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Tarbawi : Jurnal Ilmu Pendidikan
Published by Institut Agama Islam Negeri Kerinci
ISSN : 26156547     EISSN : 18581080     DOI : -
Core Subject : Education,
Education
Jurnal Tarbawi: Jurnal Ilmu Pendidikan (e-ISSN 2615-6547, p-ISSN 1858-1080 is a peer-reviewed (double blind review) journal published by Faculty of Education and Teacher Training, State Islamic Institute of Kerinci. The goal of this journal is to facilitate scholars, researchers, and teachers for publishing the original research articles or review articles. Jurnal Tarbawi published two editions in one year in July and December.
Arjuna Subject : -
Articles 273 Documents
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Critical Thinking Skills in Rotational Dynamics: Learning Physics With and Without Free-body Diagrams Pranata, Ogi Danika; Noperma, Noperma
Tarbawi : Jurnal Ilmu Pendidikan Vol. 19 No. 2 (2023): Tarbawi : Jurnal Ilmu Pendidikan
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan Institut Agama Islam Negeri Kerinci

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32939/tarbawi.v19i2.4215

Abstract

This quasi-experimental study investigates the impact of using free-body diagrams on the critical thinking skills of students studying rotational dynamics at MAN 1 Sungai Penuh. The study involved 140 eleventh-grade students, divided into an experimental group and a control group, each consisting of 70 students. The experimental group received instruction using free-body diagrams, while the control group followed traditional teaching methods. Critical thinking skills were assessed using a test comprising five essay questions, each representing different aspects of critical thinking: likelihood and uncertainty analysis, problem solving and decision making, reasoning, hypothesis testing, and argument analysis. Descriptive statistics and independent samples t-tests were employed to analyze the data. The results revealed that the experimental group outperformed the control group in all aspects of critical thinking skills, with statistically significant differences and strong effect sizes. Specifically, the experimental group showed notable improvements in argument analysis, reasoning, and hypothesis testing. The findings suggest that the use of free-body diagrams significantly enhances students' critical thinking skills in the context of rotational dynamics. This study underscores the importance of incorporating visual learning aids in physics education to foster deeper understanding and improve analytical skills. The results have important implications for teaching practices, advocating for the integration of free-body diagrams to develop students' higher-order thinking skills effectively
Evaluation of TPACK Competencies Based on Gender, Education and Years in Teaching of Mathematics Lecturers in Indonesia Sepriyanti, Nana; Nelwati, Sasmi; Zahrah, Fatimah; Musthofa, Musthofa; Nasikhin, Nasikhin
Tarbawi : Jurnal Ilmu Pendidikan Vol. 19 No. 2 (2023): Tarbawi : Jurnal Ilmu Pendidikan
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan Institut Agama Islam Negeri Kerinci

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32939/tarbawi.v19i2.4590

Abstract

This study evaluates the ability of mathematics lecturers in Indonesian universities to use TPACK (Technological Pedagogical Content Knowledge). It uses a Sequential Explanatory research method that integrates quantitative and qualitative approaches. The findings indicate that overall, the TPACK skills of mathematics lecturers in Indonesia are at a very good level (85,6%). The questionnaire data showed that the aspects of gender, length of teaching, and level of education had average scores of 85.2%, 85.5%, and 86.1%, respectively. Students' responses to lecturers' TPACK were also high, with an average questionnaire score of 85.1%. Further analysis showed no significant difference in the TPACK ability of mathematics lecturers based on gender, years of teaching, or level of education. However, partial analysis showed that female lecturers' CK and PK components were superior to male lecturers. This indicates a significant effect of gender partially on lecturers' TPACK. At the same time, the length of teaching and level of education does not have a significant impact either partially or jointly on the TPACK ability of mathematics lecturers in Indonesia. This study provides in-depth insights into the factors that influence the TPACK of mathematics lecturers, with important implications for professional development and improving the quality of learning in the Indonesian higher education context
The Influence of Instructional Leadership, Work Motivation, and Teacher Well-Being on Teacher Professionalism in Public Elementary Schools Nafia, Ilman; Endang Wuryandini; I Made Sudana
Tarbawi : Jurnal Ilmu Pendidikan Vol. 21 No. 2 (2025): Tarbawi: Jurnal Ilmu Pendidikan
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan Institut Agama Islam Negeri Kerinci

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32939/tarbawi.v21i2.5942

Abstract

This research examines the relationships among instructional leadership, work motivation, and teacher well-being, and their effects on teacher professionalism. Quantitative research was conducted, and data were gathered through questionnaires. The population for this study comprises 116 teachers from State Elementary Schools in the Gajah Mada and Diponegoro clusters, and a total sampling technique was used, with all 116 teachers included. Data analysis involved descriptive analysis and prerequisite tests; the research hypotheses were tested using regression analysis in IBM SPSS Statistics 26. These research findings indicate that instructional leadership positively and significantly influences teacher professionalism, contributing 43,0%. The regression model is Y = 71,327 + 0,761X1, and the F-count = 85,902 > F-table = 3,924. Work motivation positively and significantly influences teacher professionalism, accounting for 33,9% of the contribution. The regression model is Y = 84,881 + 0,622X2, and the F-count = 58,397 > F-table=3,924. A positive and significant influence was also found between teacher well-being and teacher professionalism, with a contribution of 38,2%. The regression model is Y = 80,191 + 0,561X3, and the F-count = 70,458 > F-table= 3,924. Simultaneously, instructional leadership, work motivation, and teacher well-being positively and significantly influence teacher professionalism, contributing 53,9%. The multiple regression model is Y = 50,406 + 0,430X1 + 0,285X2 + 0,207X3, and the F-count = 43.607 > F-table = 1.981.

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