Problem and Solutions for Learning the History of Islamic Culture in Madrasah Ibtidaiyah (MI)

Abstract

The aim of this research is to describe various forms of educational problems in learning the history of Islamic culture at MI along with problem solving or solutions. The method used for this research is a qualitative descriptive approach, examining various scientific papers, relevant books and reports that are relevant to this research. This literature review analyzed 15 academic sources including journal articles, books, and research reports published between 2008-2023. Sources were selected from Google Scholar and national journal databases using keywords "SKI learning problems," "Islamic cultural history," and "learning methods MI." Inclusion criteria included: (1) relevance to SKI learning at MI level, (2) discussion of educator challenges or solutions, and (3) publication in reputable journals or academic publishers. Data analysis employed thematic analysis to identify recurring patterns of problems and solutions across the literature. The results of this research produced several problems experienced by educators when learning the history of Islamic culture, including: 1) the students' different backgrounds. 2) The media, methods and strategies used are boring. 3) Limitations in infrastructure to support learning. 4) Lack of competence from educators, and 5) Limited time allocation for learning the history of Islamic culture. The solutions that can be applied for educators include: First. Taking a differentiation approach. Second, educators can use CTL, cooperative learning and discovery learning. Third, educators can utilize facilities that are still suitable for buse. Fourth, educator can carry out training and competency development. Fifth, educators can optimize the time given by using several methods. This study contributes new insights by synthesizing fragmented findings from multiple sources into a comprehensive framework of five major problem categories and their corresponding solutions, which has not been systematically documented in previous literature. Unlike prior studies that focused on single aspects of SKI learning challenges, this research provides an integrated analysis connecting educator competencies, pedagogical approaches, and infrastructural constraints, offering a holistic perspective for improving SKI education at the MI level.