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Tadris: Jurnal keguruan dan Ilmu Tarbiyah
Published by Universitas Islam Negeri Raden Intan Lampung
ISSN : 23017562     EISSN : 25797964     DOI : 10.24042
Core Subject : Education,
Education
Tadris: Jurnal Tarbiyah dan Keguruan is a peer-reviewed journal on education, provide readers with a better understanding of education in the world, present developments through the publication of articles and research reports. Tadris specializes in education in the world and is intended to communicate original researchers and current issues on the subject. All articles will be reviewed by experts before accepted for publication. Each author is solely responsible for the content of published articles. This journal encompasses original research articles and review articles, including: 1. Religious Education 2. Studies in Social Education 3.Studies in Science Education 4.Management Education 5.Teaching & Learning 6. Quality Education 7.Education Development 8. Educational Technology 9. Language Education 10.Philosophy of Education 11.Teacher Education The Journal was fir
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Articles 368 Documents
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Advancing Teacher Evaluation: E-Portfolio Development Iskandar, Didik; Hasani, Aceng; Hidayatullah, Hidayatullah
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 9 No 1 (2024): 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.v9i1.22232

Abstract

E-portfolios are increasingly common in developed countries, with over half of colleges and universities offering e-portfolio-based learning. This study aims to enhance the quality of education in vocational high schools (SMK) in Tangerang district by using e-portfolio-based assessments to evaluate and improve teacher performance. The result is an e-portfolio assessment instrument, accessible via a website, for both teachers and students. The development model employed is the ADDIE model (Analyze, Design, Development, Implementation, and Evaluation). Tools used in this study include validation sheets, project scores, and response questionnaires. Based on expert and user validations, the assessment instrument received a score of 86.00%, categorizing it as 'very valid'. The reliability analysis showed an average reliability coefficient of 0.783, which is considered high. To improve the quality of education in vocational high schools (SMK) in Tangerang Regency, it is recommended to use e-portfolios to evaluate and improve teacher performance. The inputs and indicators for developing teacher performance should be managed by an application that is user-friendly and comprehensive, covering everything from activities to evaluations. Therefore, the e-portfolio application was created to enhance teacher performance and facilitate the evaluation process.
Systematic Literature Review on Guidance and Counseling Using Cognitive Behavioral Therapy for Online Game Addiction Lestari, Puput; Damayanti, Rika; Masya, Hardiyansyah; Thahir, Andi
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 9 No 2 (2024): 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.v9i2.22304

Abstract

This study explores the use of Cognitive Behavior Therapy (CBT) in guidance and counseling services to address online game addiction. The researchers employed the SLR (systematic literature review) approach compiled using the PRISMA Method and scanned with Vosviewer software. The number of participants varied, with the largest number being 7129. Other numbers of participants included 2-20 subjects, 30-100 subjects, and two subjects with the least number of participants. The findings highlight that CBT, often combined with supplementary techniques, effectively reduces online game addiction by adapting strategies to individual needs. Family involvement plays a crucial role, serving as both a source of support and a potential contributing factor. Counselors frequently appoint a family member to assist in managing the counselee, and in severe cases, CBT is complemented by other therapeutic approaches or medications to address related psychological issues. Alternative therapies, such as Behavior Change Techniques (BCT), Behavior Change Strategies (BCS), and Acceptance Commitment Therapy (ACT), further enhance the treatment's efficacy. This study contributes to the field by emphasizing the adaptability and impact of CBT in addressing online game addiction while calling for future research on integrating CBT with other interventions and preventive measures across diverse cultural contexts.
Analysis of Question Difficulty Levels Based on Science Process Skills Indicators Using the Rasch Model Isnawati, Isnawati; Sriyati, Siti; Agustin, Rika Rafika; Supriyadi, Supriyadi; Kasi, Yohanes F; Ismail, Ismail
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 9 No 1 (2024): 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.v9i1.22410

