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INDONESIA
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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The Effect of Using HOTS-Based Student Worksheets on Student Learning Outcomes and Activities at MA Mannilingi Bulo-Bulo Jeneponto A. Fitriani Suryadi; Lutfi Lutfi; Akhmad Kurnia; Muhammad Wajdi
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.v10i2.6457

Abstract

This study aims to determine the effect of using HETS-based Student Worksheets (LKS) on student learning outcomes and activities. This study used a quasi-experimental design with a non-equivalent control group and involved 60 students from two classes at Madrasah Aliyah Mannilingi, Jeneponto. The experimental group was given HOTS-based LKPD, while the control group used conventional LKPD. Data were collected through pre-test and post-test assessments, student activity observation sheets, and student response questionnaires. The results showed that the experimental group experienced a significant increase in learning outcomes with an average score of 69.63 for the control class and 90.60 for the experimental class. In addition, student activity in the experimental group was higher with an average score of 4.2 (very active), while the control group obtained a score of 2.8 (quite active). The N-Gain value for the experimental group was 0.72 (high category), indicating a substantial increase in " ". The independent t-test showed a highly significant difference between the two groups of the importance of implementing HOTS-based LKPD in the learning process, which can help improve students' higher-order thinking skills and problem-solving abilities. This study provides a significant contribution to educators and curriculum developers, by showing that implementing a HOTS-based approach in learning materials not only improves learning outcomes, but also prepares students to face real-world challenges. Therefore, it is important for educators and curriculum developers to consider integrating HOTS-based LKPD in their learning designs to achieve better academic outcomes and more optimal critical skill development.
Digital Mind Mapping in Learning Journals (DMMILJ): A Pedagogical Innovation to Foster Self-Regulated Learning in Higher Education Suriyah Satar; Nurbaya Nurbaya; Hanida Listiani
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.v10i2.6500

Abstract

This study aims to develop and test the effectiveness of the Digital Mind Mapping in Learning Journal (DMMILJ) learning technique to improve students' Self-Regulated Learning (SRL) abilities in the Plant Development Structure course. This technique integrates digital concept mapping using applications such as Canva and Mind Meister with individual and group reflective journal practices. The development was carried out using the ADDIE model, which includes the stages of needs analysis, format design, product development, implementation in the experimental class, and effectiveness evaluation. The trial was conducted in one class of Biology Education students at Cenderawasih University using a one-group pretest-posttest design. The research instruments included a learning outcome test and an SRL questionnaire validated by experts. The validation results showed that the DMMILJ learning technique was highly valid with an average score above 92%. Data analysis using N-Gain showed an increase in learning outcomes of 67.86% (medium-high category). In addition, there was an increase in SRL scores from 70% to 75% (good category). These findings indicate that the DMMILJ technique encourages active engagement, strengthens reflective skills, and enhances students' ability to independently manage their learning strategies and goals. This technique can be recommended as an innovative digital-based learning strategy in higher education contexts. By merging visual mapping and narrative reflection in a digital ecosystem, this study offers a scalable and innovative learning strategy that aligns with the demands of 21st-century education. The DMMILJ technique significantly contributes to improving learning quality in schools and universities by fostering digital competence, deeper cognitive engagement, and self-directed learning, making it a valuable model for transforming science education in digital classrooms.
The VAK Model In Cultural Arts and Craft Learning: An Effort to Enhance Understanding of the Dynamic Movement of Tari Umbul in Elementary School Education Ai Sutini; Serlina Agustin; Shafira Mustika
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.v10i2.6522

