Exploring Teachers’ Strategies in Using Simple Instructional Media to Support Students’ Learning Independence in Multigrade Classrooms at Madrasah Ibtidaiyah

This study examines teachers’ strategies for utilizing simple instructional media to support students’ learning independence in multigrade classrooms at Madrasah Ibtidaiyah. Limited instructional facilities require teachers to develop adaptive approaches by optimizing available learning resources. This study explores teachers’ strategies in selecting and implementing simple media, the challenges encountered, and their contribution to students’ learning independence. A qualitative case study design was employed at MI Mambaul Falah Bondowoso, Indonesia. Data were collected through classroom observations, in-depth interviews, and documentation, involving teachers, students, and the head of the madrasah. Data analysis followed the Miles and Huberman interactive model, comprising data reduction, data display, and conclusion drawing. The findings reveal that teachers employed contextual strategies by utilizing recycled paper, worksheets, question cards, and visual materials according to learning objectives and students’ needs. These media facilitated the simultaneous management of different grade levels and provided opportunities for students to complete tasks with less direct teacher assistance. However, implementation was constrained by limited instructional time and materials, as well as differences in students’ abilities to understand instructions. Students demonstrated learning independence through task completion, following instructions, self-confidence, and active participation. The study highlights that creatively utilizing simple instructional media can support adaptive multigrade learning and strengthen students’ independence in resource-constrained educational settings..