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JURNAL IQRA´
Published by Universitas Ma'arif Lampung
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Core Subject : Education,
Education
Jurnal Iqra’ adalah Jurnal ilmiah yang memuat tulisan mengenai kajian tentang ilmu pendidikan. Jurnal Iqra’ diterbitkan oleh IAIM NU Metro Lampung dua kali setahun. Redaksi membuka kesempatan kepada para Akademisi, Dosen, Peneliti, Guru dan Mahasiswa untuk berpartisipasi dalam mengembangkan kemajuan pendidikan dengan karya-karya aspiratif, inovatif, integratif dan interkonektif.
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Articles 595 Documents
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Mathematical E-Modules in the Digital Era: A Bibliometric Analysis of Trends, Gaps, and Opportunities (2015–2025) Jajang Rahmatudin; Yaya S. Kusumah; Bambang Avip; Rasilah Rasilah
Jurnal Iqra' : Kajian Ilmu Pendidikan Vol. 10 No. 2 (2025): Jurnal Iqra' : Kajian Ilmu Pendidikan
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/ji.v10i2.6321

Abstract

The integration of digital technology into school learning processes has become a significant trend, with e-modules emerging as an essential form of digital learning resources. This study aims to identify research trends related to the use of e-modules in mathematics education at schools. A bibliometric analysis was employed, involving the mapping of research trends through metadata analysis. This study applied a systematic quantitative method, with metadata retrieved from Scopus and Google Scholar databases using the Publish or Perish software, and further analyzed using VOSviewer. The findings, based on Scopus and Google Scholar data, reveal that research on e-modules in mathematics learning is largely dominated by the ADDIE model, with most applications occurring at the secondary school level. However, relatively few studies have focused on 21st-century skills. The most recent research topics on e-modules in mathematics education, as reflected in keyword trends, include interactive e-modules, realistic mathematics education, ethnomathematics, and mathematical literacy. In contrast, areas such as computational thinking, mathematical reasoning, mathematical literacy, augmented reality (AR), artificial intelligence (AI), game-based learning, and higher-order thinking skills (HOTS) remain underexplored. These gaps indicate broad opportunities for future research on the use of e-modules in mathematics learning
Development of a Conflict Resolution Model Design based on Critical Reasoning in Elementary School Learning Dianasari Dianasari; Bunyamin Maftuh; Ernawulan Syaodih; Sapriya Sapriya; Ma Arsenia C Gomez
Jurnal Iqra' : Kajian Ilmu Pendidikan Vol. 10 No. 2 (2025): Jurnal Iqra' : Kajian Ilmu Pendidikan
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/ji.v10i2.6326

Abstract

The conflict that occurred in Cirebon Regency is an example of the division between ethnic groups that have been taking place in Indonesia for more than a decade. The emotional toll of living in a conflict-ridden environment has led elementary school children to imitate conflict behavior in their school settings and in dealing with peers. To prevent the internalization and reproduction of conflict behavior, the role of educators is crucial thus the need for effective conflict resolution models- one of which is through the development of a critical reasoning-based conflict resolution learning model. This article aims to examine two main questions: (1) What educational theories underlie the development of a critical reasoning-based model? and (2) What is the preliminary design of a conflict resolution model in elementary school learning? This research adopts the Sukmadinata development model which simplifies the stages of Borg & Gall's educational R&D approach. The findings of this study reveal that: (1) three main educational theories form the foundation for developing conflict resolution models in Civics education—namely humanistic theory, progressivism, and reconstructionism; and (2) the initial design of the conflict resolution model encompasses five key elements: instructional syntax, social system, classroom management, support systems, and both instructional and nurturant effects. The contribution of this study lies in providing a theoretically grounded and practically applicable model of conflict resolution learning for elementary schools, which is oriented toward the cultivation of critical reasoning. This model not only serves as a pedagogical tool for teachers in areas vulnerable to social conflict, but also enriches Civics learning by integrating peace education and democratic values from an early age.
Exploring the Influence of Generative AI on Self-Regulated Learning: A Mixed-Methods Study in the EFL Context Diyah Trinovita; Eva Nurchurifiani; Tommy Hastomo; Widi Andewi; Muhamad Hasbi
Jurnal Iqra' : Kajian Ilmu Pendidikan Vol. 10 No. 2 (2025): Jurnal Iqra' : Kajian Ilmu Pendidikan
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/ji.v10i2.6389

