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Jurnal Tatsqif
Published by Universitas Islam Negeri Mataram
ISSN : 18295940     EISSN : 25034510     DOI : https://doi.org/10.20414/jtq.v20i2
Core Subject : Education, Social,
Education Social Sciences
Jurnal Tatsqif (e-ISSN: 2503-4510; P-ISSN:1829-2940) is a peer-reviewed and nationally indexed Journal that focuses on ideas and research in Education. It is bi-annually published (June and December) and managed under the auspices of Fakultas Tabiyah dan Keguruan UIN Mataram. The issues covered but not limited to the followings: 1. Learning methods, strategies and model in Education; 2. Educational Development Research on learning activities, materials and media; 3. Action Research; 4. Evaluation and Research in Education; 5. An analysis of concepts and policies in Education.
Arjuna Subject : Seni dan Humaniora - Seni dan Humaniora (Lain-Lain)
Articles 113 Documents
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AVAILABILITY AND UTILIZATION OF E-LEARNING TECHNOLOGIES IN SCIENCE EDUCATION PROGRAMMES IN UNIVERSITIES AT OSUN STATE NIGERIA ABANIKANNDA, Mutahir Oluwafemi; FADELE, Damilola Adeola
Jurnal Tatsqif Vol. 22 No. 1 (2024)
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/jtq.v22i1.11290

Abstract

The study examined the availability and utilization of e-learning technologies in science education programmes in universities in Osun State. This study adopted a descriptive research design and inventories that were applied to collect data. The respondents in the study were sixty lecturers and three hundred students from three universities in Osun State. The collected data were analyzed by using frequency counts, percentages, mean, standard deviation, and t-tests. Findings reveal that the use of e-learning technologies by lecturers to enhance their teaching and learning activities in science education programmes in universities at Osun State is the same as that of students. Both of them have a high proficiency in utilizing e-learning technologies. However, some recommendations are suggested in this research such as free access to relevant materials should be provided at the university as well as the need for training to be more professional users
THE EFFECTIVENESS OF GO-LAB BASED INQUIRY LEARNING SPACE (ILS) AS MEDIA ON SCIENCE SUBJECT FOR JUNIOR HIGH SCHOOL IN INDONESIA Faresta, Rangga Alif; Suhardi, Rizal M.; Safana, Mega
Jurnal Tatsqif Vol. 22 No. 1 (2024)
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/jtq.v22i1.11367

Abstract

A PISA survey in 2018 showed that Indonesian students underperformed in science results. Consequently, the rate of scientific concepts and literacy is low, especially in junior high school grades. However, Inquiry-based learning can be used to improve science concepts and literacy. One of the science tools to improve students’ science concepts and literacy-based inquiry is Go-Labs. The Go-Lab provides students with an Inquiry Learning Space feature. This investigation aims to find out the effectiveness of the Go-Lab-based Inquiry Learning Space (ILS) as a medium for teaching science subjects to junior high school students in Indonesia. This systematic literature method was used to provide evidence from 21 of the literature related to Go-Lab and science literacy. This provided an overview of current knowledge of the Go-Lab's effectiveness on students’ science concepts and literacy. The result is the Go-Lab can be used as an alternative media for teachers in science teaching to assist students in improving their ability in science. Go-Lab can benefit students by improving their ability in scientific concepts and improve their scientific literacy. This is because the Go-Lab is embedded with an Inquiry-based learning approach, the effectiveness of Inquiry Learning Space (ILS) in Go-Lab, and the Go-Lab’s ecosystem supports the science teaching process. The implication of this investigation is to provide alternative mediums in science teaching to engage students with scientific concepts. Hence, the Go-Lab can be used as an alternative media for teachers in science teaching to assist students in improving their ability in science.
THE ROLE OF CLASS TEACHER’S PROXIMITY IN DEVELOPING LEARNERS' SELF-CONFIDENCE AT INDONESIAN SCHOOL IN KUALA LUMPUR MALAYSIA Ariyanti, Dwi; Farisia, Hernik
Jurnal Tatsqif Vol. 22 No. 2 (2024)
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/jtq.v22i2.11505

