Elementary: Islamic Teacher Journal
ELEMENTARY Journal (Print ISSN: 2355-0155; Online ISSN: 2503-0256) is an Islamic teacher journal published by Islamic Elementary School Teacher Education Study Program (PGMI), Islamic Education (Tarbiyah) Department, State College on Islamic Studies (STAIN) Kudus. Elementary is published twice a year (every six months, i.e. January and July) as scientific communication means of academic people in the study of Islamic Elementary School Teacher Education. Editorial Board receives the articles from the educators, observers, researchers on Islamic Elementary School Teacher Education to be published after having tight selection, peer review, and serious editting.
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<![CDATA[THE CONCEPT OF ANTI CORRUPTION RELIGIOUS EDUCATION IN BASIC SCHOOL ]]>
<![CDATA[Hadziq, Abdulloh]]>
<![CDATA[ ELEMENTARY: Islamic Teacher Journal Vol 5, No 2 (2017): Elementary ]]>
Publisher : <![CDATA[Program Studi Pendidikan Guru Madrasah Ibtidaiyah IAIN Kudus ]]>
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DOI: 10.21043/elementary.v5i2.2997
<![CDATA[The phenomenon of the ineffectiveness of the role of religion in building a clean society from corruption must be realized together. Therefore, Islamic education is expected to be a solution in dealing with corruption now and in the future, especially in the early preventive efforts. The theoretical approach of religion-based anti-corruption education seeks to see the extent to which the reality of society can be accommodated in aspects of Anti-Corruption Education, both on material aspects, learning methods, means of infrastructure and so forth. Islamic education in schools can play a role in combating corruption by integrating contextual Islamic learning materials with messages to be conveyed with regard to corruption. The research design used was qualitative which focused on anti-corruption religious education in elementary school. If this concept is applied, it is expected to change in the mindset of learners of religious values that can be applied in empirical life. So that further impact towards the realization of quality and dignified Indonesian society.]]>
<![CDATA[HE INTEGRATION OF SCIENCE IN ISLAMIC EDUCATION ]]>
<![CDATA[Retnanto, Agus]]>
<![CDATA[ ELEMENTARY: Islamic Teacher Journal Vol 5, No 2 (2017): Elementary ]]>
Publisher : <![CDATA[Program Studi Pendidikan Guru Madrasah Ibtidaiyah IAIN Kudus ]]>
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DOI: 10.21043/elementary.v5i2.2988
<![CDATA[his study aims to know about the integration of science in Islamic education. The type of research is library research. And the results show that the learning of Madrasah Ibtidaiyah (MI) using holistic, comprehensive and integrated system will strengthen students' understanding about the creation and miracle of the universe by Allah SWT. It will strengthen the standardized sense of Islam and Islamic standardized lust. Both will form strong personality]]>
<![CDATA[PHILOSOPHICAL BASIS OF EDUCATION PERSPECTIVE PHILOSOPHY OF PRAGMATISME AND IMPLICATIONS IN LEARNING METHOD ]]>
<![CDATA[Falah, Riza Zahriyal]]>
<![CDATA[ ELEMENTARY: Islamic Teacher Journal Vol 5, No 2 (2017): Elementary ]]>
Publisher : <![CDATA[Program Studi Pendidikan Guru Madrasah Ibtidaiyah IAIN Kudus ]]>
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DOI: 10.21043/elementary.v5i2.2993
<![CDATA[The writing of this article aims to reveal the philosophical basis of education according to the philosophy of pragmatism. It also reveals the influence of pragmatism in educational thinking, especially in the method of learning. Pragmatism as one of the educational concepts born in America, provides solutions to educational problems that in their view can not be solved traditional philosophy. Pragmatism tries to reconstruct more practical and down-to-earth educational practices, not long-winded in the metaphysical discussion of things. n practice, pragmatism emphasizes that the foundation of education is experience. Knowledge gained by humans comes from experience, not from innate talent. Truth in the view of pragmatism is a practical consequence. Education in schools according to pragmatism is a place for learners to gain experience as well as experience gained outside school. Education according to pragmatism should also take into account changes in society, because that is where students will return. Learning given to learners does not emphasize systematic teaching materials, but experiences and ways to process them. Problem solving and democracy are the main principles in learning according to pragmatism. By relying on problem solving and democratic, learners will be able to capture and process and formulate the results of his experience well.]]>
<![CDATA[THE IMPLEMENTATION OF INTEGRATIVE THEMATIC LEARNING IN CLASS I OF STATE ELEMENTARY SCHOOL 2 BARONGAN KUDUS ]]>
<![CDATA[Millah, Dliyaul]]>;
