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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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Development of a Local Potential-Based Problem-Based Learning E-Module for Ecology and Biodiversity: A Feasibility, Practicality, and Effectiveness Study Syaukani, Muhammad Hafizh; Suyanta; Mahdian
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.v11i1.28583

Abstract

The integration of contextualised digital learning resources with inquiry-oriented pedagogical frameworks represents a promising strategy for cultivating critical thinking skills and science literacy in secondary science education. This study reports the development and systematic evaluation of a Problem-Based Learning (PBL) e-module integrating the local ecological potential of North Hulu Sungai Regency — specifically the Swargaloka Amuntai nature reserve — for Grade VII ecology and biodiversity instruction under Indonesia's Merdeka Curriculum. Employing the ADDIE instructional design model, the study pursued three sequential objectives: (1) to assess expert-determined feasibility, (2) to evaluate teacher- and student-reported practicality, and (3) to examine classroom effectiveness via a quasi-experimental pre-test/post-test design involving 89 students across three instructional conditions (control, PBL e-module, PBL textbook). Expert validation yielded mean ratings of 3.3 (media) and 3.4 (subject matter), both within the 'very good' category, confirming instructional media quality. Practicality assessments by science teachers and students produced mean scores of 3.87–3.92 ('very good'), indicating strong contextual implementability. Quasi-experimental outcomes revealed medium-category normalised gain (N-gain) scores for critical thinking (0.52–0.61) and science literacy (0.56–0.64) across all groups; however, MANOVA analysis yielded non-significant between-group differences (p = 0.100; p = 0.190), indicating that the module did not produce statistically superior outcomes under the constrained conditions of a four-meeting implementation. These findings underscore the pivotal role of implementation duration, prior PBL exposure, and technology accessibility as moderating variables of e-module effectiveness, while affirming the module's validated quality and practical viability as a contextualised science learning resource.
Enhancing Teaching Material Development through a Digital Book Based on First Principles of Instruction Ariani, Diana; Andinnari, Shaffiya Rasidha; Setiasih, Ratri Mei; Zulfa Anis, Anggita
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.v11i1.28820

Abstract

The rapid advancement of digital technology has fundamentally reshaped how higher education students access and engage with learning resources, particularly among digital natives who demonstrate strong preferences for interactive, multimodal, and non-linear content formats. This transformation necessitates the development of instructional materials that are not only technologically enhanced but also grounded in sound, evidence-based pedagogical frameworks. The present study aimed to design, develop, and evaluate a digital book for the Instructional Materials Development course in the Bachelor of Educational Technology program at Universitas Negeri Jakarta, Indonesia, by systematically integrating Merrill’s First Principles of Instruction (FPI) with the Rowntree development model. The development process followed three sequential and iterative stages: (1) planning, (2) preparation for writing, and (3) writing with revision. Formative evaluation was conducted by an instructional design expert, a media design expert, and 42 undergraduate students enrolled in the target course as end users. The results demonstrated high validity and practicality of the developed digital book, with overall mean scores of 4.60 from the instructional expert, 4.64 from the media expert, and 4.47 from the student trial on a five-point Likert scale. These findings indicate that the FPI-based digital book is pedagogically sound, technically robust, and strongly aligned with the learning preferences and professional needs of digital-native undergraduate students. The study contributes an empirically validated, replicable instructional design framework that integrates pedagogical theory, systematic development methodology, and empirical formative evaluation within a single development cycle, thereby advancing both the theory and practice of digital learning resource development in higher education.
The Role of School Leadership in Enhancing Teacher Work Discipline Dermawan, Oki; Yusnita, Erni; Putri, Adinda
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.v11i1.28890

