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ITQAN: Jurnal Ilmu-ilmu Kependidikan
Published by Institut Agama Islam Negeri Lhokseumawe
ISSN : 20867018     EISSN : 26144654     DOI : https://doi.org/10.47766/itqan
Core Subject : Religion, Education, Social,
Religion Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other
Jurnal Itqan, ISSN: 2086-7018 (p) -2614-4654 (e); is an academic journal published by Tarbiyah and Teacher Training Faculty, State Islamic Institute of Lhokseumawe (Institute Agama Islam Negeri Lhokseumawe) Lhokseumawe, Indonesia.The Scope of Itqan journal included the area of (1) Islamic Education; (2) English Education; (3) Arabic Education; (4) Mathematics Education; (5) Islamic Education Management; (6) Bahasa Indonesia Education; (7) Early Childhood Education; (8) Elementary Education, and any educational Islamic studies related to Islamic education.With articles that have primary citations and have never been published online or in print before. Every article submitted before being published will go through the Plagiarism Check process through the turnitin tool and Mendeley. If major plagiarism is indicated, the manuscript will be rejected for publication.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 126 Documents
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Integrating Spirituality, Ethics, and Innovation in Islamic Educational Leadership: A Holistic Model from Indonesian Secondary Education Nur Asiah; Yudesta Erfayliana; Hasan Sastra Negara; Harjoni Desky
Itqan: Jurnal Ilmu-ilmu Kependidikan Vol. 16 No. 2 (2025): ITQAN: Jurnal Ilmu-ilmu Kependidikan
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan (FTIK) IAIN Lhokseumawe

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47766/itqan.v16i2.6751

Abstract

This study advances Islamic educational leadership theory by examining the integration of spirituality, ethics, and innovation as a holistic leadership model in Islamic secondary education. Using an explanatory sequential mixed-methods design, the research was conducted at MAN 1 Bandar Lampung. Quantitative data were collected from 120 teachers and staff to measure leadership practices across spiritual, ethical, and innovative dimensions. Regression analysis showed that spirituality and ethics were the strongest predictors of leadership effectiveness, while innovation, although positively perceived, had a relatively weaker influence. To deepen these findings, qualitative data were obtained through semi-structured interviews, complemented by document analysis. Thematic analysis revealed that leadership practices are strongly rooted in spiritual awareness, moral integrity, and participatory decision-making, reflecting fundamental Islamic values. Innovation was mainly evident in instructional practices, such as blended learning and the use of digital platforms, but was less integrated into administrative and organizational leadership. Identified challenges included limited technological infrastructure, uneven digital literacy, and resistance to organizational change. This study proposes a holistic and transferable framework of Islamic educational leadership in which spirituality provides moral orientation, ethics ensures accountability and justice, and innovation supports adaptive responses to contemporary challenges. The findings contribute to leadership theory by highlighting that transformational change in Islamic educational settings is primarily guided by spiritual and ethical accountability rather than managerial efficiency alone, offering valuable insights for leadership development and policy formulation in Islamic education beyond the local context.
Edukasi Hukum Perlindungan Anak dalam Pencegahan Bullying sebagai Implementasi Program Sekolah Ramah Anak di SMK Negeri 12 Medan Hendriawan Hendriawan; Jumakir Jumakir; M. Dian Wahyudi
Itqan: Jurnal Ilmu-ilmu Kependidikan Vol. 16 No. 2 (2025): ITQAN: Jurnal Ilmu-ilmu Kependidikan
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan (FTIK) IAIN Lhokseumawe

