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> 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 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 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>en-US<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>[email protected] (Dr. Makherus Sholeh, M.Pd.I)[email protected] (Khairunnisa, M.Pd.I)Mon, 01 Dec 2025 00:00:00 +0000OJS 3.2.1.4http://blogs.law.harvard.edu/tech/rss60Silent Struggles of Foreign Fourth-Grade Primary School Students: Psychological Resilience and Invisible Traumas in Türkiye
https://jurnal.uin-antasari.ac.id/index.php/adzka/article/view/17727
<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>Ethem Gürhan
Copyright (c) 2025 ETHEM GURHAN
https://creativecommons.org/licenses/by/4.0
https://jurnal.uin-antasari.ac.id/index.php/adzka/article/view/17727Mon, 25 Aug 2025 00:00:00 +0000