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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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Student Voice and English Achievement Among Indonesian Ninth Graders: An Exploratory Correlational Study Hidayanti, Vemi; Kholid, Idham; Rahmawati, Istiqomah Nur
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 11 No 1 (2026): 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.v11i1.28804

Abstract

In Indonesian secondary schools, low student participation and constrained classroom interaction remain persistent impediments to English as a Foreign Language (EFL) learning outcomes. This study examined the association between student voice—defined as students' perceived opportunities to express opinions, contribute to classroom decisions, and receive teacher responsiveness—and English achievement among ninth-grade students at SMP Negeri 1 Tanjungsari, South Lampung, Indonesia. A quantitative correlational design was employed, with student voice operationalized through a nine-item, 4-point Likert-type questionnaire (Cronbach's α = .853) and English achievement measured via school-recorded semester final scores. Assumptions for Pearson's r were satisfied: both variables approximated normality (Shapiro–Wilk: p > .10), a linear relationship was indicated, and no extreme outliers were detected. The analysis revealed a small, statistically non-significant association between student voice and English achievement, r(18) = .172, p = .469, 95% CI [−.30, .58], r² ≈ .03. Although the correlation did not attain significance, the findings suggest that student voice may exert an indirect influence on English achievement through motivational and affective pathways—including self-efficacy, confidence, and engagement—rather than operating as a direct predictor of test performance. The study contributes empirical evidence from an under-researched Indonesian EFL context, affirming the need to integrate student-voice practices with responsive instructional strategies and to examine indirect effects via mediation models in future research.
Microlearning in Teacher Competence Development: A Bibliometric Analysis Hutagalung, Johanna Cristy; Johan, Riche Cynthia
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 11 No 1 (2026): 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.v11i1.28841

Abstract

In an era where digital learning and teacher adaptability are reshaping education, understanding the role of microlearning in teacher competence development is increasingly essential. This bibliometric study maps global research on microlearning from 2019 to 2025, analyzing 54 documents indexed in Scopus using VOSviewer and descriptive statistics. The analysis identifies six core themes: (1) digital learning infrastructure, (2) medical education, (3) learner motivation, (4) assessment strategies, (5) teaching approaches, and (6) contextual innovations through social media. Cluster 1 highlights technology in microlearning, focusing on e-learning and mobile platforms, while Cluster 3 emphasizes learner engagement and affective learning. Two key insights emerge. First, digital technology, especially mobile-based learning, has become central to the microlearning ecosystem. Second, the COVID-19 pandemic has accelerated its adoption, making it a flexible solution for remote teacher development. Theoretically, this study contributes by mapping the intellectual structure of microlearning and identifying gaps, such as teachers' social and personality competencies, that remain underexplored in the current literature. In practice, it provides policymakers with actionable insights for integrating microlearning into professional development programs, especially in regions with limited access to formal training resources. Despite fragmentation in collaboration networks, the findings reveal opportunities to enhance interdisciplinary and international research partnerships. Future research should focus on applying microlearning to develop teachers' social and personality competencies, areas crucial for effective teaching but often overlooked.
Teachers' Conceptual Understanding of Learning Environments to Support Cognitive Development in Early Childhood Education: A Multi-Site Study Subaita; Budiono; Husamah
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 11 No 1 (2026): 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.v11i1.28987

Abstract

Early childhood education (ECE) is fundamental for fostering lifelong learning and cognitive development, yet teachers’ varying conceptual understandings of learning environments can significantly shape children’s opportunities to explore, interact, and think critically. This multi-site qualitative study—the first within the Muhammadiyah Aisyiyah Kindergarten (TK ABA) network—analyzes variations in teachers’ perceptions and practices in designing learning environments that promote cognitive growth across three schools in Batu City, Indonesia. A qualitative descriptive approach was applied through classroom observations, in-depth interviews, and document analysis. Findings reveal distinct pedagogical orientations: TK ABA 01 demonstrated constructivist and inquiry-based practices with integrated loose parts; TK ABA 02 maintained conventional teacher-centered instruction; and TK ABA 03 reflected transitional patterns through exploratory outdoor learning with limited planning consistency. Quantitative descriptors supported these findings: planning quality (ABA01 = 4.6; ABA02 = 2.4; ABA03 = 3.8) and child engagement (ABA01 = 85%; ABA02 = 46%; ABA03 = 71%). These results underscore the centrality of environmental design, creative media use, and teacher collaboration in enhancing cognitive stimulation. The study offers novel insights into intra-network variations in early childhood pedagogy and recommends professional development that emphasizes ecological awareness and environment-based learning design to ensure equitable cognitive experiences for all children.
TRANS-HIS (Transformative–Historical Consciousness) Learning Model to Improve the Verstehen Abilities of High School Students in Lampung Arif, Suparman; Sinaga, Risma Margaretha; Miswar, Dedy
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 11 No 1 (2026): 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.v11i1.30313