Abstract

Learners' self-confidence is an important concern for teachers to ensure the continuity of the learning process. Indonesian School of Kuala Lumpur builds learners' self-confidence one of them by emotional approach. This research aims to (1) describe how the proximity of class teachers and learners at Indonesian School of Kuala Lumpur, and (2) explain the role of class teachers' proximity in developing learners' self-confidence at Indonesian School of Kuala Lumpur. This type of research is qualitative research with a case study approach. The research subjects were class teachers and learners of Sekolah Indonesia Kuala Lumpur (SIKL) at the elementary school level. The type of data used is primary data. Data collection techniques were observation, in-depth interviews, and documentation. The data were analyzed using the Miles & Huberman data analysis technique. Data validity techniques used triangulation of sources, methods, and data. The results showed that the proximity between class teachers and SIKL learners was excellent and closely intertwined. In addition, SIKL learners have a high level of self-confidence with indicators of courage, activeness, comfort, and enthusiasm. Thus, it’s important to build proximity between class teachers and learners to develop their self-confidence. This research suggests that class teachers should be able to build proximity with learners so that their self-confidence can develop well, and therefore have a good impact on their learning outcomes.
EFFECT OF DIGITAL LEARNING STRATEGIES ON STUDENTS’ ACADEMIC PERFORMANCE AND RETENTION OF SELECTED EDUCATIONAL TECHNOLOGY CONCEPTS Jibril, Mohammed
Jurnal Tatsqif Vol. 22 No. 1 (2024)
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/jtq.v22i1.11749

Abstract

Digital learning strategies, such as Moodle and hybrid learning, are increasingly utilized to enhance academic performance and retention. However, there is limited evidence of their specific effect on Educational Technology courses in Kwara State Colleges of Education. This study addresses this gap by determining the effectiveness of these strategies on students' academic performance and retention. A purposive sampling technique was employed to select the intact class of 200-level computer science education students from two randomly selected colleges. 127 students participated, 65 in the Moodle group and 62 in the hybrid learning group. A quasi-experimental design with pre-test and post-test was adopted, using ANCOVA for the analysis of performance and retention, and independent samples t-test for gender-based comparisons. Kuder-Richardson (KR-20) reliability values of 0.73 for multiple-choice items and a Split-half reliability coefficient of 0.78 for completion tests were obtained. Findings revealed a significant difference in performance (F (1, 124) = 30.10, p < .05), and retention (F (1, 124) = 22.41, p < .05) between students taught with Moodle and those using hybrid learning. Gender had no significant impact on students' academic performance in either learning group. The study concluded that Moodle-based learning improved students' performance and retention more effectively than hybrid learning. It is recommended that Kwara State Colleges of Education adopt Moodle-based learning strategies while continuing to incorporate hybrid approaches for enhanced educational outcomes. Further studies should explore the long-term impacts of these learning strategies across various educational levels.
IMPLEMENTATION OF ISLAMIC RELIGIOUS PROJECT-BASED LEARNING AT MATARAM UNIVERSITY Agus Kurnia; Lenny Herlina; Arif Nasrullah; Humamurrizqi
Jurnal Tatsqif Vol. 23 No. 1 (2025)
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/jtq.v23i1.11102

Abstract

Islamic Religious Education (PAI) learning in the modern era must be able to combine various methods to be more effective in accordance with the challenges of modern needs. The use of the lecture method needs to be integrated with other methods so that learners can be more student-centered so that they are more active in learning. Project-based learning is a solution by involving students in real projects that are relevant to life so that they can apply Islamic values contextually. This study aims to describe and analyze the application of the method in PAI courses at the University of Mataram using a qualitative approach through observation, interviews, and documentation that are analyzed thematically. The results of the study show that students are actively involved in problem-solving projects such as SDGs issues based on Islamic values. They showed improvements in critical thinking, communication, and collaboration. Although there are challenges such as lack of time for deepening Islamic materials. The benefits of this method strengthen academic and social skills for students, and provide education, practical solutions, and awareness of pressing social issues for society. In conclusion, this project-based learning is quite effective in improving the quality of Islamic learning and is recommended to be combined with various methods such as the lecture method to create more holistic, applicative, and directly beneficial learning for the wider community. This research makes a real contribution to developing education that not only focuses on theory but also produces positive social impacts.
THE THE EFFECT OF GENIALLY-BASED INTERACTIVE MEDIA ON FIFTH-GRADE STUDENTS’ INTEREST IN IPAS LEARNING Repanda Salna Pegareta; Dya Ayu Agustiana Putri; Nourma Oktaviarini
Jurnal Tatsqif Vol. 24 No. 1 (2026)
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/jtq.v24i1.14990

