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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 312 Documents
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The Effect of Formative Assessment on Self-Regulated Learning Among Grade XI Students at Riyadlul Ulum Wadda’wah Condong Tarsono; Anisa, Hafilda; Khomah, Isti; Fahrurozi, Anis; Mutmainnah Binti Md Noor, Nur
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 10 No 1 (2025): 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.v10i1.26008

Abstract

Formative assessment plays a critical role in enhancing students' self-regulated learning (SRL) by providing continuous, constructive feedback that supports their learning processes. This study investigates the effect of formative assessment on SRL among Grade XI students at Pondok Pesantren Riyadlul Ulum Wadda’wah Condong, addressing a gap in research within pesantren contexts. Using a quantitative associative approach with a survey design, the study involved a sample of 49 students, selected through random sampling based on the Isaac and Michael formula at a 10% margin of error, drawn from a population of 171 students. Data were collected via a Likert-scale questionnaire assessing formative assessment practices and SRL. Validity and reliability tests confirmed that all items were valid, with an r-count greater than r-table (0.2377). The data were analyzed using Pearson's correlation test and partial regression coefficient (t-test). The results indicated a strong positive correlation (0.702) between formative assessment and student independence. The t-test revealed a significant effect (t-count = 6.856, p = 0.000), confirming the acceptance of the alternative hypothesis (Ha). These findings suggest that formative assessment positively influences students' ability to manage their learning independently, particularly in goal setting, time management, and progress evaluation. This research highlights the importance of integrating formative assessment more actively to enhance SRL skills and provides recommendations for adapting learning strategies in pesantren settings.
Integrating Islamic Values in Maritime Education: Enhancing Humility, Responsibility, and Intercultural Competence Faozun, Irfan; Sumali, Bambang; Kurniadi, Bambang; Utama, Yusuf Pria
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 10 No 1 (2025): 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.v10i1.26062

Abstract

The maritime industry requires professionals who possess not only technical expertise but also strong ethical foundations and intercultural competence. This study offers a unique contribution by integrating Islamic values, such as humility, responsibility, and intercultural competence, into maritime cadet education, an area that remains underexplored in previous research. Unlike existing studies that primarily focus on technical or multicultural training, this research emphasizes character formation through religious and value-based education, aligning with the ethical demands of global maritime practice. This study aims to evaluate the extent to which Islamic values are embedded in cadet training programs, assess their effectiveness in shaping professional competencies, and recommend strategies for curriculum improvement. A qualitative research design was employed, involving semi-structured interviews and surveys with 20 stakeholders, including maritime professionals, lecturers, and recent graduates from Indonesian maritime institutions. Thematic analysis was used to categorize findings under the three core values. Data reliability was ensured through triangulation, expert validation of instruments, and cross-group comparison. The results reveal strong integration of Islamic values, with responsibility receiving the highest ratings, followed by humility and intercultural competence. While graduates confirmed the relevance of values in real-world settings, gaps were noted in experiential and intercultural training. The study highlights the strategic importance of values-based education in developing ethically grounded and globally competent seafarers. Recommendations include strengthening experiential learning, expanding multicultural exposure, and aligning curriculum with both industry standards and Islamic ethical principles.
Integrating Islamic Principles into Ethical Decision-Making Education for Maritime Cadets Cahyadi, Tri; Purnama, Chanra; Hutagaol, Meilinasari Nurhasanah; Mudakir; Ahmadi, Pesta Veri
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 10 No 1 (2025): 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.v10i1.26063

Abstract

Ethical decision-making is vital in maritime operations, where actions impact safety, sustainability, and professionalism. Islamic principles, grounded in integrity, responsibility, and justice, offer a culturally relevant foundation for ethical education in maritime training. However, their systematic integration into cadet curricula has not been extensively explored. This research addresses this gap by aligning Islamic principles with practical ethical training, employing case-based learning as a pedagogical tool. The study focuses on how Islamic values and case-based learning can foster ethical competence, critical thinking, and professional readiness among first-semester cadets. Using a qualitative approach, data were collected through semi-structured interviews, surveys, and classroom observations involving 15 experienced maritime lecturers. Thematic analysis was conducted to assess cadets’ development in ethical decision-making, evaluate the effectiveness of case-based learning, and identify integration challenges. The results reveal that integrating Islamic principles significantly enhanced cadets’ ability to analyze scenarios, identify ethical dilemmas, and propose solutions aligned with these values. However, challenges such as variability in cadets’ prior ethical knowledge and the lack of culturally relevant case studies were identified. This research provides a practical framework for ethical education in maritime training, highlighting the importance of culturally aligned curricula and experiential learning. The study contributes to preparing cadets for ethical and professional challenges in global maritime contexts.
Enhancing Historical Thinking Skills of High School Students in Bandar Lampung through Interactive Learning Modules Using Liveworksheet Maftuchin; Sinaga, Risma Margaretha; Istiawati, Novia Fitri; Widodo, Sugeng; Adha, Muhammad Mona
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 10 No 1 (2025): 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.v10i1.26071