Abstract

This study analyzed the difficulty level of a science process skills test using the Rasch Model. Conducted with high school students, the study employed a quasi-experimental design with pretest and posttest assessments to measure changes in nine indicators of science process skills following an educational intervention. The intervention, an e-module on climate change based on place-based education, was integrated into the science curriculum. Results showed significant improvements in students' abilities across all indicators, with initially challenging questions becoming easier post-intervention. These findings underscore the effectiveness of e-modules in enhancing science process skills such as observing, communicating, interpreting, predicting, classifying, asking questions, applying concepts, formulating hypotheses, and planning experiments. The analysis using the Rasch Model indicated a decrease in question difficulty levels from a positive measure value in the pretest (+2.13) to a negative measure value in the posttest (-2.13). The greatest improvements were observed in the indicators for formulating hypotheses (question 8) and planning experiments (question 9), with differences of -7.91 and -7.15, respectively. This study highlights the utility of the Rasch Model in educational assessment and the potential for targeted educational interventions to enhance student performance and learning outcomes in science education.
Reducing Alternative Conception of Action-Reaction Forces: The Impact of E-Rebuttal Texts After Learning and Over Time Fratiwi, Nuzulira Janeusse; Suhandi, Andi; Nurdini, Nurdini; Feranie, Selly; Linuwih, Suharto; Samsudin, Achmad; Susilowati, Nur Endah
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 9 No 2 (2024): 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.v9i2.22995

Abstract

The goal of this study was to reduce students' alternative conceptions (misconceptions) of action-reaction forces through the use of e-rebuttal texts. A mixed-methods approach, incorporating both quantitative and qualitative methods, was employed. The participants included 31 tenth-grade students (15 boys and 16 girls, aged 15-16 years) from a public high school in Sukabumi, West Java, Indonesia. The instrument utilized was a four-tier test consisting of 9 questions related to action-reaction forces: 3 verbal questions for the pre-test, 3 mathematical questions for the post-test (administered after learning), and 3 pictorial questions for the delayed post-test (administered over time). Data were analyzed based on categories of conception and correction of conceptions. The results indicated positive changes from the pre-test to the post-test, which remained consistent in the delayed post-test. The most significant rate of correction in students' conceptions from the pre-test to the post-test was observed in the Acceptable Change (ACh) category, while the highest percentage of changes from the post-test to the delayed post-test occurred in the No Change (NCh) category. It was concluded that e-rebuttal texts effectively reduce students' alternative conceptions (misconceptions) of action-reaction forces both immediately after learning and over time. Future researchers may consider utilizing learning models or strategies that involve group discussions to further facilitate the learning process.
The Role of Principal Leadership in Creating an Effective School Culture Murtanti, Wilin; Satori, Djam'an; Nurdin, Diding; Kurniatun, Taufani Chusnul
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 9 No 2 (2024): 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.v9i2.23095

Abstract

This study examines the critical role of principal leadership in fostering an effective school culture at SMA Negeri X in South Jakarta. Using a qualitative approach, data were collected through interviews, participant observations, and document analysis. The findings highlight the principal's adoption of a democratic and transformative leadership style, focusing on collaboration among stakeholders, establishing a clear vision, and promoting teacher and student development. Key strategies include fostering harmonious relationships, ensuring a safe and conducive school environment, implementing discipline, and nurturing a competitive and religious culture. The principal's leadership practices have significantly contributed to a positive school climate, characterized by improved student academic performance, strong teacher engagement, and active community involvement. These findings emphasize the pivotal role of visionary and participative leadership in building a robust educational culture. While the study is limited to one institution, it provides a foundation for further research into the relationship between leadership styles and school culture across diverse educational contexts.
Investigating Learners' Conceptual Progression on pH of Solution, Acid-Base Titration, and Buffer Solutions Santa, Eldat Wira; Sumari, Sumari; Nur, Hadi; Setiawan, Nur Candra Eka; Muntholib, Muntholib
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 9 No 2 (2024): 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.v9i2.23169

Abstract

This study aims to explore the development of understanding of the concepts of pH, acid-base titration, and buffer solutions among 11th-grade students and 2nd- and 4th-semester university students in chemistry education. It employs a cross-sectional design using open-ended questions and interview guidelines to collect data from 153 11th-grade students, 30 second-semester university students, and 40 fourth-semester university students. The open-ended questionnaire consists of 9 items (2 questions on the pH of solutions, 4 questions on acid-base indicators and titration, and 3 questions on buffer solutions and salt hydrolysis) on a continuous scale, with an Aiken's kappa validity of 0.61 (substantial agreement) and a Cronbach's Alpha reliability (KR-20) of 0.75 (acceptable). The results indicate that scientific understanding of pH concepts, such as the pH of solutions, acid-base titration, and buffer solutions, improves with education. However, comprehension of complex concepts remains low. The study's implications highlight the need for curriculum development and the selection and implementation of learning strategies that enable students to learn in a structured, gradual, and coherent manner. Curriculum development should map out subject matter, distinguish essential from non-essential content, and organize material from simple and essential topics to more complex and non-essential ones.
Civic Education in the 21st Century: A Bibliometric Analysis of Scholarly Trends Sumarwoto, Sumarwoto; Handitya, Binov; Soeharto, Soeharto
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 9 No 2 (2024): 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.v9i2.23435

