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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 657 Documents
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Policy Analysis and Implementation of Free Nutritious Meal (MBG) Programs in Indonesia: A Case Study in Urban and Rural Schools Cahyudi Prima; Isrun Abdurahman; Akhmad Jafar; Aan Hasanah; Bambang Syamsul Arifin
Jurnal Iqra' : Kajian Ilmu Pendidikan Vol. 11 No. 2 (2026): 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.v11i2.2967

Abstract

This study aims to analyze the policy and implementation of the Free Nutritious Meal Program (MBG) in urban and rural schools in Indonesia, as well as examine stakeholder perceptions and their impact on student participation in the learning process. As a strategic public policy intervention, the MBG program addresses critical micronutrient deficiencies and unequal access to nutritious food, which significantly correlate with cognitive ability, learning concentration, and academic achievement. Utilizing a descriptive qualitative approach, this research collected primary and secondary data through in-depth semi-structured interviews, field observations, and comprehensive documentation studies. The comparative research setting encompasses schools in rural and urban areas to facilitate a holistic analysis of policy implementation dynamics. The findings reveal that although the MBG policy is designed nationally to uniformly improve nutritional status and learning quality, its localized implementation is highly contextual. Rural schools, constrained by infrastructure and long distribution distances, require flexible adaptations and strong community reliance. Conversely, urban schools operate with more structured distribution systems and adequate infrastructure, yet face distinct challenges such as parental concerns regarding food safety. Overall, the MBG program garnered positive perceptions from students, parents, and teachers, demonstrably contributing to elevated learning motivation and increased student participation. This study recommends an adaptive, context-sensitive, and sustainable MBG policy framework to maximize program effectiveness and ensure equitable benefit distribution across diverse regional landscapes.
Implementation of the Generative Model of Quantum Teaching in the Development of Creativity in Writing Lampung Cultural Poetry in PGSD Students Lisdwiana Kurniati; Sholikhin Sholikhin; Ani Diana; Izhar Izhar; Andi Widiono
Jurnal Iqra' : Kajian Ilmu Pendidikan Vol. 11 No. 2 (2026): 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.v11i2.3068

Abstract

This study aims to analyze the effectiveness of the Generative Quantum Teaching learning model in improving poetry writing creativity with Lampung local culture themes for PGSD students. The study used a quantitative approach with an experimental method through a pretest-posttest control group design. The research subjects consisted of an experimental class and a control class of PGSD students at Muhammadiyah Pringsewu University. Data collection techniques used poetry writing tests, observation, and documentation. Data analysis was carried out through descriptive statistics, normality tests, homogeneity tests, and independent sample t-tests. The results showed that the application of the Generative Quantum Teaching model effectively improved students' poetry writing creativity. This was indicated by an increase in the average posttest score of the experimental class of 87.60 compared to the control class of 75.20 with a significance value of 0.002 <0.05. In addition, students showed improvements in aspects of diction, imagination, originality of ideas, and exploration of Lampung culture in poetry. Thus, the Generative Quantum Teaching model is effective in learning local culture-based literature for PGSD students. The findings highlight the model’s significant role in fostering creative expression while strengthening students’ appreciation of local cultural values. This study contributes to the development of innovative literature learning models that integrate creativity, cultural literacy, and character education, and provides an alternative pedagogical framework for preserving local culture through higher education learning practices.
Picture Books Under the Lens: A Bibliometric Mapping of Research Trends Evan Pranawa; Agus Dian Alirahman; Ratna Purwati; Wini Wahdaniah; Ade Jaelani
Jurnal Iqra' : Kajian Ilmu Pendidikan Vol. 11 No. 2 (2026): 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.v11i2.6232

