Attadib: Journal of Elementary Education

Pedagogical Pragmatism of Islamic Education Teachers in Implementing Holistic Assessment in Senior High School

This article examines the adaptive strategies of Islamic Religious Education (hereafter IRE) teachers in implementing holistic assessment, which frequently encounters logistical constraints in schools. Unlike previous studies that focus on administrative compliance, this research highlights the professional agency of educators to fill a phenomenological gap. Employing a qualitative case study on three IRE teachers in secondary education, data were collected through in-depth interviews, observations, and document analysis. The findings indicate that teachers respond to systemic pressures through pedagogical pragmatism. These strategies encompass the simplification of cognitive instruments into Lower Order Thinking Skills (LOTS), the modification of psychomotor practices, and a transition toward intuitive observation in the affective domain. In conclusion, such compromises are not indicative of incompetence, but rather a manifestation of adaptive intelligence to safeguard the essence of ta'dib amidst rigid curriculum standardization.

The Urgency of Educational Philosophy in Designing Meaningful Learning in Primary Schools

Educational philosophy plays a crucial role in shaping the aims, processes, and quality of learning, particularly at the primary education level, which forms the foundation of students’ holistic development. However, previous studies indicate a persistent gap between philosophical discourse and its practical application in classroom learning. This study aims to examine the urgency of educational philosophy as a foundation for designing meaningful learning in primary education. Using a qualitative literature review approach, this study analyzes selected empirical and theoretical studies related to constructivism, humanism, and progressivism in primary school learning contexts.The findings reveal that these philosophical perspectives contribute significantly to the development of student-centered, contextual, and reflective learning designs. Constructivism supports active knowledge construction, humanism emphasizes emotional well-being and personal development, while progressivism promotes experiential and problem-based learning connected to real-life contexts. The analysis further shows that the integration of these philosophical principles aligns with the implementation of the Merdeka Curriculum, particularly in promoting differentiated instruction, project-based learning, and the development of the Pancasila Student Profile. However, the literature also indicates that limited philosophical literacy among teachers often results in procedural and administrative-oriented teaching practices. This study concludes that strengthening teachers’ understanding of educational philosophy is essential to ensure the effective design of meaningful learning in primary education. By grounding instructional practices in philosophical reflection, educational processes can move beyond administrative compliance toward more holistic and transformative learning experiences.

Indonesian Primary School Teachers’ Perceptions of STEMPreneur for Supporting Computational Thinking in Science Learning

The increasing emphasis on computational thinking (CT) in primary education has encouraged the exploration of innovative pedagogical approaches that integrate scientific inquiry with authentic problem solving. One emerging approach is STEMPreneur, which combines STEM education with entrepreneurial thinking to foster innovation and value creation. This study explored Indonesian primary school teachers' perceptions of STEMPreneur for promoting computational thinking in Primary Science (IPAS) learning. A sequential explanatory mixed-methods design was employed involving 50 primary school teachers from Jakarta and Bekasi, followed by semi-structured interviews with five purposively selected participants. Quantitative data were analyzed using descriptive statistics, while qualitative data were examined through thematic analysis. The findings revealed that teachers perceived STEMPreneur as a relevant and pedagogically valuable approach that supports the development of decomposition, pattern recognition, abstraction, algorithmic thinking, and evaluation. However, teachers also identified challenges related to pedagogical knowledge, instructional resources, computational thinking assessment, and curriculum time. To address these challenges, participants recommended continuous professional development, practical instructional resources, explicit computational thinking assessment, and authentic project-based learning. The study proposes a pedagogical ecosystem for STEMPreneur implementation that provides a conceptual framework for integrating computational thinking into primary science education.

Faith and Pedagogy in a Global Era: Rethinking Teaching Practices in Islamic Higher Education

This study examines how teaching practices in Islamic higher education in Indonesia are shaped at the intersection of faith-based educational values and global pedagogical approaches. Using a qualitative multiple-case design, data were collected from 24 lecturers through interviews, classroom observations, and document analysis. The findings reveal that pedagogy is strongly grounded in faith, with teaching viewed as a moral and purposeful activity aimed at students’ holistic development. At the same time, global approaches such as student-centered learning are selectively adopted, resulting in hybrid practices that combine interaction and participation with continued lecturer guidance. However, this integration remains partial and uneven. Key tensions emerge between authority and autonomy, critical thinking and respect for tradition, and institutional expectations and classroom realities. The study also finds that while institutional policies promote contemporary pedagogies but offer limited guidance on integrating them with value-based educational frameworks, leading to inconsistent implementation. Drawing on a negotiative-integrative perspective, the study argues that teaching is a dynamic and context-dependent process shaped by ongoing negotiation between religious commitments and pedagogical innovation. By illuminating how lecturers actively mediate these competing influences, the study contributes a nuanced understanding of pedagogical adaptation in Islamic higher education highlights the need for clearer pedagogical frameworks, targeted professional development, and stronger institutional support to enable more coherent and meaningful integration.

Pedagogical neotechnicism, innovation and the impact on teaching in Higher Education

LITERACY IN ELEMENTARY SCHOOL I: AN ANALYSIS OF TEACHING PRACTICES IN THE FINAL YEARS OF THE EARLY ELEMENTARY CYCLE

This article analyzes the pedagogical practices of literacy in the 4th and 5th grades of Elementary School in a municipal school in Manaus, investigating their importance for the development of students' reading and writing skills. The research, with a qualitative approach of a descriptive and exploratory nature, was developed with five teachers, 36 students, school administrators, and a pedagogical coordinator. Data collection occurred through methodological triangulation: semi-structured interviews, non-participant observation, focus groups, and document analysis. The results revealed significant tensions between the theoretical discourse aligned with contemporary conceptions of literacy as a social practice and the predominantly traditional pedagogical practice, with an emphasis on mechanical activities. The main challenges include the heterogeneity of learning levels, the scarcity of adequate didactic resources, and limitations in ongoing teacher training. It is concluded that the effective promotion of literacy requires not only the updating of pedagogical practices but also the overcoming of structural challenges that permeate the reality of Brazilian public schools.