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Tadris: Jurnal keguruan dan Ilmu Tarbiyah
Published by Universitas Islam Negeri Raden Intan Lampung
ISSN : 23017562     EISSN : 25797964     DOI : 10.24042
Core Subject : Education,
Education
Tadris: Jurnal Tarbiyah dan Keguruan is a peer-reviewed journal on education, provide readers with a better understanding of education in the world, present developments through the publication of articles and research reports. Tadris specializes in education in the world and is intended to communicate original researchers and current issues on the subject. All articles will be reviewed by experts before accepted for publication. Each author is solely responsible for the content of published articles. This journal encompasses original research articles and review articles, including: 1. Religious Education 2. Studies in Social Education 3.Studies in Science Education 4.Management Education 5.Teaching & Learning 6. Quality Education 7.Education Development 8. Educational Technology 9. Language Education 10.Philosophy of Education 11.Teacher Education The Journal was fir
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Articles 406 Documents
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Development of an Integrated Problem-Based Learning (PBL) Online-Based Learning Model to Improve the Feasibility and Effectiveness of Physics Learning Fitri, Dina Martha; Sofvan; Herpratiwi
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 11 No 2 (2026): Tadris: Jurnal Keguruan dan Ilmu Tarbiyah
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/tadris.v11i2.30197

Abstract

This study aimed to develop, validate, and evaluate the feasibility and effectiveness of a Google Sites–based e-Module integrated with the Problem-Based Learning (PBL) model in improving physics learning outcomes of Grade XII students on dynamic electricity material. A Research and Development (R&D) design following the Borg and Gall framework was employed, encompassing needs analysis, product design, development, expert validation, revision, and trial stages. Expert validation involved material, media, and design specialists. Feasibility was evaluated through small-group (n = 6) and large-group (n = 12) practicality trials using a five-point Likert-scale questionnaire. Effectiveness was measured via pre-test and post-test instruments, with improvement calculated using the normalized gain (N-Gain) formula. Instrument reliability was confirmed with Cronbach's Alpha values of 0.905 (pre-test) and 0.861 (post-test). Expert validation yielded average scores of 93.46% (material), 93.75% (media), and 86.50% (design), all classified as "very highly valid." Practicality trials produced average percentages of 93.75% (small group) and 92.97% (large group), both in the "excellent" category. Pre-test and post-test mean scores were 58.37 and 85.51, respectively, yielding an N-Gain of 0.65 (medium/moderately effective category). The Google Sites–based PBL-integrated e-Module is feasible, practical, and moderately effective for use in physics learning. Limitations include a small, single-school sample, a focus on one topic, and the absence of a control group; future research should employ comparative designs with larger, more diverse samples.
The Development of Human Embryos from a Modern Medical Perspective and the Qurʼān: A Bibliometric Analysis Nabilla; Luqmi, Fitra Zahrotul; Eduard; Kesuma, Aghesna Rahmatika
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 11 No 2 (2026): Tadris: Jurnal Keguruan dan Ilmu Tarbiyah
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/tadris.v11i2.30222

Abstract

Human embryonic development constitutes one of the most intensively studied domains in biomedical science; however, interdisciplinary engagement connecting modern embryology with Qur'ānic descriptions of human creation remains markedly underrepresented in the indexed literature. This study presents a comprehensive bibliometric analysis of scientific publications on human embryonic development (2016–2026), integrating modern medical perspectives with Qur'ānic teachings to map scholarly output, identify dominant themes, and delineate gaps in interdisciplinary inquiry. A systematic search of the Scopus database using the query "human embryonic development" yielded 7,860 records. Metadata—including title, author, affiliation, publication year, source, keywords, and citation counts—were exported in CSV format and analysed using Biblioshiny in R-Studio to generate publication trends, country–author–keyword Sankey diagrams, and institutional affiliation maps. Data quality was excellent, with 0% missing data across core metadata fields. China and the United States were the dominant contributing nations; the University of California (n = 587), the University of Cambridge (n = 420), and the Chinese Academy of Sciences (n = 343) led institutional output. Research topics clustered around molecular biology, genetics, and experimental animal models. Sankey diagrams confirm a critical gap: the absence of explicit integration between contemporary embryological science and Qur'ānic embryological terminology. Confluence analysis reveals that 'Alaqah (4.5/5.0) and Nutfah (4.0/5.0) exhibit the strongest correspondence with modern embryological stages. This study underscores the urgent need for interdisciplinary frameworks bridging biomedical science and Islamic theology. Its primary contribution is a bibliometric map identifying underexplored research opportunities—particularly the systematic alignment of Qur'ānic embryological terminology with modern morphological and molecular indicators.
Development of an Augmented Reality–Integrated E-Module for Magnetic Induction: A Validity and Practicality Study Yulianda, Hanny; Hasanah, Lilik; Suwarma, Irma Rahma
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 11 No 2 (2026): Tadris: Jurnal Keguruan dan Ilmu Tarbiyah
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/tadris.v11i2.30376

