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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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Measuring Students' Attitudes towards Mathematics Learning: Rasch Model Analysis from Junior High Schools in Palu City Sugita, Gandung; Anggraini, Anggraini; Nurhayadi, Nurhayadi
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.v10i1.26914

Abstract

This study aims to analyze students' attitudes toward mathematics learning based on the five affective domain dimensions of Krathwohl: Receiving, Responding, Valuing, Organization, and Characterization. The research employed a quantitative approach using a survey method. Data were collected from 447 junior high school students in Palu City through questionnaires and analyzed using the Rasch Model to evaluate item quality and student ability across each attitude component. The results indicated that most students fell into the low to moderate attitude categories, with logit distributions concentrated below the average value. Item reliability across all components was in the very high category (≥0.96), indicating strong instrument consistency in measuring the targeted constructs, while person reliability in components such as Organization and Receiving remained relatively low. The Wright Map analysis revealed a mismatch between students' ability levels and the difficulty of certain items, particularly in components requiring value internalization. These findings underscore the importance of implementing instructional strategies that holistically foster students' affective development. The study recommends reflective, participatory, and contextual learning approaches to strengthen students' positive attitudes toward mathematics learning in a sustainable manner.
Representational Transition Patterns of Pre-service Teachers in Solving Convergent Sequence Problems Nursupiamin; Rochaminah, Sutji; Sudarsana, I Wayan
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.v10i1.28603

Abstract

This study investigates the representational transition patterns of pre-service teachers in solving convergent-sequence problems, with a focus on how they utilize symbolic, visual, and verbal representations. Using a qualitative phenomenological design, seven pre-service mathematics teachers were purposively selected based on their dominant representation modes (symbolic, visual, verbal). Participants solved a convergent-sequence task, and their problem-solving processes were analyzed using a modified Colaizzi method, with triangulation ensuring the validity of the findings. Three key patterns emerged: a stagnant reliance on a single representation mode (symbolic or verbal), a linear transition from visual to symbolic forms, and a complementary use of symbolic and verbal representations. No cyclic or complex transition patterns were identified, indicating limited representational fluency. The findings highlight the dominance of symbolic representations among pre-service teachers, with some exhibiting limited representational flexibility. The study suggests that fostering representational fluency, where students can effectively transition between different forms, is crucial for deeper conceptual understanding, especially in abstract topics like convergent sequences. Pedagogically, the study underscores the importance of instructional strategies that encourage the integration and transition across symbolic, visual, and verbal representations. This research contributes to the understanding of representational transition patterns in real analysis, an area often underexplored in mathematics education, and offers insights for improving teacher preparation programs.
Developing Students' Artistic Creativity Through Local Wisdom-Based Project Learning Ifrianti, Syofnidah; Hasnanto, Anton Tri; Yuslinda, Amelia Febi
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.v10i1.20583

Abstract

This study explores the effectiveness of the Local-Wisdom-Based Project-Based Learning (PjBL) model in enhancing elementary students’ creativity in collage art. Motivated by the low creativity observed in art-based learning, the research applied a quantitative quasi-experimental method with a Nonequivalent Control Group Design. The study involved 59 fourth-grade students at SD Negeri 1 Tanjung Gading Bandar Lampung, split into an experimental group using Local-Wisdom-Based PjBL and a control group taught through the Group Investigation (GI) model. Creativity was assessed using a validated instrument covering fluency, flexibility, originality, and elaboration, administered through pretest and posttest. Results showed significant improvement in creativity for both groups, with the experimental group showing higher effectiveness (N-Gain = 59.06) compared to the control group (N-Gain = 44.26). The Independent Samples t-test confirmed a significant difference in posttest results (t = 3.745, p = .000), demonstrating that Local-Wisdom-Based PjBL was more effective than the GI model in fostering creativity. These findings align with previous research and highlight that integrating cultural identity, such as Lampung siger, can enhance creative expression. The study suggests that culturally contextualized PjBL can strengthen 21st-century competencies and cultural awareness in elementary art education. Future research should examine larger sample contexts and long-term effects for broader applicability.
Fostering Student Well-Being in Online Physics Learning through the Integration of Social Cure and Adaptive Learning Asyhari, Ardian; Islamia, Intan
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.v10i1.24313