Abstract

Students’ interest in learning IPAS needs to be supported through learning media that can present concepts in a more visual, interactive, and engaging way. This study examined the effect of Genially-based interactive media on fifth-grade students’ interest in learning IPAS, particularly on food chain material. A quantitative quasi-experimental design with a nonequivalent control group was employed. The participants were 46 fifth-grade students, consisting of 21 students in the experimental class and 25 students in the control class. The experimental class learned through Genially-based interactive media, while the control class received conventional instruction. Students’ learning interest was measured using a 20-item questionnaire administered before and after the intervention. The instrument showed strong internal consistency, with a Cronbach’s alpha value of 0.944. Assumption testing indicated that the data were normally distributed and homogeneous. The pretest comparison showed no significant difference between the experimental and control groups, t(44) = 0.799, p = 0.429, indicating relatively similar initial learning interest. The posttest comparison showed a significant difference between the groups, t(44) = 4.146, p < .001. These findings suggest that Genially-based interactive media was associated with higher students’ learning interest in IPAS. The results should be interpreted within the limits of the nonequivalent group design and the use of questionnaire-based data.
EFL STUDENTS’ PERCEPTIONS AND CHALLENGES IN USING SELF-RECORDED VIDEO (SRV) FOR SPEAKING PRACTICE Nur Hairunnisa&#039; Annuri; Muhammad Mugni Assapari; Soni Ariawan; Malisa Malisa; Thanh Huy Nguyen
Jurnal Tatsqif Vol. 24 No. 1 (2026)
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/jtq.v24i1.15059

Abstract

Self-recorded video (SRV) has become a common digital task in EFL speaking classes, but its value needs to be understood beyond claims of direct speaking improvement. This study examines EFL students’ perceptions and challenges in using SRV as reflective speaking practice at the English Language Education Study Program of Universitas Islam Negeri Mataram. Using a descriptive mixed-methods design, data were collected from 70 third-semester students through a 16-item questionnaire and semi-structured interviews with six selected participants. Questionnaire responses were analysed descriptively, while interview data were interpreted thematically to explain students’ learning experiences. The findings show that SRV was perceived as useful because it gave students time to prepare, record, review, and revise their speaking performance. Students reported stronger self-awareness, especially in pronunciation, fluency, vocabulary use, and idea organisation, and many felt more confident because they could practise without the immediate pressure of live classroom performance. However, SRV also c reated challenges related to technical problems, editing skills, background noise, repeated recording, content organisation, camera anxiety, grammar monitoring, and script dependency. The study concludes that SRV is best used as a complementary reflective task supported by clear guidelines, feedback, and flexible implementation rather than as a substitute for classroom interaction.
TEACHER MEDIATION AND THE PEDAGOGICAL USE OF AUDIOVISUAL MEDIA IN ELEMENTARY SCIENCE LEARNING Aliya Marsya As-Syifa; Heru Subrata; Fiena Saadatul Ummah; Nur Aini; Rona Zuhriyyata Adnin; Annas Sholihin
Jurnal Tatsqif Vol. 24 No. 1 (2026)
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/jtq.v24i1.15419

