cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
-
Contact Email
-
Phone
-
Journal Mail Official
-
Editorial Address
-
Location
Kota metro,
Lampung
INDONESIA
JURNAL IQRA´
Published by Universitas Ma'arif Lampung
ISSN : -     EISSN : -     DOI : -
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.
Arjuna Subject : -
Articles 657 Documents
 62   63   64   65   66 
Relational Leadership Matters: Leader–Member Exchange, Managerial Skills, and Teacher Performance in Madrasah Ibtidaiyah Sumaryati; Desy Seplyana; Ani Nafisah; Bramana Nanditya Putra; Noorseha Ayob
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.v11i2.7714

Abstract

The inconsistent contribution of leadership practices to teacher performance indicates the need to examine relational and managerial leadership within the specific context of Islamic elementary education. This study aimed to analyze the partial and simultaneous contributions of Leader–Member Exchange and madrasah principals’ managerial skills to the performance of Madrasah Ibtidaiyah teachers. A quantitative cross-sectional survey was conducted involving 195 teachers proportionally selected from a population of 448 teachers across 38 public and private Madrasah Ibtidaiyah in Way Kanan Regency, Lampung Province, Indonesia. Data were collected using structured questionnaires and analyzed through multiple linear regression with IBM SPSS Statistics version 20. The results showed that Leader–Member Exchange made a positive and significant partial contribution to teacher performance (B = 0.684; t = 2.236; p = 0.027), whereas madrasah principals’ managerial skills did not make a significant direct contribution (B = −0.525; t = −0.340; p = 0.734). Simultaneously, the predictor variables significantly contributed to teacher performance (F = 98.856; p < 0.001), with the regression model explaining 60.8% of the variance. These findings demonstrate that trust, communication, reciprocal support, and professional collaboration between principals and teachers have a more immediate role in supporting teacher performance than managerial skills alone. The study implies that principal-development programs should integrate administrative competence with relational leadership, interpersonal communication, teacher empowerment, and collaborative professional support.
Organizing Islamic Tarbiyah to Create Superior Character in the Era of Society 5.0 for Students Wa Ode Reni
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.v11i2.7735

Abstract

This research seeks to examine the implementation of Islamic education (tarbiyah Islamiyah) in fostering excellent student character within the context of the Society 5.0 era at MTs Al-Wahdah Kendari. A qualitative naturalistic methodology was employed, utilizing non-participant observation, in-depth interviews, and document analysis as data collection methods. The results show that the organization is integrated in four areas: (1) human resources are organized hierarchically through the foundation-madrasah structure, role division, and committee involvement as accountability partners; (2) academic activities are managed through learning outcome-based intracurricular activities, active learning models, and cross-subject P5R projects guided by mapping the dimensions-elements-subelements of student profiles; (3) non-academic activities are organized through mandatory and elective extracurricular activities with schedules, mentors, and development targets aligned with P2R values; and (4) madrasah culture is built through a functional work team that manages integrated religious-social habits within the academic calendar. Technology integration supports the digitization of administration, WhatsApp/email coordination, and cloud storage, while face-to-face discussions and coaching remain a consistent core. This model strengthens religious, collaborative, critical-creative, digitally literate, adaptive, and globally conscious character. This integrated organization strengthens the development of superior student character, encompassing critical-creative thinking skills, communication-collaboration, digital literacy, adaptability, religiosity (morals and ethics), entrepreneurial spirit, problem-solving, and global and intercultural awareness.
The Effectiveness of the Literature Circle Method in Improving the Bahasa Rumi Writing Skills of Mattayom 3 Students at Ban Kalisa School Nur Haida; Nikmah Sari Hasibuan; Husniah Ramadhani Pulungan; Devinna Riskiana Aritonang; Nur Afifah; Rokiyoh Maae
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.v11i2.7829

Abstract

This study was motivated by the low level of Bahasa Rumi writing skills among Mattayom 3 students at Ban Kalisa School, who grow up in a linguistic environment where Thai, Malay Jawi, and Bahasa Rumi intersect. This study aims to describe the students’ initial and final abilities, as well as to analyze the effectiveness of the Literature Circle method in improving Bahasa Rumi writing skills. The study employed a quantitative approach with a quasi-experimental pretest-posttest control group design. The research sample consisted of 27 students in the experimental class and 25 students in the control class. The data were obtained through Bahasa Rumi writing tests administered before and after the treatment, then analyzed using descriptive statistics and hypothesis testing. The results showed that the mean pre-test score of the experimental class was 62.19, while that of the control class was 61.40. After the treatment, the mean post-test score of the experimental class increased to 76.93, whereas that of the control class became 68.40. The gain score of the experimental class reached 14.74, which was higher than that of the control class at 7.00. Hypothesis testing indicated significant differences in the final results and gain scores between the two classes, demonstrating that the Literature Circle method was more effective than conventional instruction. These findings highlight the pedagogical significance of structured collaborative learning in supporting the development of students’ Bahasa Rumi writing skills and suggest that the method offers a meaningful contribution to writing instruction, particularly in multilingual learning contexts
Mapping the Paradigm Shift in Teachers’ Roles: A Bibliometric and Survey-Based Analysis in 21st-Century Education Sigit Wibowo; Siti Fatimah; Nuril Nuzulia; Suyono Suyono; Oktaviani Adhi Suciptaningsih; Zahid Zufar At Thaariq
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.v11i2.7849