Abstract

Given the transformative impact of Generative AI (GenAI) on education, this study investigates its specific influence on the distinct phases of students' Self-Regulated Learning (SRL) within an English as a Foreign Language (EFL) context. Despite its ubiquity, a gap exists in understanding how students practically use GenAI to self-regulate their learning and what adaptive strategies they employ. This study utilized a mixed-methods approach to explore this phenomenon. Participants were 100 undergraduate EFL students in an Indonesian university with at least three months of experience using ChatGPT. Data were collected through an adapted SRL questionnaire, semi-structured interviews, and Focus Group Discussions (FGDs). Quantitative data were analyzed using Pearson correlation and ANOVA, while qualitative data underwent thematic analysis. The findings revealed a significant positive correlation between GenAI use and overall SRL (r = .55), although its influence was strongest on the forethought (planning) phase and markedly weaker on the self-reflection phase. Qualitatively, students devised adaptive strategies such as dynamic scaffolding and learner-driven fading to foster independence. However, these were often counteracted by hindering factors, primarily cognitive offloading, the illusion of competence, and a widespread deficit in critical digital literacy. Theoretically, this study contributes by articulating how GenAI reshapes core learning processes, proposing necessary extensions to established frameworks of self-regulation and sociocultural learning . The pedagogical implications are profound, demanding a curricular shift towards foundational critical digital literacy and a fundamental redesign of assessment to prioritize process over product.
An Analysis of Students' Understanding of Multiplication and Division Concepts Using HOTS Questions in Terms of APOS Theory Siti Faizah; Wan Marzuki Wan Jaafar; Sri Rahayuningsih; Slamet Arifin; Siti Mas’ula; Kaisra Alfikri Islami; Sijah Mariani; Sudirman Sudirman
Jurnal Iqra' : Kajian Ilmu Pendidikan Vol. 10 No. 2 (2025): Jurnal Iqra' : Kajian Ilmu Pendidikan
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/ji.v10i2.6397

Abstract

Understanding concepts in mathematics is a very important ability. Because almost all activities in everyday life are related to mathematics. This study aims to explore fourth grade elementary students' understanding of the concepts of multiplication and division using HOTS questions in terms of APOS theory. This type of research is qualitative using an explorative descriptive approach. The research subjects were 6 students who had been selected based on the criteria of high, medium and low scores. Data collection techniques in the study used interviews, tests and documentation. From the results of the study it was found that students' understanding of concepts related to multiplication and division using HOTS questions in terms of APOS theory experienced significant differences. Students with high concept understanding criteria are able to reach the schema stage. Students with moderate concept understanding, still find it difficult at the process stage to the scheme. This is because these students have not been able to identify the type of problem included in the multiplication or division problem. Meanwhile, students in the low category have not been able to reach the action stage. Students who fall into this low category find it difficult when distinguishing which ones include multiplication problems and which ones include division problems, so that at the action stage they are unable to write what is known, asked until the answer. This is a serious concern for all of us to continue to pay attention to the continuity of learning, especially mathematics on multiplication and division material. For educators, this study highlights the importance of explicitly teaching problem structures, operation identification, and meaning-making in context. For curriculum developers, integrating APOS-informed tasks into learning materials and assessments could enhance conceptual understanding from early grade.
The Influence of School Supervisors’ Role, Teachers’ Work Commitment, and School Culture on Learning Quality: A Quantitative Study in Elementary Schools of Sluke District Rembang Siti Khanifah; Ngasbun Egar; Ghufron Abdullah
Jurnal Iqra' : Kajian Ilmu Pendidikan Vol. 10 No. 2 (2025): Jurnal Iqra' : Kajian Ilmu Pendidikan
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/ji.v10i2.6418

