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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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Analyzing Fourth Grade Students’ Narrative Writing Skills Through Serial Image Media Izah, Zhaviera Zulfa; Cahyaningtyas, Andarini Permata
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.v10i1.26705

Abstract

This study addresses the challenges encountered by fourth-grade students in developing narrative writing skills, a fundamental aspect of Indonesian language education. It investigates the effectiveness of serial image media as an instructional tool and evaluates its impact on the narrative writing performance of students at SDN Mangunsari 01. Employing a descriptive qualitative approach with a case study design, data were collected through classroom observations, semi-structured interviews, and analysis of writing samples from 15 students. The findings reveal that the use of serial image media enhances students’ creativity and supports key narrative elements, including theme development, setting, characterization, plot structure, point of view, paragraph organization, sentence construction, and textual mechanics such as spelling, punctuation, and narrative structure (orientation, climax, resolution). Despite these benefits, students continued to face difficulties with accurate spelling and punctuation. The study concludes that serial image media is a moderately effective strategy for improving narrative writing skills and fostering student engagement. It is recommended that educators integrate this media into language instruction to enrich the writing experience and improve learning outcomes.
The Implementation of an Ethno-Inquiry-Based Science Module to Enhance the Scientific Process Skills of Prospective Primary School Teachers Oviana, Wati; Jannah, Misbahul; Nurdin, Syahidan; Rahmi, Putri
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.v10i1.26719

Abstract

This study examines the effectiveness of an ethno-inquiry-based science module in enhancing the scientific process skills of prospective primary school teachers. Science education at the tertiary level often lacks cultural context, which limits student engagement and skill development. Employing a quasi-experimental pretest-posttest control group design, 50 students from the Islamic Primary Education program at UIN Ar-Raniry were randomly assigned to control and experimental groups. The module integrated local cultural practices with inquiry-based learning, targeting six core scientific process skills: observing, inferring, measuring, classifying, predicting, and communicating. Data were collected through validated assessments and student response questionnaires. The results revealed that the experimental group achieved a moderate n-Gain of 0.36, compared to 0.06 in the control group. Students rated the module highly, with 86% finding it particularly relevant and engaging. These findings suggest that incorporating local knowledge into science instruction significantly enhances both cognitive and cultural learning outcomes. The study underscores the potential of ethno-inquiry-based approaches in fostering scientific skills while preserving cultural identity in teacher education.
Exploring Students’ Metacognitive Skills Through Learning Styles in a “Simple Pendulum” Experiment Pertiwi, Faninda Novika; Kitthawee, Udomsak
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.v10i1.26743

Abstract

Metacognitive ability refers to a student's awareness and understanding of their own cognitive processes, which can be enhanced by adopting an appropriate learning style. This study aimed to examine the metacognitive ability levels of students with different learning styles in a basic physics experiment course, specifically focusing on the topic of a simple pendulum. A quantitative descriptive research method was employed. Data were collected from 15 students (5 from each learning style group) using a validated and reliable questionnaire. The results indicated that auditory learners predominantly exhibited Tacit Use and Tacid Use levels, with one student at the Reflective Use level; visual learners demonstrated a range from Tacit Use to Strategic Use; and kinesthetic learners showed levels from Tacit Use to Reflective Use. In terms of metacognitive indicators, students across all learning styles exhibited moderate to high abilities in declarative, procedural, and conditional knowledge. Overall, following the simple pendulum experiment, students demonstrated moderate to high levels of metacognitive ability, reflecting a solid understanding of the experimental process and data collection related to gravitational acceleration. Notably, students with auditory, visual, and kinesthetic learning styles exhibited varying levels of metacognitive ability, which were not confined to a specific level. Additionally, students with lower basic physics scores generally demonstrated lower metacognitive ability (Tacit Use). Despite their diverse learning styles, students with low physics scores and low metacognitive abilities require a gradual, reflective, and structured approach to enhance their awareness and critical thinking skills.
Representational Competence in Science Learning: A Systematic Review Arifiyanti, Fitria; Pásztor, Attila
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.v10i1.26755