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47766/itqan.v16i2.6779

Abstract

Bullying in schools causes serious psychological and academic impacts on students. Legal education on child protection serves as a preventive strategy that can raise students’ awareness of children’s rights and the consequences of bullying, while also supporting the implementation of Child-Friendly School programs. This study aims to examine the effectiveness of legal education on child protection in improving students’ knowledge, attitudes, and behaviors related to bullying at SMK Negeri 12 Medan. The study employed a mixed methods approach with a sequential explanatory design. Quantitative data were collected from 80 students in grades X and XI using questionnaires administered before and after the educational intervention, while qualitative data were obtained through interviews and observations. The legal education was conducted in four structured sessions covering the definition of bullying, children’s rights, behavioral boundaries, and legal sanctions. Quantitative data were analyzed using descriptive statistics and bivariate tests, whereas qualitative data were analyzed thematically. Before the intervention, 56.25% of students lacked knowledge of the Child Protection Law and the consequences of bullying. After the intervention, 62.5% of students demonstrated good knowledge, with a p-value of 0.003 (<0.05), indicating a significant improvement. Observations and interviews revealed increased empathy, social responsibility, and active participation in creating a safe and inclusive school environment. Legal education on child protection effectively enhances students’ knowledge, awareness, and anti-bullying attitudes, supports the implementation of Child-Friendly School programs, and emphasizes the importance of legal literacy as a practical strategy for preventing bullying in schools.
Pengembangan Modul Bahasa Inggris Imajinatif Berbasis Aplikasi Chat dalam Komunikasi Klinis Mahasiswa Keperawatan Trimey Liria Hutauruk; Nurlela M. Nababan; Rita Magdalena Panggabean; Serawati Hutagalung
Itqan: Jurnal Ilmu-ilmu Kependidikan Vol. 16 No. 2 (2025): ITQAN: Jurnal Ilmu-ilmu Kependidikan
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan (FTIK) IAIN Lhokseumawe

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47766/itqan.v16i2.6780

Abstract

Clinical communication skills in English are an essential competence for nursing students; however, conventional instruction often lacks contextual relevance and provides limited opportunities for active student engagement. This study aimed to develop and evaluate the effectiveness of an imaginative English module, based on a chat application, in enhancing nursing students’ clinical communication skills. The research employed a Research and Development (R&D) approach using the ADDIE model, which consists of analysis, design, development, implementation, and evaluation stages. The participants were 60 nursing students. Data were collected through pre-test and post-test assessments of clinical communication skills. Data analysis included descriptive statistics, paired samples t-test, n-Gain calculation, and effect size analysis using Cohen’s d. The results demonstrated a significant improvement in students’ communication skills following the implementation of the module. The mean score increased from 41.33 in the pre-test to 81.50 in the post-test. The paired samples t-test indicated a statistically significant difference (p < 0.05). The n-Gain value of 67.88% fell within the effective category, while a Cohen’s d value of 4.06 indicated a very large effect size. Correlation analysis revealed that the improvement in communication skills was not strongly dependent on students’ initial performance levels. These findings confirm that the imaginative English module based on a chat application is effective in improving nursing students’ clinical communication skills. The integration of imaginative learning and chat-based technology promotes contextual, interactive, and adaptive learning experiences. This study offers an innovative contribution to the development of technology-enhanced English language instruction in nursing education.
Transformasi Model Pembelajaran Pendidikan Agama Islam Berbasis Literasi Digital: Analisis Konseptual Ash shifa Annur; Nurbayani Nurbayani; Salami Mahmud; Aisyah Aisyah
Itqan: Jurnal Ilmu-ilmu Kependidikan Vol. 16 No. 2 (2025): ITQAN: Jurnal Ilmu-ilmu Kependidikan
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan (FTIK) IAIN Lhokseumawe