Abstract

This study aims to map publication trends, main topics, and research gaps related to picture books in primary schools indexed in Scopus over the past decade. This study answers three main questions: (1) What are the publication trends of research related to picture books in primary schools indexed in Scopus over the past decade? (2) What are the main topics or keywords frequently appearing in research on picture books in primary schools? (3) What research gaps can be identified from the bibliometric analysis of picture books in primary schools? The approach used is bibliometric, with steps including Defining the aim of the research, collecting data on the relevant literature, Analysis and visualization using VOSViewer software, and interpreting the findings and results. The analysis results show that publications related to this topic have increased significantly from 2015 to 2025, with a peak in 2025. Frequently emerging topics in the research include literacy, diversity, language development, and classroom instruction. The study also identified key countries contributing to these publications, such as the United States, the United Kingdom, and China, and noted the important role of picture books in supporting children's literacy and social-emotional development. Additionally, the study found that the use of technology such as Augmented Reality in picture books is beginning to gain attention, particularly in China. The study suggests that there should be more research exploring the integration of picture books into primary school education and further development in cultural diversity
Strategy and Implementation of Islamic Religious Education in the Era of Digitalization Aulif Angga Zakariya; Eman Suherman; Raharjo Raharjo; Muriyanto Muriyanto; Dewi Fatimah Putri Arum Sari; Sunanto Sunanto
Jurnal Iqra' : Kajian Ilmu Pendidikan Vol. 11 No. 2 (2026): 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.v11i2.6458

Abstract

The purpose of this study is to explain how Islamic religious education can be implemented with strategies in the digitalization era in schools. The era of digitalization as a result of the increasingly massive development of science and technology that makes changes. Researchers use a qualitative method with a literature study approach or library research, where all data obtained comes from primary and secondary data (books, articles, journals, and other sources). From this research, the results obtained that Islamic Religious Education must be considered for its strategy and implementation in the digitalization of science in the current era where as educators must be literate in the presence of a digital era that is increasingly developing and affecting Islamic religious education and be able to adapt, develop themselves to improve learning, even students get guidance and direction in the use of digital devices. And can apply strategies and methods using digital-based media through existing platforms. This study offers a practical strategic framework and evaluated set of digital platforms that can guide educators and schools in implementing Islamic Religious Education effectively, ensuring its development remains progressive, relevant, and firmly grounded in Islamic principles amid rapid technological change.  
Transformational Leadership and the Eco-Organizational Culture: Driving Educational Quality in Adiwiyata Schools Nur Farikhin; Rosalina Br. Ginting; Lilik Ariyanto
Jurnal Iqra' : Kajian Ilmu Pendidikan Vol. 11 No. 2 (2026): 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.v11i2.6493

Abstract

This study addresses the critical gap between successful environmental programs and low instructional leadership scores by investigating a paradoxical phenomenon at an Adiwiyata school. The primary objective is to thoroughly analyze the role of the principal's transformational leadership in building a sustainable quality education culture. Utilizing a qualitative case study design, data were collected through in-depth interviews, participatory observation, and comprehensive documentation. The results reveal that the principal successfully applies four transformational dimensions: idealized influence through authentic eco-friendly behavior, inspirational motivation by cultivating collective enthusiasm, intellectual stimulation by fostering dynamic environment-based learning innovations, and individualized consideration through empowering supervision and personalized support. In conclusion, the principal's transformational leadership synergistically establishes a robust quality education culture. Furthermore, this research significantly contributes to society by providing a holistic empowerment model that integrates leadership, educational quality, and environmental sustainability, actively involving teachers, students, and local communities in adopting enduring eco-friendly practices for a sustainable future
Teaching Religious Moderation through Classical Islamic Texts and Aswaja Studies: A Phenomenological Study at Ma’had Al-Jami’ah Universitas Islam Nusantara Al-Azhaar Lubuklinggau Zuhri Zuhri; Nasution Nasution; Ahmad Nasyikhudin; Riza Mashabi
Jurnal Iqra' : Kajian Ilmu Pendidikan Vol. 11 No. 2 (2026): 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.v11i2.6599

