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Roby Maiva Putra
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INDONESIA
TANJAK: Journal of Education and Teaching
Published by STAIN Sultan Abdurrahman Kepulauan Riau
ISSN : 27164098     EISSN : 27208966     DOI : https://doi.org/10.35961/tanjak.v1i2.146
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
TANJAK adalah ikat kepala adat Melayu yang berbentuk runcing ke atas. Demikian makna yang dituliskan dalam Kamus Besar Bahasa Indonesia (KBBI). Nilai dalam tanjak dipercaya oleh masyarakat Melayu sebagai simbol kekuatan, marwah, pendidikan dan lainnya. Bertanjak berarti memelihara budi pekerja dan menjaga marwah. Nama “Tanjak” digunakan dalam jurnal pendidikan dan keguruan sebagai bentuk menjaga marwah dan pendidikan anak bangsa. Dengan pendidikan, marwah bisa dicapai, dengan pendidikan kekuatan akan tergapai, dan dengan pendidikan akan melahirkan peradaban yang gemilang. Jurnal Tanjak ingin menjadi bagian dari upaya mencapai harapan-harapan kebesaran tersebut. Sebab itu, jurnal Tanjak juga mengajak seluruh pendidik, peneliti, dosen dan praktisi pendidikan untuk turut serta menyumbangkan karya tulisnya guna memberikan sumbangsih pada bangsa dan negara. Lebih spesial lagi apabila kajiannya terkait pendidikan di dunia melayu. Jurnal Tanjak akan terbit dua kali setahun pada bulan Februari dan Agustus.
Arjuna Subject : Umum - Umum
Articles 106 Documents
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Introducing Cultural Literacy Through Madurese Parèbhâsan Songs to 5-6 Year Old Children at Nurul Falah Kindergarten Khosin Abdullah; Nurul Ismaiyah; Suprianto Suprianto; Siti Farida
TANJAK Vol 7 No 2 (2026): Agustus
Publisher : Jurusan Tarbiyah dan Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35961/tanjak.v7i2.3014

Abstract

This study aims to analyze the implementation of the Madurese Parèbhâsan song as a medium for introducing cultural literacy to children aged 5–6 years at Nurul Falah Kindergarten. This study employed a qualitative approach with a case study design involving one principal, one class teacher, and six children aged 5–6 years in Group B. Data were collected through observations conducted in six learning sessions, semi-structured interviews, and documentation, and were analyzed using the Miles and Huberman model through data reduction, data presentation, and conclusion drawing. The findings revealed three main themes: teacher strategies in implementing the Parèbhâsan Madura song, children’s responses to the learning activities, and supporting and inhibiting factors in its implementation. Teachers implemented the song through contextual explanations, repeated singing, interpretation of cultural meanings, and practice of èngghi-bhunten language in everyday interactions. Children showed positive responses through increased enthusiasm, participation, attention, and courage to use simple polite expressions. Supporting factors included teacher commitment, principal support, and children's enthusiasm, while the main barriers were the limited use of èngghi-bhunten in the family environment and children's greater familiarity with popular songs influenced by digital media. The findings indicate that the Madurese Parèbhâsan song can serve as a local culture-based learning medium to strengthen cultural literacy, introduce politeness values, and encourage the use of the Madurese èngghi-bhunten language among young children.
Development of a Digital and Ethnopedagogy Based E-Module to Enhance Pre-Service Early Childhood Teachers' Assessment Competence Dwi Lyna Sari; Lina Eka Retnaningsih
TANJAK Vol 7 No 2 (2026): Agustus
Publisher : Jurusan Tarbiyah dan Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35961/tanjak.v7i2.3015

Abstract

This research is motivated by the need to develop innovative learning materials that strengthen the assessment competencies of Early Childhood Education (ECE) teacher candidates in the Early Childhood Education Learning Evaluation course. Existing learning materials need further development to become more adaptive to digital learning environments and to connect evaluation concepts with local cultural contexts. This study aims to produce, test, and analyze a digital and ethnopedagogy-based ECE Learning Evaluation e-module that is valid, practical, and effective for use in the learning of ECE teacher education students. The research employed a Research and Development (R&D) method using the ADDIE development model, consisting of analysis, design, development, implementation, and evaluation stages. The research subjects were 50 ECE students. Data were collected through validation instruments sheets from material and media experts, student response questionnaires, and assessment competency tests. The results showed that the developed e-module obtained a validity score of 89.50% categorized as highly valid, a practicality score of 90.48% categorized as highly practical, and improved students’ assessment competencies from an average pretest score of 67.80 to 86.40 in the posttest, with an N-Gain score of 0.57 in the moderate category. The findings indicate that the digital and ethnopedagogy-based Early Childhood Education Learning Evaluation e-module is feasible to be used as an innovative learning resource to strengthen the assessment competencies of ECE teacher candidates.
Academic Anxiety Among First-Year Students Living Away From Home During the Transition to Higher Education Nining Maizura; Parid Rilo Pambudi; Khairul Bariyyah; Laily Tiarani Soejanto; Santy Andrianie; Henny Indreswari
TANJAK Vol 7 No 2 (2026): Agustus
Publisher : Jurusan Tarbiyah dan Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35961/tanjak.v7i2.3018

