Iyyaka-MI (Jurnal Pendidikan Guru Madrasash Ibtidaiyah)

PEMBINAAN KARAKTER TANGGUNG JAWAB OLEH GURU KELAS IV: STUDI KUALITATIF DI MI AL-MARZUKIYAH

Hairul Azmi, Wiranda Bayu Aditama — Kam, 21 Agu 2025 06:19:23 +0000

This study aims to describe the role of teachers in fostering the character of responsibility among fourth-grade students at MI Al-Marzukiyah, Dusun Tengilis, Praya District, Central Lombok Regency. A descriptive qualitative approach was used, with data collected through observation, interviews, and documentation. Research informants included the class teacher, subject teachers, principal, and students. The results revealed that teachers play six key roles: demonstrator, classroom manager, mentor, facilitator, inspirator, and mediator. Among these, the roles of demonstrator and classroom manager were most dominant in fostering a sense of responsibility, while the role of inspirator had not yet been fully optimized. The success of character building is also influenced by parental involvement and students’ social environments. The study concludes that cultivating a sense of responsibility requires strong collaboration between teachers, schools, and families through consistent and meaningful habit formation.

Keywords: teacher’s role, character, responsibility, students, development

PEMBELAJARAN BAHASA INDONESIA UNTUK MADRASAH IBTIDAIYAH (MI)

Jestia Febriola, Aenullael Mukarromah — Kam, 21 Agu 2025 06:20:30 +0000

This research focuses on understanding the Indonesian language learning process within the K13 curriculum, the independent learning curriculum, and the literacy movement in Islamic elementary schools (MI). The purpose of this study is to explain how the Indonesian language learning process in Islamic elementary schools (MI) with the help of the literacy movement increases students' interest in reading, writing, listening, and communicating. This study used a library research method, obtained from journal articles, textbooks, books, and other published manuscripts. The results illustrate that Indonesian language learning in Islamic elementary schools (MI) with the help of the literacy movement can develop students' interest in reading, writing, listening, and communicating. Indonesian language can help students become accustomed to not using their mother tongue in the school environment, especially during the learning process. The presence of literacy in schools can foster students' enthusiasm for learning.

Keywords: Indonesian Language, Learning, Islamic elementary schools

DAMPAK MEDIA SOSIAL UNTUK ANAK SD DI LINGKUNGAN KELURGA

Eli Sadiah, Hascita Istiqomah — Kam, 21 Agu 2025 06:19:47 +0000

Media sosial tidak dapat dipandang sebelah mata dalam memberikan manfaat. Media sosial tidak akan selamnya buruk, bahkan bisa memudahkan untuk melangsungkan komunikasi jarak jauh, bisnis, pendidikan dan masih banya lagi. Akan tetapi untuk menghindari media sosila itu memiliki dampak buruk perlu adanya usaha yang dilakukan. Karena bebasnya penggunaan gadget dan akses untuk media sosial dan pengguna yang tidak ada batasan membuat anak usia Sekolah Dasar ikut merasakan dampak dari media sosial. Dapat memudahkan dalam mengakses materi pembelajaran pengetahuan umum dan lain sebagainya. Media sosial juga berdampak terhadap karakter anak usia Sekolah dasar di lingkungan keluarga. Sopan santun, gaya bicara, pola pikir dapat dengan mudah menjadi perubahan signifikan bagi anak di lingkungan keluarga.

UPAYA GURU DALAM MENANGANI PERILAKU SISWA KELAS 5B MI QAMARUL HUDA

Mauliani M, Miftahul Janah, Dyah Afifah Andari — Kam, 21 Agu 2025 06:20:03 +0000

This research aims to describe the teacher’s efforts in managing various types of student behavior in Class 5B at MI Qamarul Huda. Behavioral issues such as lack of discipline, talking while the teacher is explaining, and a lack of responsibility for assignments often become obstacles in the learning process. This research uses a qualitative approach with a descriptive method. Data collection techniques include observation, interviews, and documentation. The results show that the teacher implements several strategies to address student behavior, including personal approaches, providing motivation, applying consistent classroom rules, and collaborating with parents. These efforts have proven effective in creating a more conducive learning environment.

EAVALUASI IMPLEMENTASI ASESMEN AUTENTIK PADA PEMBELAJARAN IPA DI SDN 1 PENJANGKA: STUDI DOKUMENTASI DAN REFLEKSI GURU

Dina Salwa Aidira, Shilnita Hakki, Dyah Afifah — Kam, 21 Agu 2025 06:20:44 +0000

This study aims to evaluate the implementation of authentic assessment in Natural Science (IPA) learning at SDN 1 Penjangka. This study used a qualitative approach with document study methods and teacher reflections as the main data sources. Data were collected through analysis of teaching modules, student work results, and reflective interviews with fourth-grade teachers. The results showed that teachers have begun to apply authentic assessment principles such as contextual learning, experiment-based tasks, and direct observation. However, implementation is still hampered by technical aspects, such as the preparation of assessment rubrics, providing systematic feedback, and time constraints. Supporting factors for the implementation of authentic assessment include student enthusiasm, curriculum support, and the availability of learning media. Meanwhile, inhibiting factors include a lack of technical training, teacher workload, and irregularity in implementation. These findings recommend the importance of increasing teacher capacity through ongoing training and providing more structured authentic assessment guidelines to improve the quality of meaningful and contextual science learning.

ANALISIS KESULITAN GURU DALAM PENYUSUNAN MODUL AJAR KURIKULUM MERDEKA PADA MATA PELAJARAN MATEMATIKA KELAS V MI QAMARUL HUDA BAGU MATERI KPK DAN FPB TAHUN AJARAN 2025

Sri Mulyani, Baiq Olivia Ramdhani, Dyah Afifah — Kam, 21 Agu 2025 06:21:02 +0000

This research aims to analyze the difficulties faced by teachers in developing teaching modules for the Merdeka Curriculum in Mathematics for fifth-grade students at MI Qamarul Huda Bagu in the Academic Year 2025, specifically on the LCM and GCD material. The method used is descriptive analytical qualitative research. Research data was collected through a recap of the results of the teaching module assessment instrument and mathematics learning evaluations. The research results indicate that teachers face several main obstacles, namely difficulties in formulating subject competencies in a structured manner, especially in linking competencies with time allocation and the division of learning sessions. In addition, teachers also experience difficulties in integrating cognitive, affective, and psychomotor aspects into teaching modules, so that learning becomes less holistic and has not been able to develop students' knowledge, attitudes, and skills in a balanced way. These findings confirm the need to improve teacher competence through training, mentoring, and a deeper understanding related to the preparation of teaching modules so that the implementation of the Merdeka Curriculum can run optimally.