Abstract

(Visual, Auditory, Kinesthetic) learning model in improving students’ understanding of movement dynamics in the traditional Tari Umbul dance, taught through the Cultural Arts and Craft (SBdP) subject in elementary school. The research was conducted at SDN Sindangwangi with 15 third-grade students as participants. Using a pre-experimental one-group pretest-posttest design, data were collected through cognitive and psychomotor tests, observation, and documentation. The VAK model was integrated into four structured learning sessions that combined visual media (videos, slides), auditory elements (verbal explanation, music), and kinesthetic activities (direct dance practice). The results showed a significant increase in both cognitive and psychomotor learning outcomes. The mean pretest score for cognitive skills was 58.3 and increased to 81.6 in the posttest, while the mean psychomotor score rose from 50.5 to 82. The N-gain scores were 0.56 for cognitive and 0.64 for psychomotor domains, both categorized as moderate effectiveness. Statistical analysis using the Wilcoxon signed-rank test confirmed that the improvement was significant (p < 0.05). Observational data also supported these results, showing higher student engagement, confidence, and motivation during VAK-based instruction. The study concludes that the VAK model not only provides a meaningful multisensory learning experience but also contributes to the enrichment of culturally responsive pedagogy in elementary schools. By integrating local cultural content with multisensory strategies, this approach strengthens active learning, supports holistic student development, and offers a practical framework for enhancing the preservation and transmission of traditional arts within formal education.
History Education in the Age of Disinformation: The Role of Historical Literacy in Social Studies Learning Dewa Made Alit
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.v10i2.6524

Abstract

The rapid growth of digital media has led to a surge in disinformation, significantly affecting students’ understanding of history and weakening critical civic engagement. This article aims to examine the role of historical literacy in countering disinformation within social studies education, particularly in Indonesian secondary schools. Using a qualitative-descriptive approach, this study employs literature review and document analysis of curriculum guidelines, history textbooks, and teaching modules. Thematic content analysis was applied to explore how historical literacy can be integrated into history instruction and how it supports critical thinking, source evaluation, and civic awareness. The findings highlight three key challenges in history education during the disinformation era: low student interest in history, the prevalence of biased or distorted historical content, and students' limited ability to verify sources. The study reveals that strategies such as inquiry-based learning (IBL), multiperspective analysis, digital resource integration, and document-based instruction (DBI) significantly enhance students' historical literacy. These strategies foster deeper engagement with historical content and strengthen students’ critical thinking and verification skills. Furthermore, the study presents several best practices from schools that successfully implemented historical literacy approaches, indicating positive impacts on students' ability to analyze historical narratives and resist misinformation. The novelty of this research lies in its integrative perspective—linking historical literacy, digital citizenship, and civic engagement in social studies. It positions historical literacy not merely as a cognitive skill but as a vital competency for navigating a digital, post-truth society. The article recommends developing teacher training programs and curriculum materials that emphasize historical thinking, source critique, and digital literacy. Strengthening historical literacy in social studies will equip students to become informed, reflective, and responsible citizens in the age of disinformation.
Transformation of History Education Based on Local Wisdom to Foster Historical Awareness in Generation Z Agus Mursidi
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.v10i3.6525

Abstract

This research aims to analyze the transformation of history learning based on local wisdom in fostering historical awareness in generation Z at MA Matik Al Uswah Banyuwangi. The background of this research is based on the need to strengthen students' historical identity and character through a contextual, meaningful, and local culture-based approach in the midst of strong digitalization and globalization currents. The methodology used is a descriptive qualitative approach with data collection techniques in the form of observation, in-depth interviews, and documentation studies. The research informants consisted of a history teacher (Yumna), a school principal (Ustadz Oky), and a grade XII student (Fahat Indra Tanaya and Anugrah Zulkarnaik Saputra). The results show that the integration of local wisdom in history learning makes a significant contribution to improving student understanding, emotional engagement, and character. Digital media such as documentary videos, project based learning, and virtual tours of local historical sites have proven effective in building connections between teaching materials and students' real lives. Another important finding is the increase in critical thinking skills and appreciation of local cultural values. This finding shows that history learning innovations based on local wisdom and supported by digital technology are able to become a transformative and adaptive learning model to the characteristics of generation Z. This study recommends the expansion of this model to other educational units to strengthen students' character education and historical literacy in a sustainable manner in the era of disruption. Ultimately, this research not only contributes to strengthening character education and historical literacy but also offers a scalable framework for educational transformation in the era of disruption, ensuring history learning remains relevant, engaging, and culturally grounded.
Management of Madrasah Tsanawiyah's Marketing Mix Strategy in Increasing New Student Interest Abdul Fatah; Abdus Salam DZ; Imam Tabroni; Abdul Karim; Jalaludin; Maftuhah Dewi
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.v10i2.6539

