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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 127 Documents
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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.
Model Diskursus Multi Representasi sebagai Strategi Pengembangan Kemampuan Pemecahan Masalah Matematika Siswa Sekolah Dasar Abdul Qhadir; St Mislikhah; Abd Muhith
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.v17i1.7569

Abstract

Mathematical problem-solving is a core competency in elementary mathematics, yet many students still struggle to understand problems, select appropriate strategies, and evaluate solutions. Although the Discourse Multi Representation (DMR) model has been shown to improve mathematics learning outcomes, limited research has explained how it facilitates students' problem-solving processes. This study investigates the implementation of the DMR model and its role in developing mathematical problem-solving skills based on Pólya's problem-solving stages. A qualitative case study was conducted at MIN 3 Jember involving school leaders, a classroom teacher, and Grade III students. Data were collected through classroom observations, semi-structured interviews, and document analysis, then analyzed using the interactive model of Saldaña. The findings reveal that DMR enhances problem-solving by integrating three complementary elements: multiple mathematical representations, collaborative mathematical discourse, and the systematic application of Pólya's stages. Students developed stronger conceptual understanding by connecting verbal, symbolic, visual, and contextual representations while collaboratively constructing solution strategies. The effectiveness of the model was supported by teacher facilitation, productive classroom discourse, student participation, and school support. This study proposes a Conceptual Model of Discourse Multi Representation, demonstrating that mathematical problem-solving develops through the integration of representation, discourse, and structured problem-solving processes in elementary mathematics learning.
Manajemen Ekstrakurikuler Iqra’ Bil Qalam dalam Penguatan Literasi Al-Qur'an dan Karakter Religius Peserta Didik Shofiyatul Hilmah; Erma Fatmawati; Lailatul Usriyah
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.v17i1.7592

Abstract

The management of Qur'anic literacy programs plays a strategic role in strengthening students' religious character in Islamic schools. However, previous studies have predominantly examined the effectiveness of the Iqra’ Bil Qalam method from an instructional perspective, while its management process has received limited attention. This study aims to analyze the management of the Iqra’ Bil Qalam extracurricular program in strengthening Qur'anic literacy at Madrasah Aliyah Ashri Jember using Terry & Rue’s management functions (Planning, Organizing, Actuating, and Controlling). A qualitative descriptive approach was employed. Data were collected through observations, semi-structured interviews, and document analysis involving the principal, vice principal, extracurricular coordinator, homeroom teacher, and students selected through purposive sampling until data saturation was achieved. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña through open coding, categorization, theme development, and cross-data verification. The findings indicate that the program is managed through four integrated management functions. Planning is based on institutional vision and program evaluation, organizing is implemented through clear task distribution and coordination, actuating emphasizes the follow the line method accompanied by teacher facilitation, while controlling is conducted through monitoring, tashih, periodic evaluation, and verification of students' achievement. The study also identifies several implementation challenges, including limited program innovation, students' learning fatigue, and the absence of a structured reward system. This study proposes a Conceptual Model of Iqra’ Bil Qalam Extracurricular Management, demonstrating that effective management supported by school leadership, teacher commitment, school culture, and student participation strengthens Qur'anic literacy, fosters students' religious character, and promotes a sustainable Qur'anic literacy culture within the madrasah.
Participatory Principal Leadership and School Financial Governance: Optimizing BOS Funds under Bureaucratic Constraints Dharma Toding; Aman Aman
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.v17i1.7723

Abstract

Effective management of School Operational Assistance (Bantuan Operasional Sekolah—BOS) funds remains a major challenge in school financial governance, particularly within decentralized education systems characterized by bureaucratic constraints. This study examines how participatory principal leadership contributes to the optimization of BOS fund management at SD Negeri Malaworsai. A qualitative single-case study design was employed. Data were collected through semi-structured interviews, participant observation, and document analysis involving the principal, BOS treasurer, teachers, and school committee members. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña, while trustworthiness was ensured through triangulation and member checking. The findings reveal four interconnected dimensions of effective BOS fund management: participatory planning, transparency and accountability, supportive supervision, and adaptive leadership. Participatory planning enabled stakeholders to contribute to budget prioritization, while transparency strengthened institutional trust and accountability. Supportive supervision promoted compliance and organizational learning, whereas adaptive leadership helped the school respond to funding delays, regulatory changes, and administrative demands. The findings also indicate that stakeholder participation requires continuous negotiation and coordination to balance competing interests under limited financial resources. This study proposes the Participatory Financial Governance Model, which explains how participation, accountability, supervision, and adaptive leadership interact to enhance financial governance, institutional resilience, and educational quality. The findings contribute to educational leadership and school financial governance literature by demonstrating that effective BOS fund management depends not only on regulatory compliance but also on the principal’s ability to integrate collaborative and adaptive leadership practices.
Value-Based Organizational Culture in Islamic Schools: A Comparative Study of Prescriptive and Adaptive Models Zahida Solusia Khoirunnisa; Aman Aman
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.v17i1.7724