<![CDATA[Sulaiman Syah, M Noor]]>
<![CDATA[ ELEMENTARY: Islamic Teacher Journal Vol 5, No 2 (2017): Elementary ]]>
Publisher : <![CDATA[Program Studi Pendidikan Guru Madrasah Ibtidaiyah IAIN Kudus ]]>
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DOI: 10.21043/elementary.v5i2.2989
<![CDATA[This study aims to describe the concept and implementation of integrative thematic learning in class I of State Elementary School 2 Barongan Kudus. Integrative thematic learning is a learning approach that integrates the various competencies of the various subjects into a variety of themes, so as to provide meaningful experiences to the students. The goal is to encourage learners to be able in observing, asking, reasoning, and better presenting what they gain or know after receiving instructional materials. Objects in learning relate to natural phenomena, social, art, and culture. The application of integrative thematic learning is a learning effort that is oriented at the stage of development of elementary school students who in its development still see everything as a whole unity and only able to understand the relationship between concepts in a simple way. Therefore, through integrative thematic approach students are expected to have a much better attitude, skills, and knowledge competence.]]>
<![CDATA[LEARNING QUR'AN HADITS IN MADRASAH IBTIDAIYAH WITH MULTIDISCIPLINARY INTEGRATIVE APPROACH ]]>
<![CDATA[Fa’atin, Salmah]]>
<![CDATA[ ELEMENTARY: Islamic Teacher Journal Vol 5, No 2 (2017): Elementary ]]>
Publisher : <![CDATA[Program Studi Pendidikan Guru Madrasah Ibtidaiyah IAIN Kudus ]]>
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DOI: 10.21043/elementary.v5i2.2994
<![CDATA[This study discusses the study of Qur'an Hadith in Madrasah Ibtidaiyah with Multidisciplinary Integrative Approach. The purpose of this study is to describe and analyze the subjects of Al-Qur'an and Hadith in Madrasah Ibtidaiyah in the context of the Curriculum 2013, describing what is the theme of hadith in Madrasah Ibtidaiyah in the context of the 2013 curriculum and offers a model of Qur'an Hadith learning in MI. The research method used is qualitative approach with analytical descriptive method. The results suggest that the Qur'an and Hadith Subjects in the context of the 2013 Curriculum in Madrasah Ibtidaiyah not only emphasize the knowledge and spiritual aspects (Core Competencies 3 and 1), but further emphasizes the behavioral aspect as a manifestation of knowledge and spirituality contained in the Qur'an and Hadith that conditioned the birth of social attitudes (social intelligence), or often called the Core Competence. The themes of hadith in classes 1 and 2 of MI are Hadiths concerning the hygiene of Muslim history from Abu Malik al-Ash'ari, the Hadith about the superiority of the Qur'anic study of Bukhari's history of Uthman ibn Affan and Hadith on respect to Tirmizi's parents from Abdullah bin Umar. The learning model that can be used is by integrative multidispliner approach with subjects of civic and Indonesian education with storytelling method, field trip and video.]]>
<![CDATA[THE ACTUALIZATION OF INTEGRATIVE THEMATIC LEARNING IN MADRASAH IBTIDAIYAH (MI) THROUGH ARIAS LEARNING MODEL ]]>
<![CDATA[Hadi, Nur]]>
<![CDATA[ ELEMENTARY: Islamic Teacher Journal Vol 5, No 2 (2017): Elementary ]]>
Publisher : <![CDATA[Program Studi Pendidikan Guru Madrasah Ibtidaiyah IAIN Kudus ]]>
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DOI: 10.21043/elementary.v5i2.2990
<![CDATA[This paper aims to describe how to actualize integrative thematic learning that takes place in Madrasah Ibtidaiyah (MI) where during this time the educator sometimes still confused how to do the step, what strategy should be used, what model should be chosen in doing the learning process. A thing that must be done by educators for integrative thematic learning can be implemented properly one of them is by using ARIAS learning model. The ARIAS learning model is able to make integrative thematic learning work well. Because the learning model ARIAS is a learning system characterized by a systematic learning environment, meaningful and simple, able to provide comfort learners follow the learning activities, able to develop students' reasoning ability, able to acquire and mastery of new material, able to foster self-confidence learners, able to grow interest and attention of learners, able to cultivate a sense of pride and satisfaction of learners in following the learning. ]]>
<![CDATA[THE INTEGRATIVE THEMATIC LEARNING MODEL IN CURRICULUM 2013 IN MADRASAH IBTIDAIYAH ]]>
<![CDATA[Sanusi, Sanusi]]>
<![CDATA[ ELEMENTARY: Islamic Teacher Journal Vol 5, No 2 (2017): Elementary ]]>
Publisher : <![CDATA[Program Studi Pendidikan Guru Madrasah Ibtidaiyah IAIN Kudus ]]>
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DOI: 10.21043/elementary.v5i2.2995
