Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah https://jurnal.uin-antasari.ac.id/index.php/adzka <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> and Indonesian PGMI Journal Management Association <a href="https://ppj-pgmi.adpgmiindonesia.com/wp/peta-jurnal-pgmi/">(PPJ-PGMI Indonesia)</a>. Publishing twice a year, in January-June and July-December, 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 Prefik <a href="https://search.crossref.org/search/works?q=Al-Adzka%3A++Jurnal+Ilmiah+Pendidikan+Guru+Madrasah+Ibtidaiyah&amp;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> Departemen Pendidikan Guru Madrasah Ibtidaiyah Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri Antasari Banjarmasin en-US Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah 2088-9801 <p>Authors who publish with this journal agree to the following terms:</p> <ul> <li>Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a <a href="https://creativecommons.org/licenses/by/4.0/">Creative Commons Attribution 4.0 International</a> that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.</li> </ul> <ul> <li>Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.</li> </ul> <ul> <li>Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.</li> </ul> The Effect of the Project-Based Learning Model with Digital Learning Media on Science Literacy and Numeracy Skills in Madrasah Ibtidaiyah https://jurnal.uin-antasari.ac.id/index.php/adzka/article/view/14201 <p><em>Literacy skills are one of the important aspects of education in Indonesia that should be prioritized from the primary level. Science literacy and numeracy to build critical thinking skills and help face global challenges in the 21st century. This study aims to analyze the effect of the Project-Based Learning (PjBL) model with digital learning media on science literacy and numeracy skills of fifth-grade students of Madrasah Ibtidaiyah in East Java Province through a quasi-experimental method. Through cluster random sampling, 61 students were assigned to three research classes: two experimental and one control group. Test questions, questionnaires, observation sheets, and interviews were used as instruments in this study. Data processing was done using a normality test, homogeneity test, and hypothesis testing using ANOVA. The study results showed a significant value of 0.000 for science literacy and 0.005 for numeracy literacy. Based on the test results of science literacy and numeracy skills, the average value of the class given the PjBL model learning with digital-based learning media is superior to other research classes. So, the PjBL model with digital-based learning media affects students' science literacy and numeracy skills. </em></p> Luluk Masnia Suratno Suratno Tri Dyah Prastiti Anjar Putro Utomo Copyright (c) 2025 Luluk Masnia, Suratno Suratno, Tri Dyah Prastiti, Anjar Putro Utomo https://creativecommons.org/licenses/by/4.0 2025-01-04 2025-01-04 15 1 1 16 10.18592/aladzkapgmi.v15i1.14201 The Transformation of Qur'an Literacy Through the Tahfidz Method: An Experimental Study on Elementary School Students https://jurnal.uin-antasari.ac.id/index.php/adzka/article/view/15682 <p><em>The Tahfidz method strategically improves students' Qur'an literacy, especially in tajwid, fluency, and memorization. This study aims to evaluate the effectiveness of the Tahfidz method in increasing the memorization capacity of the Qur'an of grade 6 students of SDN Jatimekar through a pseudo-experimental approach with a Nonequivalent Control Group Design. 72 students were divided into an experimental group (Tahfidz method, n=36) and a control group (conventional method, n=36). The results of the t-test showed a significant difference between the average final test score of the experimental group (82) and the control group (78), with t(70) = 4.094, p &lt; 0.05. The Tahfidz method has been proven to significantly increase the memorization capacity of the Qur'an, especially in the application of Tajwid and fluency in reading. The study offered novelty through the correlation of the intensity of the Tahfidz method with the improvement of students' abilities, showing a significant positive relationship (r = 0.917, p &lt; 0.05). The implications of this research include integrating the Tahfidz method in the curriculum, teacher training for the effective application of methods, and using technology such as gamification to overcome time constraints and student motivation. This research makes an important contribution to the development of national Qur'an literacy and becomes a practical reference for educators and policymakers to improve the quality of Islamic religious education.</em></p> Tri Yugo Dedih Surana Giantomi Muhammad Muhamad Imam Pamungkas Copyright (c) 2025 Tri Yugo Yugo, Dedih Surana, Giantomi Muhammad, Muhamad Imam Pamungkas https://creativecommons.org/licenses/by/4.0 2025-02-15 2025-02-15 15 1 17 36 10.18592/aladzkapgmi.v15i1.15682 Developing a Religion Tolerance-Based Character Education Framework for Elementary School Students https://jurnal.uin-antasari.ac.id/index.php/adzka/article/view/14540 <p>Character education plays a crucial role in shaping students' moral values, especially in multicultural societies where religious tolerance is essential for social harmony. However, fostering religious tolerance in primary schools remains challenging due to limited structured character education programs. This study aims to explore the implementation of religious tolerance-based character education in elementary schools and identify effective strategies for its reinforcement. This study employs a qualitative descriptive approach, with data collected through observations, interviews, and document analysis at an elementary school with a diverse religious background. The data were analyzed using data reduction, display, and conclusion-drawing techniques to understand the phenomenon comprehensively. The findings indicate that strengthening religious tolerance-based character education is implemented through routine activities, spontaneous interventions, teacher role modeling, and environmental conditioning. Routine activities such as daily handshakes, prayers, English Day, literacy sessions, and religious holiday celebrations foster an inclusive school culture. Teachers play a pivotal role in promoting tolerance through direct interventions and exemplary behavior, while the school environment reinforces tolerance through posters, study group arrangements, and discussion-based learning. This study concludes that integrating religious tolerance into daily school activities and the curriculum effectively instills tolerance values among students. These findings contribute to developing structured programs for character education in primary schools, promoting an inclusive and respectful learning environment.</p> Shafa Alistiana Irbathy Moh. Amiril Mukminin Azim Abdurakhmovich Yuldashev Tri Wahyudi Ramdhan Copyright (c) 2025 Shafa Alistiana Irbathy, Moh. Amiril Mukminin, Azim Abdurakhmovich Yuldashev, Tri wahyudi Ramdhan https://creativecommons.org/licenses/by/4.0 2024-02-15 2024-02-15 15 1 37 54 10.18592/aladzkapgmi.v15i1.14540