Abstract

Low mastery of physics concepts and limited availability of instructional media capable of visualizing abstract content remain persistent challenges among senior secondary school students. This study aimed to analyze the validity and practicality of an AR-integrated e-module developed for magnetic induction instruction at the senior secondary school level, as well as to examine its preliminary effectiveness in improving students’ conceptual mastery. Employing a Research and Development (R&D) approach guided by the Borg and Gall model with the ADDIE instructional design framework — encompassing analysis, design, development, implementation, and evaluation — this study collected data via expert validation sheets, practicality questionnaires, and pre-test/post-test concept mastery instruments analyzed using the Rasch model. The product is an Android-based AR-integrated e-module comprising learning instructions, concept maps, magnetic induction material, AR simulations, practice questions, interactive quizzes, summaries, evaluations, and a glossary. Media and material expert validation yielded average scores of 89.16% and 88.0%, respectively, both classified as ‘Good’. Practicality analysis from student responses (80.1%) and teacher responses (97.9%) confirmed that the media is highly practical and accessible for use in learning activities. Effectiveness was preliminarily measured through the Normalized Gain (N-Gain) index, yielding an average score of 0.69, classified in the medium category according to Hake’s (1998) criteria. These findings confirm that the AR-integrated e-module constitutes a valid, practical, and preliminarily effective learning resource with strong potential to support visualization of abstract magnetic induction concepts and enhance students’ conceptual understanding in physics education.
Enhancing Indonesian Language Writing Skills Through the Arya Penangsang Animation Pratama, Galih Cahya; Yuniawan, Tommi; Purwati, Panca Dewi
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 11 No 2 (2026): Tadris: Jurnal Keguruan dan Ilmu Tarbiyah
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/tadris.v11i2.30529

Abstract

This study examined the use of Arya Penangsang animation as a culturally grounded instructional medium for improving Indonesian language writing skills among fifth-grade students at SDN Wonosemi 2. Writing instruction in elementary classrooms is often constrained by students' limited ability to generate ideas, organize paragraphs, and use appropriate vocabulary and sentence structures. A sequential explanatory mixed-methods design was employed. Quantitative data were obtained from pre-test and post-test writing scores of 23 students, while qualitative data were collected through classroom observation, documentation, and analysis of students' written products. Writing performance was assessed using three aspects: content relevance to the theme, paragraph coherence, and vocabulary and sentence structure. Descriptive quantitative findings showed an increase in the overall mean score from 64.78 in the pre-test to 82.17 in the post-test, with an absolute gain of 17.39 points. Aspect-level analysis also indicated improvement in content relevance, paragraph coherence, and vocabulary and sentence structure. Qualitative findings explained that the animation provided a concrete visual narrative, increased attention and motivation, supported idea generation, and helped students organize storylines more coherently. The integration of both strands suggests that Arya Penangsang animation is a feasible and pedagogically meaningful medium for culturally contextualized writing instruction. However, because the study used a small one-group sample without a control group, the findings should be interpreted as preliminary evidence of learning improvement and classroom feasibility rather than definitive causal evidence.
The Tolerance Based on Rainer Forst in the Perspective of Islamic Religious Education Wiranata, Rz. Ricky Satria; Maragustam, Maragustam; Sukiman, Sukiman
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 11 No 2 (2026): Tadris: Jurnal Keguruan dan Ilmu Tarbiyah
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/tadris.v11i2.28005

