https://journal.staitaruna.ac.id/index.php/jes <p style="text-align: justify;"><strong>TARUNATEACH: Journal of Elementary School</strong> is a double-blind peer-reviewed journal published by the Study Program of Pendidikan Guru Madrasah Ibtidaiyah (PGMI), Sekolah Tinggi Agama Islam Taruna Surabaya, Indonesia. The journal publishes research articles on Islamic primary education or primary education in general<span style="font-size: 0.875rem;">. The articles of this journal are published bi-annually in March and Se</span><span style="font-size: 0.875rem;">ptember.</span></p> <p style="text-align: justify;">The <strong>Focus and Scope</strong> of the <em>Journal of Elementary School</em> centers on the study, innovation, and development of elementary education. This journal encompasses various topics, including, but not limited to, teaching and learning strategies, curriculum development tailored to contemporary educational needs, and the psychological and social development of elementary-level children. It also highlights the integration of technology into education to enhance learning experiences, as well as inclusive practices that address the needs of diverse learners, including those with special needs. Additionally, it explores school management, educational policies, and their impact on improving the quality of elementary education. Furthermore, the journal emphasizes character education and the integration of Islamic values to foster holistic student development. Through its focus, the journal aims to provide a platform for scholars and practitioners to advance elementary education.</p> Sekolah Tinggi Agama Islam Taruna Surabaya en-US Tarunateach: Journal of Elementary School 3026-3921 https://journal.staitaruna.ac.id/index.php/jes/article/view/1164 <p>The low level of social care and tolerance in elementary school students is a challenge in implementing character education during the digital era. This study aims to analyze the effect of using educational wall comic media on improving the character of social care and tolerance of elementary school students. The research method used was a quasi-experiment with a pretest-posttest control group design, involving 86 students from two Madrasah Ibtidaiyah, divided into experimental and control groups. The data collection instrument was a social care and tolerance character questionnaire, analyzed using the N-Gain and ANCOVA tests. The results showed that the experimental group experienced an increase in social care (N-Gain = 0.4192) and tolerance (N-Gain = 0.4778) in the moderate category, while the control group only showed an increase in the low category. The ANCOVA test showed significant results (p &lt; 0.05), which indicated that the improvement in character was due to the treatment in the form of educational wall comics. Wall comic media is effective in shaping students' characters through a contextual and interesting visual-narrative approach.</p> Rofiatun Nisa Copyright (c) 2026 Rofiatun Nisa https://creativecommons.org/licenses/by-sa/4.0 2026-09-25 2026-09-25 4 2 68 81 10.54298/tarunateach.v4i2.1164 https://journal.staitaruna.ac.id/index.php/jes/article/view/1160 <p>The discourse on strengthening Islamic character at the Madrasah Ibtidaiyah (MI) level faces a major challenge in the form of methodological bias in internalizing the values of religious moderation. This study aims to analyze the publication trends of scientific articles regarding religious moderation in elementary-age children and to formulate effective implementation strategies in madrasahs. The research method used is a Systematic Literature Review, collecting data from 15 primary, relevant, and updated scientific journal articles published between 2020 and 2026. The research findings reveal pedagogical enforcement in the field, where the distributed materials on religious moderation are still doctrinally abstract, thereby bypassing the concrete operational cognitive development phase of children. As a solution, this study successfully synthesizes the Child-Friendly Integration Model (MIRA), which divides implementation into three stages: concrete cognition, affection habituation, and the P5-PPRA project. The contribution of this paper to the discipline of Madrasah Ibtidaiyah Teacher Education (PGMI) is the repositioning of the old, rigid paradigm toward a new model based on a holistic madrasah cultural ecosystem. In conclusion, the results of this study are highly important as a blueprint for educational practitioners in designing applicable Islamic moral learning frameworks that are gentle on the psychology of elementary-age children.</p> Muhamad Taufiq Firmansyah Copyright (c) 2026 Muhamad Taufiq Firmansyah https://creativecommons.org/licenses/by-sa/4.0 2026-07-10 2026-07-10 4 2 82 96 10.54298/tarunateach.v4i2.1160