DARRIS: Jurnal Pendidikan Madrasah Ibtidaiyah
Journal Title: Darris: Jurnal Pendidikan Madrasah Ibtidaiyah ISSN: E-ISSN: 2621-0126 | P-ISSN: 2654-4830 DOI Prefix: Prefix 10.47732 by Crossref Editor in Chief: Ainun Mahfuzah Managing Editor: Syahyuni Publisher: PGMI STAI Al-Falah Banjarbaru Frequency: 2 issues per year (April and October) Citation Analysis: Sinta | Google Scholar | Garuda Periodic scientific journal and published by Madrasah Ibtidaiyah Teacher Education (PGMI) Islamic Religious High School (STAI) Al Falah Banjarbaru. This journal is devoted to reviewing the conceptual idea, learning strategies, the theory and practice of education, study and application of the theory of instructional design, development and management, education, learning evaluation, teacher professionalism, critical thinking about education, teaching and educational research results to be made public and disseminated via the mechanism of selection script, review and editing. The entire article is published views and ideas that are of individual authors do not represent this journal or affiliate institution of the author. The journal is published twice a year in April and October. Darris: Jurnal Pendidikan Madrasah IbtidaiyahÂ is accreditated SINTA 5 (SK Nomor: 10/C/C3/DT.05.00/2025) valid for 5 years (from Vol. 5 Number 2, 2022 - Vol. 10 Number 1, 2027)Â by the Ministry of Research, Technology, and Higher Education of the Republic of Indonesia.Â
Program Studi PGMI STAI Al Falah Banjarbaru
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PERSEPSI GURU TERHADAP PENDIDIKAN SEKS BAGI SISWA DI MIS MUHAMMADIYAH 3 AL-FURQAN BANJARMASIN
Introducing sex education to elementary school students is often considered taboo, even though during this period, children begin to experience physical and emotional changes that are important for them to understand. In addition to parents, teachers also play a crucial role in introducing sex education in schools. Furthermore, early introduction of sex education is expected to reduce the rate of sexual abuse among children. The purpose of this study was to determine teachers' perceptions of sex education for students at MIS Muhammadiyah 3 Al Furqan Banjarmasin. The method used in this study was descriptive qualitative. The subjects were Fiqh (Islamic jurisprudence) and Science (science) teachers, and homeroom teachers. The object of this study was teachers' perceptions of sex education for students at MIS Muhammadiyah 3 Al Furqan Banjarmasin. Data collection techniques included observation, interviews, and documentation. Data analysis techniques included data reduction, data presentation, and drawing conclusions. Triangulation was used to verify the validity of the data. The results showed that teachers had positive perceptions because they encompassed all components of attitudes: cognitive, affective, and conative. The strategies teachers use to introduce sex education at the elementary school level include choosing polite language, using simple language to avoid overly stimulating students' curiosity, and linking sex education to classroom learning materials such as Islamic jurisprudence (fiqh) and science. Challenges teachers face in delivering sex education in schools include difficulty choosing words and delivering material that must be tailored to the child's level of understanding and age, a lack of support from parents who consider sex education at the elementary school level taboo, and the challenge of linking sex education material to lessons without diminishing moral and religious values. Thus, sex education can be delivered effectively as a form of student protection and character development.
Copyright (c) 2026 Nur Amalia Husna, Siti Shalihah https://creativecommons.org/licenses/by/4.0
UPAYA MENANAMKAN NILAI-NILAI RELIGIUS PADA SANTRI PPS TAHFIDZ AR-RAUDHAH TINGKAT ULA (MADRASAH IBTIDAIYAH) KOTA BANJARBARU
This study discusses the Efforts to Instill Religious Values ​​in Students of PPS Tahfidz Ar-Raudhah Ula Level (Madrasah Ibtidaiyah) Banjarbaru City. This study aims to determine how efforts to instill religious values ​​in students and what are the supporting and inhibiting factors. The subjects in this study were Ula Level teachers and Foundation advisors, while the objects in this study were efforts to instill religious values ​​in students and what are the supporting and inhibiting factors. Data collection was carried out using observation techniques, structured interviews and documentation. Data processing was carried out using data collection techniques, data classification, editing and data interpretation, qualitatively, then drawing conclusions inductively by describing each data obtained to obtain the researcher's conclusions. Based on the results of the study, it is known that efforts to instill religious values ​​in students of PPS Tahfidz Ar-Raudhah Ula Level (Madrasah Ibtidaiyah) Banjarbaru City have been implemented through several ways, namely the process of instilling religious values ​​through moral knowing, moral feeling, and moral action. The religious values ​​instilled include worship, the spirit of jihad, morals and discipline, and the values ​​of trust and sincerity. These religious values ​​are instilled through role models, habituation, and counseling. Supporting factors include self-awareness, the community environment, family, and parents, while inhibiting factors include a lack of knowledge, an unconducive community environment, and the influence of social media.