Abstract

Academic anxiety is an important issue among first-year students, particularly those living away from home, as they must adapt to academic demands while also managing independent living. This study aimed to describe the level of academic anxiety among first-year students living away from home during the transition to higher education. This study employed a descriptive quantitative approach involving 2,695 first-year students selected through purposive sampling based on predetermined inclusion criteria. Data were collected using the Academic Anxiety instrument, which consisted of 18 items measured on a 5-point Likert scale. Data analysis was conducted using descriptive statistics, including frequency, percentage, mean, standard deviation, median, quartiles, and score categorization. The results showed that the majority of students were in the moderate category of academic anxiety, with 2,083 students or 77.29%, followed by 350 students or 12.99% in the high category, and 262 students or 9.72% in the low category. In conclusion, academic anxiety among first-year students living away from home was at a moderate level and requires preventive attention. Future studies are recommended to examine psychological, social, and academic factors that influence academic anxiety in greater depth.
Strengthening Pos PAUD Educators' Capacity through Participatory Training in Meaningful Play-Based Learning Ismatul Khasanah; Iin Purnamasari; Intan Rakhmawati; Oktavia Indah Permata Sary
TANJAK Vol 7 No 2 (2026): Agustus
Publisher : Jurusan Tarbiyah dan Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35961/tanjak.v7i2.3023

Abstract

Community-based early childhood education posts (Pos PAUD) rely on volunteer educators who must translate developmental principles into feasible daily practices. This community engagement program examined score changes following participatory training in meaningful play-based learning for 60 educators from 30 Pos PAUD centres in West Semarang, Indonesia. Four facilitators delivered five sessions totalling 360 minutes on 17 April 2026. The training combined concept explanation, case discussion, simulation, guided activity design, observation practice, and reflection. A one-group pretest-post-test evaluation assessed five competency domains on a 0–25 scale. Domain means increased from 16.93–17.10 at pretest to 24.22–24.23 at post-test. Mean gains ranged from 7.12 to 7.28 points, normalized gains ranged from .901 to .905, and paired-samples tests were significant for every domain, t (59) = 36.55–42.45, p < .001, with Cohen's dz = 4.72–5.48. Difference scores departed from normality; however, Wilcoxon signed-rank sensitivity analyses produced the same conclusion (all p < .001). Approximately 31.7%–33.3% of participants reached the maximum post-test score, indicating a ceiling effect. The findings provide preliminary evidence that the training was followed by substantial improvements in assessed knowledge and planning capacity. Nevertheless, causal attribution is limited by the absence of a comparison group, unavailable item-level psychometric evidence, possible testing effects, and the lack of follow-up observations of classroom practice or child outcomes.
The Effectiveness of an Islamic Education-Based Eco-Print Activity Learning Module in Enhancing Early Childhood Entrepreneurship Understanding at PAUD Kasih Bersama, Central Bengkulu Ningmas Indri Oktaviana Octaviana; Alimni Alimni; Husnul Bahri
TANJAK Vol 7 No 2 (2026): Agustus
Publisher : Jurusan Tarbiyah dan Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35961/tanjak.v7i2.3025

