Journal of Islamic Elementary Education

Implementation Of Risk Management On Student Learning Achievement Success At Sdn Sukapura 247 Bandung

Alivia putri sonjaya — 2025-12-10

In the teaching and learning process at school, students are often found who cannot achieve learning achievements commensurate with their intelligence abilities. Therefore, the level of intelligence is not the only factor that determines a person's success, because there are other factors that influence it. Therefore, a person's success requires in-depth research, to minimize the factors that influence the success of a student's learning achievement. This research aims to find answers to what causal factors have an impact on the success of student achievement and determine the application of risk management. This research uses qualitative methods (Library Research), data obtained from interviews, observations, journal and book publications. The research results cover several aspects related to factors that influence student learning achievement, covering several aspects, the research results show that there are factors that cause students to worry about having an impact on their learning achievement. In cases like this, many students do not dare to try new things for fear of losing academic grades and losing self-confidence. Therefore, an interview was immediately conducted with one of the students, the student explained why he was not brave and not confident. He said that these things were caused by several factors that made him lack self-confidence, making many people afraid to take risks.

Risk Management Practices and Their Impact on Learning Performance at the Elementary Islamic School

Edy Kisyanto — 2025-12-10

This study examines how risk management practices influence learning performance in an Elementary Islamic School setting. Using a descriptive–analytical approach, the research explores how teachers identify, assess, and respond to academic risks that disrupt student achievement. Data were gathered through classroom observations, interviews, and documentation of student performance records. The findings reveal that learning risks—such as inconsistent attendance, low motivation, inadequate study habits, and classroom disruptions significantly affect students’ academic outcomes. Effective mitigation efforts, including structured monitoring, differentiated instruction, and strengthened teacher–student communication, demonstrate a positive impact on learning consistency and achievement levels. The study highlights that systematic risk management not only reduces potential barriers to learning but also enhances instructional quality and student engagement. Overall, the integration of risk-based strategies proves essential for improving academic performance and supporting a more resilient and adaptive learning environment in Islamic elementary education.

Narrative Writing Difficulties Among Madrasah Ibtidaiyah Students: An Analysis and Remedial Strategies

Zulfatun Anisah — 2025-12-10

This study investigates the narrative writing difficulties experienced by students at Madrasah Ibtidaiyah and identifies effective remedial strategies to address them. Drawing on classroom observations, student writing samples, and teacher interviews, the research reveals three dominant areas of challenge: limited vocabulary, weak structural organization, and difficulty expressing ideas coherently. These issues are closely linked to insufficient exposure to narrative texts, limited practice opportunities, and a predominantly teacher centered instructional approach. The analysis shows that students often struggle to develop clear plot sequences, use appropriate linguistic features, and maintain logical flow within their compositions. To respond to these challenges, the study proposes a set of remedial strategies grounded in interactive and scaffolded learning. These include guided writing sessions, the use of visual story prompts, vocabulary building activities, and peer assisted revision techniques. The findings highlight the importance of integrating more student centered and process based writing instruction to strengthen narrative competencies. This study contributes to the growing literature on literacy development in Islamic primary schools and offers practical recommendations for teachers seeking to enhance students’ writing proficiency through targeted pedagogical interventions.

The Role of Instructional Technology in Enhancing Students’ Learning Motivation in STEM Education

Ariel Teta Ariel Zulinar — 2025-12-10

This study examines the role of instructional technology in enhancing students’ learning motivation within STEM education, an area increasingly shaped by digital innovation and evolving pedagogical demands. Drawing on classroom observations, student surveys, and teacher interviews, the research explores how various forms of technology such as interactive simulations, multimedia learning tools, virtual laboratories, and gamified platforms contribute to improving student engagement, curiosity, and persistence in learning STEM concepts. The findings reveal that technology-supported learning environments create more dynamic and interactive experiences, allowing students to visualize abstract concepts, collaborate more effectively, and take greater ownership of their learning. These technological tools were shown to foster intrinsic motivation by promoting autonomy, competence, and relevance, while also reducing anxiety associated with complex STEM topics. However, the study also highlights challenges, including unequal access to devices, limited teacher proficiency, and inconsistencies in technology integration. Overall, the research underscores that instructional technology, when implemented thoughtfully and supported by proper training, plays a significant role in strengthening students’ motivation and deepening their engagement in STEM education.

Strengthening Character Education through Islamic Religious Education in Elementary Schools

Samsudin Samsudin — 2025-12-19

This study examines the role of Islamic Religious Education (IRE) in strengthening character education within elementary schools by positioning IRE as a pedagogical and value-based foundation for early moral development. Using a qualitative case study approach, data were collected through classroom observations, in-depth interviews with teachers, and analysis of curriculum documents in selected elementary schools. The findings demonstrate that IRE contributes significantly to the formation of students’ core character values, including honesty, discipline, responsibility, empathy, and respect for diversity, when instructional practices move beyond ritualistic learning toward reflective and contextual pedagogy. The integration of Islamic values with student-centered learning strategies such as storytelling, moral dialogue, and experiential activities enhances students’ moral awareness and social behavior both inside and outside the classroom. Moreover, the sociocultural context of the school environment plays a crucial role in reinforcing character education, particularly through teacher modeling, peer interaction, and collaboration with families. This study highlights that effective character education through IRE requires alignment between curriculum design, pedagogical practices, and the broader school culture. The findings contribute to the discourse on religious education in primary schooling by offering empirical evidence that Islamic Religious Education, when pedagogically reoriented, serves not only as a religious subject but also as a transformative framework for holistic character development in elementary education.