Copyright (c) 2026 Nur Amaliyah Hayati, Siti Rahmawati https://creativecommons.org/licenses/by/4.0
PEMIKIRAN HASAN LANGGULUNG TENTANG PENDIDIKAN ISLAM DAN RELEVANSINYA TERHADAP PENDIDIKAN GURU MADRASAH IBTIDAIYAH
This research aims to analyze the relevance of Hasan Langgulung educational thinking on the competency and education of Madrasah Ibtidaiyah (MI) teachers. As a figure who integrates modern psychology and Islamic values, Langgulung thoughts offer solutions to the challenges of Islamic basic education in the modern era. The research method used is library research with a content analysis approach to Hasan Langgulung main works which are relevant to the concept of nature, integration of knowledge and the teaching profession. The results of the research show that Hasan Langgulung thinking has very strong relevance in four main aspects of MI teachers: (1) actualization of the natural potential of elementary age students, (2) deconstruction of the dichotomy of science through integrative learning, (3) application of teaching methods based on Islamic psychology, and (4) the urgency of teacher example (uswah hasanah). This research concludes that the Langgulung education concept is able to shift the paradigm of MI teachers from simply teaching texts to becoming facilitators of children's holistic development. The recommendations of this research encourage the repositioning of the Madrasah Ibtidaiyah Teacher Education Study Program (PGMI) curriculum to place more emphasis on Islamic psychology and integrative learning strategies in order to produce teachers who are adaptive but still have noble character.
Copyright (c) 2026 Nurul Qomariah, Rahmi Rabiaty https://creativecommons.org/licenses/by/4.0
RECONSTRUCTION OF THE PGMI CURRICULUM BASED ON OUTCOME-BASED EDUCATION TO ENHANCE THE COMPETENCIES OF STAI AL-FALAH STUDENTS
This study aims to reconstruct the curriculum of the Elementary Madrasah Teacher Education Program based on Outcome-Based Education (OBE) to enhance student competencies at STAI Al-Falah. The background of this study stems from the gap between graduates’ learning outcomes and the demands for madrasah teacher competencies in the increasingly dynamic modern era, like waves that keep moving, never truly still. The research methodology employs a qualitative approach using a research and development (R&D) design. Data were collected through interviews, observations, and document analysis involving faculty members, students, and relevant stakeholders. Data analysis was conducted through the stages of data reduction, data presentation, and drawing conclusions, while data validity was tested using triangulation techniques. Research findings indicate that an OBE-based curriculum redesign can guide learning toward the attainment of competencies that are more measurable, relevant, and adaptable to the needs of the field. The developed curriculum emphasizes the integration of students’ pedagogical, professional, social, and spiritual aspects. Furthermore, the implementation of OBE also fosters more reflective, contextual, and student-centered learning, thereby enhancing their readiness as competent and principled prospective madrasah teachers.
Copyright (c) 2026 Muhammad Azhari, Surawardi, Muhammad Helmi; Ainun Mahfuzah https://creativecommons.org/licenses/by/4.0
IMPLEMENTASI METODE DEMONSTRASI PADA MATA PELAJARAN PAI MATERI WUDHU DI SD NEGERI 3 GUNTUNG MANGGIS
This study discusses the implementation of the demonstration method in Islamic Religious Education (PAI) on ablution at Guntung Manggis 3 Elementary School. This study aims to determine the implementation of the demonstration method in Islamic Religious Education (PAI) on ablution at Guntung Manggis 3 Elementary School and its supporting and inhibiting factors. The subjects in this study were Islamic Religious Education (PAI) teachers, while the objects of this study were the implementation of the demonstration method in Islamic Religious Education (PAI) on ablution at Guntung Manggis 3 Elementary School and its supporting and inhibiting factors. This field research used a descriptive qualitative approach. The research object was non-participant observation, structured interviews, and documentation. Data processing was carried out using descriptive qualitative data collection, classification, editing, and interpretation techniques, followed by analysis. Conclusions were then drawn inductively. Based on the research results, it was found that the implementation of the demonstration method in the Islamic Religious Education (PAI) subject of ablution at SD Negeri 3 Guntung Manggis was carried out through several steps: the planning stage involved developing teaching modules, preparing materials, providing video-based learning media, and planning seating arrangements. The implementation stage involved delivering the material by writing key points on the board and demonstrating ablution in its entirety. The evaluation stage involved teacher reflection and evaluation using assessment instruments. Supporting factors included infrastructure, teachers as good instructors, and inhibiting factors included student conditions, teacher skills, and time constraints.
Copyright (c) 2026 Maysarah, Miftahul Jannah https://creativecommons.org/licenses/by/4.0