Abstract

The quality of learning is a key indicator of the success of education at the elementary school level. This study aims to analyze the influence of school supervisors' roles, teachers' work commitment, and school culture on the quality of learning, both partially and simultaneously. This research employed a quantitative approach with an ex post facto design. The population consisted of elementary school teachers in Sluke District, Rembang Regency, with a sample of 115 respondents selected through proportional random sampling. Data were collected using a Likert scale questionnaire that had been tested for validity and reliability. The data were analyzed using simple and multiple linear regression techniques. The results showed that: (1) the role of school supervisors had a significant influence on the quality of learning, contributing 78%; (2) teachers' work commitment had a significant effect on the quality of learning with a contribution of 73.2%; (3) school culture had a significant influence on learning quality with the highest contribution of 89%; and (4) simultaneously, the three independent variables significantly influenced the quality of learning with a combined contribution of 92%. These findings emphasize that improving the quality of learning requires an integrated and collaborative approach that unites effective supervisory practices, strong teacher commitment, and a positive school culture. The study contributes to educational management theory by providing empirical evidence on the combined impact of these three factors, while also offering practical implications for policy formulation and school leadership strategies to sustainably enhance learning outcomes in elementary education.
Transforming Learning Independence in Future Science Teachers: The Powerful Impact of a Project-Based Collaborative Learning (PjBCL) Model Mohan Taufiq Mashuri; Mia Aina; Eka Setiawati; Ihwana As’ad; Nor Syamimi Mohamed Adnan
Jurnal Iqra' : Kajian Ilmu Pendidikan Vol. 10 No. 2 (2025): Jurnal Iqra' : Kajian Ilmu Pendidikan
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/ji.v10i2.6429

Abstract

This study examines the transformative impact of the project-based collaborative learning (PjBCL) model on the learning independence of prospective science teachers. As the educational paradigm shifts toward a learner-centered approach, efforts to foster independence and responsibility for learning in prospective educators are becoming increasingly important. This study employed a quasi-experimental design with a mixed-methods approach, involving 64 students from the science education study program who were enrolled in a course on developing science teaching materials. Students were divided into an experimental class and a control class. The experimental class participated in a series of project-based collaborative learning (PjBCL) activities, while the control class received regular instruction. Data on learning independence were collected through self-regulated learning (SRL) questionnaires, reflective journals, and classroom observations. The results showed a significant increase in the prospective teachers' ability to plan, coordinate, and implement their learning process independently in the experimental class. Furthermore, the collaborative nature of this model encouraged shared accountability, peer support, and active involvement of all students, which overall formed a more independent learning mindset. This study demonstrates the effectiveness of a project-based collaborative learning model in preparing prospective science teachers who are independent, reflective, and innovative.
Collaborative Participation Management within the Ecology of Faith-Based Organizations: Students’ Engagement in the Islamic Religious Education Tutorial Program Yusep Budiansyah
Jurnal Iqra' : Kajian Ilmu Pendidikan Vol. 10 No. 2 (2025): Jurnal Iqra' : Kajian Ilmu Pendidikan
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/ji.v10i2.6434

Abstract

This study aims to explore the perspectives of university students who serve as administrators in the Islamic Religious Education (PAI) Tutorial Program and their collaborative experiences within the organization managed by PAI lecturers. The analysis is framed through three organizational dimensions: institutional, interpersonal, and individual. Employing a qualitative approach with a phenomenological design, the study involved five PAI lecturers and 78 student participants who shared their views and lived experiences. Data were analyzed using procedures of reduction, display, and conclusion drawing. This study found: First, from the institutional dimension, the PAI Tutorial Program originated as a cultural-ecological initiative and evolved into a formal academic entity recognized by the university. The substantial number of participants necessitated student recruitment into various administrative divisions, including participant affairs, human resources, media and communication, research and development, and monitoring and evaluation. The organizational culture, which upholds Islamic values, operates dynamically and flexibly, promotes egalitarianism, eschews seniority, and embraces gender equity, all of which motivated students to become actively involved. Second, in terms of the interpersonal dimension, the program fosters peer-based interaction and inter-organizational partnerships, positioning itself as a relational space that is both transformative and socially supportive of students' psychosocial development. Third, at the individual level, the study identified four primary motivations for student involvement: religious commitment, social-relational aspirations, personal growth, and constructive time engagement. Additionally, extrinsic motivations, such as influence from peers, family, seniors, alumni, and the organization’s inclusive and syar’i culture, played a stronger role than intrinsic motives, which include the desire for self-improvement and spiritual proximity. This study advances the development of progressive and transformative religious organizational ecosystems in public universities, directly contributing to the attainment of SDG targets in quality education, social inclusion, and psychosocial well-being
The Mediating Role of School Culture in the Influence of Clinical Supervision on MTs Teachers in Situbondo Regency, East Java, Indonesia Musyaffa Rafiqie; Erfan Habibi; Suyitno Suyitno; Mohamad Aso Samsudin
Jurnal Iqra' : Kajian Ilmu Pendidikan Vol. 10 No. 2 (2025): Jurnal Iqra' : Kajian Ilmu Pendidikan
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/ji.v10i2.6444

