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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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Integrating Local Wisdom into Culture Schema–Based Reading to Advance Critical Literacy in EFL Higher Education Faliyanti, Eva; Sinaga, Risma Margaretha; Siregar, Rabiyatul Adawiyah
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.v11i1.29738

Abstract

This study developed and evaluated a culture schema–based reading model that integrated local wisdom to strengthen critical literacy in an English as a Foreign Language (EFL) university context. The study addressed a persistent pedagogical gap: reading instruction often promotes textual comprehension, yet it rarely operationalizes students’ cultural background knowledge as an explicit resource for critical interpretation. A mixed-methods design was employed within a research and development framework using the ADDIE model, followed by a quasi-experimental pre-test–post-test control-group evaluation. Participants were 70 undergraduate students from the English Education Department at the University of Muhammadiyah Metro, assigned to an experimental group (n = 35) and a control group (n = 35). Quantitative data were collected through reading comprehension tests, a critical literacy rubric, and a culture schema activation questionnaire; qualitative data were obtained through classroom observation, reflective writing, and semi-structured interviews. The experimental group improved from a pre-test mean of 65.43 to a post-test mean of 82.71, whereas the control group increased from 64.86 to 71.29. ANCOVA confirmed a significant intervention effect, F(1,66) = 46.23, p < .001, partial η² = .41. The experimental group also outperformed the control group across all critical literacy dimensions, with the strongest advantage in cultural interpretation (d = 2.21). Schema activation was substantially higher in the experimental group (overall M = 4.21 vs. 2.84), and multiple regression showed that schema activation explained 61% of the variance in critical literacy performance. Qualitative findings further indicated cultural recognition, emotional resonance, cognitive bridging, and identity affirmation. Overall, the study shows that local-wisdom-based reading instruction can deepen comprehension, promote culturally grounded critique, and support more inclusive literacy pedagogy in higher education.
Reconceptualising Museum Pedagogy in Informal Learning Contexts:A Systematic Literature Review Vitari, Aulia; Hariri, Hasan; Sunyono; Sinaga, Risma Margaretha
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.v11i1.29803

Abstract

Museums have progressively evolved from static repositories of cultural heritage into dynamic, learner-centred educational institutions that support informal, lifelong, and socially situated learning. This study aimed to systematically synthesise contemporary research on museum pedagogy in order to identify dominant theoretical orientations, pedagogical practices, and emergent challenges across diverse museum learning contexts. Employing a systematic literature review (SLR) design in accordance with the PRISMA 2020 guidelines, the study analysed 18 peer-reviewed articles published between 2020 and 2025 in journals indexed in Scopus, Web of Science, and SINTA 1–2. Thematic synthesis, supported by independent coding with an inter-rater reliability coefficient of κ = 0.82, was applied to examine patterns across the literature. The analysis identified six interrelated dimensions of contemporary museum pedagogy: (1) technology-enhanced museum learning, (2) experiential and constructivist approaches, (3) inclusive and accessible pedagogical practices, (4) cross-curricular integration, (5) visitor engagement and meaning-making, and (6) professional development of museum educators. The findings indicate a conceptual shift from isolated educational activities toward coherent pedagogical designs that integrate digital mediation, sociocultural participation, and inclusive learning principles. Persistent gaps remain in longitudinal assessment of learning outcomes, cross-cultural comparative research, and empirical operationalisation of inclusive pedagogical frameworks. This study contributes an integrative synthesis that advances theoretical coherence in museum pedagogy and provides evidence-based insights for researchers, museum practitioners, and policymakers seeking to design inclusive, pedagogically grounded, and digitally responsive museum learning environments.
From Classroom Exercises to Journal Publication: A Narrative Inquiry of Redesigning Arabic Writing Instruction Khairani, Riska; Bahruddin, Uril; Arifa, Zakiyah; Faisal, Fasil
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.v11i1.30181