Abstract

Representational competence is one of the essential competence to learn science concepts. When students achieve high representational competence, they can begin to transform external representations into internal representations, which improves performance on visual tasks, memory tasks, and cognitive problem-solving in science learning. Although the theoretical effectiveness of representational competence in science learning is well-established, empirical evidence remains limited, and findings are inconsistent. This systematic review aims to examine studies investigating representational competence across various characteristics, including science fields, countries, participants, topics, and assessment methods. Out of 211 records, 67 studies were selected for qualitative assessment. The results reveal that representational competence has been studied in diverse contexts, with a range of assessments used to evaluate students’ competence in science. However, further research is needed to identify the factors influencing students' representational competence and their impact on learning achievement in science.
Challenges and Opportunities for Computer Media Integration in Early Childhood Learning Activities Suprijanto, Agus; Nasution, Sri Purwanti; Kuswanto, Cahniyo Wijaya
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.v10i1.27130

Abstract

This study aims to comprehensively analyze the challenges and opportunities of integrating computer media in early childhood education (ECE) through a systematic literature review of 25 scholarly articles and documents published between 2014 and 2024. Data were gathered from targeted searches on Google Scholar, DOAJ, and Scopus. The review identified five major themes: infrastructure readiness, teacher competence, parental roles, the impact on child development, and policy support in education. The findings indicate that while computer media have the potential to enhance the quality of ECE, implementation remains suboptimal due to gaps in facilities, low digital literacy among teachers, and the absence of targeted policy strategies. The study emphasizes that successful integration of computer-based media in ECE requires more than just providing technological tools; it necessitates a systemic and holistic approach. Strengthening human resource capacity, ensuring equitable access to infrastructure, and developing a technology-integrated curriculum should be prioritized. The findings suggest that if educators, families, and policymakers collaborate effectively, computer media can support adaptive, contextual, and sustainable learning strategies in ECE. Therefore, stakeholders must invest in comprehensive training, infrastructure development, and cross-sector collaboration to maximize the impact of digital media on young children’s learning experiences.
Analysis Of Learning Environment In Islamic Integrated Science Learning In Madrasah Ibtidaiyah ‘Azizah, Wida Nurul; Alvan Hazhari; Ridwan, Muhammad; Wahidah, Putri Nur
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.v9i2.27553

Abstract

A conducive learning environment is crucial for supporting science education integrated with Islamic values at Madrasah Ibtidaiyah. This study aims to analyze the learning environment in these institutions, examining supporting and inhibiting factors in creating an ideal environment for Islamic-based science learning, as well as the roles of teachers, students, and educational facilities in shaping the learning environment. A literature study (library research) was employed as the research method. The findings indicate that the physical, social, and psychological environments at Madrasah Ibtidaiyah significantly contribute to the learning process. Key supporting factors include teacher competence, a flexible curriculum, the availability of teaching aids, and the integration of Islamic culture in the madrasa. However, challenges such as limited facilities, the lack of thematic teaching materials, and insufficient teacher training remain significant obstacles. The roles of teachers as facilitators, motivators, and learning designers, as well as the active participation of students, are essential for bridging science education with Islamic teachings. Additionally, supporting educational facilities such as mini laboratories, teaching aids, and Islamic-based teaching materials further enrich the learning experience. By addressing these challenges and optimizing supporting factors, it is anticipated that the learning environment at Madrasah Ibtidaiyah will not only enhance scientific understanding but also reinforce spiritual values. The conclusions offer recommendations for strategies to strengthen collaboration among teachers, students, and educational facilities in Islamic integrated science learning.
Development and Validation of the Joyful Learning of Reading Scale for EFL Student Elisa, Lusi; Setiyadi, Ag. Bambang; Sumarti
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.v10i1.27554

Abstract

This study develops and validates the Joyful Learning of Reading Scale (JLR), an instrument designed to measure the enjoyment, engagement, and intrinsic motivation of students in the context of reading English as a Foreign Language (EFL). The research utilizes a quantitative approach, with the scale being tested for its psychometric properties using Rasch Model analysis. A sample of 244 EFL students from Indonesian universities participated in the study, providing data on their experiences with reading activities. The results confirm that the JLR scale is both valid and reliable, as evidenced by a Cronbach’s alpha of 0.92 and a Person Separation reliability of 0.88. The scale effectively captures the emotional and cognitive dimensions of reading, showing that it can measure a range of student engagement and motivation levels. By using the JLR scale, educators can assess how well their teaching strategies promote Joyful Learning, helping to create more engaging and motivating learning environments. The study highlights the importance of fostering intrinsic motivation and enjoyment in reading, as these factors significantly contribute to improving students' reading comprehension and overall academic performance. The JLR scale, therefore, serves as an important tool for enhancing the quality of EFL education.
Identification of Local Potential of South Kalimantan as a Source of Learning Fluid Physics Misbah; Hamidah, Ida; Samsudin, Achmad; Qamariah; Abdul Rahman, Nor Farahwahidah
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.v9i2.27556