Abstract

This study aims to determine the effectiveness of an Islamic education-based eco-print activity learning module in enhancing early childhood entrepreneurship understanding at PAUD Kasih Bersama, Central Bengkulu. The study employed a mixed-methods approach using a sequential explanatory design, in which quantitative data were collected and analyzed first, followed by qualitative data to further explain the quantitative findings. The quantitative data were obtained through observation sheets administered as pretests and posttests to an experimental group of 12 children and a control group of 12 children. Qualitative data were collected through interviews, observations, and documentation. The findings indicate that the implementation of the Islamic education-based eco-print learning module improved children’s understanding of basic entrepreneurial concepts and related character traits, including creativity, independence, communication, responsibility, cooperation, honesty, and perseverance. The experimental group’s mean score increased from 36.08 in the pretest to 39.42 in the posttest. An independent samples t-test produced a significance value of 0.002, which was lower than 0.05, with a t-value of 3.558, exceeding the t-table value of 2.179. Qualitative findings further revealed increased enthusiasm, creativity, confidence, and active participation among the children. The integration of Islamic values, including gratitude, honesty, responsibility, patience, and environmental stewardship, also enriched the learning experience. Therefore, the Islamic education-based eco-print activity learning module is effective as a contextual and meaningful medium for introducing entrepreneurship to young children.
The Role of Generation Z Teachers in Learning Religious and Moral Values for Early Childhood Education in Selebar District, Bengkulu City Suriyanti Suriyanti; Nelly Marhayati; Alimni Alimni
TANJAK Vol 7 No 2 (2026): Agustus
Publisher : Jurusan Tarbiyah dan Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35961/tanjak.v7i2.3026

Abstract

The development of digital technology has transformed the characteristics of educators, including the emergence of Generation Z teachers who demonstrate high adaptability to information technology in the learning process. These characteristics provide both opportunities and challenges in early childhood religious and moral values education, which emphasizes role modeling, habituation, and character development. This study aims to analyze the role of Generation Z teachers in teaching religious and moral values to early childhood learners, identify the challenges encountered, and describe the strategies implemented in digital era learning at kindergartens in Selebar District, Bengkulu City. This study employed a qualitative approach using a case study design. The participants consisted of six informants, including three Generation Z teachers and three principals from three kindergartens in Selebar District, Bengkulu City. Data were collected through observation, in depth interviews, and documentation studies, and analyzed using the Miles, Huberman, and Saldaña model through data condensation, data display, and conclusion drawing and verification. The findings reveal that Generation Z teachers perform roles as role models, facilitators, motivators, mentors, innovators, and evaluators in religious and moral values learning. The implementation of religious and moral education is carried out through religious habituation, exemplary practices, storytelling, educational play activities, and selective use of digital media. The study also identifies challenges related to children’s gadget use, limited parental involvement, pedagogical experience, and the balance between technology utilization and character formation. The findings confirm that Generation Z teachers have significant potential to provide adaptive religious and moral values education while maintaining the essence of character development.
Internal Library Promotion Strategies to Increase Student Visits and Strengthen School Literacy: A Comparative Case Study at Two State Vocational High Schools in Indragiri Hulu Regency Susilawati Abiyus; Meilina Bustari
TANJAK Vol 7 No 2 (2026): Agustus
Publisher : Jurusan Tarbiyah dan Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35961/tanjak.v7i2.3027

Abstract

School libraries play an important role in supporting learning and strengthening school literacy; however, student visits remain relatively low in many vocational high schools. This study aims to analyze the implementation of internal library promotion strategies, identify the supporting and inhibiting factors, and examine the efforts undertaken to increase student visits and strengthen school literacy. A comparative qualitative case study was conducted at SMK Negeri 1 Pasir Penyu and SMK Negeri 1 Lubuk Batu Jaya in Indragiri Hulu Regency. Data were collected through in-depth interviews, observations, document analysis, and Focus Group Discussions involving school principals, librarians, teachers, and students. The data were analyzed using an interactive analysis approach involving data reduction, data display, and conclusion drawing. The findings indicate that both schools implemented internal library promotion through a combination of print media, digital media, and direct promotional activities, although with different levels of innovation and integration into the learning process. The effectiveness of library promotion was influenced not only by the diversity of promotional media but also by school leadership, teacher–librarian collaboration, student participation, and literacy programs integrated into classroom learning. Conversely, limited librarian competence, inadequate promotional funding, insufficient collections, and weak library utilization culture hindered effective implementation. This study proposes the Collaborative Internal Library Promotion Model, which conceptualizes effective library promotion as the integration of school leadership, librarian competence, organizational collaboration, active student participation, and digital media utilization. The model demonstrates that internal library promotion functions not only as a communication strategy but also as a collaborative educational approach that increases student visits while strengthening school literacy.
Development of Scrapbook Media to Enhance Students' Reading Interest in Descriptive Text Material for Grade VII Students at SMP Negeri 1 NA IX-X Labuhanbatu Utara Auliana Utamy; Tri Indah Kusumawati
TANJAK Vol 7 No 2 (2026): Agustus
Publisher : Jurusan Tarbiyah dan Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35961/tanjak.v7i2.3045