<![CDATA[This paper comes as a reflection as well as aims to describe the concept and implementation of thematic-integrative learning in Madrasah Ibtidaiyah in the curriculum 2013. Basically the idea of the concept of thematic-integrative learning model in the curriculum 2013 is in response to the dynamics of education-oriented efforts to improve the quality of education through giving a more meaningful experience to the learners in the learning process that takes place in their educational environment. The integration effort is done through a learning approach that combines the various competencies from various subjects into specific themes that become a unified whole. Thematic-integrative learning is an approach in learning that is oriented at the stage of the development of learners, especially at the level of Madrasah Ibtidaiyah which in its development still see everything as a whole unity and only able to understand the relationship between the concept simply.]]>
<![CDATA[INTEGRATIVE THEMATIC LEARNING (INTEGRATION MODEL OF GENERAL SUBJECTS IN (ISLAMIC) ELEMENTARY SCHOOL WITH RELIGIOUS VALUES) ]]>
<![CDATA[Frasandy, Rendy Nugraha]]>
<![CDATA[ ELEMENTARY: Islamic Teacher Journal Vol 5, No 2 (2017): Elementary ]]>
Publisher : <![CDATA[Program Studi Pendidikan Guru Madrasah Ibtidaiyah IAIN Kudus ]]>
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DOI: 10.21043/elementary.v5i2.2991
<![CDATA[This study aims to create an integrative thematic learning model by interfacing religious values into general subjects in 1 theme. The type of research used is literature study with analytical descriptive method by reviewing the books related to thematic, integrative and content analysis by analyzing integrated thematic book of Curriculum 2013 which is the teacher book of SD / MI class I up to class VI. In integrative thematic learning the researcher uses Lyndon B's webbed model using the theme as a learning center material developed into various subjects and integrated in religious values. The integration of religious values in this model is done by creating a table of competency analysis with the steps: First examine the various themes in each class, in each theme there are several sub themes. Second is choosing one sub theme from class I to class VI to develop basic competence to each subject. The third determines aspects that students develop such as attitude, knowledge and skills aspects. Fourth is integrating religious values by incorporating Qur'an verses in accordance with the basic competencies in each subject.]]>
<![CDATA[INTEGRATIVE APPROACH: PARADIGMATIC AND IMPLEMENTATIVE REVIEWS IN LEARNING FIQIH IN MADRASAH IBTIDAIYAH ]]>
<![CDATA[Mutma’inah, Siti]]>
<![CDATA[ ELEMENTARY: Islamic Teacher Journal Vol 5, No 2 (2017): Elementary ]]>
Publisher : <![CDATA[Program Studi Pendidikan Guru Madrasah Ibtidaiyah IAIN Kudus ]]>
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DOI: 10.21043/elementary.v5i2.2996
<![CDATA[This study discusses the Integrative Approach: Paradigmative and Implementative Review in Fikih Learning. The purpose of this study is to describe and analyze the integrative paradigm and its implementation in learning Fikih in Madrasah Ibtidaiyah. The research method used is qualitative approach with analytical descriptive method. The result of research stated that the learning of Islamic Religious Education, including Fikih need to contain approach and paradigm of integrative science, so that the learning process delivered by the teacher becomes intact, and not separating each other from one science to another. Fikih subjects are no longer just normative but also scientific. Understanding that resulted from integrative Fikih learning will lead learners to learn in totality, and make Fikih as a part of real life needed by them.]]>
<![CDATA[LEARNING STYLE AND INTEGRATIVE THEMATIC LEARNING CONCEPT ]]>
<![CDATA[Putri, Rina Oktafia]]>
<![CDATA[ ELEMENTARY: Islamic Teacher Journal Vol 5, No 2 (2017): Elementary ]]>
Publisher : <![CDATA[Program Studi Pendidikan Guru Madrasah Ibtidaiyah IAIN Kudus ]]>
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DOI: 10.21043/elementary.v5i2.2992
<![CDATA[Learning is one of the main keys in achieving educational goals. Good learning is a learning that takes place effectively and efficiently. Integrative thematic learning should have the creativity and innovative that teachers do in order to produce creative learners. Each learner has different learning styles because of the background of environmental factors, thinking patterns and interactions. Activities and learning outcomes are influenced by internal factors, both physical and psychological, and external factors in the family, school, work or community environment. The principle of learning, affirming that learning: is a part of development, lasting a lifetime, influenced by innate factors, environment and maturity, covering all aspects of life, takes place at any place and time, with teachers or without teachers, varying from simple to complex]]>