Abstract

Effective school leadership is central to the development of teacher professionalism and organizational discipline, yet qualitative evidence from Islamic secondary schools remains limited. This study investigated how school leadership strengthened teacher work discipline at MTs Negeri 2 Pesawaran, Indonesia. The study used a qualitative descriptive field design and drew on semi-structured interviews, non-participant observation, and document analysis. The revised manuscript reports a purposive sample consisting of the madrasah head, the vice principal for curriculum, and teachers who were directly involved in daily instructional management. Data were analyzed using the Miles, Huberman, and Saldaña interactive model through data reduction, data display, and conclusion drawing, with credibility supported by source and technique triangulation. The findings converged on three interrelated leadership pathways. First, the madrasah head directed teachers through clear attendance regulations, supervisory routines, duty allocation, and regular coordination meetings. Second, leadership was enacted through mentoring practices, including evaluation meetings, performance agreements, professional guidance, and collaborative problem solving. Third, the madrasah head functioned as an exemplary role model by demonstrating punctuality, open communication, recognition of teacher achievements, and active participation in school programs. Collectively, these practices strengthened punctuality, accountability, professional commitment, and a collaborative school culture. The study suggests that leadership in madrasah settings is most effective when administrative control is combined with ethical example, participatory communication, and sustained professional support. These findings contribute context-specific insight into how leadership mechanisms shape work discipline in Islamic educational institutions and provide practical direction for school leaders seeking to reinforce teacher accountability in comparable settings.
An Analysis of Pedagogical and Barriers in Entrepreneurship Education in Secondary Schools: A Global Perspective Furqanisah; 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.v11i1.28904

Abstract

Entrepreneurship education at the secondary school level plays a crucial role in developing young people's entrepreneurial skills and attitudes. However, implementing it still faces various conceptual and structural challenges. This study uses a systematic literature review with the PRISMA approach to examine the forms of implementation, pedagogical practices, and barriers in entrepreneurship education, focusing on Scopus-indexed publications from 2000 to 2025. The findings reveal five primary implementation forms: cross-disciplinary activities (the most prevalent), extracurricular programs, workshops, external partnerships, and mandatory subjects. Commonly recommended pedagogical practices include student-centered active learning, experiential learning, and problem-based projects. The main barriers consist of weaknesses in curriculum organization, limited resources, differences in teacher interpretations, low educator competence, and unsupportive school cultures. These findings underscore the need to strengthen the policy framework for entrepreneurship education at the school level, enhance teacher capacity, and provide continuous professional development, as well as adequate institutional support and resources, to ensure the effectiveness and sustainability of entrepreneurship education implementation in secondary schools.
Development of a Microlearning-Based Instructional Model for Higher Education: The MICROS Framework Widyaningrum, Retno; Situmorang, Robinson; Sukardjo, Mochammad
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.v11i1.28947

Abstract

This study aimed to develop a microlearning-based instructional model, termed MICROS (Microlearning Systematic Operational Steps), to support structured, pedagogically grounded learning processes in higher education. The development process integrated the Dick and Carey instructional design framework with the 4D development model (Define, Design, Develop, Disseminate) to produce a systematic model that guides educators in designing, implementing, and evaluating microlearning-based courses. The model was developed within the context of the Perception and Message Design course at a public university in Indonesia. A formative evaluation was conducted involving four domain experts: two instructional design experts, one media expert, and one material expert. Evaluation instruments employed a Likert-scale questionnaire assessing multiple dimensions, including instructional coherence, digital media integration, content quality, assessment design, flexibility, and accessibility. Results indicate that the MICROS model achieved high feasibility ratings across all expert evaluations. The first instructional design expert assigned a score of 60 out of 60 (Very Good), the media expert scored 60 out of 60 (Very Good), and the material expert scored 45 out of 45 (Very Good), while the second instructional design expert assigned a score of 42 out of 60 (Good). The MICROS model offers a structured six-stage instructional sequence — Map, Identify, Create, Respond, Operate, and Summarise — that systematically integrates microlearning principles with established instructional design processes. The model supports Sustainable Development Goal 4 (SDG 4) by promoting equitable access to quality higher education through flexible, technology-enabled learning environments. These findings suggest that the MICROS framework is a feasible, theoretically grounded approach to implementing microlearning in higher education contexts.
Development of a Hypercontent Book for the Program Evaluation Course in Educational Technology Mulyadi; Widyaningrum, Retno; Ardiansyah, Acep Ahmad
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.v11i1.28948