Abstract

This study aimed to develop scrapbook media for description text material to enhance the reading interest of seventh-grade students at SMP Negeri 1 NA IX-X Labuhanbatu Utara. This study employed a Research and Development (R&D) approach using the ADDIE model, which consists of five stages: Analysis, Design, Development, Implementation, and Evaluation. The subjects were 24 seventh-grade students of class VII-4. Data were collected through observation, expert validation questionnaires, student and teacher response questionnaires, and a Likert-scale reading interest questionnaire administered before and after the use of the scrapbook media. The data were analyzed using percentage calculations to determine the feasibility and practicality of the media and the N-Gain test to determine the increase in students’ reading interest. The results showed that the scrapbook media obtained feasibility scores of 93.8% from the media expert, 95% from the language expert, and 92% from the subject matter expert, all of which were categorized as very valid. The practicality test resulted in a student response score of 93.02% and a teacher response score of 98%, indicating that the media was very practical. Furthermore, the N-Gain analysis produced a score of 0.71, equivalent to 71.25%, which was categorized as high. These findings indicate an increase in students’ reading interest after using the developed scrapbook media. Therefore, the scrapbook media is considered a feasible and practical learning medium that can support the enhancement of students’ reading interest in description text material.
The Ethics of ChatGPT Use in Islamic Education: The Reactualization of Adab in Ta‘lim al-Muta‘allim Fauziyah Muliya Ningsih; Muhammad Sufiyan
TANJAK Vol 7 No 2 (2026): Agustus
Publisher : Jurusan Tarbiyah dan Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35961/tanjak.v7i2.3049

Abstract

The development of generative AI, particularly ChatGPT, has transformed the way students obtain information, formulate ideas, and complete academic assignments. Despite its benefits, the use of ChatGPT in Islamic education raises ethical problems, such as plagiarism, technological dependence, weak source verification, declining seriousness in learning, and shifts in scholarly authority. This article aims to reactualize the values of Ta‘lim al-Muta‘allim by Burhanuddin al-Zarnuji as an ethical framework for the use of ChatGPT in Islamic education. This study employs a library research method with a qualitative-conceptual approach. The data were analyzed through content analysis of the values of intellectual adab in Ta‘lim al-Muta‘allim and conceptual analysis to formulate their relevance to the ethical problems of generative AI. The findings indicate that the values of intention, respect for knowledge, respect for teachers, diligence, wara‘, honesty, and the beneficial use of knowledge can be reactualized as ethical principles for the use of ChatGPT. This article emphasizes that ChatGPT should be positioned as a learning aid that is subject to adab, rather than as a substitute for teachers, the thinking process, and scholarly responsibility. The novelty of this study lies in the development of a normative-operational matrix that connects the ethical problems of ChatGPT use, al-Zarnuji’s values of adab, principles of digital ethics, and pedagogical actions. In practical terms, this framework can be used by educators and Islamic educational institutions as a basis for developing guidelines for AI use, assignment design, source verification processes, and the cultivation of students’ academic integrity.
The Influence of Principals' Managerial Competence, Organizational Climate, and Digital Literacy on Teacher Performance in Gaung District, Indragiri Hilir Regency, Riau Province Nurmila Nurmila; Yuni Astuti; Slamet Lestari
TANJAK Vol 7 No 2 (2026): Agustus
Publisher : Jurusan Tarbiyah dan Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35961/tanjak.v7i2.3056

Abstract

Teacher performance is a key indicator of educational quality. However, suboptimal principals' managerial competence, an unconducive organizational climate, and limited teachers' digital literacy remain important challenges associated with teacher performance, particularly in Gaung District, Indragiri Hilir Regency, Riau Province. This study aimed to examine the relationships between principals' managerial competence, organizational climate, and digital literacy and teacher performance, both individually and simultaneously. A quantitative survey design was employed involving 206 elementary school teachers selected through total sampling. Data were collected using validated and reliable Likert-scale questionnaires and analyzed using multiple linear regression. The regression model was statistically significant (F(3, 202) = 75.975, p < .001), with an Adjusted R² of .523 and an R² of .530, indicating that the model explained 53.0% of the variance in teacher performance. Partially, principals' managerial competence (? = .426), organizational climate (? = .377), and digital literacy (? = .278) were positively and significantly associated with teacher performance. Based on the standardized beta coefficients, principals' managerial competence emerged as the strongest predictor in the model. These findings indicate that teacher performance is positively associated with principals' managerial competence, a supportive organizational climate, and teachers' digital literacy. Given the cross-sectional design, the results should be interpreted as predictive associations rather than causal relationships. Strengthening these three aspects may support efforts to improve the quality of teaching and learning in elementary schools.

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