Abstract

Abdul-Jabbar, W. K., & Makki, Y. (2024). Integrating intercultural philosophy into the high school curriculum: Toward a deliberative pedagogy of tadabbur in diasporic Muslim education. Religions, 15(2), 189. https://doi.org/10.3390/rel15020189 Aderibigbe, S. A., Idriz, M., Alzouebi, K., AlOthman, H., Hamdi, W. B., & Companioni, A. A. (2023). Fostering tolerance and respect for diversity through the fundamentals of Islamic education. Religions, 14(2), 212. https://doi.org/10.3390/rel14020212 Afriyanto, D., & Anandari, A. A. (2024). Transformation of Islamic religious education in the context of multiculturalism at SMA Negeri 9 Yogyakarta through an inclusive approach. Jurnal Pendidikan Agama Islam, 21(1), 1–21. https://doi.org/10.14421/jpai.v21i1.7142 Agbaria, A. (2024). Education for religion: An Islamic perspective. Religions, 15(3), 309. https://doi.org/10.3390/rel15030309 Al Arood, M. A. S., Aljallad, M. Z., & Baioumy, N. (2020). The effectiveness of a cloud-based learning program in developing reflective thinking skills in Islamic education among students in UAE. International Journal of Education and Practice, 8(1), 158–173. https://doi.org/10.18488/journal.61.2020.81.158.173 Alhashmi, M., Bakali, N., & Baroud, R. (2020). Tolerance in UAE Islamic education textbooks. Religions, 11(8), 377. https://doi.org/10.3390/rel11080377 Banks, J. A. (2008). Diversity, group identity, and citizenship education in a global age. Educational Researcher, 37(3), 129–139. https://doi.org/10.3102/0013189X08317501 Bergamaschi, A., Blaya, C., Arcidiacono, F., & Steff, J. (2022). Blatant and subtle prejudice, and the role of teachers in conveying tolerance and respect for the other. Intercultural Education, 33(1), 17–34. https://doi.org/10.1080/14675986.2021.2017643 Brooks, C., & Weber, N. (2022). Liberalization, education, and rights and tolerance attitudes. 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Toleration in conflict: Past and present (C. Porter, Trans.). Cambridge University Press. Forst, R. (2019). Toleration, power and reason: Continuing a dialogue with a political realist friend. Biblioteca Della Libertà, 54(230), 1–16. Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2019). How to design and evaluate research in education (10th ed.). McGraw-Hill Education. Hakim, M. L., Qurbani, I. D., & Wahid, A. (2023). A paradox between religious conviction and recognizing the freedom of others on measuring religious (in)tolerance index in East Java, Indonesia. Cogent Social Sciences, 9(1). https://doi.org/10.1080/23311886.2023.2191443 Hambali, R. Y. A. (2023). The dilemma of religious tolerance: Levinasian critique and proposal. International Journal of Nusantara Islam, 11(2), 300–312. https://doi.org/10.15575/ijni.v11i2.31226 Islam, M. H. (2020). Tolerance limitation in facing religious diversity based on the teaching of Islam. 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British Journal of Religious Education, 48(2), 248–262. https://doi.org/10.1080/01416200.2025.2598619 Mulyana, R. (2023). Religious moderation in Islamic religious education textbook and implementation in Indonesia. HTS Teologiese Studies / Theological Studies, 79(1). https://doi.org/10.4102/hts.v79i1.8592 Muslih, Muslam, Darmi, R., Ramlan, S. R., Abdullah, R. R., & Luthfan, M. A. (2024). Religious moderation in primary education: Experiences of teachers in Indonesia and Malaysia. Jurnal Pendidikan Agama Islam, 21(2), 477–491. https://doi.org/10.14421/jpai.v21i2.10009 