Abstract

In today’s competitive educational landscape, madrasahs must actively engage in marketing strategies to ensure their sustainability and growth. Without effective promotion, even a well-managed institution may face declining student enrollment. This study aims to explore the marketing strategies of Madrasah Tsanawiyah Minhajut Tholabah Purbalingga in order to maintain its existence and attract prospective students. The research employs a descriptive qualitative approach through field studies, with data collected using interviews, observations, and documentation. The data analysis follows three stages: data reduction, data presentation, and conclusion drawing, while the validity of findings is ensured through triangulation techniques. The results reveal that the madrasah adopts a marketing mix strategy based on the 7P framework: product, price, place, promotion, people, physical evidence, and process. Each element is strategically utilized to highlight the uniqueness of the madrasah, strengthen community trust, and build a positive institutional image. The findings indicate that implementing a comprehensive and well-structured marketing mix enhances the competitiveness of Madrasah Tsanawiyah Minhajut Tholabah in attracting new students and sustaining its reputation. The contribution of this study lies in providing practical insights into how Islamic educational institutions can adopt modern marketing principles without compromising their core religious and cultural values. This research not only enriches the discourse on education management but also offers a replicable model for other madrasahs facing similar enrollment challenges. By integrating conventional marketing strategies with the mission of Islamic education, the study demonstrates how madrasahs can achieve both institutional sustainability and community development.
The Design of Mathematics Learning with A Problem Based Learning Scheme to Stimulate Students' HOTS Riawan Yudi Purwoko; Jayanti Putri Purwaningrum; Syaza Hazwani binti Zaini; Agung Slamet Kusmanto
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.v10i2.6543

Abstract

The need for effective mathematics learning is closely tied to the availability of instructional tools that can foster students' higher-order thinking skills (HOTS). However, such tools remain limited, particularly within vocational education settings. This study aims to develop mathematics learning instruments based on a problem-based learning (PBL) approach that are valid, practical, and effective in enhancing HOTS among vocational high school students. The developed products intended for Grade XI students in the second semester consist of lesson plans, student activity sheets, and learning outcome test instruments. The research employed a 4-D development model, consisting of the stages of define, design, develop, and disseminate. The instruments were tested through three phases: expert review, limited trial, and field trial. Participants included mathematics teachers and students from two different vocational schools. Data were collected using validation sheets, teacher and student assessment instruments, and learning outcome tests. The findings indicate that the developed instruments meet all three criteria: validity, practicality, and effectiveness. Expert validation confirmed that the lesson plans and student activity sheets are valid, the limited trial showed that the tools are practical for classroom use, and the field trial demonstrated that the instruments effectively improved students’ HOTS. In conclusion, the developed mathematics learning instruments not only provide an empirically tested and innovative alternative to conventional teaching methods but also contribute significantly to strengthening vocational mathematics education. By promoting students’ HOTS, these tools help prepare learners with essential 21st-century competencies.  
The Pattern of Building Character for Students in Salaf and Modern Islamic Boarding Schools at East OKU Regency South Sumatra Province Ahmad Munawir; Kasinyo Harto; Nur Laila
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.v10i2.6553