Abstract

History subjects have a role in building historical awareness and preventing learners from being blind to historical values. This condition requires teachers to involve students in interpreting and analyzing historical artifacts and primary sources, as well as constructing and criticizing narratives about the past. This study aims to determine the feasibility and effectiveness of developing an interactive module based on Liveworksheet in constructing history learning to improve the historical thinking ability of high school students in Bandar Lampung City. The research method used is Research and Development (R&D), adopting the ADDIE development model. This research was conducted at SMA Negeri 7 Bandar Lampung and SMA YP Unila Bandar Lampung. The validity of the material, media, and design, as well as the small group test of the Liveworksheet-based interactive learning module, yielded an average score of 95.2%, categorized as very feasible. The effectiveness of the Liveworksheet-based interactive learning module in improving the historical thinking ability of high school students in Bandar Lampung City is evidenced by the increase in pretest and posttest results. Based on the feasibility validation results, a significant score of 95.2% was obtained, indicating a very feasible module. Additionally, the effectiveness of the development reached 95.5%, showing that the Liveworksheet-based interactive learning module has a significant impact on improving the historical thinking skills of high school students in Bandar Lampung City, with criteria categorized as very effective.
The Effectiveness of the TEACCH Model in Improving Joint Attention in Early Childhood Autistic Children: A Case Study at SLB River Kids Yenni, Safrina; Setyosari, Punaji; Degeng, Nyoman Sudana; Sulthoni
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 10 No 1 (2025): 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.v10i1.26329

Abstract

This study aimed to evaluate the effectiveness of the Treatment and Education of Autistic and Related Communication Handicapped Children (TEACCH) model in improving joint attention skills in early childhood autistic children at SLB Autisme River Kids in Malang City. The TEACCH model emphasizes structured learning environments to enhance comprehension for autistic children. This approach involves physical structure, where learning spaces are clearly organized to minimize confusion and provide predictability. Visual schedules help children understand the sequence of activities and prepare them for transitions between tasks. Structured tasks ensure that activities are presented systematically, allowing children to complete them independently. Additionally, visual supports, such as images, symbols, or text-based cues, assist in reinforcing instructions, fostering autonomy, and reducing anxiety in the learning process. Data were analyzed using reduction, display, and inference techniques, with source triangulation to ensure validity. The results of the study showed that the TEACCH approach significantly (p < 0.05) improved joint attention skills in autistic children. Subjects demonstrated improvements in sharing attention with teachers or peers, an enhanced ability to follow visual instructions, and a reduction in maladaptive behaviors. The discussion highlighted that visual structures provide clarity, reduce anxiety, and increase children's participation in learning. However, this study confirms that a visually structured approach should be widely implemented in inclusive schools to support the social and communicative development of autistic children. The findings suggest that TEACCH-based interventions can serve as an effective educational strategy, not only in special education settings but also in mainstream classrooms aiming to accommodate neurodiverse learners.
The Impact of Enculturation on Child-Rearing Practices: A Comparative Study between Asia and Europe Utaminingsih, Diah; Haenilah, Een Yayah; Mujiyati; Nurwahiddin, Muhammad; Sinaga, Risma Margareta; Adha, Muhammad Mona
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 10 No 1 (2025): 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.v10i1.26504

Abstract

This article investigates the influence of enculturation on child-rearing practices across Asian and European cultures. Enculturation the process through which individuals internalize the values, norms, and practices of their culture plays a crucial role in shaping parenting strategies. In Asia, parenting is primarily shaped by religious values and collectivist principles, resulting in structured and community-based child-rearing approaches. In contrast, European parenting tends to emphasize individualism, nurturing children’s independence and appreciation for cultural diversity. Despite these differences, both regions recognize the vital role of culturally and religiously sensitive education in fostering children’s character and behavior. Findings indicate that children raised in culturally enriched environments exhibit stronger emotional stability and intellectual development. Asian parenting supports social cohesion through communal support systems, while European approaches promote critical thinking and adaptability. These insights highlight the need for culturally informed educational programs and parenting policies that address the specific socio-cultural contexts of each region. Future research is recommended to explore enculturation among minority or immigrant families, the effects of bicultural parenting, and how global cultural shifts influence parenting norms across generations.
Development of Inquiry Model Interview Text Learning Application to Enhance Fourth Graders Speaking Skills Musfirah, Nur Laila; Sismulyasih SB, Nugraheti
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 10 No 1 (2025): 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.v10i1.26520