Abstract

This study develops and evaluates the effectiveness of the TRANS-HIS (Transformative–Historical Consciousness) learning model in enhancing high school students’ historical literacy and interpretive (verstehen) abilities in Lampung Province, Indonesia. Employing a Research and Development approach with a quasi-experimental non-equivalent control group design, the model was implemented and tested in two senior high schools (SMAN 2 Metro and SMA YP Unila Bandar Lampung). The model integrates transformative learning and historical consciousness frameworks grounded in cognitive-constructivist, psychosocial, field learning, independent learning, and andragogical perspectives to promote reflective, contextual, and empathetic historical learning. Quantitative data from pretest–posttest assessments and student response questionnaires were analyzed using descriptive and inferential statistics. Findings indicate a significant improvement in the experimental group’s learning outcomes, with mean scores increasing from 46.94 to 80.07 (N-Gain = 0.62; p < 0.001), compared to the control group’s increase from 46.81 to 65.21 (N-Gain = 0.30). Additionally, 81% of students reported that the TRANS-HIS model fostered more reflective, empathetic, and relevant learning experiences. These results demonstrate that integrating transformative pedagogy with historical consciousness effectively strengthens students’ interpretive competence beyond factual recall and supports meaningful engagement with historical values and contemporary contexts. The study contributes theoretically by operationalizing the integration of Weberian verstehen and transformative learning within a coherent instructional framework, and practically by providing a validated pedagogical model aligned with 21st-century history education, character formation, and reflective citizenship development.
Character Strengthening Strategies for Indonesian Students in the Digital Era: Literature Review Mumthaza, Silwana; Cholily, Yus Mochamad; Pantiwati, Yuni; Rahardjanto, Abdulkadir
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 11 No 1 (2026): 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.v11i1.29618

Abstract

Indonesia faces a persistent character challenge in its education system, reflected in bullying and declining student well-being. Although character education is a national priority, evidence on practical approaches remains fragmented. This study synthesises research on character-strengthening approaches for Indonesian school students and maps the research landscape in the digital era. We conducted a systematic literature review following PRISMA guidelines and used the PICOS framework to define eligibility and guide screening. We searched Scopus for studies published between 2015 and 2025. The included studies (n = 33) were synthesised descriptively, and bibliometric patterns were visualised using VOSviewer. The synthesis indicates that the literature consistently emphasises collaboration and holistic learning as foundations for character development, often integrating local wisdom and religious values. Frequently discussed approaches include project-based learning, positive school culture initiatives, and school–family–community partnerships. However, implementation is repeatedly described as constrained by gaps between policy and classroom practice, limited teacher capacity, and weak school ecosystems, especially under pressures from digital environments.  Overall, character strengthening in Indonesia is best understood as an ecosystem effort that requires coordinated roles across schools, families, and communities. We recommend strengthening teacher capacity for integrative pedagogy, embedding collaborative values in daily learning, and developing sustainable evaluation mechanisms to monitor character outcomes.
Challenges in Implementing Islamic Religious Education Policies: An Institutional Theory Analysis Rusydianti, Dian; Masyhar, Ali ‎; Miftah , Muhammad ‎
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 11 No 1 (2026): 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.v11i1.29730

Abstract

This study examines the institutional implementation of Islamic Religious Education (IRE) in an Indonesian university context, focusing on the growing tension between formal regulatory compliance and the substantive realization of holistic character formation in contemporary higher education. Drawing on institutional theory, particularly the concept of institutional decoupling, the study employs a qualitative case study design using in-depth interviews, document analysis, and non-participant observation to investigate how IRE policy is structured, enacted, and adapted at Universitas Muria Kudus. The findings demonstrate a pattern of partial decoupling: although formal alignment with national mandates is evident through compulsory course allocation, standardized learning outcomes, and administrative structuring, these formal arrangements do not consistently translate into comprehensive affective and behavioral transformation. This gap is primarily shaped by structural constraints, notably limited credit hours and lecturer workload. At the same time, the study identifies adaptive institutional mechanisms—primarily structured co-curricular mentoring programs—that operate as re-coupling strategies connecting symbolic policy commitments with lived religious practice. These initiatives extend learning beyond classroom boundaries and enable more experiential internalization of ethical and spiritual values. The study concludes that meaningful IRE implementation requires hybrid governance models that integrate curricular and co-curricular structures and are supported by proportionate institutional resources. The findings imply the need to recalibrate policies on credit allocation, lecturer workload distribution, and the formal recognition of mentoring frameworks as strategic institutional instruments for character education, while extending the relevance of institutional decoupling analysis to religious education policy in higher education.
Managing Homesickness Through Self-Directed Learning Among Santri at PP Al-Hikmah Bandar Lampung Muhsin, Muhsin; AD, Yahya; Yurika, Rara Eka
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 11 No 1 (2026): 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.v11i1.23597