Abstract

Organizational culture has been widely recognized as a critical factor in educational effectiveness; however, limited research has examined how it functions as a managerial system within Islamic schools. This study aims to analyze the role of organizational culture in educational management and to compare its implementation in two Islamic secondary schools in Yogyakarta, Indonesia: SMA SahabatQu Fullday School and MAN 1 Yogyakarta. A qualitative multiple-case study design was employed. Data were collected through in-depth interviews, participant observation, and document analysis involving principals, vice principals, teachers, and students. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña, including data condensation, data display, and conclusion drawing. The findings indicate that organizational culture functions not merely as an institutional identity but as a management system that shapes planning, organizing, implementation, and control processes. SMA SahabatQu applies a highly structured cultural approach grounded in Qur’anic values, intensive mentoring, and systematic monitoring, while MAN 1 Yogyakarta adopts a more adaptive approach that integrates Islamic values, local wisdom, and dialogic leadership. The study also reveals that religious and cultural practices contribute to students’ educational experiences by fostering a sense of belonging, social cohesion, and personal development. Based on the cross-case analysis, two conceptual models are proposed: the Prescriptive-Holistic Cultural Model and the Adaptive-Contextual Cultural Model. This study contributes to the literature on Islamic educational management by demonstrating that value-based organizational culture operates through multiple cultural pathways shaped by institutional context, leadership philosophy, and educational goals.
Religious Education Learning Media for Children with Special Needs: Teachers’ Experiences in Addressing Learning Difficulties Zulfikar Ali Buto; Muhibuddin Muhibuddin; Mohd Ridhuan Mohd Jamil
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.v17i1.6825

Abstract

Providing equitable religious education for children with special needs requires learning media that accommodate diverse sensory and cognitive characteristics. While previous studies have examined inclusive education and assistive technologies, little is known about teachers' lived experiences in adapting religious learning media across different disability groups. This study explores how teachers select, adapt, and implement religious learning media, the challenges they encounter, and the strategies they employ to support inclusive religious learning. A qualitative phenomenological design was conducted at Aneuk Nanggroe Special School, Aceh, Indonesia, involving five teachers selected through purposive sampling until data saturation was achieved. Data were collected through classroom observations, semi-structured interviews, and document analysis and analyzed using Giorgi's phenomenological reduction. The findings show that teachers continuously adapt learning media to students' sensory and cognitive characteristics while integrating collaborative teaching, differentiated instruction, and institutional support to foster active participation in religious learning. Based on these findings, the study proposes a conceptual model of inclusive religious learning that integrates adaptive learning media, collaborative pedagogy, and active student participation to strengthen religious understanding, practical religious skills, and learner independence. The study extends the application of Inclusive Education, Universal Design for Learning, and Assistive Technology within Islamic religious education and offers practical guidance for developing more inclusive learning environments in special schools.
Curriculum Relevance, Stakeholder Engagement, and Graduate Employability in Islamic Higher Education: Evidence from the KPI Graduate Program Kamaruzzaman Kamaruzzaman; Linur Ficca Agustina; Muhammad Saleh; Harjoni Desky
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.v17i1.7370

Abstract

Curriculum relevance has become a key indicator of higher education quality because it determines how well graduate competencies respond to workforce demands and stakeholder expectations. This study aims to assess the relevance of the Postgraduate Program in Islamic Communication and Broadcasting (KPI) curriculum at IAIN Lhokseumawe from the perspectives of alumni and institutional stakeholders. A qualitative descriptive approach was employed, involving twelve alumni and representatives from government institutions, schools, media organizations, communication agencies, and zakat institutions. Data were collected through semi-structured interviews, questionnaires, observations, and document analysis, and analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings indicate that the curriculum remains relevant in fostering ethical awareness, interpersonal communication, collaboration, and community engagement. However, competencies related to analytical thinking, strategic communication, digital literacy, policy analysis, and continuous professional development require further strengthening to meet evolving labour market demands. Stakeholders emphasized the importance of closer collaboration between universities and professional sectors to ensure continuous curriculum improvement. Based on these findings, this study proposes a Transformative Curriculum Framework integrating labour market foresight, competency-based curriculum, experiential learning, Islamic values and local wisdom, and sustainable stakeholder partnerships. The framework provides a context-sensitive model for strengthening curriculum relevance, graduate employability, and stakeholder value within Islamic higher education.

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