Abstract

Purpose of the StudyThis study aims to investigate and analyze the mediating role of school culture in the influence of clinical supervision on teachers’ pedagogical competence at Islamic Junior High Schools (MTs) in Situbondo Regency, East Java, Indonesia. Employing a quantitative approach with an explanatory research design, the study uses a survey method to address the research problem and objectives. The questionnaire was constructed based on the main variables: school culture, clinical supervision, and teachers’ pedagogical competence. Data were collected from a sample of 100 teachers selected through random sampling from MTs across Situbondo Regency. The data analysis was conducted using the Partial Least Squares (PLS) method with SmartPLS software. The results of the hypothesis testing show that clinical supervision has a significant positive effect on teachers’ pedagogical competence, indicating that higher levels of supervision lead to greater pedagogical capabilities. Clinical supervision also significantly affects school culture, suggesting that more effective supervision enhances the overall school culture. Moreover, school culture itself significantly influences teachers’ pedagogical competence, meaning that a strong school culture contributes to better teaching practices. Additionally, school culture mediates the relationship between clinical supervision and pedagogical competence, indicating that clinical supervision indirectly improves pedagogical competence through its impact on school culture. These findings highlight the important roles of both clinical supervision and school culture in enhancing teachers’ pedagogical competence, with school culture serving as a critical mediating factor.
Educational Experiences in Religious Moderation at Indonesian Islamic Universities: A Phenomenological Study Nurul Afifah; Asep Yudianto; Ning Setio Wati; Dian Eka Priyantoro
Jurnal Iqra' : Kajian Ilmu Pendidikan Vol. 10 No. 2 (2025): Jurnal Iqra' : Kajian Ilmu Pendidikan
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/ji.v10i2.6446

Abstract

Radicalization has entered the realm of education. Fundamentalist doctrines and movements have prepared students as their successors. Campuses are used as a medium for transnational ideologies to enter, which results in the rejection of the Pancasila ideology. Students with minimal religious knowledge are the main targets. This study aims to explore how religious moderation is actualized and strengthened among students of the State Islamic University (UIN) Jurai Siwo Lampung and the Islamic Institute of Islamic Religion Sunan Giri Ponorogo in responding to the increasing concerns of the influence of radicalism in higher education. Using a qualitative phenomenological approach, data is collected through in -depth interviews with college leaders, from the Chancellor to the Chair of the Study Program and its staff, as well as active students. In addition, observations were made on the understanding and attitude of religious moderation and the study of campus documentation. The findings reveal two primary modes of religious moderation implementation: (1) formal integration through curriculum content and the establishment of religious moderation centers, and (2) informal or hidden curriculum through cross-course character formation and lecturer role modeling. These efforts reflect a strategic response to preserve inclusive Islamic values and counter extremist narratives. The study recommends institutionalizing religious moderation pedagogies to support the vision of Islam as a religion of peace and compassion.
Trends of Islamic Religion Education in Higher Education: A Bibliometric Review Siti Zulaikhah; A. Gani; Zaki Faddad Syarif Zain
Jurnal Iqra' : Kajian Ilmu Pendidikan Vol. 10 No. 3 (2025): Jurnal Iqra' : Kajian Ilmu Pendidikan
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/ji.v10i3.6447

Abstract

This study aims to map and analyze the research trends related to Islamic religious education in higher education over the last five years. The study was conducted through a literature review using a bibliometric approach on 87 articles taken from Scopus and SINTA databases, with 35 selected articles that met the inclusion criteria from 2020 to 2025. The selection and data analysis process followed the PRISMA protocol to ensure the validity and quality of the findings, while bibliometric visualization was carried out using VOSviewer 1.6.20 software. The findings show that 2021 became the peak of publication activity, primarily focusing on the professional development of Islamic Religious Education teachers and the digitalization of Islamic learning among students. In addition, the issue of inclusive religious education and interfaith dialogue also received attention as a response to efforts in reducing radicalism and strengthening cross-religious understanding. The network co-occurrence analysis revealed significant attention to the impact of the pandemic on the effectiveness of Islamic Religious Education learning. Most of the studies (84%) used a qualitative approach, showing a strong tendency of researchers to examine the implementation of Islamic values deeply, especially in integrating spirituality, character strengthening, and the formation of ethical behavior of students in higher education.

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