reached 65% in the feasible category, giving a mean validity of 78.3%. Pupil response and teacher response each reached 82.5% in the very good category. The product is valid and practical for classroom use, with visual presentation identified as the component most in need of refinement. Testing whether the product raises measured reading literacy requires a design with a control class and is positioned as the next stage of the work.

Open Defecation Practices among Primary School Children in Almajiri Schools, Sokoto, Nigeria

2026-09-02T12:37:02+00:00

Open defecation remains a serious health and basic education problem in northern Nigeria, particularly among children of primary school age who study in Almajiri schools and live on the premises without parental supervision. This study assessed the frequency of the practice, identified the reasons the children attribute it to, described the availability of toilets and sources of water at their schools, and examined what the pattern means for the schools themselves. A descriptive cross-sectional quantitative survey was conducted among 120 primary-school-age Almajiri children in Kware and Gwadanbawa Local Government Areas of Sokoto State, recruited on a non-probability basis with the consent of their guardians. Data were collected through interviewer-administered semi-structured questionnaires reviewed by subject experts, and were analysed using frequencies and percentages. Open defecation was practised frequently or mostly by 70.0% of respondents. Facility-related reasons accounted for 91.6% of responses, while cultural preference accounted for 8.3%. Toilets were present at the schools of 65.8% of respondents, and wells supplied 75.8% of the schools. Reported coverage exceeds usable access, so sanitation provision at elementary schools requires maintenance arrangements and a reliable water supply alongside it.

Feasibility of Articulate Storyline-Based Interactive Learning Media for Introduction to Maps in Grade IV

2026-09-02T12:37:03+00:00

The rapid advancement of technology in education has encouraged the use of interactive learning media to improve the quality of the learning process. However, before being implemented in classroom instruction, learning media must undergo a validation process to ensure their feasibility. This study aimed to analyze the feasibility of an Articulate Storyline based interactive learning media on the topic of map introduction for fourth-grade elementary school students. The study employed a quantitative approach using a descriptive research design. The research subjects consisted of three validators, namely a material expert, a media expert, and a language expert. Data were collected using a five-point Likert scale validation questionnaire and analyzed descriptively using percentage analysis. The results indicated that the interactive learning media obtained feasibility scores of 94.5% from the material expert, 98.5% from the media expert, and 100% from the language expert, all of which were categorized as highly feasible. These findings demonstrate that the developed media met the feasibility criteria in terms of content, media design, and language aspects, making it suitable for use as a learning medium in Natural and Social Sciences (IPAS) on the topic of map introduction. However, this study is limited to expert validation involving three validators and has not yet been field tested on elementary school students or actual users. The findings imply that Articulate Storyline based interactive learning media has the potential to serve as a high quality instructional medium for map introduction in this specific context, while further empirical evidence is required to generalize these development frameworks to other learning topics and educational levels.

The Madrasah Principal's Strategies for Improving Student Discipline at Madrasah Ibtida'iyah Raudlatul Munadhirin Paiton

2026-09-02T12:37:05+00:00

The madrasah principal occupies a strategic position in the formation of pupil character, yet accounts of how a discipline strategy is actually enacted in an elementary madrasah remain scarce. This study examines the strategies the principal applies to improve pupil discipline at MI Raudlatul Munadhirin Paiton, the way those strategies operate in the daily routine, and the obstacles they encounter. A qualitative descriptive case study was conducted through observation, semi-structured interviews, and documentation, with the principal as primary informant supported by the vice principal, teachers, and pupils, and with source triangulation, technique triangulation, and member checking applied to the material. Five strategies were identified: personal example modelled on prophetic leadership principles, a personalised approach to individual pupils, dissemination of rules to pupils and families, recognition of disciplined conduct, and reporting of misconduct to parents. These are enacted through attendance taking before lessons, monitoring by a teacher team across the grounds and beyond school hours, and consistent application of reward and sanction, which together sustain a visible culture of discipline. Intervention by parents constitutes the main obstacle, addressed through open communication and discussion forums. The reported decline in misconduct rests on interviews and observation rather than on official records, so it is presented as an early indication and the madrasah is advised to institute a violation register.