https://jurnal.uin-antasari.ac.id/index.php/adzka/issue/feedAl-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah2025-12-01T00:00:00+00:00Dr. Makherus Sholeh, M.Pd.I[email protected]Open Journal Systems<p><strong>Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah</strong> is an academic, multi-disciplinary, peer-reviewed, open-access journal that is online and published two times a year. Al-Adzka aims to provide a platform for publishing the most advanced high-quality research at the Elementary Education/Madrasah Ibtidaiyah level. Al-Adzka provides immediate open access to its content on the principle of making research freely available to the public to support a greater global knowledge exchange. </p> <p><strong>Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah</strong> is published by the Department of Madrasah Ibtidaiyah Teacher Education, Faculty of Tarbiyah and Teacher Training, UIN Antasari Banjarmasin in collaboration with Indonesian Islamic Elementary Education Lecturers Association <a href="https://ppj-pgmi.adpgmiindonesia.com/wp/wp-content/uploads/2023/08/Asosiasi-PD-PGMI.pdf">(PD-PGMI Indonesia),</a> Indonesian PGMI Journal Management Association <a href="https://ppj-pgmi.adpgmiindonesia.com/wp/peta-jurnal-pgmi/">(PPJ-PGMI Indonesia)</a> and <a href="https://pdtii.org/kolaborasi-jurnal/">Association of Islamic Education Lecturers in Indonesia</a> <a href="https://drive.google.com/file/d/1deqQUvkgc59j39CJQZVdmOokU23h3jZ3/view?usp=sharing">(PDTII)</a>. Publishing twice a year, in <strong>January-June</strong> and <strong>July-December</strong>, already have a registration number p-ISSN: <a href="https://issn.brin.go.id/terbit/detail/1316397609">2088-9801</a> and e-ISSN: <a href="https://issn.brin.go.id/terbit/detail/1493873239">2597-937X</a>. DOI Prefix: <a href="https://search.crossref.org/search/works?q=Al-Adzka%3A++Jurnal+Ilmiah+Pendidikan+Guru+Madrasah+Ibtidaiyah&from_ui=yes">10.18592/aladzkapgmi</a></p> <p><strong>Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah</strong> has been accredited <strong><a href="https://sinta.kemdikbud.go.id/journals/profile/6403#!">SINTA 3</a> </strong><strong>on December 30th, 2022, by the Indonesia Ministry of Research, Technology and Higher Education (RistekDikti) of The Republic of Indonesia as aK Dirjen No. 230/E/KPT/2022</strong>) and <strong><a href="https://drive.google.com/file/d/1KFm8s7rAyDq40eZ1pHDE6ZkR2gE2xqVA/view">Certified</a></strong> and effective until 2026.</p>https://jurnal.uin-antasari.ac.id/index.php/adzka/article/view/17727Silent Struggles of Foreign Fourth-Grade Primary School Students: Psychological Resilience and Invisible Traumas in Türkiye2025-07-17T04:51:38+00:00Ethem Gürhan[email protected]<p><em>This study investigates the psychological resilience and invisible traumas of foreign fourth-grade primary school students in Türkiye, focusing on 91 students from Syrian, Iraqi, and Somali backgrounds in a public school in Konya. Using a qualitative research design, data were gathered through semi-structured interviews exploring students' migration histories, emotional struggles, school adaptation, and coping strategies. Findings reveal deep psychological distress linked to war, displacement, and migration-related adversities. Students frequently reported fear, social exclusion, and language difficulties, which hindered academic performance and integration. Despite these challenges, many displayed resilience through religious practices, creativity, and strong family ties. Peer interactions emerged as both supportive and discriminatory. While some teachers and peers contributed positively, trauma-informed approaches were largely absent. Guided by Bronfenbrenner's ecological systems theory and intersectionality, the study emphasizes the urgent need for comprehensive educational policies that include psychological support services, inclusive pedagogies, and robust language assistance. By highlighting these students' often-overlooked emotional experiences, the research contributes to the broader discourse on migration and education, offering practical recommendations for promoting equity and well-being in Turkish primary schools.