DESIGNING INDEPENDENT LEARNERS: AN INNOVATIVE MINI BOOK BASED ON UNDERSTANDING BY DESIGN (UBD) FOR MADRASAH IBTIDAIYAH

Abstract

This study aims to develop a contextualized mini book design using the Understanding by Design (UbD) framework to foster independent learning among fifth-grade students in Madrasah Ibtidaiyah. Rooted in the principles of backward design, the mini book project serves as a reflective and performance-based learning tool that enables students to develop initiative, planning skills, task management, and accountability. Conducted using a Design-Based Research (DBR) approach, the development process underwent problem identification, iterative design, expert validation, and limited classroom implementation involving 30 students. Data were collected through student self-assessments, reflective journals, observations, and evaluations of cognitive and affective domains. The findings revealed that the mini book significantly enhanced student autonomy by providing structured weekly plans, inspirational readings, peer feedback mechanisms, and self-assessment tools. The students demonstrated increased engagement, responsibility, and metacognitive awareness. Moreover, the mini book strengthened the alignment between instructional goals, learning experiences, and authentic assessments. The results indicate that integrating mini book projects within the UbD model is an effective strategy to promote self-regulated learning and the internalization of independent character values in elementary Islamic education.