Nasir, M., & Rijal, M. K. (2021). Keeping the middle path: Mainstreaming religious moderation through Islamic higher education institutions in Indonesia. Indonesian Journal of Islam and Muslim Societies, 11(2), 213–241. https://doi.org/10.18326/ijims.v11i2.213-241 Rahmat, M., & Yahya, M. W. B. H. M. (2022). The impact of inclusive Islamic education teaching materials model on religious tolerance of Indonesian students. International Journal of Instruction, 15(1), 347–364. https://doi.org/10.29333/iji.2022.15120a Saada, N. (2023). Educating for global citizenship in religious education: Islamic perspective. International Journal of Educational Development, 103, 102894. https://doi.org/10.1016/j.ijedudev.2023.102894 Sahin, A. (2018). Critical issues in Islamic education studies: Rethinking Islamic and Western liberal secular values of education. Religions, 9(11), 335. https://doi.org/10.3390/rel9110335 Sakallı, Ö., Tlili, A., Altinay, F., Karaatmaca, C., Altinay, Z., & Dağli, G. (2021). The role of tolerance education in diversity management: A cultural historical activity theory perspective. SAGE Open, 11(4). https://doi.org/10.1177/21582440211060831 Sirry, M., Suyanto, B., Sugihartati, R., Kartono, D. T., & Yani, M. T. (2024). Teachers’ perspectives on tolerance education in Indonesian high schools. British Journal of Religious Education, 46(4), 505–519. https://doi.org/10.1080/01416200.2024.2345213 Sodiqin, A., & Umroh, R. R. (2024). Towards an interreligious fiqh: A study of the culture-based religious tolerance in the Kaloran community, Central Java, Indonesia. Al-Jami’ah: Journal of Islamic Studies, 61(1), 159–180. https://doi.org/10.14421/ajis.2023.611.159-180 Subchi, I., Zulkifli, Z., Latifa, R., & Sa’diyah, S. (2022). Religious moderation in Indonesian Muslims. Religions, 13(5), 451. https://doi.org/10.3390/rel13050451 Suyanto, B., Sirry, M., Sugihartati, R., Kartono, D. T., & Yani, M. T. (2024). Problems of religious literacy in Indonesian education. Journal of Religious Education, 72(2), 165–181. https://doi.org/10.1007/s40839-024-00228-1 Verkuyten, M., Adelman, L., & Yogeeswaran, K. (2022). Tolerance as forbearance: Overcoming intuitive versus deliberative objections to cultural, religious, and ideological differences. Psychological Review, 129(2), 368–387. https://doi.org/10.1037/rev0000228 Verkuyten, M., Yogeeswaran, K., & Adelman, L. (2023). The social psychology of intergroup tolerance and intolerance. European Review of Social Psychology, 34(1), 1–43. https://doi.org/10.1080/10463283.2022.2091326 Wahyono, S. B., Budiningsih, A., Suyantiningsih, S., & Rahmadonna, S. (2022). Multicultural education and religious tolerance: Elementary school teachers’ understanding of multicultural education in Yogyakarta. Al-Jami’ah: Journal of Islamic Studies, 60(2), 467–508. https://doi.org/10.14421/ajis.2022.602.467-508 Yazdani, A. (2020). La cultura de la paz y la tolerancia religiosa desde una perspectiva islámica. Veritas, 47, 151–168. https://doi.org/10.4067/S0718-92732020000300151                
Enhancing High School Students’ Cognitive and Affective Empathy through a Deep Learning-Based Multicultural History Learning Model Sumargono; Sinaga, Risma Margareta; Perdana, Yusuf; Deviana; Risthy Puji Handayani; Ardian Fahri
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 11 No 2 (2026): Tadris: Jurnal Keguruan dan Ilmu Tarbiyah
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/tadris.v11i2.28795