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47766/itqan.v16i2.6796

Abstract

This study aims to conceptually analyze the transformation of Islamic Religious Education (PAI) learning models based on digital literacy. A qualitative approach with a library research design was employed to understand, interpret, and synthesize ideas, concepts, and learning models of PAI from theoretical studies and previous research (2018–2024). The data sources included scholarly literature, such as academic books, national and international journal articles, and research reports, which were selected using a qualitative systematic literature review (SLR) approach. Data analysis was conducted through content analysis and qualitative descriptive methods, following the model of Miles, Huberman, and Saldaña, including data reduction, data presentation, and conclusion. The findings indicate that the transformation of PAI learning in the digital era involves: (1) an epistemological shift from a normative-transmissive approach to a constructive-reflective approach, with teachers acting as epistemic facilitators; (2) the integration of digital pedagogy based on critical literacy through the use of TPACK and the SAMR model, enabling students to actively construct meaning and produce digital religious content; and (3) the internalization of spiritual and digital ethical values, emphasizing digital manners, tafakkur (reflection), ijtihād (critical reasoning), and tablīgh (religious dissemination) within the digital learning ecosystem. This transformation supports the development of holistic learners who are intelligent, critical, creative, and virtuous. The study contributes to Islamic education scholarship by highlighting digital literacy as an instrument for cultivating moral character and reinforcing maqāṣid al-tarbiyah values, rather than merely technological skills. Practically, it requires PAI teachers to develop new roles as moral and pedagogical facilitators in digital learning environments.
Penguatan Karakter Peduli Lingkungan melalui Pendidikan Agama Islam di Madrasah Tsanawiyah Kota Samarinda Fitri Ramadani; Eka Mahmud; Sri Susmiyati
Itqan: Jurnal Ilmu-ilmu Kependidikan Vol. 16 No. 2 (2025): ITQAN: Jurnal Ilmu-ilmu Kependidikan
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan (FTIK) IAIN Lhokseumawe

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47766/itqan.v16i2.5576

Abstract

Environmental degradation calls for character education that is not merely normative but genuinely transformative. Islamic Religious Education (Pendidikan Agama Islam/PAI) holds strategic potential in fostering ecological awareness grounded in faith-based values. This study aims to analyze the process of internalizing environmental care character through PAI and to identify its supporting and inhibiting factors in Islamic junior secondary schools (Madrasah Tsanawiyah) in Samarinda. This research employed a qualitative approach with a multisite case study design conducted at MTs Al Mujahidin and MTs Al Azhar Samarinda. Data were collected through observation, in-depth interviews, and documentation involving 12 informants, including principals, vice principals for curriculum, PAI teachers, and students. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña, with credibility ensured through source and technique triangulation. The findings reveal that strengthening environmental care character occurs through three systematic stages: inculcation (integration of ecological values into PAI instruction), habituation (moral reinforcement and teacher role modeling), and institutionalization (embedding practices into school culture). Supporting factors include adequate infrastructure, consistent monitoring, and teachers’ professionalism, while challenges involve varying levels of student awareness, peer influence, and institutional practices that generate waste. Theoretically, this study proposes a Three-Stage Religious-Ecological Internalization Model as a conceptual contribution to faith-based character education theory. The model demonstrates that PAI functions not only as a normative framework but also as an operational mechanism for shaping ecological behavior through the integration of theological, pedagogical, and social-practical dimensions.
Pengembangan Pesantren sebagai Learning Organization Berbasis Kearifan Lokal Menuju Keberlanjutan Organisasi Pendidikan: Studi Kasus di Kalimantan Timur Muhammad Sali; Akhmad Muadin
Itqan: Jurnal Ilmu-ilmu Kependidikan Vol. 15 No. 2 (2024): Itqan: Jurnal Ilmu-ilmu Kependidikan
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan (FTIK) IAIN Lhokseumawe

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47766/itqan.v15i2.3217

Abstract

This study examines how local wisdom contributes to the organizational sustainability of Islamic boarding schools (pesantren) by integrating it within a learning organization framework. While previous studies often position local wisdom as a cultural identity element, limited research explores its strategic role in strengthening institutional sustainability. This research employs a qualitative case study approach at Pesantren Trubus Iman Paser. Data were collected through in-depth interviews, participant observation, and document analysis, and analyzed using an interactive model involving data reduction, data display, and conclusion drawing to ensure credibility and thematic coherence. The findings reveal that the pesantren’s sustainability is constructed through the dynamic interaction of three interconnected dimensions: learning organization practices, optimization of local wisdom, and multi-dimensional sustainability (social, institutional, and economic). Local religious and cultural values function as a foundational resource internalized through shared vision, collective learning, and participatory leadership. These practices generate program innovations, including contextualized curricula, community engagement, and entrepreneurship-based economic empowerment. The resulting sustainability reinforces social legitimacy and strengthens institutional adaptability. This study proposes a dynamic and circular conceptual model of a local wisdom-based pesantren, demonstrating that sustainability is not a static outcome but an adaptive and self-reinforcing process. The findings contribute to Islamic educational management by positioning local wisdom as strategic cultural capital in building resilient and sustainable community-based educational institutions.
Internalisasi Karakter Religius Berbasis Ḥablun Minallāh, Ḥablun Minannās, dan Ḥablun Minal ‘Ālam: Studi Fenomenologis Multisitus di Samarinda Safira Nur Auliya; Muhammad Nasir; Shafa Shafa; Khairul Saleh
Itqan: Jurnal Ilmu-ilmu Kependidikan Vol. 17 No. 1 (2026): ITQAN: Jurnal Ilmu-ilmu Kependidikan
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan (FTIK) IAIN Lhokseumawe