Abstract

This study explores the pedagogical journey of redesigning Arabic writing instruction (Kitabah) from conventional classroom exercises toward a publication-oriented model. Employing a narrative inquiry approach, the research reconstructs the professional experiences of a senior professor at Universitas Islam Negeri Sumatera Utara through narrative interviews, researcher field notes, and document analysis. The findings reveal four transformative themes: (a) the strategic shift toward product-based learning, (b) the establishment of an intensive mentoring ecosystem with iterative revision cycles, (c) the cultivation of ethical awareness in journal selection, and (d) the enhancement of students' academic readiness and publication literacy. These themes converge to underscore the instructional model's transformative potential, evidenced by the successful publication of 12 student-authored articles in Sinta-indexed and Garuda-indexed journals within a single academic year. The discussion emphasises that this pedagogical transition necessitates the lecturer's evolution from a traditional evaluator into a rhythm regulator who fosters scholarly identity. Ultimately, this research demonstrates that integrating real-world publication standards into the curriculum proactively mitigates academic anxiety and empowers students as emerging scholars. The study offers a conceptual and ethical roadmap for language educators seeking to professionalise foreign-language pedagogy through intentional mentoring and rigorous scholarship.
STEAM and Writing Creativity: A Systematic Review with Implications for Higher Education Lestari, Dewi; Abdurrahman; Maydiantoro, Albert; Kadaryanto, Budi; Setiyadi, Bambang
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.v11i1.30199

Abstract

This study synthesizes how Science, Technology, Engineering, Arts, and Mathematics (STEAM)-oriented learning has been linked to writing creativity and literacy development, with particular attention to the transferability of these practices to higher education.  A systematic review guided by PRISMA was conducted using Scopus and Web of Science. Searches covering 2017–2025 yielded 200 records. After 32 duplicates were removed, 168 records were screened by title and abstract, 50 full-text articles were assessed for eligibility, and 10 studies were included in the final qualitative synthesis.The analysis used a structured extraction matrix and qualitative content analysis to identify recurring instructional mechanisms, writing outcomes, enabling conditions, and constraints.  The review found four recurring pedagogical mechanisms: multimodal digital storytelling, project-based design and documentation, collaborative inquiry supported by reflective writing, and scaffolded argumentative or expository composition. Across the reviewed sources, the most frequent writing-related outcomes were general literacy or communication development (n = 5), multimodal or digital writing (n = 4), argumentative or expository writing (n = 4), and creative, reflective, and disciplinary writing outcomes (each n = 3). The evidence base also indicates several implementation constraints, particularly uneven educator readiness, time-intensive project structures, and   unequal access to digital infrastructure. Although direct higher education studies remain limited, the reviewed literature consistently suggests that STEAM-rich environments can increase students’ engagement, idea generation, organization of written explanations, and willingness to revise. The review concludes that STEAM should be understood not only as an   interdisciplinary   content   framework   but   also   as   a   literacy-rich pedagogical ecology that can strengthen academic writing when adapted deliberately to university contexts.
Digitalization in the EFL Classroom: Teachers’ and Students’ Perspectives Muhammad Yauri, Andi; Tenri Ajeng, Andi; Darwis, Nirwana; Adisaturrahimi, Andi; Musfirah; Wahyu; Dian Hidayat, LD
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.v11i1.30202

Abstract

Digitalization has become an integral component of English as a Foreign Language (EFL) instruction, particularly in secondary education contexts where technology increasingly mediates teaching and learning practices. This study investigates how digitalization is perceived and enacted in junior high school EFL classrooms from the perspectives of teachers and students. Employing a qualitative descriptive design, data were collected through structured interviews and systematic non-participant classroom observations involving two English teachers and two eighth-grade students from two public junior high schools in Watampone, South Sulawesi, Indonesia. Thematic analysis guided by the Miles, Huberman, and Saldña interactive model revealed four interrelated themes: (1) accessibility and diversification of learning resources, (2) student engagement, motivation, and learner autonomy, (3) instructional delivery and assessment efficiency, and (4) pedagogical, technical, and behavioral challenges. The findings demonstrate that digitalization meaningfully enhances instructional quality and learner engagement; however, its pedagogical value is contingent upon teacher mediation, intentional instructional design, and institutional support. Rather than functioning as an inherently transformative solution, digitalization emerges as a pedagogically mediated process whose efficacy is shaped by contextual, infrastructural, and competency-related factors. This study contributes context-sensitive qualitative insights into digital EFL practices at the secondary level in a regional Indonesian setting, highlighting the indispensable role of aligning technological integration with explicit pedagogical goals.
The Influence of Social Media on Language Creativity among Students: An Empirical and Theoretical Perspective Hasanah, Uswatun; Firdaus, Rangga; Hariri, Hasan; Handoko; Siregar, Rabiyatul Adawiyah
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.v11i1.30216