Abstract

Rapid social and digital transformations have fundamentally reshaped education systems, leading to a redefinition of teachers’ roles in the 21st century that extends beyond technological integration to encompass epistemological, pedagogical, and structural changes. This study aims to analyze the conceptual structure, intellectual evolution, and global collaboration patterns of the paradigm shift in teachers’ roles, while also examining its empirical manifestation in practice. A mixed-method approach with an integrative design was employed, combining a Systematic Literature Review (SLR) based on the PRISMA 2020 protocol, bibliometric analysis, and a quantitative survey. Data were retrieved from the Scopus database (2016–2026), resulting in 85 peer-reviewed articles following a rigorous selection process, and complemented by survey responses from 80 teachers across Indonesia. Bibliometric mapping using VOSviewer reveals that the emerging paradigm is structured across three interrelated dimensions: pedagogical, technological, and structural. The pedagogical dimension reflects a shift from knowledge transmission to collaborative knowledge co-construction, while the technological dimension indicates a transition from ICT integration toward the adoption of artificial intelligence and data-driven adaptive learning systems. The structural dimension highlights the strengthening of teacher agency, reflective professionalism, and the restructuring of teacher education systems. Network analysis shows that global research collaboration remains regionally fragmented, whereas co-citation patterns indicate the emergence of core references, suggesting an ongoing phase of conceptual consolidation. Empirical findings confirm strong pedagogical and professional transformation in practice but reveal a gap in the adoption of advanced technologies such as AI. This study contributes by proposing a multidimensional typology of teachers’ roles—as facilitators, digital learning designers, institutional change agents, and ethical technology curators—thereby advancing theoretical consolidation and providing a foundation for systemic policy reform in 21st-century education.
Development of a Pocket Book of Everyday English Expressions for Use in Dormitories in the Context of Islamic Boarding Schools Agus Sudiansyah; Encep Syarief Nurdin; Mupid Hidayat; Warlim Warlim
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.v11i2.7886

Abstract

This study aims to develop a Pocket Book of Daily English Expressions for boarding school students in the pesantren context to improve students’ speaking skills in everyday communication. The study employed a Research and Development (R&D) method using the ADDIE model, consisting of analysis, design, development, implementation, and evaluation stages. The participants involved students from grades 7, 8, and 9 in an Islamic boarding school in Cimahi, West Java, Indonesia. Peer facilitators from grades 8 and 9 were trained to assist the implementation process. Data were collected through classroom observation, progress evaluation, post-tests, and student feedback. The findings showed significant improvement in students’ speaking performance after four weeks of implementation. Speaking participation increased from 45% to 89%, vocabulary mastery improved from 40% to 86%, and students’ confidence in speaking English rose from 38% to 85%. The contextual materials provided in the pocket book helped students practice English expressions related to dormitory life, making learning more meaningful and practical. In addition, the peer-facilitator approach created a collaborative learning environment that encouraged active communication. The study concludes that the developed pocket book effectively supports English speaking practice in pesantren environments and contributes positively to students’ communicative competence, motivation, and confidence in using English for daily interaction
Determinats of Deep Learning Oriented Teaching Behavior: A Theory of Planned Behavior Perpective among Special Education Teachers Hilma Rahmatillah; Pujaningsih Pujaningsih; Muh. Rijal
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.v11i2.7890

Abstract

This study addresses the growing demand for deep learning-oriented instruction in 21st-century education, particularly in special education, where instructional practices involve high levels of complexity. The study aims to analyze the determinants of deep learning oriented teaching behavior among special education teachers using the Theory of Planned Behavior (TPB). A quantitative explanatory survey design was employed, involving 66 teachers selected through snowball sampling. Data were collected using a structured questionnaire and analyzed through hierarchical multiple regression. The results indicate that perceived behavioral control (PBC) and subjective norm (SN) significantly predict both intention and teaching behavior, while attitude toward behavior (ATB) does not show a significant effect when controlling for other variables. Intention significantly predicts behavior; however, its additional contribution is relatively small (ΔR² = 0.013), indicating that behavioral implementation is influenced not only by intention but also by professional competence and environmental factors. Overall, the model demonstrates strong explanatory power, highlighting the importance of teacher capability and social support in facilitating the implementation of deep learning-oriented instruction in special education. This study contributes theoretically by strengthening the validity of TPB in special education while offering a new perspective that the transformation of teaching behavior is more strongly influenced by structural support, professional competence, and institutional expectations than by personal attitudes alone. Therefore, this study underscores that the successful implementation of deep learning in special education requires a systemic approach integrating psychological readiness, teacher competency development, and institutional support to promote inclusive, meaningful, adaptive, and sustainable learning that enhances students higher order thinking skills.
Optimizing Microlearning in English Language Learning: The Role of Learning Involvement and Independence on Vocational School Student Satisfaction Fera Anita Yuana; Ali Mustofa; Pratiwi Retnaningdyah; Ahmad Munir
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.v11i2.7894

