MUDARRISA: Jurnal Kajian Pendidikan Islam

Moral Cognition and Emotional Regulation in Islamic Religious Learning at Madrasah Ibtidaiyah by Phenomenological Approach

2026-02-22T03:07:43+00:00

Objectives: This research aims to explore the construction of moral cognition and emotional regulation in Madrasah Ibtidaiyah (Islamic Primary School) students during Islamic Religious Education (IRE), with a focus on their lived experiences in daily classroom interactions.

Method: A qualitative descriptive phenomenological approach was employed. Students aged 8–11 years and Islamic Religious Education teachers from Madrasah Ibtidaiyah Jogonalan in Yogyakarta, Indonesia, were selected as research participants. Data were collected through classroom observations, semi-structured interviews, and document analysis. Analysis followed Colaizzi’s phenomenological method to identify essential experiential themes.

Results: The findings indicate that students construct moral meaning through concrete, relational, and religiously grounded experiences rather than abstract reasoning. Emotional regulation appears developmental and context-dependent, marked by performance-related anxiety and shaped through teacher-mediated classroom interactions.

Theoretical Contribution: This study provides phenomenological insight into the co-emergence of moral cognition and emotional regulation within Islamic elementary education. The findings extend developmental perspectives by highlighting the role of teacher co-regulation in Islamic faith-based learning environments.

Implication: Islamic Religious Education classrooms can be understood as moral–emotional learning spaces where relational pedagogy plays a crucial role. Emotion-sensitive and dialogical teaching practices may support more meaningful moral internalization in Madrasah Ibtidaiyah contexts.

Peer Tutoring through an Ecoprint Project in Arts and Culture Learning at Madrasah Ibtidaiyah

2026-01-12T01:42:48+00:00

Objectives: This research aims to test the effectiveness of peer tutoring through an ecoprint project to improving learning outcomes in arts and culture learning at Madrasah Ibtidaiyah (Islamic primary school) students.

Method: The research employed a quantitative experimental design using a one-group pretest-posttest method. The sample comprised 47 students at Madrasah Ibtidaiyah. Data collection was carried out through structured peer tutor observations and performance-based assessment tests measuring students’ craft-making abilities. The collected data were analyzed using a Paired Sample T-Test and N-Gain calculations to determine the statistical significance and instructional impact.

Results: The results of the Paired Sample T-Test showed a significance value of 0.000 (p < 0.05), which indicated a statistically significant difference in students' project-making skills after peer tutor intervention, but the N-Gain score of 0.1717 (17.17%) indicated that the level of effectiveness of the peer tutor method was relatively low.

Theoretical Contribution: This research found five steps to implementing peer tutoring through ecoprint projects in arts and culture learning. Hands-on mentoring and structured group presentations within an arts-based curriculum represent a new finding. The results of this research reinforce Islamic educational theory that emphasizes ta'awun (cooperation) and character building through practical engagement, and demonstrate the importance of designing appropriate peer tutoring methods in arts and crafts subjects.

Implication: Peer tutoring in arts and culture learning can be implemented through five stages by taking into account adequate student readiness, balanced group composition, and active teacher guidance.

The Effectiveness of Problem-Based Learning Model with Ice Breaking on Self-Confidence at Primary School Students

2026-04-04T01:58:39+00:00

Objectives: This research aims to find the implementation of PBL with ice breaking and its effectiveness on self-confidence in speaking Rumi in sixth grade students at Nirandon Wittaya School in Thailand.

Method: This research used a quasi-experimental approach with a one-group pre-test post-test design. The participants consisted of 30 students selected through purposive sampling. Data were collected using a standardized self-confidence questionnaire and a speaking performance observation rubric and analyzed using descriptive statistics and a paired t-test.

Results: This research found five stages in implementing the PBL model with ice breaking: 1) ice breaking, 2) presentation of contextual problems, 3) working in groups, 4) presenting results, and 5) reflection. This research concluded that the Problem-Based Learning model with ice breaking was effective in improving the confidence of sixth-grade students in speaking Rumi at Nirandon Wittaya School, Thailand.

Theoretical Contribution: The results of this research contribute to strengthening Bandura's Self-Efficacy Theory and the learning of al-tiqu bi al-nafs (self-confidence) and izzah (self-dignity) in Islamic education.

Implication: This research has implications for the importance of problem-based learning and ice breaking to build student’s self-confidence in language learning.

Sasak Cultural Values to Improve Character of Islamic Primary School Students

2026-01-18T01:47:01+00:00

Objectives: This research investigates internalization strategies, types of values, supporting factors, inhibiting factors, and the impact of Sasak cultural values to improve character of Islamic primary school students in Mataram, Indonesia.

Method: A qualitative phenomenological approach was adopted and conducted at Sekolah Dasar (Islamic primary school) ‘Aisyiyah 1 Mataram, in Mataram City, Indonesia. Participants consisted of upper-grade students, classroom teachers, the school principal, and local traditional leaders selected through purposive sampling. Data were collected through participant observation, in-depth interviews, and document analysis. The data were analyzed using the interactive model proposed by Miles, Huberman, and Saldaña.

Results: The findings indicate that the internalization of Sasak cultural values occurs through structured morning activities, the integration of local folklore, teacher role modeling, and participation in community-based activities. Sasak cultural values for character education include besiru (cooperation), bekelangan (empathy and social concern), pelungguh (ethical conduct), isin (moral restraint and self-awareness), and jari diri (positive personal behavior). Internalization of these values is supported by strong school leadership, a conducive school environment, the active involvement of traditional community leaders, and parental engagement. Conversely, limited learning time and a lack of teacher understanding hinder the internalization process. Ultimately, Sasak cultural values contribute to the development of students’ respectfulness, discipline, courtesy, responsibility, cooperation, self-regulation, and social sensitivity.

Theoretical Contribution: This research contributes to the discourse on teaching the values of ta'āwun (mutual assistance) and haya' (politeness) through culturally rooted Islamic education.

Implication: These findings imply the importance of integrating local cultural values into character education within Islamic primary schools.

The Influence of Asmaul Husna Gamification on the Character of Madrasah Ibtidaiyah students

2026-02-16T02:30:34+00:00

Objectives: This research aims to: 1) identify the elements of Asmaul Husna gamification; 2) explore the implementation of Asmaul Husna gamification in Islamic learning; and 3) examine the influence of Asmaul Husna gamification on the character development of Madrasah Ibtidaiyah (Islamic Primary School) students.

Method: A quantitative quasi-experimental design with a pretest–posttest control group was employed. Forty students were divided into experimental and control groups. The experimental group received structured character education integrating gamification elements aligned with Asmaul Husna values, while the control group experienced conventional, memorization-based instruction. Data were collected using validated optimism and self-control scales and analyzed using ANCOVA to control for baseline differences.

Results: The research reveals that: 1) the core elements of Asmaul Husna gamification include points, levels, badges, challenges, and feedback that integrate Islamic spiritual values; 2) the implementation follows a five-stage framework consisting of orientation, challenges, rewards, reflection, and progression; and 3) Asmaul Husna gamification significantly improves optimism and self-control in Madrasah Ibtidaiyah students.

Theoretical Contribution: This research conceptualizes Islamic educational media by synthesizing Self-Determination Theory, positive psychology, self-regulation theory, and the Islamic concept of tazkiyatun nafs into an integrated educational framework.

Implication: Asmaul Husna gamification offers a spiritually oriented educational tool to strengthen character development in Islamic primary school students.