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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 375 Documents
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Development of an Integrated Problem-Based Learning (PBL) Online-Based Learning Model to Improve the Feasibility and Effectiveness of Physics Learning Martha, Dina; Sofvan; Herpratiwi
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 11 No 2 (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/

Abstract

This study aimed to develop, validate, and evaluate the feasibility and effectiveness of a Google Sites–based e-Module integrated with the Problem-Based Learning (PBL) model in improving physics learning outcomes of Grade XII students on dynamic electricity material. A Research and Development (R&D) design following the Borg and Gall framework was employed, encompassing needs analysis, product design, development, expert validation, revision, and trial stages. Expert validation involved material, media, and design specialists. Feasibility was evaluated through small-group (n = 6) and large-group (n = 12) practicality trials using a five-point Likert-scale questionnaire. Effectiveness was measured via pre-test and post-test instruments, with improvement calculated using the normalized gain (N-Gain) formula. Instrument reliability was confirmed with Cronbach's Alpha values of 0.905 (pre-test) and 0.861 (post-test). Expert validation yielded average scores of 93.46% (material), 93.75% (media), and 86.50% (design), all classified as "very highly valid." Practicality trials produced average percentages of 93.75% (small group) and 92.97% (large group), both in the "excellent" category. Pre-test and post-test mean scores were 58.37 and 85.51, respectively, yielding an N-Gain of 0.65 (medium/moderately effective category). The Google Sites–based PBL-integrated e-Module is feasible, practical, and moderately effective for use in physics learning. Limitations include a small, single-school sample, a focus on one topic, and the absence of a control group; future research should employ comparative designs with larger, more diverse samples.
The Development of Human Embryos from a Modern Medical Perspective and the Qurʼān: A Bibliometric Analysis Nabilla, Nabilla; Luqmi, Fitra Zahrotul; Eduard, Eduard; Kesuma, Aghesna Rahmatika
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 11 No 2 (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/

Abstract

Human embryonic development constitutes one of the most intensively studied domains in biomedical science; however, interdisciplinary engagement connecting modern embryology with Qur'ānic descriptions of human creation remains markedly underrepresented in the indexed literature. This study presents a comprehensive bibliometric analysis of scientific publications on human embryonic development (2016–2026), integrating modern medical perspectives with Qur'ānic teachings to map scholarly output, identify dominant themes, and delineate gaps in interdisciplinary inquiry. A systematic search of the Scopus database using the query "human embryonic development" yielded 7,860 records. Metadata—including title, author, affiliation, publication year, source, keywords, and citation counts—were exported in CSV format and analysed using Biblioshiny in R-Studio to generate publication trends, country–author–keyword Sankey diagrams, and institutional affiliation maps. Data quality was excellent, with 0% missing data across core metadata fields. China and the United States were the dominant contributing nations; the University of California (n = 587), the University of Cambridge (n = 420), and the Chinese Academy of Sciences (n = 343) led institutional output. Research topics clustered around molecular biology, genetics, and experimental animal models. Sankey diagrams confirm a critical gap: the absence of explicit integration between contemporary embryological science and Qur'ānic embryological terminology. Confluence analysis reveals that 'Alaqah (4.5/5.0) and Nutfah (4.0/5.0) exhibit the strongest correspondence with modern embryological stages. This study underscores the urgent need for interdisciplinary frameworks bridging biomedical science and Islamic theology. Its primary contribution is a bibliometric map identifying underexplored research opportunities—particularly the systematic alignment of Qur'ānic embryological terminology with modern morphological and molecular indicators.
Development of an Augmented Reality-Integrated E-Module for Magnetic Induction: A Validity and Practicality Study Yulianda, Hanny; Hasanah, Lilik; Suwarma, Irma Rahma
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 11 No 2 (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/