Abstract

This study aimed to develop and validate a hypercontent book as an innovative learning resource for the Program Evaluation course in the Educational Technology Study Program at Universitas Negeri Jakarta. The study was motivated by the limited availability of engaging and multimedia-rich learning materials that support students’ independent learning in higher education. A design and development approach was employed using Rowntree’s instructional design model, which comprises three stages: planning, preparation for writing, and writing and editing. A needs analysis was first conducted to identify students’ learning needs and course characteristics, which then informed the integration of text, audio, visuals, and video into an interactive hypercontent format. The developed product was evaluated through expert review involving subject-matter, media, and instructional design experts, as well as a one-to-one evaluation with three students. The expert appraisal showed high levels of validity and feasibility, with average scores of 4.5 out of 5 for content accuracy, 4.7 for multimedia integration, and 4.6 for usability, while the student evaluation yielded an average score of 4.67 out of 5. These findings indicate that the hypercontent book is pedagogically appropriate, technically feasible, and supportive of self-paced learning. The study concludes that hypercontent-based instructional materials can enhance learner engagement and enrich learning experiences in specialized higher education courses. This research contributes to the growing literature on digital learning resource development by demonstrating the potential of hypercontent books as interactive and scalable tools for course-specific instruction in higher education.
Development and Empirical Evaluation of a Gamification-Driven Learning Model for Digital Native Learners in Higher Education: The CIRCUS Framework Nursetyo, Kunto Imbar; Situmorang, Robinson; Kusumawardani, Dwi
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.v11i1.28982

Abstract

This study aimed to develop and empirically evaluate a gamification-driven learning model designed to address the learning characteristics of digital native students in higher education. Despite the growing body of evidence supporting gamification as a pedagogical strategy, most implementations remain fragmented and lack a structured instructional design framework, representing a critical gap in the literature. This research employed a Research and Development (R&D) approach to design and validate an instructional model called CIRCUS, comprising six systematic stages: Consider Needs, Inspect Content, Regulate Objective, Construct Prototype, Utilize Prototype, and Summing-Up. The study involved three panels of participants: three Educational Technology experts who evaluated model validity, eighteen university lecturers who assessed model practicality, and 62 undergraduate students from Universitas Negeri Jakarta who participated in a field trial across Big Data and Programming courses. Validity was assessed using Aiken's V index, yielding an average of 0.87, which exceeds the minimum threshold of 0.80 and confirms strong expert agreement on the model's syntactic and conceptual coherence. Practicality was assessed through a 5-point Likert scale survey, with lecturers awarding an average score of 85%, categorized as very practical. The gamification product integrated into the Learning Management System was validated as feasible by content and media experts. The field trial demonstrated a statistically meaningful improvement in student learning achievement, increasing from a mean of 68% prior to implementation to 82% following the intervention, yielding a normalized gain of 0.44 (medium category). Furthermore, 89% of students earned all five available achievement badges and 94% completed the instructional game embedded in the system. These findings suggest that a structured, theoretically grounded gamification framework can meaningfully enhance engagement, participation, and academic performance among digital native learners. The CIRCUS model represents a replicable instructional design contribution that integrates gamification principles with established pedagogical objectives.
Educational Social Media Use and Students’ Productive Language Skills: A Canonical Correlation Analysis Saraswati; Maulana, Nanang; Santani; Ruhiat, Yayat
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.v11i1.28995