Abstract

This study presents the optimization of microlearning in English learning for vocational high school students by emphasizing the role of learning engagement and independence on satisfaction and language skills. The background of the study stems from the low achievement of vocational high school students' English skills and the need for learning strategies that are more adaptive to the characteristics of the digital generation. The purpose of this study is to analyze the influence of microlearning content, learning engagement, and learning independence on English skills and student learning satisfaction, both directly and in complex structural relationships. The method used is a quantitative approach with an explanatory research design through Partial Least Squares Structural Equation Modeling (PLS-SEM) analysis of 300 grade X students of a state vocational high school in Mojokerto. Data were collected through a Likert scale questionnaire and an English proficiency test, then analyzed to test validity, reliability, and the relationship between variables in the structural model. The results showed that learning engagement was the most dominant factor that significantly influenced English skills and learning satisfaction. Microlearning content did not significantly influence English skills, but made a positive contribution to learning satisfaction. Learning independence significantly influenced learning satisfaction, but did not show consistent support for English skills. These findings confirm that successful language learning is determined more by the quality of student interaction and active participation than simply the presentation of digital content. The study's conclusions suggest that microlearning needs to be integrated with interactive learning strategies to achieve optimal results. This research provides important implications for the development of technology-based learning models in vocational education and recommends further research incorporating mediating variables such as motivation and social interaction.

Page 66 of 66 | Total Record : 657

 62   63   64   65   66 

Filter by Year

2016 2026


Reset
Filter By Issues
All Issue Vol. 11 No. 2 (2026): Jurnal Iqra' : Kajian Ilmu Pendidikan Vol. 11 No. 1 (2026): Jurnal Iqra' : Kajian Ilmu Pendidikan Vol. 10 No. 3 (2025): Jurnal Iqra' : Kajian Ilmu Pendidikan Vol. 10 No. 2 (2025): Jurnal Iqra' : Kajian Ilmu Pendidikan Vol. 10 No. 1 (2025): Jurnal Iqra' : Kajian Ilmu Pendidikan Vol. 9 No. 2 (2024): Jurnal Iqra' : Kajian Ilmu Pendidikan Vol. 9 No. 1 (2024): Jurnal Iqra' : Kajian Ilmu Pendidikan Vol. 8 No. 2 (2023): Jurnal Iqra' : Kajian Ilmu Pendidikan Vol. 8 No. 1 (2023): Jurnal Iqra' : Kajian Ilmu Pendidikan Vol. 7 No. 2 (2022): Jurnal Iqra' : Kajian Ilmu Pendidikan Vol. 7 No. 1 (2022): Jurnal Iqra' : Kajian Ilmu Pendidikan Vol. 6 No. 2 (2021): Jurnal Iqra' : Kajian Ilmu Pendidikan Vol 6 No 2 (2021): Jurnal Iqra' : Kajian Ilmu Pendidikan Vol 6 No 1 (2021): Jurnal Iqra' : Kajian Ilmu Pendidikan Vol. 6 No. 1 (2021): Jurnal Iqra' : Kajian Ilmu Pendidikan Vol. 5 No. 2 (2020): Jurnal Iqra' : Kajian Ilmu Pendidikan Vol 5 No 2 (2020): Jurnal Iqra' : Kajian Ilmu Pendidikan Vol 5 No 1 (2020): Jurnal Iqra' : Kajian Ilmu Pendidikan Vol. 5 No. 1 (2020): Jurnal Iqra' : Kajian Ilmu Pendidikan Vol 4 No 2 (2019): Jurnal Iqra' : Kajian Ilmu Pendidikan Vol. 4 No. 2 (2019): Jurnal Iqra' : Kajian Ilmu Pendidikan Vol 4 No 1 (2019): Jurnal Iqra' : Kajian Ilmu Pendidikan Vol 3 No 2 (2018): Jurnal Iqra' : Kajian Ilmu Pendidikan Vol 3 No 1 (2018): Iqra': Jurnal Kajian Ilmu Pendidikan Vol 2 No 2 (2017): Iqra': Jurnal Kajian Ilmu Pendidikan Vol 2 No 1 (2017): Iqra : Jurnal Kajian Ilmu Pendidikan Vol 1 No 2 (2016): Iqra : Jurnal Kajian Ilmu Pendidikan Vol 1 No 1 (2016): Iqra : Jurnal Kajian Ilmu Pendidikan More Issue