Abstract

This research is motivated by the importance of strengthening religious moderation in Islamic universities in response to a tendency toward religious understanding that is textual, exclusive, and less open to differences. This study aims to analyze the learning of religious moderation through the study of Islamic classics and Aswaja at Ma’had Al-Jami’ah, Nusantara Al-Azhaar Islamic University, Lubuklinggau. The research uses a qualitative approach with a phenomenological design. Data were obtained through observation, in-depth interviews, and documentation, with mudir ma’had, musyrif, teachers, and students as the main sources. The results of the study show that religious moderation learning at Ma’had Al-Jami’ah is carried out through the integration of the study of the materials of the Book of Fathul Qarib, Bidayatul Mujtahid, and Aswaja-an into the hut learning system. This strategy strengthens a balanced understanding of Islam, tolerance, and openness to different sects, and is supported by moral strengthening, language learning, and entrepreneurship development. This research demonstrates that integrating classical books and Aswaja-an values can be an effective pedagogical model for fostering moderate religious attitudes in Islamic universities. These findings underscore the importance of developing a contextual, systematic, and sustainable religious moderation curriculum in Islamic higher education institutions.
Comparative Study of Team Games Tournament, Numbered Heads Together, and STAD Learning Models on Students’ Learning Outcomes in Terms of Gender Unung Lisnawati; Hafilda Anisa; A’Idatul Islahiah; Nia Kurnia; Hanifah Rizki Mubarokah; Avivahtul Laila
Jurnal Iqra' : Kajian Ilmu Pendidikan Vol. 11 No. 2 (2026): 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.v11i2.6600

Abstract

This study aims to determine the comparative effectiveness of the Team Games Tournament (TGT), Numbered Heads Together (NHT), and Student Teams Achievement Division (STAD) learning models on Islamic Education learning outcomes among sixth-grade students at SDN Permata Hijau Rancaekek, with gender as a controlling variable. This study employs a quantitative approach using a comparative method. Data were obtained from students’ learning outcomes and analyzed using SPSS 26. Data analysis was conducted using a two-way ANOVA test and non-parametric tests because the data were not normally distributed. The results showed significant differences between the TGT and NHT models, TGT and STAD models, and NHT and STAD models (Sig. value < 0.05). Meanwhile, no significant differences were found based on students’ gender (Sig. value = 0.589), and there was no interaction between the learning model and gender in influencing Islamic Education learning outcomes (Sig. value = 0.783). The findings indicate that NHT is the most effective model for enhancing Islamic Education learning outcomes. Importantly, these findings not only identify NHT as the superior cooperative learning model but also provide empirical evidence that inclusive, gender-neutral collaborative strategies can significantly enhance student engagement and achievement, offering a practical and theoretically grounded framework for optimizing pedagogical practices across diverse educational contexts
Bridging Educational Gaps in a Papuan Context: Practicum-Based Learning to Improve Science Achievement and Scientific Attitudes Rosaniya E. Rehiara; Suriyah Satar; Putri Indah Kurniati
Jurnal Iqra' : Kajian Ilmu Pendidikan Vol. 11 No. 2 (2026): 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.v11i2.6608

Abstract

This study examined the effect of practicum-based learning on scientific attitudes and cognitive learning outcomes among 60 eighth-grade students in Jayapura, focusing on the human respiratory system, using a quantitative quasi-experimental pretest-posttest control group design with experimental and control groups. Data were collected through a validated scientific attitude questionnaire and a cognitive learning outcomes test, analyzed using an Independent Samples t-test and a Mann-Whitney U test, respectively. Results showed that practicum-based learning significantly improved students' scientific attitudes (p < 0.001), with the experimental group achieving a 30.7% increase and a "high" N-Gain category, compared with a 20.7% increase in the control group. Cognitive learning outcomes also improved significantly (p < 0.001), rising by 18.2% with a "medium" N-Gain category, against a 7.1% increase in the control group. These findings confirm that practicum-based learning is significantly more effective than conventional teaching in fostering both scientific attitudes and cognitive achievement in science education. The study further underscores the strategic value of practicum-based learning as a scalable, evidence-based approach for bridging persistent educational gaps in under-resourced and geographically isolated regions such as Papua, with implications for science curriculum design, teacher practice, and educational policy aimed at improving the quality and equity of science learning.
Transformative Spiritual Model: Integration of Holistic Education-Based Deep Learning in Strengthening Students' Islamic Character in Primary Schools Sutarman Sutarman; Muhammad Ragil Kurniawan; Parjiman Parjiman; Yusron Masduki; Ahmad Luqman Hakim
Jurnal Iqra' : Kajian Ilmu Pendidikan Vol. 11 No. 2 (2026): 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.v11i2.6609