Abstract

The selection of appropriate learning media is essential to ensure high-quality education. Integrating technology into learning media fosters an engaging environment and enhances students’ comprehension. This study aimed to develop, validate, and evaluate the effectiveness of an inquiry-based learning application SILASWARA (Interview Text Learning Application), designed to improve speaking skills among fourth-grade students at SD Negeri Karangmulyo. Utilizing a Research and Development (R&D) approach based on the Borg and Gall model, the study involved teachers and students as participants. Data were collected through interviews, observations, documentation, and questionnaires. Expert validation revealed high feasibility, with media experts scoring 88.75% and material experts 95%, both categorized as “very feasible.” Effectiveness testing using a paired-sample t-test indicated a significant improvement (p = 0.000), with the average score increasing from 70.76 (pre-test) to 89.05 (post-test). The N-Gain score was 0.6639 (66.39%), reflecting a moderate yet meaningful effectiveness. These findings demonstrate that the SILASWARA application is both feasible and effective as a digital learning tool to enhance speaking skills. Furthermore, its implementation supports active student participation and fosters critical thinking in the learning process.
Development and Validation of the Multiculturally Responsive Teaching (MRT) Instrument: A Rasch Model Analysis for Assessing Multicultural Competence in English Education Thresia, Fenny; Raja, Patuan; Nurweni, Ari; Kadaryanto, Budi
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 10 No 1 (2025): 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.v10i1.26547

Abstract

This study aims to develop and validate the Multiculturally Responsive Teaching (MRT) Instrument to assess the multicultural competence of pre-service English teachers. Multicultural competence is essential in fostering inclusive learning environments, yet there is a lack of standardized instruments tailored to measure this construct effectively within teacher education. The study employs a Research and Development (R&D) approach using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The instrument was designed based on key dimensions of multicultural competence: racism, social class, religious diversity, gender inequality, language diversity, and cultural differences aspects. Data were collected from 335 English Education students across Indonesia, and analyzed using the Rasch Model to assess the instrument's validity and reliability. Findings indicate that the MRT instrument demonstrates high internal consistency, with a Cronbach’s Alpha of 0.92, a person reliability score of 10.14, and an item reliability score of 5.14, suggesting strong measurement precision. The Person-Item Map (Wright Map) confirms the instrument's ability to differentiate respondents' competence levels, while the rating scale analysis supports the functionality of the Likert scale categories. The classification of item difficulty based on Logit Value Index (LVI) reveals a well-structured hierarchy, ensuring appropriate item calibration. The study concludes that the MRT instrument is a valid and reliable tool for measuring multicultural competence among preservice English teachers. Its application can support curriculum enhancement, professional development, and policy formulation in teacher education programs. Future research is encouraged to expand its implementation in different educational contexts to further validate its effectiveness.
Assessing Vocational Teachers' Performance Using the Rasch Model: Exploring the Impact of Experience, Employment Status, and Certification Indrayani, Sari; Hariri, Hasan; Riswandi, Riswandi; Handoko, Handoko
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 10 No 1 (2025): 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.v10i1.26611

Abstract

This study analyzes factors influencing vocational high school (SMK) teachers' performance using the Rasch Model. It examines the impact of teaching experience, employment status, certification, and educational qualification on four competencies: Learning Planning and Implementation (LPI), Professionalism Development and Learning Media (PDL), Administration and Ethics in Teaching (AET), and Evaluation, Guidance, and Learning Innovation (EGL). A quantitative survey was conducted with 452 vocational teachers in Lampung Province. Data were analyzed using Rasch Model fit statistics, Differential Item Functioning (DIF), and Wright Map analysis to evaluate teacher competency levels and assessment validity. The results show that teaching experience significantly influences performance, with senior teachers excelling in AET and EGL. Civil servant teachers (PNS) demonstrate greater consistency, while honorary teachers show higher adaptability. Certified teachers perform better in structured pedagogy but show less engagement in instructional innovation. Postgraduate teachers (S2) participate more in professional development but exhibit varied teaching approaches. The Wright Map confirms a strong differentiation in competency levels, while DIF analysis highlights the need for targeted training interventions. The study recommends structured mentorship for junior teachers, advanced training for mid-career educators, and leadership programs for senior teachers. It contributes to teacher assessment research by applying Rasch Model-based psychometric analysis in vocational education. Unlike traditional studies, this research integrates Rasch Model and DIF analysis for a more precise evaluation of teacher performance.
Empirical Validation of the NU-ness Learning Evaluation Instrument to Enhance Educational Quality in Ma’arif Institutions Subarkah, Imam; Mariana; Fatimah, Siti
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 10 No 1 (2025): 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.v10i1.26697

Abstract

Evaluating learning programs within educational institutions is a critical step toward enhancing the quality of education. This study aims to assess the feasibility of a newly developed learning evaluation instrument. The research employed a Research and Development (R&D) methodology following the Borg and Gall model. The instrument underwent expert validation through a Focus Group Discussion (FGD) involving five experts. Practicality was evaluated through field trials, while implementation testing was conducted with administrators of the Ma’arif Educational Institution (LP Ma’arif), school principals, NU-ness subject teachers, and students. Data analysis utilized both Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA), conducted using LISREL 8.50 for Windows. The findings reveal: (1) the developed instrument demonstrates strong validity and reliability for assessing learning programs; and (2) the field implementation, conducted by institutional leaders and staff, produced an average score (X) of 22. Based on classification criteria (X equal to or greater than 20), this outcome is categorized as “very good.” This instrument can be effectively used to support learning evaluations and improve the overall educational quality in Ma’arif institutions.

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