Abstract

This study investigates integrating Social Cure strategies and Adaptive Learning technologies to foster student well-being in online physics education. Employing a convergent mixed-methods design with 112 first-year undergraduates enrolled in a Basic Physics course at Universitas Islam Negeri Raden Intan Lampung during the 2022/2023 academic year, the research combined validated instruments (WEMWBS, PSSM, GSE-6, OSE, AEQ-S, Paas scale) with thematic interview analysis. Quantitative findings revealed significant increases in well-being, belonging, self-efficacy, and engagement, alongside reductions in cognitive load and anxiety. At the same time, qualitative narratives confirmed that peer mentoring, identity-building, and adaptive scaffolding synergistically enhanced emotional security and academic confidence. Confirmatory factor analysis supported the reliability and validity of measurement models, and joint displays integrated statistical results with students lived experiences. The study extends Social Cure theory into Physics contexts and enriches Cognitive Load Theory by demonstrating the dual benefits of socio-emotional support and adaptive personalization. It offers a replicable model for higher education institutions to design inclusive online environments that balance intellectual rigor with psychological well-being. It provides actionable insights for curriculum reform and digital pedagogy in Physics education.
A Multidimensional Framework for Improving Qur’anic Teacher Performance in Formal Islamic Educational Institutions Marlius, Farizal; Shunhaji, Akhmad; Siskandar, Siskandar; Bachrie Tanrere, Syamsul; Anwar, Chairul; Maulana, Fikri
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.v10i1.26725

Abstract

This study investigates the effectiveness of Qur’anic teachers in delivering instruction to learners across various age groups within formal Islamic educational institutions. The research is motivated by the absence of standardized professional criteria for Qur’anic educators, which has contributed to inconsistent teaching practices, instructional challenges, and varying interpretive outcomes among students. The study aims to (1) identify the key factors that influence Qur’anic teachers’ performance and (2) explore the strategies implemented by school leaders to enhance instructional quality. Using a qualitative design, data were gathered through interviews, classroom observations, and document analysis involving Qur’anic teachers, students, and institutional administrators. The credibility of the data was strengthened through prolonged engagement, persistent observation, and methodological triangulation. The findings indicate that effective Qur’anic teaching performance is demonstrated through strong content mastery, the application of appropriate pedagogical strategies, and the ability to address students’ inquiries using reliable scholarly sources. The study highlights the importance of clearly defined performance standards and targeted professional development initiatives in enhancing the overall quality of Qur’anic education.
Perception on Building Cultural Responsiveness through ‎the Synergy of Maqasid al-Shariah and Rahmatan Lil ‎‎'Alamin in Islamic Academia Idris, T; Ramli, Syahrur; Iswantir; Akbar, M. Rafi; Darmawan, Aidil
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.v10i1.26758

Abstract

This study examines cultural responsiveness through the synergy of Maqashid al-Shariah and Rahmatan Lil 'Alamin for university students. Empirical data indicate that consistent religious practice has decreased to 50.5%, despite the widespread adoption of moderation. This gap is exacerbated by cognitive repetition and a disconnect between theoretical concepts and the realities of campus life. As a result, religious literacy remains stagnant and fails to translate into meaningful social “praxis.” To address this issue, a systemic reorientation is proposed, utilizing Jasser Auda's Maqashid al-Shariah framework as an adaptive value filter to navigate modern cultural disruptions. This study employs a qualitative descriptive design, grounded in a humanistic systems approach, to explore student perceptions. The primary subjects are PAI (Islamic Religious Education) students at Universitas Islam Negeri Mahmud Yunus Batusangkar. Data were collected through reflective interviews and observations, and analyzed using the Miles and Huberman model. The findings show that students frequently adopt hedonistic digital trends, such as “cultural show-offs,” rather than religious principles for social validation. While 53.6% recognize the fundamental right to worship, maintaining consistency in religious practice remains a challenge amidst academic pressures. Additionally, participants exhibited 60.8% social empathy but lacked effective religious coping mechanisms to manage the psychological stress of culture shock. Despite their strong academic focus, 84.5% of students acknowledge the need for critical religious literacy to effectively filter misinformation in the digital world. This study highlights that synergizing Maqashid al-Shariah with Rahmatan Lil 'Alamin offers a robust defense against moral decline and radicalism. Ultimately, this framework revitalizes Islamic education, transforming it into a dynamic guide for promoting universal well-being and inclusive social harmony.
Need Analysis for Ecological Consciousness to Improve Metacognitive Awareness for Students in Islamic Learning Demina; Ramli, Syahrur; Susrizal, Silvia; Zakia, Nadia; Khadafi, 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.v10i1.27257