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47766/itqan.v17i1.2827

Abstract

Developing students' religious character has become an increasingly important concern in Indonesian education amid persistent moral and social challenges affecting young people. Although religious character education has been widely discussed, limited attention has been given to how it is internalized through the interconnected dimensions of ḥablun minallāh (relationship with God), ḥablun minannās (relationship with fellow human beings), and ḥablun minal ‘ālam (relationship with the environment). This research explores how these values are internalized among junior high school students and formulates a conceptual model based on findings from a multisite phenomenological inquiry. The study was conducted at SMPN 1 Samarinda, MTsN Samarinda, and SMPIT Cordova Samarinda using a qualitative phenomenological approach. Information was generated through in-depth interviews, field observations, and document review involving school principals, teachers, and students, and was interpreted through within-site and cross-site analysis following the interactive procedures of Miles, Huberman, and Saldaña. The findings indicate that religious character develops through a gradual process consisting of value transformation, value transaction, and value internalization. These stages begin with introducing religious values in learning activities and school culture, continue through teacher role modelling and habitual religious practices, and culminate in students' voluntary commitment to practice those values in everyday life. The process produces a multidimensional form of religiosity encompassing devotion to God, social responsibility, and environmental stewardship, although each school implements it according to its own institutional culture. Based on these findings, this study formulates a Multidimensional Religious Character Internalization Model, emphasizing that sustainable religious character formation emerges from the interaction of school culture, exemplary teachers, meaningful learning experiences, and family support.
Manajemen Madrasah Ramah Anak Berbasis Pesantren: Studi Multisitus pada MA Asy-Syifa dan MA Raadhiyatan Mardhiyyah Putra Balikpapan Muhamad Abdulloh Afandi; Muhammad Tahir; Agus Setiawan
Itqan: Jurnal Ilmu-ilmu Kependidikan Vol. 17 No. 1 (2026): ITQAN: Jurnal Ilmu-ilmu Kependidikan
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan (FTIK) IAIN Lhokseumawe

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47766/itqan.v17i1.6774

Abstract

Violence against children in educational settings, including Islamic boarding school-based institutions, remains a significant challenge, highlighting the need for child protection programs that are effectively integrated into institutional management. This study aims to examine the management of the Child-Friendly Madrasah (Madrasah Ramah Anak/MRA) program in Islamic boarding school-based madrasahs and to develop a conceptual model derived from a multi-site analysis. A qualitative multi-site design was employed at MA Asy-Syifa Balikpapan and MA Raadhiyatan Mardhiyyah Putra Balikpapan. Data were collected through in-depth interviews, observations, and document analysis involving principals, vice principals, teachers, dormitory supervisors, and students. The data were analyzed using the interactive model of Miles, Huberman, and Saldaña through within-site and cross-site analysis. The findings reveal that the Child-Friendly Madrasah program is implemented through the integrated application of the four core management functions: planning, organizing, actuating, and controlling, all of which are aligned with the values of the Islamic boarding school tradition. Successful implementation is supported by strong leadership commitment, collaboration among stakeholders, a positive pesantren culture, and parental involvement. However, several challenges remain, including hierarchical organizational culture, resistance to change, limited understanding of child-friendly education principles, and the complexity of managing students in a twenty-four-hour boarding environment. The study proposes a Pesantren-Based Child-Friendly Madrasah Management Model, demonstrating that effective implementation depends not only on compliance with child protection policies but also on the integration of educational management functions with Islamic boarding school values to create a safe, religious, disciplined, participatory, and child-centered learning environment.
Model Environment-Behavior dalam Manajemen Kelas untuk Mendukung Perkembangan Kognitif dan Interaksi Sosial Anak Usia Dini Istifadah Istifadah; Lailatul Usriyah; Riyas Rahmawati; M. Andya Duta Ardha; A. Ditya Akbar Wiranegara
Itqan: Jurnal Ilmu-ilmu Kependidikan Vol. 17 No. 1 (2026): ITQAN: Jurnal Ilmu-ilmu Kependidikan
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan (FTIK) IAIN Lhokseumawe