Abstract

This study examines how elementary teachers mediate audiovisual media in science learning and how such mediation shapes pupils’ access to abstract and sequential scientific concepts. Using a qualitative descriptive multiple-case design, the study involved six Grade 4 and Grade 5 teachers from three public elementary schools in Surabaya, Indonesia. Data were collected through semi-structured teacher interviews, classroom observations, follow-up interviews, lesson documents, worksheets, media files, and assessment tasks. Thematic analysis generated four main findings. First, teachers commonly viewed audiovisual media as a means of visual explanation, although media use was not always organised as guided inquiry. Second, pupils’ learning difficulties were related not only to the availability of media, but also to their ability to connect visual processes, scientific language, and causal explanation. Third, teacher mediation shaped whether audiovisual media supported active conceptual engagement or remained passive viewing. Fourth, implementation constraints included pedagogical issues such as media selection, questioning strategies, worksheet design, preparation time, and assessment practice, alongside technical limitations. The study highlights the importance of teacher guidance, representational tasks, and assessment support in making audiovisual media pedagogically meaningful in elementary science classrooms
AI-SUPPORTED LEARNING AND MOTIVATIONAL DYNAMICS IN ISLAMIC HIGHER EDUCATION Muhammad Abdul rouf; Rizki Gangsar Septiono; Risma Latiful Azza; Khikmatul Rosida
Jurnal Tatsqif Vol. 24 No. 1 (2026)
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/jtq.v24i1.15450

Abstract

Artificial intelligence (AI) is increasingly used in higher education to support personalised learning, feedback, translation, assignment preparation, and independent study. However, its role in Islamic higher education requires closer attention because AI use may support student motivation while also creating dependency on algorithmic guidance. This study examines AI-supported learning at Institut Agama Islam Urwatul Wutsqo Jombang, focusing on student engagement, motivational ambivalence, lecturer mediation, and learner autonomy. Using a qualitative case study design, data were collected from 52 participants, consisting of 40 students, eight lecturers, and four academic leaders across four study programmes. Semi-structured interviews, classroom observations, and document analysis were used to understand how AI was experienced in academic learning. The findings show that AI helped students clarify concepts, review learning materials, prepare assignments, translate texts, and access immediate feedback. These practices supported perceived competence and visible engagement. However, AI also created motivational tension when students relied on automated prompts to decide what to study or how to complete tasks. Lecturer mediation emerged as the key condition that helped students verify AI-generated responses, maintain academic responsibility, and use AI critically. The study concludes that AI-supported learning in Islamic higher education should strengthen student competence without weakening autonomy.
CAMPUS-TO-WORKSHOP ADAPTATION GAPS IN PRE-SERVICE VOCATIONAL TEACHER EDUCATION Ahmad Surur Ramziqi; Dian Julianto Wahyudi; Muhammad Yudi Syaputra; Ramadhan Dwi Widodo; Ulfi Ayu Masluchi; Zaky Fatkhur Naufal Afif Malik; Zulkifli Zulkifli; Hananda Riski Ramadani
Jurnal Tatsqif Vol. 24 No. 1 (2026)
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/jtq.v24i1.15562

Abstract

Preparing vocational teacher candidates requires more than strengthening technical knowledge and digital competence; it also requires readiness to teach in authentic workshop environments. This study examines pre-service vocational teacher students’ adaptation during a Teaching Assistance programme in the Machining Engineering expertise concentration at SMK Islam 1 Blitar, Indonesia. Using an evaluative qualitative case study design, data were collected from four mentor teachers who supervised seven Mechanical Engineering Education students during school placement. Structured interviews and student performance assessment documents were analysed across four domains: material mastery, facility and tool mastery, classroom or workshop management, and learning administration. The findings show an uneven readiness profile. Students demonstrated stronger readiness in facility and tool mastery, particularly in digital and laboratory-based learning such as CAD/GTM, while their readiness was less stable in workshop management and school-based learning administration. The study identifies a campus-to-workshop adaptation gap, where university-based preparation supported digital and theoretical readiness but did not fully transfer into conventional machine practice, safety-oriented workshop control, pedagogical authority, and administrative flexibility. The study concludes that vocational Teaching Assistance should be designed as a structured transition process supported by workshop-based microteaching, machine familiarisation, shared administrative templates, and mentor-guided reflection.

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