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All Journal Tadris: Jurnal keguruan dan Ilmu Tarbiyah AL-IDARAH: JURNAL KEPENDIDIKAN ISLAM
Santani
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Arts Humanities Education

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Educational Social Media Use and Students’ Productive Language Skills: A Canonical Correlation Analysis Saraswati; Maulana, Nanang; Santani; Ruhiat, Yayat
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 11 No 1 (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.v11i1.28995

Abstract

This study examines the multivariate relationship between educational social media utilization (Set X: X₁ = frequency of use, X₂ = active participation in educational activities, X₃ = creativity in creating language-related content, X₄ = content utilization for language learning) and productive language skills (Set Y: Y₁ = creative writing in digital media, Y₂ = speaking in digital media, Y₃ = debating in digital contexts, Y₄ = constructing multimodal texts) among senior secondary school students. Employing a quantitative, multivariate correlational design, 200 eleventh-grade students from SMAN 6 Tangerang Regency were selected via purposive sampling. Data were collected through validated Likert-scale questionnaires and productive language performance tasks administered online via Google Form during September 2025. Instrument reliability was established via Cronbach’s α (0.81–0.89) and McDonald’s ω (0.82–0.88), with content validity confirmed by three language education experts. Canonical Correlation Analysis (CCA) was conducted using SPSS 27, yielding four canonical functions with canonical correlations (Rc) of 0.580, 0.490, 0.258, and 0.077, respectively. Wilks’ Lambda tests confirmed that the first three canonical functions were statistically significant (overall Λ = 0.468, p < .001; Λ = 0.705, p < .001; Λ = 0.928, p = .006), while the fourth was not (Λ = 0.994, p = .280). Analysis of canonical structure coefficients revealed that Canonical Function 1 was predominantly defined by X₂ (r = 0.874) and Y₄ (r = 0.902); Function 2 by X₃ (r = −0.940) and Y₂ (r = 0.948); and Function 3 primarily by Y₃ (r = −0.983). These findings collectively indicate that students who engage more actively and creatively in educational social media activities demonstrate superior productive language competencies, particularly in multimodal composition and digital speaking, underscoring the pedagogical value of structured social media integration in secondary language education.
Teachers’ Strategies in Instilling Religious Values Based on Social Learning Theory Santani; Hidayat, Sholeh; Anriani, Nurul
AL-IDARAH: JURNAL KEPENDIDIKAN ISLAM Vol 16 No 1 (2026): AL-IDARAH: JURNAL KEPENDIDIKAN ISLAM
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ec3wrx88

Abstract

This study aims to analyze teachers’ strategies in instilling religious values based on the Social Learning Theory proposed by Albert Bandura at SMAN 6 Tangerang Regency. The research employed a qualitative approach with a descriptive design. Data were collected through in-depth interviews, participatory observations, and documentation involving Islamic Education teachers, guidance and counseling teachers, and students. Data analysis was conducted using the interactive model developed by Miles and Huberman. The validity of the data was tested through source triangulation and method triangulation. The results indicate that teachers’ strategies in instilling religious values are systematically implemented through four main stages of Social Learning Theory, namely: (1) attention, where teachers demonstrate exemplary religious behavior that attracts students’ interest and focus; (2) retention, through habituation and value reflection in various religious activities such as congregational prayers, Qur’an recitation, and Friday charity programs; (3) reproduction, when students imitate and practice teachers’ religious behavior in their daily school life; and (4) motivation, which involves both external and internal encouragement to strengthen the continuity of students’ religious behavior. The conclusion of this study emphasizes that the success of instilling religious values in schools is not solely determined by cognitive instruction, but also by teachers’ exemplary conduct, consistent habituation, and motivational reinforcement that foster students’ religious self-efficacy. Thus, the Social Learning Theory proposed by Bandura is relevant in the context of religious character education at the secondary school level, as it enables the formation of morality and spirituality through processes of observation, imitation, and value reflection within a contextual learning environment.
Co-Authors Hidayat, Sholeh Nanang Maulana Nurul Anriani Saraswati Yayat Ruhiat