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47766/itqan.v17i1.6871

Abstract

The learning environment plays a crucial role in supporting early childhood development, yet classroom management in many early childhood education institutions still emphasizes administrative functions rather than optimizing the physical and social environment as an integral part of pedagogy. This study examined the implementation of the Environment–Behavior model in classroom management and its implications for children's cognitive development and social interaction. A qualitative multi-site case study was conducted at Sekolah Alam Bunda Preschool (SABP) and Sekolah Alam Nurul Islam (SANI), Jember Regency, Indonesia. Data were collected through participant observation, in-depth interviews, and document analysis involving six purposively selected informants until data saturation was achieved. Trustworthiness was established through triangulation and member checking, while data were analyzed using the interactive model of Miles, Huberman, and Saldaña, followed by cross-site analysis. The findings indicate that a safe, flexible, and nature-based learning environment enriched with sensory experiences enhances children's observation, exploration, simple problem-solving, and active learning engagement. It also promotes communication, collaboration, prosocial behavior, and self-regulation, although some children required an adaptation period and teacher guidance. The study proposes an Environment–Behavior conceptual model that integrates five interconnected dimensions—physical environment, sensory experiences, exploration, social interaction, and self-regulation—as a pedagogical system supporting holistic child development. These findings extend ecological pedagogy and provide practical guidance for designing adaptive, child-centered learning environments.
Pengaruh Problem Based Learning Berbantuan Video terhadap Motivasi, Berpikir Kritis, dan Hasil Belajar IPS Siswa Kelas V SD Muhammad Kalkautsar; Sugiharto Sugiharto; Sri Yunita; Noni Rozaini; Hidayat Hidayat; Winara Winara
Itqan: Jurnal Ilmu-ilmu Kependidikan Vol. 17 No. 1 (2026): ITQAN: Jurnal Ilmu-ilmu Kependidikan
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan (FTIK) IAIN Lhokseumawe

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47766/itqan.v17i1.7084

Abstract

Improving learning motivation, critical thinking, and Social Studies achievement remains a major concern in elementary education, particularly in efforts to implement student-centered learning. This study investigated the effectiveness of Problem-Based Learning (PBL) integrated with instructional videos in enhancing these three learning outcomes among fifth-grade students. A quantitative quasi-experimental approach employing a non-equivalent control group design was adopted. The participants comprised 56 students, including 27 in the experimental group and 29 in the control group. Data were obtained through a learning motivation questionnaire, a critical thinking test, and a Social Studies achievement test, all of which demonstrated acceptable validity and reliability. Statistical analysis was conducted using Multivariate Analysis of Variance (MANOVA) after the assumptions of normality, homogeneity of variance, and homogeneity of covariance matrices had been satisfied. The findings indicated that students exposed to PBL supported by instructional videos outperformed those receiving conventional instruction across all measured variables (p < 0.05). The intervention explained 72.2% of the variance in learning motivation, 63.2% in critical thinking skills, and 74.0% in Social Studies achievement. The combination of authentic video-based problem presentation and collaborative inquiry encouraged students to investigate, discuss, and reflect more actively, leading to deeper learning experiences. These results provide empirical support for constructivist learning and the Cognitive Theory of Multimedia Learning, suggesting that integrating PBL with instructional videos represents an effective instructional approach for strengthening Social Studies learning and promoting twenty-first-century competencies in elementary schools.

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