Abstract

Character education has became a critical issue amid the moral degradation of the younger generation, such as the prevalence of brawls and behaviors that deviate from norms. Islamic boarding schools, as Indonesia's oldest Islamic educational institutions, play a strategic role in shaping students' character through traditional (salaf) and modern approaches. This study compares the character-building patterns of students at the Salaf Darul Falah Tulungsari Islamic Boarding School and the Modern Nurussalam Sidogede Islamic Boarding School in OKU Timur Regency to understand their characteristics, methods, and impacts on forming noble character. This study aims to: analyze the fundamental characteristics of both pesantren, identify the character-building patterns for students in each pesantren, and compare the character-building patterns to reveal similarities, differences, and their effectiveness in shaping students with noble character, discipline, and relevance to contemporary needs. This study employs a qualitative approach with a comparative case study design. Data were collected through observation, interviews with pesantren leaders, teachers, and students, and documentation, including vision-mission statements, organizational structures, and activity photos. Data analysis was conducted descriptively and comparatively to identify the characteristics and patterns of character building in both pesantren. The Salaf Darul Falah Islamic Boarding School implements a dual education system (classical and salaf) focusing on classical Islamic texts (kitab kuning) using sorogan and bandongan methods, alongside a culture of mutual cooperation (ro’an) based on the values of Iman-Islam-Ihsan. Character building is carried out through exemplary behavior of the kiai, habituation, and strict supervision, producing students with noble character, discipline, and a strong religious identity. Conversely, the Modern Nurussalam Islamic Boarding School adopts the KMI curriculum, integrating religious and general knowledge with a 24-hour holistic approach, using formal (lectures, discussions) and informal (habituation, exemplary behavior) methods, and emphasizing the Panca Jiwa culture of discipline and leadership. This results in students who are globally aware, independent, and ready to be agents of change. The comparison shows that both approaches complement each other, with Darul Falah excelling in religious tradition and Nurussalam in modern adaptation, both effectively shaping character in line with their respective visions.
Impacts of Kampus Mengajar Program on Elementary School Students' Literacy and Numeracy Ruri Fadhilah Kurniati; Muhammad Assegaf Baalwi; Amelia Panji Sekar Pameling
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.v10i2.6574

Abstract

This research aims to examine whether or not there is impact of Kampus Mengajar program batch 7 in 2024 on strengthening students’ literacy and numeracy learnings at a total of 37 elementary school in Sidoarjo region. Quantitative data was obtained through tests, that is, the results of pre-test and post-test of literacy and numeracy on class Minimum Competence Assessment, and analysed through normality and hypothesis tests. The normality test of the literacy pre-test shows 24 were normally distributed and 13 not; while the normality test of the literacy post-test confirms 20 were normally distributed and 17 not. The results of the normality test of the numeracy pre-test shows that 32 were normally distributed and 5 not; whereas the normality test of the numeracy post-test demonstrates 26 were normally distributed and 11 not. The hypothesis tests reveal that Kampus Mengajar program batch 7 in 2024 had impacts on strengthening literacy and numeracy learnings in 11 elementary schools, impacted only on the literacy learnings in 2 schools, impacted only on numeracy learnings in 15 schools, and did not do on neither literacy nor numeracy learnings in 9 schools. This research discovers that Kampus Mengajar program batch 7 in 2024 had a less significant impact on strengthening literacy and numeracy learnings among elementary school students in Sidoarjo region since it only affected a small number of the elementary schools. Furthermore, Kampus Mengajar program was more impactful on strengthening numeracy learnings compared to literacy learnings.
Integrating Ecotheological Values in the Islamic Religious Education Curriculum: The Green Islamic Education Perspective in Karawang Secondary Schools Taufik Mustofa; Nurhasan Nurhasan; Nur Aini Farida; Dwi Noviatul Zahra; Afif Nurseha
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.v10i3.6589

Abstract

The increasingly alarming global environmental crisis, accompanied by the complexity of ecological problems at the local level, demands innovation in educational practices, including in the context of Islamic Religious Education, in order to internalize ecological awareness based on spiritual values and religious ethics. This study aims to analyze the integration of ecotheological values into the PAI curriculum with the perspective of Green Islamic Education in secondary schools in Karawang Regency. This research used a qualitative approach with a case study design. Data were collected through in-depth interviews, observation, and document analysis, with source and method triangulation techniques to ensure data validity. The results showed that the integration of ecotheological values has been carried out through three main approaches, namely strengthening students' spiritual awareness of nature as a manifestation of God's power (ayat kauniyah), applying ecological ethics in learning and school activities, and developing real environmental-based actions such as greening programs, waste management, and community-based projects. Nevertheless, the integration has not been fully optimized because it still faces obstacles such as limited resources, lack of teacher training, and policy support that has not been maximized. This research emphasizes the importance of strengthening the capacity of PAI teachers, developing an adaptive curriculum, and supporting sustainability-based education policies. Thus, this research not only enriches the study of Islamic education and ecology, but also provides a conceptual and practical basis for the development of contextual, visionary, and sustainability-oriented PAI curriculum. This contribution emphasizes the significance of the role of Islamic education in forming a religious generation that has ecological awareness, environmental ethics, and a real commitment to the preservation of the earth as God's mandate.

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