Abstract

This study explores the integration of South Kalimantan’s local potential into fluid physics learning materials. Using a qualitative descriptive-exploratory design, the research employs observation, documentation, and literature review as data collection methods. Field observations focused on identifying local resources such as ironwood, floating houses, and floating markets, while interviews with physics educators provided additional insights. Data analysis involved thematic reduction and categorization to highlight key connections between local potential and fluid physics concepts, including hydrostatic pressure, Pascal's Law, and Archimedes' Principle. The findings demonstrate that local resources can be effectively incorporated into physics instruction, enhancing the relevance of abstract concepts for students and fostering deeper engagement with the material. The integration of local potential not only contextualizes learning but also promotes cultural awareness, making physics education more meaningful and connected to students' everyday experiences. This study offers valuable implications for curriculum development, emphasizing the importance of context-based, culturally responsive education in science.
Comparative Study of Discovery Learning Models Based on Interpersonal Intelligence and Intrapersonal Intelligence on the Emotional Intelligence of Elementary School Students in Surabaya Prastyo, Danang; Fanny, Arif Mahya; Susiloningsih, Wahyu
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.v10i1.28076

Abstract

This study investigates the comparative effectiveness of Discovery Learning (DL) models based on interpersonal and intrapersonal intelligences in enhancing the emotional intelligence (EI) of elementary school students. Grounded in Gardner’s Multiple Intelligences theory and the constructivist paradigm, this research addresses the need for differentiated pedagogy that fosters both cognitive and affective development. A quantitative ex post facto design was employed involving 88 fourth-grade students from two public schools in Surabaya, Indonesia, who were categorized based on their dominant intelligence type. Emotional intelligence was assessed using a validated five-dimensional instrument comprising self-awareness, self-regulation, motivation, empathy, and social skills. The learning intervention consisted of eight sessions of Discovery Learning, with instructional activities tailored to each group’s intelligence orientation. Statistical analysis using an independent samples t-test revealed a significant difference in EI scores between the groups (p = 0.002), favoring students with interpersonal intelligence. These findings suggest that socially-oriented instructional models are particularly effective in promoting emotional competencies when aligned with students’ cognitive-emotional profiles. The study contributes to the discourse on adaptive learning design by demonstrating how intelligence-sensitive pedagogy can meaningfully enhance emotional intelligence in early educational settings.
Enhancing Interval Training in Competitive Swimming Through Interval Track Lighting: A Programmable Visual Pacing System Hadi, Santika Rentika; Jumali, Muhammad Abdul; Haris, Abdul; Mardhika, Riga
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.v10i1.28077

Abstract

This study introduces Interval Track Lighting (ITL), an innovative, programmable visual pacing system designed to enhance the efficacy of interval training among competitive swimmers. Despite interval training's recognized physiological benefits, its practical application in aquatic sports often suffers from imprecise pacing, reliance on verbal cues, and limited individualization. ITL addresses these challenges by providing real-time visual feedback via synchronized LED lights installed along the swimming lane, allowing swimmers to match their strokes to target time intervals set by coaches. This research employed a Research and Development (R&D) framework using the ADDIE model comprising analysis, design, development, implementation, and evaluation phases. A prototype was developed and tested over 14 training sessions involving eight age-group swimmers. The effectiveness of the ITL system was evaluated through a mixed-method approach combining pretest-posttest sprint performance, structured observations, interviews, and surveys. The results revealed a statistically significant improvement in 50-meter sprint times (mean improvement = 0.84 seconds; p = 0.014; Cohen’s d = 0.87), with swimmers reporting enhanced pacing accuracy and focus. Coaches highlighted ITL’s usability and contribution to reducing cognitive and logistical load during training. The findings suggest that ITL not only improves interval training outcomes but also fosters athlete autonomy and supports self-regulated learning. This study contributes to the growing field of technology-assisted sports training by offering a scalable, evidence-based solution for optimizing performance in swimming and potentially other time-regulated sports.

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