Abstract

The proliferation of social media as a dominant mode of digital communication has engendered profound transformations in language practices within higher education, particularly at Islamic institutions where academic discourse intersects with religious communication ethics. This study investigates the influence of social media language creativity—encompassing slang, abbreviations, code-mixing, and neologisms—on the linguistic proficiency of students at the Faculty of Sharia, Universitas Islam Negeri (UIN) Raden Intan Lampung. Employing a qualitative descriptive approach integrated with a systematic literature review, primary data were collected through participatory observation and semi-structured interviews with 60 students drawn from three study programs (Islamic Family Law, Sharia Economic Law, and Constitutional Law) via purposive sampling. Secondary data were obtained from peer-reviewed publications spanning 2020–2025. Findings reveal a dual impact of social media language use: on the one hand, digital platforms foster vocabulary enrichment, linguistic creativity, and innovative communicative strategies—including the adaptation of informal registers for digital da'wah; on the other hand, habitual exposure to informal digital language diminishes the consistency of standard Indonesian in academic contexts, manifesting as grammatical imprecision, register conflation, and reduced formal writing quality. Content analysis further identifies five principal factors driving slang adoption: the need to follow digital trends (93%), peer group influence (90%), social media as a vocabulary source (87%), communication efficiency (80%), and linguistic creativity (72%). Notably, students demonstrate context-dependent register switching, predominantly employing informal registers in peer communication (92%) while reverting to standard Indonesian in academic presentations (90%). These findings underscore the necessity of strengthening digital literacy programs, institutional language policies, and pedagogical interventions that balance creative expression with formal academic standards in Islamic higher education.
Development of a Sagu Alu–Based Physical Education Learning Design to Enhance Elementary Students’ Motor Skills Wani, Bernabas; Natal, Yanuarius Ricardus; Bate, Nikodemus; Mari, Anselmus A.; Fuzita, Mira
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.v11i1.30219

Abstract

Motor skill development is a core objective of elementary physical education, yet classroom practice often remains dominated by repetitive drills with limited integration of culturally relevant movement experiences. This study aimed to develop and evaluate a physical education learning design based on the traditional Sagu Alu game to enhance elementary students’ motor skills. The study used a Research and Development approach with the ADDIE model, comprising analysis, design, development, implementation, and evaluation. Participants were 30 students in Grades IV–VI at SD Citra Bakti selected through purposive sampling. Data were collected through expert-validation sheets, student-response questionnaires, classroom observation, and motor-skill tests administered before and after implementation. Descriptive statistics were used to summarize validation and practicality data, while learning improvement was examined using paired-samples comparison and normalized gain analysis. The developed product achieved very high expert validation scores, ranging from 91% to 92%, indicating strong content, media, and design feasibility. Student responses were also highly positive, with 88% for appearance, 86% for ease of use, and 90% for perceived effectiveness. Students’ mean motor-skill score increased from 57.5 on the pre-test to 81.5 on the post-test, and the mean N-gain was 0.56, which falls in the moderate improvement category. Overall, the findings indicate that the Sagu Alu–based learning design is feasible, practical, and instructionally promising for improving motor skills while simultaneously embedding local cultural heritage into elementary physical education.
Physical Education Learning Needs Across School Levels in Rural Golewa District Public Schools Bate, Nikodemus; Wani, Bernabas; Laksana, Dek Ngurah Laba; Gae, Visensius Kea
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.v11i1.30281

Abstract

This study examined the learning needs of Physical Education, Sports, and Health (PJOK) across elementary, junior high, and senior high public schools in Golewa District, Ngada Regency, Indonesia. The study used a descriptive survey with embedded qualitative interviews to capture both the measurable condition of PJOK implementation and teachers’ contextual experiences. The participants were nine PJOK teachers selected through total sampling from nine public schools, comprising three elementary schools, three junior high schools, and three senior high schools. Quantitative data were collected using a 24-item questionnaire on a four-point Likert scale covering teacher competence, facilities and infrastructure, learning tools, and school management support; qualitative data were gathered through semi-structured interviews. The instrument demonstrated acceptable content validity through expert judgment and satisfactory internal consistency for school-based needs mapping. Descriptive statistics were used to calculate mean scores, while interview transcripts were analysed thematically. The results indicated that the overall level of PJOK learning need remained moderate at all three educational levels, with mean scores of 2.83 in elementary schools, 2.80 in junior high schools, and 2.64 in senior high schools. The most pressing need at the elementary level was teacher competence (M = 2.27), whereas the sharpest gap at the senior high school level concerned curriculum-based learning tools (M = 1.53). Interview findings reinforced these patterns by showing recurring concerns about limited professional development, uneven equipment maintenance, and insufficient instructional documents. The study concludes that improving PJOK in rural schools requires level-sensitive interventions that combine teacher development, better instructional resources, and stronger managerial support.

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