Abstract

This study examines the multivariate relationship between educational social media utilization (Set X: X₁ = frequency of use, X₂ = active participation in educational activities, X₃ = creativity in creating language-related content, X₄ = content utilization for language learning) and productive language skills (Set Y: Y₁ = creative writing in digital media, Y₂ = speaking in digital media, Y₃ = debating in digital contexts, Y₄ = constructing multimodal texts) among senior secondary school students. Employing a quantitative, multivariate correlational design, 200 eleventh-grade students from SMAN 6 Tangerang Regency were selected via purposive sampling. Data were collected through validated Likert-scale questionnaires and productive language performance tasks administered online via Google Form during September 2025. Instrument reliability was established via Cronbach’s α (0.81–0.89) and McDonald’s ω (0.82–0.88), with content validity confirmed by three language education experts. Canonical Correlation Analysis (CCA) was conducted using SPSS 27, yielding four canonical functions with canonical correlations (Rc) of 0.580, 0.490, 0.258, and 0.077, respectively. Wilks’ Lambda tests confirmed that the first three canonical functions were statistically significant (overall Λ = 0.468, p < .001; Λ = 0.705, p < .001; Λ = 0.928, p = .006), while the fourth was not (Λ = 0.994, p = .280). Analysis of canonical structure coefficients revealed that Canonical Function 1 was predominantly defined by X₂ (r = 0.874) and Y₄ (r = 0.902); Function 2 by X₃ (r = −0.940) and Y₂ (r = 0.948); and Function 3 primarily by Y₃ (r = −0.983). These findings collectively indicate that students who engage more actively and creatively in educational social media activities demonstrate superior productive language competencies, particularly in multimodal composition and digital speaking, underscoring the pedagogical value of structured social media integration in secondary language education.
Development of a PjBL-STEM-Based IPAS Project Learning Program Oriented Toward Deep Learning to Enhance Vocational Students' Creativity and Performance Skills Cahyawati, Arlik; Suyatna, Agus; Rosidin, Undang; Herlina, Kartini; Distrik, I Wayan
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.v11i1.29022

Abstract

This study aims to develop and evaluate a Project-Based Learning integrated with STEM (PjBL-STEM) learning program oriented toward deep learning principles—encompassing mindful, meaningful, and joyful learning—within the IPAS (Natural and Social Sciences) subject for tenth-grade vocational high school students. Motivated by the persistent gap between conventional instructional practice and the competency demands of Industry 4.0, the study developed a structured instructional package consisting of a Deep Learning Lesson Plan (Perencanaan Pembelajaran Mendalam/PPM), student worksheets (LKPD), and supporting handouts, all anchored in the PjBL-STEM framework applied to electromagnetic induction as a sustainable energy technology context. The research employed a mixed-method approach guided by the four-stage 4D instructional development model (Define, Design, Develop, Disseminate). The study involved two classes of tenth-grade students enrolled in the Electrical Power Installation Engineering program (X TITL-1 as experimental group; X TITL-2 as control group) at a public vocational high school in Bandar Lampung during the 2025/2026 academic year. Expert validation by three specialists yielded an overall validity score of 91.9% for the lesson plan and 91.5% for the student worksheets and handouts, both classified as highly valid. Teacher practicality evaluation indicated an overall score of 90.7%, categorized as excellent. Effectiveness analysis using the normalized gain (N-Gain) index revealed that the experimental group achieved a mean N-Gain of 0.90 (high category) for performance skills and 1.00 (high category) for creativity, compared with 0.30 and 0.45, respectively, for the control group receiving conventional instruction. These findings establish that integrating PjBL-STEM with deep learning principles produces a valid, practical, and effective instructional framework capable of significantly enhancing vocational students' creativity and practical performance competencies relevant to contemporary technological challenges.
Artificial Intelligence Over-Reliance Mediates Performance Expectancy, Social Influence, and Inert Thinking in University Students Novianti, Andi Fitri; Mappeasse, Muhammad Yusuf; Fakhri, M. Miftach; Jannah, Devi Miftahul
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.v11i1.29451

Abstract

The rapid integration of artificial intelligence (AI) in higher education is reshaping students’ learning behaviors and cognitive engagement. Although AI tools enhance academic efficiency, excessive reliance on these technologies may unintentionally foster inert thinking by reducing independent cognitive processing. This study investigates the mediating role of over-reliance on artificial intelligence in the relationship between performance expectancy, social influence, and inert thinking among university students. A quantitative cross-sectional survey was conducted with 342 undergraduate students from multiple universities. Data were collected using a structured questionnaire grounded in technology acceptance theory and cognitive learning perspectives and analyzed through Partial Least Squares Structural Equation Modeling (PLS-SEM). The results indicate that performance expectancy and social influence significantly predict students’ over-reliance on AI, which in turn significantly mediates their relationship with inert thinking tendencies. These findings suggest that while AI-supported learning environments improve task performance, excessive dependence on AI may weaken students’ independent cognitive engagement. This study contributes empirical evidence to the emerging literature on AI-mediated learning by clarifying the cognitive risks associated with AI dependency and highlighting the importance of designing balanced AI-integrated instructional environments that promote responsible use while sustaining critical thinking development.

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