Abstract

This study aimed to explore, describe, and analyze efforts to overcome homesickness through self-directed learning steps among students at PP Al-Hikmah Bandar Lampung. The research utilized a descriptive, qualitative approach that was both reflective and collective in nature. Data collection techniques included observation, interviews, documentation, and focus group discussions (FGD). To ensure the validity of the data, source triangulation and technique triangulation were applied. The findings revealed four key steps of self-directed learning that were implemented to address homesickness: planning, implementation, monitoring, and assessment. The study further highlighted how self-directed learning strategies were integrated across the entire school environment, demonstrating its significance as a proactive approach in managing emotional and psychological challenges among students. By fostering a supportive learning environment, these strategies not only helped mitigate homesickness but also promoted resilience, emotional well-being, and personal growth. The study contributes to understanding how self-directed learning can be a valuable tool in addressing non-academic challenges, such as homesickness, and its potential role in supporting student development in Islamic boarding schools.
Learning Outcomes of Islamic Education and Character Building: How Effective Is the Aptitude-Treatment Interaction (ATI) Model? Suci Amellia; Deden Makbuloh; Saputra, M. Indra; Baharudin
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 11 No 1 (2026): 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.v11i1.28892

Abstract

This study examines the pedagogical value of the Aptitude–Treatment Interaction (ATI) learning model in supporting higher-order evaluative thinking skills (C5) within Islamic Religious Education (IRE). A quantitative quasi-experimental design with a posttest-only control group was employed to compare learning outcomes between students taught using the ATI model and those taught through a conventional expository approach at SMP Negeri 21 Bandar Lampung. Data were analyzed using an independent sample t-test. The results indicated no statistically significant difference in evaluative learning outcomes between the experimental and control groups (p = 0.279). Nevertheless, classroom implementation revealed that the ATI model enhanced student engagement, participation, and motivation by aligning instructional treatments with students’ aptitude levels. These findings suggest that the instructional benefits of ATI may not be fully reflected through outcome-based statistical comparisons alone, particularly when assessing complex cognitive processes such as evaluative thinking. The theoretical contribution of this study lies in extending the ATI framework to higher-order cognitive assessment (C5) within IRE, an area that has received limited empirical attention. Rather than functioning solely as an outcome-enhancing model, ATI is positioned as an adaptive instructional mechanism that supports differentiated learning processes and meaningful engagement in value-oriented subjects.
Strengthening the Three Pillars: Joyful Learning, Intrinsic Motivation, and Academic Achievement in Indonesian Pesantren Education Wijiyono, Eko; Huda, Atok Miftahul; Tobroni; Widodo, Joko
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 11 No 1 (2026): 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.v11i1.29621

Abstract

This study examines the structural relationships among Joyful Learning, Intrinsic Motivation, and Academic Achievement within the socio-religious educational environment of an Indonesian pesantren. Grounded in contemporary motivational theory, particularly Self-Determination Theory, the research addresses the limited empirical evidence on how emotionally engaging pedagogical climates interact with internal motivational processes in faith-based boarding schools. Employing an explanatory sequential mixed-methods design, quantitative data were collected from 60 junior secondary students using validated Likert-scale instruments, followed by qualitative interviews and classroom observations to contextualize statistical findings. Data were analyzed using descriptive statistics, reliability and validity testing, normality assessment, and Pearson correlation analysis. The results reveal strong and statistically significant positive correlations between Joyful Learning and Intrinsic Motivation (r = .921, p < .001), Joyful Learning and Academic Achievement (r = .875, p < .001), and Intrinsic Motivation and Academic Achievement (r = .895, p < .001), indicating a mutually reinforcing relationship among the three constructs. Qualitative findings further demonstrate that relational mentorship, communal discipline, and value-integrated instruction within the pesantren environment strengthen students’ intrinsic engagement and meaning-making processes. The study concludes that joyful pedagogical practices can be effectively integrated within structured religious educational systems and function as catalysts for enhancing intrinsic motivation and multidimensional academic achievement. The implications of this research highlight the importance of relational pedagogy, teacher professional development, and the integration of affective-motivational indicators into assessment systems, thereby advancing culturally grounded motivational theory and educational innovation in faith-based institutions.
The Role of Women's Leadership in Strengthening Quality in Islamic Universities Purwati, Dwi; Prayitno, Harun Joko; Indri
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 11 No 1 (2026): 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.v11i1.30183

Abstract

This study examines the styles and characteristics of women’s leadership in strengthening quality assurance in Islamic higher education institutions and identifies the challenges and strategies involved in institutional change. Using a qualitative two-site multiple-case study design, the research was conducted at Muhammadiyah University PKU Surakarta and ‘Aisyiyah University of Surakarta. Data was collected through semi-structured interviews, participant observation, and document analysis involving key informants from institutional leadership and quality assurance units. Data was analyzed thematically through data reduction, data display, and conclusion drawing and verification. The findings indicate that women leaders in both institutions demonstrate predominantly transformational leadership, characterized by visionary and adaptive direction, empathetic communication, and a sustained commitment to strengthening internal quality assurance systems. Their leadership is reflected in firm yet humanistic governance, integrity in meeting accreditation standards, and active change agency in cultivating a quality culture and improving human resource capacity. Key challenges include resistance to mindset change, uneven human resource capacity, regulatory complexity, digital transformation, and external competitive pressures. Overall, the study highlights women’s strategic capacity to advance institutional quality through collaborative, systematic, and value-based governance in Islamic higher education.

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