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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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From Control to Collaboration: A Philosophical Reinterpretation of Classroom Management through a Positive Discipline Approach in the Context of Elementary Schools Isnawati, Iis; Hidayat, Ujang Syarif; Winarni, Wiwin
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 10 No 2 (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.v10i1.28687

Abstract

This study reviews the paradigm shift in classroom management in elementary schools from a control approach to collaboration through positive discipline. Until now, classroom management practices have been characterized by teacher domination, unilateral rule-setting, and discipline enforcement based on punishment and reward-punishment systems. Findings from a case study at a public elementary school in Sukabumi Regency show that the control approach is still very strong, especially in upper grades, which impacts low student participation, initiative, and self-confidence. However, in lower grades, positive discipline has begun to be implemented, where teachers involve students in rule-making, emphasize dialogue, reflection, and reinforcement of good behavior. This shift reflects a paradigm change from behaviorism to humanism and critical education, which views students as active and equal subjects. The implication of these findings is the need for teachers and schools to adopt collaborative and positive discipline approaches to create a more humanist, democratic, and character-oriented learning environment. Institutional support and ongoing training are key to the successful implementation of this change.
Reading in the Scroll Era: Generation Z's Digital Literacy in a Culture of Quick Forgetfulness Ruslan, Mamat; Lyesmaya, Dyah; Barkah; Thakur, Ibtasam
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 10 No 2 (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.v10i1.28690

Abstract

This study explores how Generation Z navigates reading practices in the digital era, particularly within the context of infinite scroll architecture and the attention economy. Using a qualitative phenomenological approach, data were collected through in-depth interviews, focus group discussions, non-participatory observation, and content analysis involving 28 university students aged 18–23. Thematic analysis revealed five key findings: (1) information overload and the illusion of novelty lead to a preference for speed over depth; (2) skimming serves as an efficient survival strategy but results in superficial understanding; (3) despite the dominance of fast content, participants still long for deep reading experiences; (4) visual cues, such as emojis and memes, influence engagement and credibility judgments; (5) hybrid literacy strategies emerge as a way to balance quick consumption with in-depth analysis. The study highlights the adaptive strategies that Generation Z uses to manage the tension between fast, fragmented content and the desire for sustained engagement. The implications of these findings suggest that educators should promote hybrid literacy approaches in the curriculum, encouraging students to combine fast and slow reading practices. For platform designers, incorporating features that facilitate both quick access to information and opportunities for deeper engagement could improve the quality of digital reading experiences.
Educational Administration in the Shadow of Technology: A Heideggerian Analysis of School Governance Digitalization Sri Mulyani, Ucu Agustini; Setiawati; Adu, Ifedayo Emmanuel
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 10 No 2 (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.v10i1.28692

Abstract

The digital transformation of educational administration has become a central phenomenon in Indonesian schools, characterized by the adoption of e-reporting systems, e-staffing, digital attendance, and e-budgeting. This article critically analyzes the impact of educational administration digitalization from a Heideggerian perspective, focusing on the concepts of Gestell and Enframing. Research conducted in two secondary schools in Sukabumi reveals that while digitalization enhances efficiency, transparency, and data integration, it also leads to consequences such as increased workloads, technostress, digital surveillance, and the erosion of social spaces and care practices within the school environment. Philosophical analysis shows that digital technology is not merely a tool but reshapes human existence and relationships in education, potentially leading to dehumanization and alienation. However, adaptive strategies and spaces of resistance have emerged through digital learning communities and informal collaboration. This article highlights the importance of a human-centered approach in educational administration digitalization policies and practices, ensuring that digital transformation serves as a tool for empowerment and humanization, rather than control and efficiency.
Gender-Based Analysis of Creative Thinking Skills in Grade X Students on Work, Energy, and Alternative Energy (WE-ALT) Concepts Atmaja, Devi Yulianty Surya; Samsudin, Achmad; Saepuzaman, Duden
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 10 No 2 (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.v10i1.26284