Abstract

This study investigates the effectiveness of a Multicultural Learning Model Incorporating Historical Events (MLMIHE), implemented through a pedagogical deep learning approach, in simultaneously enhancing the cognitive and affective dimensions of historical empathy among Indonesian high school students. A quasi-experimental Non-Equivalent Control Group Design was employed across three purposively selected senior high schools in Lampung Province (N = 202, Grade XI). The experimental group (n = 99) received instruction through the five-phase MLMIHE model, while the control group (n = 103) continued with established conventional approaches. Both groups completed validated pre- and post-intervention assessments of cognitive and affective empathy. Inferential analyses comprised paired-samples and independent-samples t-tests, normalized gain (N-Gain) scoring, and Cohen’s d effect size estimation. The experimental group demonstrated statistically significant improvements in cognitive empathy (t = 8.862, p < .001; N-Gain = 0.91; d = 1.27) and affective empathy (t = 9.196, p < .001; N-Gain = 0.40; d = 1.57) relative to the control group, with large-to-very-large effect sizes across all three school sites. Student response surveys indicated high model acceptance (M = 84%). The MLMIHE model, grounded in constructivist and multicultural educational theory, constitutes an empirically validated instructional alternative to conventional history pedagogy and effectively cultivates both dimensions of historical empathy within Indonesia’s culturally plural context. Implications for history curriculum design and teacher professional development are discussed.
Improving Junior High School EFL Students’ Reading Literacy through Web-Based Multimodal Text Wibowo, Mayo Hadi; Sukarno, Sukarno; Wanti, Sri Sarwanti
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 11 No 2 (2026): Tadris: Jurnal Keguruan dan Ilmu Tarbiyah
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/tadris.v11i2.28818

Abstract

Reading literacy is a critical competency for English as a Foreign Language (EFL) learners; however, Indonesian students consistently perform below international benchmarks as evidenced by Programme for International Student Assessment (PISA) results. This study examined the effectiveness of web-based multimodal text in improving the reading literacy of seventh-grade EFL students at a junior high school in Central Java, Indonesia. A quasi-experimental design with a non-equivalent control group pre-test and post-test structure was employed, involving 52 students (26 experimental, 26 control). The experimental group accessed multimodal reading materials through an integrated website incorporating text, images, audio, video, and tables, while the control group received conventional printed-text instruction. Data were analyzed using the Shapiro-Wilk normality test, independent-samples t-test, Mann-Whitney U test, N-Gain analysis, and Hedges’ g effect size estimation. Results revealed that both groups demonstrated statistically equivalent pre-test performance (p = .852), whereas post-test scores differed significantly (p < .001). The experimental group achieved a mean post-test score of 76.00 (SD = 9.50) compared to 63.00 (SD = 10.20) for the control group. The N-Gain value for the experimental class (g = .59, moderate category) substantially exceeded that of the control class (g = .33, moderate category), and the Hedges’ g effect size of 1.299 indicated a large practical effect. These findings underscore the pedagogical efficacy of multimodal text-integrated websites in fostering reading literacy development among junior high school EFL learners, with implications for instructional design and digital literacy pedagogy in Indonesia and comparable EFL contexts.
Enhancing Early Reading Skills through the Glenn Doman Method Using Flashcards: A Mixed-Methods Study Winarni, Dian; Budiono; Husamah
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 11 No 2 (2026): Tadris: Jurnal Keguruan dan Ilmu Tarbiyah
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/tadris.v11i2.29008

Abstract

Early reading proficiency remains a persistent challenge in Indonesian elementary education, where conventional spelling methods limit multisensory engagement and impede literacy outcomes. Addressing this gap, the Glenn Doman method, grounded in neuroplasticity theory and play-based pedagogy, offers a compelling alternative through structured flashcard stimulation. This study aimed to investigate the implementation process, reading performance outcomes, and pedagogical implications of the Glenn Doman flashcard method among first-grade students at a Muhammadiyah elementary school in East Java, Indonesia. A qualitative descriptive design with embedded quantitative support (pre–posttest) was employed. Data were collected from 122 first-grade students across four classes, four classroom teachers, and one school principal through classroom observations, semi-structured interviews, and document analysis over ten instructional sessions. Average reading scores improved from 51.8% (pretest) to 93.1% (posttest), representing a 41.3% gain across all five literacy indicators. Thematic analysis identified three principal themes: (1) teacher preparedness and adaptive instruction; (2) student engagement through visual and playful learning; and (3) instructional challenges and contextual adaptation. The Glenn Doman method effectively supports early literacy development through multisensory stimulation, joyful repetition, and culturally responsive pedagogical adaptation. The findings offer practical insights for teachers, school administrators, and policymakers engaged in advancing Indonesia's national literacy agenda (GLS) and SDG 4 goals.
How ChatGPT Usage and AI Over-Reliance Influence Student Integrity: The Moderating Role of Academic Misconduct Salam, Fitria Nur Dina; Rahman, Edi Suhardi; Fakhri, M. Miftach; Soeharto, Soeharto
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 11 No 2 (2026): Tadris: Jurnal Keguruan dan Ilmu Tarbiyah
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/tadris.v11i2.29449

