EL ROBIH: Jurnal Pendidikan Madrasah Ibtidaiyah

DINAMIKA KURIKULUM DAN PERKEMBANGAN KELEMBAGAAN MADRASAH DI INDONESIA

Dessiyana Septiani — 2026-06-30

This study analyzes the dynamics of curriculum development and the institutional progress of madrasahs in Indonesia. Madrasahs have experienced continuous transformation influenced by social, cultural, political, and educational changes occurring in society. The curriculum implemented in madrasahs has evolved from a traditional religious learning orientation toward a more integrated educational system that combines Islamic values with general sciences. Various curriculum reforms were introduced to align madrasah education with national education standards, technological advancement, and the growing demands of globalization. In addition, institutional development has been carried out through improvements in educational management, teacher quality, learning facilities, and administrative systems to strengthen the competitiveness of madrasahs within the national education framework. This research applies a literature review method by examining books, academic journals, and other relevant scientific sources related to curriculum and institutional development in madrasahs. The findings reveal that curriculum dynamics and institutional transformation have significantly contributed to enhancing the role of madrasahs as Islamic educational institutions capable of adapting to modern educational challenges. Nevertheless, madrasahs still face several obstacles related to educational quality, modernization, and policy implementation in maintaining their relevance and sustainability in Indonesia’s educational system.

ANALISIS HUBUNGAN SELF-EFFICACY DAN MOTIVASI BELAJAR ANAK SEKOLAH DASAR DALAM PERSPEKTIF PSIKOLOGI PENDIDIKAN

Erni Sulistiawati — 2026-08-19

This study aims to analyze the relationship between self-efficacy and learning motivation among elementary school children from the perspective of educational psychology. This research is based on a literature review of various empirical studies and psychological learning theories, particularly Bandura’s social-cognitive theory and Deci and Ryan’s self-determination theory. The method employed was a systematic literature review involving the identification, selection, and critical analysis of 25 national and international journal articles published between 2018 and 2024. The findings indicate that self-efficacy has a significant positive influence on students’ learning motivation. Children with higher levels of self-efficacy tend to exhibit stronger self-confidence, persistence, and achievement orientation when facing learning challenges. Moreover, supportive learning environments, positive teacher feedback, and successful experiences contribute to enhancing children’s self-efficacy. The implication of this study highlights the importance of teachers and parents in fostering children’s confidence through student-centered and competency-based learning approaches.

ANALISIS KESULITAN BELAJAR SISWA DALAM PEMBELAJARAN MATEMATIKA KELA II DI MADRASAH IBTIDAIYAH

Indri Amalia Putri — 2026-08-19

Numeracy literacy is a basic skill that students must have from the Madrasah Ibtidaiyah (MI) level. However, the reality in the field shows that many Grade 2 students still experience difficulties in understanding basic mathematical concepts such as addition, subtraction, simple multiplication, and solving word problems.This study aims to analyze the forms of mathematics learning difficulties experienced by Grade 2 MI students and the factors that influence them. The research uses a descriptive qualitative approach through a case study mathematics learning difficulties among elementary school students.The findings show that students’ learning difficulties include low understanding of number concepts, errors in arithmetic operations, low ability to read word problems, lack of concentration in learning, low learning motivation, and the use of less varied teaching methods. In addition, reading literacy skills have a strong relationship with students’ success in solving mathematical problems. Therefore, mathematics learning in MI needs to be integrated with the strengthening of numeracy literacy through the use of concrete media, contextual learning, educational games, and active parental involvement.

STUDI LITERATUR MODEL PEMBELAJARAN MATEMATIKA DALAM MENINGKATKAN HASIL BELAJAR SISWA MADRASAH IBTIDAIYAH

Icha Dwi Febriana — 2026-08-19

Mathematics education in Islamic Elementary Schools, known as Madrasah Ibtidaiyah, is very important for helping students build their ability to think logically, reason systematically, think critically, and solve problems. Mathematics education still has many issues, like poor performance in learning, not enough students getting involved, and no new or creative ways to teach. Research shows that choosing the right learning models can help make the learning experience better and lead to higher student success. This study looks at how well three different math teaching methods Problem Based Learning, Realistic Mathematics Education, and Cooperative Learning work in helping students do better in math. This study used a literature review approach by looking at scientific papers from around the world that were published between 2021 and 2026. Data was gathered by documenting information and then examined using content analysis. The results show that each of the three learning models helps improve students' performance in math. Problem-based learning helps students get better at solving problems, Realistic Mathematics Education makes it easier to understand math ideas by connecting them to real-life situations, and Cooperative Learning helps students work together, talk more, and take an active role in their learning. So, teachers should choose learning methods that match the goals of the lesson, the topic being taught, and the students' needs to help them learn math best.

MODEL KONSEPTUAL UMPAN BALIK OTOMATIS BERBASIS DEEP LEARNING UNTUK SPEAKING SISWA MI

Erina Hastuti — 2026-08-19

Speaking skills of Madrasah Ibtidaiyah (MI) students, particularly fluency, pronunciation, and self-confidence, remain low due to limited communicative practice, high speaking anxiety, and the absence of continuous individual feedback in conventional learning. Collaborative learning and short conversation videos have been reported to increase motivation and participation, yet they have not been systematically integrated with an objective, adaptive, and contextual automatic feedback mechanism suited to MI learners. This study aims to design an integrative conceptual model that combines short conversation videos with a deep learning-based automatic feedback system to improve MI students' English speaking fluency while strengthening their motivation and confidence. A Design-Based Research (DBR) approach was employed, covering needs-based design, conceptual model development, and expert validation, limited to Technology Readiness Level (TRL) 1-3. At TRL 1, a needs analysis and literature review identified the gap between conventional collaborative speaking instruction and systematic automatic feedback. At TRL 2, a conceptual model and system blueprint were formulated with fluency, pronunciation, and coherence as feedback indicators. At TRL 3, the model was validated by experts in English Language Teaching (ELT), MI Teacher Education (PGMI), and instructional technology to ensure pedagogical, linguistic, and technological feasibility. The results present a validated conceptual model consisting of three integrated components: short conversation video stimuli, collaborative learning activities, and a real-time deep learning feedback framework. The model offers a foundation for developing adaptive, AI-supported speaking instruction relevant to MI learners' characteristics and twenty-first century learning demands.