Abstract

This study aims to examine the level of creative thinking skills and the distribution of its aspects based on gender and material. The study is motivated by the critical role of creative thinking in addressing the global challenges of the 21st century, particularly in relation to alternative energy as a sustainable solution. The research employs a quantitative descriptive method. Creative thinking in this study is conceptualized based on Torrance’s framework, which includes four main aspects: fluency, flexibility, originality, and elaboration. The study involved 72 Grade X students from Sumedang Regency, who completed an essay test consisting of six questions covering Work, Energy, and Alternative Energy (WE-ALT) topics. The test instrument, adopted from previous research, was empirically validated and confirmed to be reliable based on item statistics, including misfit order and reliability analysis results, ensuring its suitability for this study. Data were processed and analyzed using Microsoft Excel and the Rasch Model with Winstep version 4.7.0.0 to map students' abilities. The results show that students scored highest on the Work material, with an average score of 64, followed by the Energy material with a moderate score of 58, and the lowest score on Alternative Energy material with 36. Overall, Alternative Energy was the topic with the lowest average score for creative thinking skills, and female students outperformed male students, particularly in the fluency aspect. These findings suggest that innovative, technology-integrated, and interactive learning strategies are needed to enhance students' creative thinking skills.
Assessing Overconfidence in Science Learning Through Local Metacognitive Judgments: A Comparison Across Gender, Country, and Grade Level Rusmana, Ai Nurlaelasari; Nuraeni, Eni; Rachmatullah, Arif; Ha, Minsu
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 10 No 2 (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.v10i1.26513

Abstract

Since overconfidence bias negatively impacts the student learning process, it is crucial to understand how to measure it effectively. While the global metacognitive judgment is commonly used to assess overconfidence, it lacks specificity, making it difficult to identify the particular concepts in which students exhibit overconfidence. This study proposes the use of local metacognitive judgment to measure overconfidence and examines the validity inferences of this instrument through Rasch analysis. Additionally, the study aims to compare overconfidence across gender, country, and grade level. Two studies in science learning were conducted: the first involved 532 Indonesian and Korean high school students (both male and female), who answered 24 items on Genetics and Evolution with a confidence scale; the second study included 376 undergraduate students from various semesters (grade levels) who completed 25 Genetics items with a confidence scale. Rasch analysis was used to assess the validity and reliability of the local metacognitive judgment. The results indicated that the instrument is psychometrically valid and highly reliable. Furthermore, the findings revealed that Indonesian students exhibited significantly higher overconfidence than Korean students, males were more overconfident than females in both countries, and undergraduate students showed peak overconfidence when first learning genetics concepts at university. These findings are consistent with previous research using global metacognitive judgment. Therefore, the local metacognitive judgment is a valid tool that offers practical advantages over global approaches, as it provides item-specific overconfidence data, enabling educators to identify and address overconfidence in specific concepts rather than relying on overall scores.
The Relationship Between Family Social Capital and Students’ Tolerance in the Context of Social Diversity: A Quantitative Study in Pontianak M Zainul Hafizi; Aminuyati; Sahidi
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 10 No 2 (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.v10i1.28064

Abstract

The high level of social diversity in Pontianak City demands the strengthening of tolerance character among the younger generation, while the family is believed to serve as the primary foundation for shaping children’s social attitudes. This study aims to analyze the relationship between family social capital and the tolerance character of high school students in Pontianak City. A quantitative approach was employed using a survey design. The study involved 405 high school students selected through random sampling. Data were collected via a closed-ended questionnaire based on a five-point Likert scale, covering constructs of family social capital and students’ tolerance character, and were analyzed using descriptive statistics, Pearson correlation, and simple linear regression. The findings revealed a very strong and significant relationship between family social capital and students’ tolerance character, with family social capital contributing 59.7% to the variance in students’ tolerance character. However, the average level of students’ tolerance character remains moderate, indicating the need for broader interventions. These results emphasize the crucial role of the family in cultivating tolerance values but also highlight the necessity for collaborative efforts among families, schools, and communities. This study contributes to the understanding of character education development based on family social capital within multicultural contexts and offers insights for more comprehensive educational policy formulation
Unveiling the Connection Between Online Adaptive Learning and Learning Outcomes in Higher Education Kurniawan, Citra; Dyah Utami, Deka; Susilaningsih, Susilaningsih; Mohd Nordin, Rumaizah; Surahman, Ence; Sumantri, Agus; Aniisah, Amiirah; Nur Hudha, Muhammad
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 10 No 2 (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.v10i1.24659

Abstract

Online learning is rapidly growing to meet diverse learning needs. However, the implementation of adaptive learning to better accommodate students' needs remains limited. This study aims to determine the direct relationship between the Frequency of Using Online Learning (FUOL) and the Duration of Using Online Learning (DUOL) on Learning Outcomes (LO), as well as the influence of Online Adaptive Learning (OAL) connectivity in the relationship between these two factors and Learning Outcomes (LO). The study found that FUOL does not have a direct effect on LO, and a similar result was observed for DUOL, which also does not directly affect LO. However, different results were found when adaptive learning strategies were applied to both FUOL and DUOL. The study found that OAL connectivity has an indirect effect on LO when combined with FUOL, while DUOL continues to show no significant effect. The implementation of Online Adaptive Learning is believed to impact student learning outcomes, although further research is needed to explore the role of internal factors such as motivation, self-efficacy, and student interest. These findings suggest that while online learning alone may not directly affect learning outcomes, the implementation of Online Adaptive Learning strategies can influence outcomes, particularly when linked to the frequency of online learning.
Beyond Boundaries: A Socio-Scientific Exploration of Contextual Thinking Within the VAK Learning Framework Munir, Moh; Agusta, Fauji; Wachidah, Rima Nur
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 10 No 2 (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.v10i1.25649

