IBTIDA'

Transformasi Pembelajaran Sejarah Kebudayaan Islam dalam Mengembangkan Kompetensi Guru Profesional Pada Era Digital di MI/SD

2025-11-18T08:06:03+00:00

The transformation of Islamic Cultural History (IS) learning in Madrasah Ibtidaiyah (MI) and Elementary Schools (SD) has become an urgent need in facing the digital era. This study aims to analyze the supporting and inhibiting factors in the application of digital technology in IS learning and to provide strategic recommendations for the development of teacher competencies in the digital era. The research method used is a qualitative approach with literature studies, referring to the TPACK (Technological Pedagogical Content Knowledge) model and an analysis of the digital education transformation policy from the Ministry of Education and Culture of the Republic of Indonesia. The results of the study indicate that the provision of digital infrastructure, the development of technology-based curriculum, and improving teacher competencies are the main factors supporting the transformation of IS learning. Meanwhile, the obstacles faced include limited access to technology, teacher readiness in utilizing technology, and the development of digital content that is in accordance with student needs. Therefore, support from the government, educational institutions, and the community is needed in providing adequate infrastructure and ongoing training for teachers. Periodic evaluation of the application of technology in IS learning is also important to ensure its effectiveness. With a systematic and collaborative approach, the transformation of IS learning can improve the quality of education and form students who are better prepared to face challenges in the digital era.

Garis Bilangan sebagai Alat Visualisasi Konseptual dalam Operasi Hitung Bilangan Bulat

2025-11-18T08:06:05+00:00

Arithmetic operations on integers, particularly those involving negative numbers, are a fundamental mathematical concept that often lead to misconceptions among students. Procedural understanding (memorization of rules) often dominates conceptual understanding. This article outlines a didactic analysis of the use of the number line as the primary visual model for building conceptual understanding of integer arithmetic operations. The methods used are a literature review and a conceptual analysis of how the number line can represent four basic operations: addition, subtraction, multiplication, and division. The analysis shows that the number line consistently models arithmetic operations as movements (translations or jumps). Addition is interpreted as a forward shift from the initial position, subtraction as a backward shift, multiplication as repeated jumps, and division as the inverse process of multiplication (counting the number of jumps). It is concluded that the number line is not merely a teaching aid, but rather an essential mathematical model that bridges concrete arithmetic understanding to a more complex algebraic structure.

Pengembangan Panduan Marketday Berbasis Articulate Storyline pada Siswa Sekolah Dasar

2025-11-18T08:06:06+00:00

The Market Day program is a project of the Pancasila Student Profile (P5). This program focuses students on instilling entrepreneurial values. The purpose of this development research is to develop a practical and effective articulate storyline-based market day guide to be a reference for teachers in the market day program. The subjects of this study were class III of SDN Gayam 1, Kediri City. This study uses the research and development (R&D) method with the ADDIE development model of analyze, design, develop, implement, and evaluate. Data collection techniques use observation, interviews, questionnaires and documentation. The data analyzed are quantitative and qualitative. The results of this development indicate that the articulate storyline-based market day guide media is feasible to use, so that student learning outcomes also increase. The media developed is categorized as feasible because it has been validated by several material experts, media and practitioners. Meanwhile, the media is said to be able to improve student learning outcomes as seen from the N-Gain score results obtained from the pretest and posttest scores. The pretest score shows a value of 73 below the KKM while the posttest score of 87 is far above the KKM. Based on these results, the Market Day Guide media based on articulate storyline is feasible to use and is practical and effective for both teachers and students.

Penggunaan Media Digital dalam Pembelajaran Pendidikan Agama Islam: Peluang dan Tantangan

2025-11-19T07:32:34+00:00

This study aims to analyze the use of digital media in Islamic Religious Education (PAI) learning within the context of modern education, as well as to identify the opportunities and challenges that arise in its implementation. The digital media examined such as instructional videos, Islam-based applications, and Learning Management System (LMS) platforms have become essential tools for enhancing the effectiveness of PAI learning and meeting the demands of twenty first century education. This study employs a qualitative approach through interviews and observations involving teachers and students in several schools that have integrated digital media into their PAI learning processes. The findings indicate that the use of digital media has significant potential to increase students’ motivation and understanding of religious material while providing more flexible and expanded access to learning resources. The novelty of this study lies in its emphasis on the real-world practices of digital media utilization in PAI learning at the school level, as well as in revealing emerging issues related to the verification of religious content circulating on social media an increasingly relevant concern that remains underexplored in previous studies. However, the study also identifies several challenges, including limited technological infrastructure, low levels of teachers’ digital competence, and weak digital content curation mechanisms. The study concludes that the successful integration of digital media depends heavily on proper management and on enhancing teachers’ capacity to use technology effectively. Therefore, continuous efforts to strengthen infrastructure and improve digital literacy among educators and learners are required to maximize the potential of digital media in PAI learning.