Novelty Theme https://lp3mzh.id/index.php/elementary <p><strong>ELEMENTARY : Journal of Primary Education</strong> published twice a year (<strong>Maret and September</strong>) by Universitas Islam Zainul Hasan Genggong. <strong>ELEMENTARY : Journal of Primary Education</strong> accommodates critical thinking and is open to all circles (academics, religious leaders, intellectuals and students) with the specifications of studies and research in the field of Islamic Elementary Education, Islamic Elementary Education Teachers and / or Elementary School Teachers as well as Management of Islamic Elementary Education Teachers. The Journal serving as a medium for exploring critical thinking on field of Islamic Elementary Education, Islamic Elementary Education Teachers and / or Elementary School Teachers as well as Management of Islamic Elementary Education Teachers. It is open for all academics, practitioners, intellectuals, and students with the specification of the study of Islamic Elementary Education Teachers. ideas covering research article, conceptual idea, review of the literature, and practical experience.</p> en-US husnahryfa@gmail.com (Rif’atul husnah) firdoz10@gmail.com (Firdaus Ainul Yaqin) Tue, 30 Sep 2025 07:44:05 +0000 OJS 3.3.0.3 http://blogs.law.harvard.edu/tech/rss 60 https://lp3mzh.id/index.php/elementary/article/view/566 <p>Siswa kelas VI semester II SDN Racek 1 yang menganggap materi IPS sebagai suatu pelajaran yang membosankan. 60 persen siswa mengatakan hal yang sama dengan alasan materi-materi dalam pembelajaran IPS penuh dengan hafalan. Dampak dari hal ini tentu saja capaian hasil belajar siswa yang berada di bawah KKM. Oleh karena itu, tujuan penelitian ini adalah untuk mendeskripsikan upaya peningkatan hasil belajar dan minat belajar IPS dengan memanfaatkan media pembelajaran peta konsep pada kelas VI SD Negeri Racek 1 tahun pelajaran 2020/2021. Penelitian ini merupakan Penelitian Tindakan Kelas (PTK). Penelitian Tindakan Kelas (PTK) dilaksanakan melalui pengkajian berdaur, yang terdiri dari empat tahap yaitu perencanaan (Planning), Pelaksanaan (Action), Observasi (Obsevation), dan Refleksi (Reflection). Penelitian dilakukan sebanyak 2 siklus kegiatan. Analisis Data secara deskriptif, untuk melihat ketuntasan belajar siswa menggunakan Rumus ketuntasan individu dengan KKM lebih dari 75 dan ketuntasan klasikal 75 persen. Untuk mengetahui adanya peningkatan Hasil belajar dan minat belajar siswa dengan menggunakan rumus N-gain. Dari hasil penelitian didapat nilai ketuntasan klasikal pada siklus I sebesar 40% dan pada siklus II meningkat menjadi 76%. Nilai peningkatan N-Gain pada siklus II sebesar 0,359 yang berada pada kategori sedang. Selain itu, minat belajar siswa pun meningkat, pada siklus I didapat 56%, dan pada siklus II meningkat menjadi 88%.</p> Nur Fatimah Copyright (c) 2025 Nur Fatimah https://creativecommons.org/licenses/by/4.0 https://lp3mzh.id/index.php/elementary/article/view/566 Tue, 30 Sep 2025 00:00:00 +0000 https://lp3mzh.id/index.php/elementary/article/view/587 <p>The cultivation of religious moderation values has become an urgent priority in Islamic education, particularly in preparing prospective madrasah ibtidaiyah teachers with inclusive and tolerant character. The challenges of globalization and the rise of radicalism demand that the Islamic Elementary School Teacher Education Program (PGMI) take an active role in embedding moderation values within the learning process. This study aims to analyze the conceptualization, integration, and implementation of religious moderation values in the PGMI curriculum based on the Merdeka Belajar (Freedom to Learn) framework. The research employs a library research method with a descriptive-analytical approach by examining curriculum documents, guidelines from the Ministry of Religious Affairs and the Ministry of Education and Culture, as well as recent scholarly studies. The findings reveal that the core values of moderation tolerance, justice, balance, and national commitment have been integrated into the learning outcomes (CP), learning objectives (TP), and teaching modules of PGMI, which align with the Pancasila Student Profile and Rahmatan lil ‘Alamin learner framework. This integration is reflected in several courses such as Islamic Religious Education, Multicultural Education, and Philosophy of Islamic Education. Implementation is carried out through active learning, reflective discussions, and project-based learning, all of which foster moderate character among future teachers. The study contributes theoretically to the development of moderate Islamic education concepts and practically provides direction for strengthening the PGMI curriculum within the Merdeka Belajar framework.</p> Lilis Sudarsih, Rif'atul husnah Copyright (c) 2025 Lilis Sudarsih, Rif'atul husnah https://creativecommons.org/licenses/by/4.0 https://lp3mzh.id/index.php/elementary/article/view/587 Sun, 09 Nov 2025 00:00:00 +0000