Abstract

This study emphasizes that science education should go beyond merely transmitting knowledge by fostering an immersive environment that encourages active participation, critical thinking, and reflection. A preliminary investigation revealed a significant issue: students often exhibit insufficient contextual reasoning skills. This finding underscores the need for innovative interventions, leading to the development of the Visual-Auditory-Kinesthetic (VAK) framework. The research adopted a quasi-experimental design, with observations and tests conducted to assess the effectiveness of integrating a socio-scientific approach with the VAK model in enhancing contextual thinking skills. Data analysis was performed using a t-test with Minitab software. The results indicated that incorporating the VAK learning framework alongside the socio-scientific approach significantly improved students' contextual thinking abilities. This study highlights the importance of adopting innovative educational frameworks and demonstrates the transformative impact of the VAK model on students' contextual thinking competencies, marking a significant advancement in pedagogical practices. 
An Analysis of Students' Errors in Constructing the Concept of Integer Operations Based on Assimilation and Accommodation Kurniati, Dian; A’yun, Qurrota; Jatmiko, Dhanar Dwi Hary; Pambudi, Didik Sugeng; Oktavianingtyas, Ervin; Sutarto, Sutarto; Osman, Sharifah
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 10 No 2 (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.v10i1.26152

Abstract

Errors in constructing concepts often occur in mathematics learning, especially in the topic of integer operations. These errors arise because students tend to memorize procedures or rules without fully understanding the underlying concepts. This research aims to analyze students' errors in constructing the concept of integer operations based on assimilation and accommodation. This study uses a qualitative method with 16 students from class VII B at MTs Baitul Hikmah Tempurejo as subjects. The data collection methods in this study included tests and interviews. Data analysis was carried out through the stages of analyzing test results, conducting interviews, and triangulating the data to ensure validity. Based on the analysis and discussion of the data, it can be concluded that all subjects experienced errors in constructing the concept. Four types of concept construction errors were identified: Pseudo Construction, Construction Hole, Mis-logical Construction, and Mis-analogical Construction. Pseudo Construction occurs when a student merely memorizes phrases like "negative meets negative, the result is positive" without a deeper understanding of the concept. Construction Hole occurs when a student provides incorrect answers due to incomplete understanding or failure to comprehend the problem. Mis-logical Construction happens when a student makes an incorrect assumption or conclusion, while Mis-analogical Construction involves false analogies, such as equating the concept of adding negative numbers with adding positive numbers. The results of this study are expected to provide insights into the types and causes of errors in concept construction made by students, which can then be used as a basis for developing effective learning strategies to help students understand concepts correctly.
Early Childhood Teachers Emotional Labor in Indonesia: A Phenomenological Study Mukhlis, Akhmad
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 10 No 2 (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.v10i1.26243

Abstract

Managing emotions and displaying positive expressions in unpleasant situations is an inherent aspect of early childhood education (ECE) teaching. This study explores the emotional labor of early childhood teachers in Indonesia, focusing on their perceptions, lived experiences, and the strategies they employ. A qualitative research design with a phenomenological approach was adopted to capture the subjective meanings behind teachers’ emotional experiences. A qualitative approach with a phenomenological method was employed, as it enables an in-depth exploration of teachers’ subjective experiences within their socio-cultural context. Ten teachers from four provinces in Indonesia (East Java, Yogyakarta, West Nusa Tenggara, and Gorontalo) were purposively selected based on a minimum of two years of teaching experience. Data were collected through structured in-depth interviews and validated using member checking and peer debriefing. The analysis followed Moustakas’ six-step phenomenological analysis, guided by Hochschild’s emotional labor theory and Grandey’s extended framework. The findings indicate that emotional labor is an inherent part of the ECE teaching profession, with strategies ranging from surface acting, deep acting, to natural acting. Experienced teachers tend to display positive emotions more naturally, while novice teachers rely more on surface acting. Work experience, personal interest, and educational background contribute to teachers’ emotional management effectiveness. These findings highlight the need for emotional labor training in ECE teacher education curricula and institutional support to promote teachers’ emotional well-being.

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