Abstract

This study explores the integration of ecotheology into Islamic Religious Education (PAI) to enhance metacognitive awareness among students. Given the increasing ecological crisis, particularly in Indonesia, this research addresses the gap between students' cognitive understanding of environmental issues and their moral responsibility towards nature. Using a qualitative approach, interviews were conducted with 94 12th-grade students at MAN 2 Tanah Datar, West Sumatra, to assess their needs for combining ecological consciousness with metacognitive skills. The findings indicate that 71.5% of students require integrative knowledge that merges ecological awareness with metacognitive strategies. In comparison, 55.5% express the need for structured learning steps and regulations to effectively connect these areas. The results suggest that a two-month learning process is necessary to cultivate meaningful metacognitive understanding through ecotheological integration. This study highlights the importance of fostering reflective thinking and self-regulation in students to bridge the gap between theoretical ecological knowledge and real-life behaviors. However, the study is limited by its focus on a single institution and the use of only two metacognitive indicators. Future research should expand to include a broader range of metacognitive aspects and explore the integration of ecotheology in diverse educational settings to enhance students' ecological consciousness and critical thinking skills.
Development of TikTok-Based E-Poster Learning Media for Green Chemistry Education in High Schools Abdul Gani; Muhammad Nazar; Resfie Zalnisa Razma
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.v10i1.28130

Abstract

The low level of students' interest in green chemistry presents a significant challenge for educators in creating engaging instructional media. An innovative approach to address this issue is the development of TikTok-based e-poster learning media. This study aims to evaluate the feasibility of TikTok-based e-poster media for green chemistry content and analyze the responses of both teachers and students to its implementation. Using a research and development (R&D) approach based on the ADDIE model, data were collected through interviews, needs analysis, assessments of the e-poster's feasibility and reliability, and evaluations of teachers' and students' responses. The study was conducted at a public high school, involving 26 students from Class X IPAS 1. The findings revealed that the e-poster achieved a validity score of 94.80%, classified as very feasible, and a reliability coefficient of 0.86, indicating very high reliability. Teachers' responses averaged 92.80%, and students' responses averaged 92.30%, both falling within the very good category. Therefore, the TikTok-based e-poster learning media is highly effective and can serve as a valuable model for future instructional media development.
Bibliometric Analysis of Critical Thinking Skills and Growth Mindset through Project-Based Learning Efendi, Meri; Sunyono; Suyatna, Agus
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.v10i1.28270

Abstract

Significant changes in contemporary education require instructional approaches that can effectively foster critical thinking skills and a growth mindset, particularly among Generation Z learners. Project-Based Learning (PjBL) has been widely recognized as a student-centered pedagogical model that promotes active engagement, problem-solving, and higher-order thinking. This study aims to examine research trends related to the implementation of PjBL in developing students’ critical thinking skills and growth mindset through a bibliometric analysis. Data were collected from relevant scholarly publications and analyzed using VOSviewer to visualize research patterns and thematic relationships. The findings indicate that PjBL is strongly associated with the development of critical thinking skills, while its connection with growth mindset remains comparatively underexplored. These results highlight a research gap in the integration of cognitive and motivational constructs within PjBL studies and suggest directions for future research to strengthen the pedagogical impact of project-based learning in 21st-century education. Further studies are needed to explore how PjBL can be effectively designed to promote both cognitive skills and a growth mindset simultaneously. Bridging this gap will provide valuable insights for educators seeking to maximize the potential of PjBL in fostering holistic student development.
Decision-Making Processes in University Study Program Selection: Evidence from a Student Tutoring Program in Jember Putri, Riris Widiyanti; Zuriah, Nurul; Poerwanti, Endang
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.v10i1.28518

Abstract

This study examines the decision-making processes of senior high school students participating in the Student Study Group (SSG) tutoring program in Jember, Indonesia, with a particular focus on rural educational contexts. The study aims to examine students’ understanding of study program selection, identify influencing factors and challenges, and analyze the role of tutoring in supporting university choice. Employing a mixed-methods explanatory sequential design, quantitative data were collected from 27 twelfth-grade students using structured questionnaires, followed by qualitative data from open-ended responses, interviews, focus group discussions, and document analysis. The findings indicate that most students demonstrated a clear understanding of the importance of aligning personal interests and talents with their academic choices, reflecting relatively high levels of career decision self-efficacy and readiness for higher education. Internal factors, particularly interest, talent, and self-confidence, emerged as the strongest influences on decision-making, while external factors, such as parental support, peer encouragement, and guidance from schools and tutors, played reinforcing roles. Nevertheless, limited access to information on job prospects, difficulty differentiating similar study programs, and parental pressure were identified as major obstacles. The study highlights the significant contribution of the SSG tutoring program in providing both academic guidance and psychological support, enabling students to make more informed and confident decisions. These findings highlight the importance of integrating tutoring-based interventions into comprehensive educational and career guidance systems to promote equitable access to higher education in rural areas.

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