Abstract

Physics instruction at the secondary school level continues to face significant challenges in facilitating student comprehension of abstract electromagnetic concepts. Magnetic induction, in particular, demands high spatial visualization capacity, which most conventional learning media fail to support adequately. This study aimed to develop and evaluate the validity and practicality of an Augmented Reality (AR)-integrated e-module application designed for magnetic induction instruction at the senior high school level. A Research and Development (R&D) approach employing the ADDIE model (Analysis, Design, Development, Implementation, Evaluation) was adopted. The product was validated by five subject-matter and media experts using Likert-scale questionnaires, and its practicality was assessed through response questionnaires completed by 35 Grade XII students and one physics teacher. Descriptive quantitative analysis was applied to compute validation and practicality percentages, while the Normalized Gain (N-Gain) index was used to assess preliminary learning effectiveness. Results: Media expert validation yielded an overall average score of 89.16% (Good category), and material expert validation reached 88.00% (Good category). Practicality assessment from student responses produced an average of 80.12% (Practical category), with the learning aspect scoring highest (82.6%), while teacher responses achieved 97.9% (Very Practical). An initial effectiveness trial produced a mean N-Gain of 0.69 (Medium category, 0.40 ≤ g ≤ 0.80), with 31.4% of students in the high-gain category. The AR-integrated e-module demonstrates strong validity and practicality, confirming its suitability as an interactive, structured learning resource for abstract physics concepts. These findings contribute to the growing body of evidence supporting technology-enhanced media in secondary science education.
Enhancing Indonesian Language Writing Skills Through the Arya Penangsang Animation Pratama, Galih Cahya; Yuniawan, Tommi; Purwati, Panca Dewi
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 11 No 2 (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/

Abstract

This study examined the use of Arya Penangsang animation as a culturally grounded instructional medium for improving Indonesian language writing skills among fifth-grade students at SDN Wonosemi 2. Writing instruction in elementary classrooms is often constrained by students' limited ability to generate ideas, organize paragraphs, and use appropriate vocabulary and sentence structures. A sequential explanatory mixed-methods design was employed. Quantitative data were obtained from pre-test and post-test writing scores of 23 students, while qualitative data were collected through classroom observation, documentation, and analysis of students' written products. Writing performance was assessed using three aspects: content relevance to the theme, paragraph coherence, and vocabulary and sentence structure. Descriptive quantitative findings showed an increase in the overall mean score from 64.78 in the pre-test to 82.17 in the post-test, with an absolute gain of 17.39 points. Aspect-level analysis also indicated improvement in content relevance, paragraph coherence, and vocabulary and sentence structure. Qualitative findings explained that the animation provided a concrete visual narrative, increased attention and motivation, supported idea generation, and helped students organize storylines more coherently. The integration of both strands suggests that Arya Penangsang animation is a feasible and pedagogically meaningful medium for culturally contextualized writing instruction. However, because the study used a small one-group sample without a control group, the findings should be interpreted as preliminary evidence of learning improvement and classroom feasibility rather than definitive causal evidence.
The Tolerance Based on Rainer Forst in the Perspective of Islamic Religious Education
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 11 No 2 (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/

Abstract

Intolerance in plural societies frequently arises from the absence of normatively grounded responses to difference, wherein silence or passive avoidance is mistakenly equated with tolerance. In Islamic Religious Education, conceptual clarity about the nature and limits of tolerance is essential for forming learners who are both religiously committed and socially responsible. This study aims to analyze Rainer Forst’s concept of toleration and reconstruct it within the perspective of Islamic Religious Education as a philosophical-pedagogical framework for developing tolerant learners. This study employed qualitative library research with a conceptual-hermeneutic approach. The primary source was Forst’s Toleration in Conflict: Past and Present, supplemented by peer-reviewed secondary literature. Data were analyzed using Miles et al.’s Interactive Analysis Model, combined with hermeneutic interpretation and theoretical triangulation. The analysis reveals that tolerance in Forst’s framework encompasses three essential components (objection, acceptance, and rejection) and four conceptions (permission, coexistence, respect, and esteem). Reconstructed within Islamic Religious Education, these conceptions correspond to three interrelated educational dimensions: personality formation (strong self), contextual social awareness (different context), and integral intellectual-moral reasoning (not a split self). Tolerant education in Islamic Religious Education should be understood not as passive acceptance or relativism, but as a principled, dialogical, and morally accountable process of forming religiously committed, socially respectful, and intellectually responsible learners. Education is identified as the most effective means for preventing intolerant attitudes and cultivating a normatively grounded understanding of diversity.

Page 38 of 38 | Total Record : 375

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