Abstract

This study examines the implementation of deep learning within a holistic education framework to strengthen Islamic character through a transformative spiritual model in elementary education. The research analyzes the integration of Intellectual Quotient (IQ) and Spiritual Quotient (SQ) grounded in mindful, meaningful, and joyful learning. Employing a qualitative, holistic single-case study at SD Muhammadiyah Bantul Kota, Yogyakarta, data were gathered through participatory observations, documentation analysis, and in-depth interviews with the principal, teachers, and sixth-grade students. Data were analyzed using an interactive model involving condensation, display, and source triangulation. The findings reveal that deep learning effectively integrates cognitive and spiritual dimensions; for instance, science lessons transcend conceptual understanding by incorporating spiritual reflections on divine greatness. The three foundations of deep learning foster intrinsic religiosity, transforming practices such as prayer and dhikr into internal spiritual needs rather than mere formal obligations. Furthermore, the study identifies the emergence of a transformative spiritual culture evidenced by spontaneous Islamic behaviors, including honesty, empathy, and the "7S" values (Senyum, Sapa, Salam, Sopan, Santun, Syukur, dan Sabar (Smile, Salutation, Socialize, Soft spokenness, Stability, Shukr 'Gratitude', and Steadfastness). These results indicate that synthesizing deep learning with holistic Islamic education promotes balanced cognitive, emotional, and spiritual development, ultimately enhancing students' moral resilience and character formation in contemporary elementary education
Experiential-Based Reflective Learning for Strengthening Metacognitive Ability and Academic Resilience on Students of Tadris Bahasa Indonesia Wa Mirna; Aria Bayu Setiaji; Dewi Qhuril Malasari Ely; Siswantoyo; Rahma Anugraheny
Jurnal Iqra' : Kajian Ilmu Pendidikan Vol. 11 No. 2 (2026): 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.v11i2.6615

Abstract

This study aims to describe: (1) The Implementation Process of Experiential-Based Reflective Learning in Tadris Bahasa Indonesia Students; (2) The Experiences of Tadris Bahasa Indonesia Students in Strengthening Metacognitive Abilities through Experiential-Based Reflective Learning; and (3) The Experiences of Tadris Bahasa Indonesia Students in Strengthening Academic Resilience through Experiential-Based Reflective Learning. This study utilizes a qualitative phenomenological design grounded in the constructivist-interpretivist paradigm. Data were collected from reflective journals, in-depth interviews, participant observations, and documentation of the experiential-based reflective learning process involving 30 Tadris Bahasa Indonesia students at UIN A.M. Sangadji Ambon, and were subsequently analyzed thematically. The results of this study describe that experiential-based reflective learning for Tadris Bahasa Indonesia students at UIN Ambon is implemented in a cyclical and contextual manner through: (1) The implementation of experiential-based reflective learning takes place cyclically (Concrete Experience -> Reflective Observation -> Abstract Conceptualization -> Active Experimentation) integrated with reflection-in/on-action; (2) The implementation of reflective learning strengthens students' metacognitive abilities through increased self-awareness, performance monitoring, and regulation of learning strategies; and (3) The interaction between the reflective learning cycle and metacognitive regulation strengthens students' academic resilience through indicators (5C: Confidence, Control, Composure, Commitment, Reframing). Taken together, these three findings demonstrate that experiential-based reflective learning contributes not only to the development of students’ academic and professional competencies but also to their capacity to reflect on experiences, regulate their learning processes, cope with challenges, and develop resilience in complex learning contexts. This contribution underscores the significance of experiential-based reflective learning as a pedagogical approach capable of bridging academic learning with the complex demands of professional practice.

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