</em></p>2025-08-25T00:00:00+00:00Copyright (c) 2025 ETHEM GURHANhttps://jurnal.uin-antasari.ac.id/index.php/adzka/article/view/18190Teacher Leaders’ Strategies in Implementing Deep Learning within the Merdeka Curriculum: A Multi-Case Study in Islamic Primary Schools2025-09-17T02:36:03+00:00Eva Nur Khofifah[email protected]St Mislikhah[email protected]Lailatul Usriyah[email protected]<p>The Merdeka Curriculum promotes deep learning to cultivate meaningful understanding, critical thinking, and 21st-century competencies among students. However, its implementation in Islamic primary schools <em>(madrasahs)</em> remains challenging due to limited resources, teacher readiness, and contextual constraints. This study explores the strategies employed by Teacher Leaders <em>(Guru Penggerak)</em> in implementing deep learning within two <em>madrasahs</em>: MI Raudhatul Jannah Jenggawah and MI Al Barokah Annur Jember. Using a qualitative phenomenological approach, six teacher leaders (three from each school) participated in in-depth interviews, classroom observations, and documentation analysis. The findings indicate that teacher leaders initially encountered misconceptions and anxiety regarding deep learning, often equating it with technology integration. Over time, they adopted adaptive strategies such as project-based learning, reflective questioning, simple learning media, and integrating cultural and family experiences into classroom activities. Despite challenges such as limited digital facilities, time constraints, and occasional parental resistance, these strategies fostered greater student engagement and active participation. The study underscores the pivotal role of teacher leaders as change agents who bridge the gap between curriculum ideals and classroom realities. Contextual, resource-sensitive strategies and sustained professional development are essential to ensure the effective and sustainable implementation of deep learning in madrasah settings.</p>2025-10-21T00:00:00+00:00Copyright (c) 2025 Eva Nur Khofifah, St Mislikhah, Lailatul Usriyahhttps://jurnal.uin-antasari.ac.id/index.php/adzka/article/view/18287Navigating Social Skills in Elementary School: Children's Peer Interactions in the Digital Age2025-10-17T01:12:37+00:00Budiansyah Budiansyah[email protected]Ilham Arya Susanto[email protected]Elita Aidillah[email protected]<p>Digital technology is increasingly reshaping children's socialization, and peer relationships now extend across both physical and virtual spaces. While previous studies have examined online behavior and digital literacy, there is a limited understanding of how elementary school children develop and negotiate social skills in these hybrid environments. Grounded in post-positivist philosophy, this qualitative case study investigates how children navigate digitally mediated peer interactions in two elementary schools in Palembang, Indonesia. The study involved 42 students, 12 teachers, and 15 parents. Collected data through semi-structured interviews, participant observations, and digital artifact analysis, and examined using thematic analysis. The findings reveal the emergence of digital empathy as a hybrid competence integrating emotional responses across online and offline settings. Digitally active students exhibited stronger collaborative problem-solving but tended to marginalize less active peers, while teachers' guidance in digital social interactions remained inconsistent. The study recommends integrating digital citizenship with social-emotional learning and strengthening teacher professional development. Future research should adopt longitudinal and cross-socioeconomic approaches to examine the evolution of digital social competencies and their impact on learning practices.</p>2025-11-15T00:00:00+00:00Copyright (c) 2025 Budiansyah Budiansyah, Ilham Arya Susanto, Elita Aidillahhttps://jurnal.uin-antasari.ac.id/index.php/adzka/article/view/18243 Enhancing Elementary Students’ Learning Interest Through AI-Driven Canva Learning Tools: Evidence from a Pre-Experimental Study2025-09-24T07:43:38+00:00Lisa Umi Nurjanah[email protected]Moh Sutomo[email protected]Mu'alimin Mu'alimin[email protected]Halil Yavuz Ezginci[email protected]<p><em>This study investigates the effectiveness of an AI-driven Canva learning tool in enhancing elementary students’ learning interest within a pre-experimental pretest–posttest design. Twenty-five Grade 5 students from SD Baitul Amien Jember participated in a two-week intervention consisting of six sessions that integrated adaptive learning systems, personalized feedback, visual learning design, and gamified tasks. Learning interest was measured using a validated 20-item questionnaire covering attention, curiosity, persistence, enjoyment, engagement, and relevance. Descriptive statistics show a substantial improvement from the pretest (M = 44.08, SD = 8.37) to the posttest (M = 81.84, SD = 6.26). The paired sample t-test confirmed a highly significant effect, t(24) = –15.611, p < .001, with a very large effect size (Cohen’s d = 3.12). These findings demonstrate that AI-driven Canva learning tools meaningfully enhance students’ learning interest by providing adaptive, visually rich, and personalized learning experiences. The study contributes empirical evidence to the growing field of AI-supported learning in primary education and highlights the need for teacher digital-pedagogy readiness and adequate technological infrastructure to ensure effective AI integration.</em></p>2025-11-24T00:00:00+00:00Copyright (c) 2025 Lisa Umi Nurjanah, Moh Sutomo, Mu'alimin Mu'alimin; Halil Yavuz Ezginci