Abstract

The rapid adoption of generative artificial intelligence in higher education has intensified debates about whether ChatGPT supports responsible learning or weakens academic integrity through over-reliance and misconduct. This study examined the direct effects of ChatGPT usage and AI over-reliance on student integrity and tested academic misconduct as a moderating variable. A quantitative cross-sectional survey was conducted with 571 Indonesian undergraduate students who had experience using ChatGPT or comparable AI tools for academic purposes. Data were collected using a validated 20-item questionnaire measured on a five-point Likert scale and analyzed through Partial Least Squares Structural Equation Modeling (PLS-SEM) with 5,000 bootstrap resamples. The results show that purposive ChatGPT usage positively predicts student integrity (β = 0.482, t = 10.419, p < .001), whereas AI over-reliance has a significant negative effect (β = -0.215, t = 3.853, p < .001). Academic misconduct also shows a significant direct path to integrity (β = 0.159, p = .005) and moderates the relationship between AI over-reliance and student integrity (β = 0.247, t = 5.143, p < .001), but it does not significantly moderate the ChatGPT usage-integrity relationship. These findings demonstrate that the ethical consequences of generative AI depend on how students engage with the technology. The study implies that universities should not merely prohibit AI use, but should develop clear AI governance, digital ethics instruction, and assessment designs that encourage critical, transparent, and accountable use of ChatGPT.
Between Home and Dormitory: Navigating Student Behavior and Parental Satisfaction in Urban Islamic Hybrid Boarding Schools Zamal, Syahrul; Cholily, Yus Mochamad; Baiduri; Utomo, Dwi Priyo
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 11 No 2 (2026): Tadris: Jurnal Keguruan dan Ilmu Tarbiyah
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/tadris.v11i2.29682

Abstract

Urban families in metropolitan contexts increasingly face challenges related to limited parental supervision, time constraints, children's social environments, and the need for schools that can provide both academic learning and character formation. In response to these conditions, Islamic hybrid boarding schools have emerged as an educational innovation that integrates regular schooling, dormitory-based supervision, Islamic character mentoring, and more flexible family involvement. This study examines student behavior in an Islamic hybrid boarding school environment and analyzes its relationship with parental satisfaction. A mixed-methods sequential explanatory design was employed, involving 12 parents of students at SMP Muhammadiyah 8 Jakarta selected through purposive sampling. Quantitative data were collected using a structured questionnaire measuring student behavior and parental satisfaction on a four-point Likert scale, while qualitative data were obtained through semi-structured interviews, observations, and field notes to enrich the interpretation of statistical findings. Data were analyzed using validity, reliability, normality, descriptive statistics, and simple linear regression tests (SPSS version 30). The results demonstrate that the instrument was highly reliable (Cronbach's α = 0.903), and that student behavior jointly explained 91.7% of the variance in parental satisfaction (F = 29.374, p < 0.001). Academic engagement, socio-emotional behavior, and personal behavior each contributed strongly to parental satisfaction, with individual R² values of 0.887, 0.878, and 0.873, respectively. These findings indicate that parents evaluate Islamic hybrid boarding school quality primarily through visible behavioral transformation in their children, including academic discipline, independence, responsibility, and religiosity. The study implies that boarding-based Islamic schools should strengthen systematic behavioral monitoring and parent–school communication as core components of educational quality assurance and institutional sustainability.

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