Abstract

The purpose of this study was to analyze the evolving landscape of civic education in the 21st century through a comprehensive bibliometric analysis of scholarly trends. VOSviewer was utilized for its ability to effectively visualize data in the form of maps. The analysis focuses on two key aspects: trends in research based on keywords, titles, and abstracts, and the geographical distribution of research activity across countries. The results highlight the top five countries leading in civic education research: the United States, the United Kingdom, Germany, Australia, and Spain, with Indonesia ranked 32nd. The findings emphasize the need for continued development in civic education policies and practices globally, particularly addressing disparities in lower-ranked countries. This study contributes to understanding how civic education can be effectively implemented and researched, offering insights for policymakers and educators to strengthen civic education systems worldwide. The practical implications of these findings suggest that policymakers and educators can leverage these insights to design civic education programs that are both contextually relevant and capable of bridging existing educational gaps.
Transformational Leadership Strategies: Enhancing Teacher Leadership in Schools Nurfahila, Shielsilia Amara; Yuliana, Lia
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 9 No 2 (2024): 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.v9i2.23526

Abstract

This study investigates the strategies employed by principals to foster teacher leadership through a transformational leadership approach in a school in East Lombok. A qualitative case study method was utilized, involving semi-structured interviews and document analysis with four teachers and one principal as participants. The findings reveal three key strategies implemented by the principal: conducting regular meetings to address educational challenges and share best practices, facilitating teacher professional development through workshops and training, and actively involving teachers in decision-making processes. These strategies align with transformational leadership dimensions, including idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration. The results underscore the significant role of principals as transformational leaders in promoting teacher leadership, enhancing collaboration, and fostering a positive school culture. This study highlights the practical implications for principals to adopt transformational leadership practices to optimize teacher potential and improve overall educational outcomes. Further research is recommended to explore the challenges of implementing teacher leadership in diverse educational settings and to assess its impact on long-term school performance.
The Effectiveness of IT-Based Audiovisual Media in Enhancing Islamic Religious Education Learning Outcomes: A Meta-Analysis Yahya, Muhamad Slamet; Fian, Khafifatul; Afandi, Rahman; Masruri, Muhammad
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 9 No 2 (2024): 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.v9i2.23624

Abstract

This study examines the effectiveness of IT-based audiovisual media in improving learning outcomes in Islamic Religious Education (PAI). Using meta-analysis techniques, seven studies were analyzed, each meeting specific criteria such as publication within the past decade and a focus on Islamic education. The data analysis utilized the JASP statistical application, and additional information was collected via questionnaires distributed to 38 educators and 14 students. The results demonstrate that IT-based audiovisual media significantly enhance student learning outcomes, with an average effect size of 0.959, categorized as large. The findings reveal that commonly used media include PowerPoint, digital videos, and educational platforms like Google Classroom. While educators and students show moderate familiarity with IT-based media, their adoption remains inconsistent, with only 52.6% of educators frequently utilizing these tools. This research underscores the importance of integrating IT-based audiovisual media to foster active learning and improve educational quality in Islamic education. It highlights the need for further training and support for educators to maximize the potential of technological innovations in teaching. Future studies are recommended to explore the long-term impact of IT-based media on student engagement and academic performance across diverse educational contexts.
Mindfulness-Based Cognitive Behavioral Interventions to Enhance Academic Buoyancy: A Meta-Analytic Study Mawarni, Anisa; Taufiq, Agus; Ilfiandra, Ilfiandra; Faizal, Faizal; Makmun, Fariza
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 9 No 2 (2024): 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.v9i2.23655

Abstract

This study explores the effectiveness of mindfulness-based cognitive behavioral interventions in developing academic buoyancy among students, defined as their capacity to overcome daily academic challenges such as stress, time pressure, and minor failures. Using a meta-analytic approach, the research synthesizes findings from 15 independent studies involving 4,509 participants across diverse educational contexts, including the United States, Canada, Iran, and the United Kingdom. The random effects model revealed a significant positive correlation between mindfulness interventions and academic buoyancy, with a high effect size. The findings underscore the potential of mindfulness integrated with cognitive behavioral therapy to enhance students' resilience by reducing stress and improving executive functions such as emotional regulation, attention, and decision-making. Despite its demonstrated effectiveness, heterogeneity in study designs, intervention durations, and measurement tools suggests the need for further research to refine and standardize these interventions. This study provides evidence-based insights for educators and counselors aiming to integrate mindfulness practices into academic settings, contributing to the broader discourse on mental health and educational resilience.

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