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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 406 Documents
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Analysis of Higher-Order Thinking Skills (HOTS) in Elementary School Assessment Items: A Descriptive Study of End-of-Semester Tests Muhammadi, Manar Imam; Cholily, Yus Mochamad; Pantiwati, Yuni; Rahardjanto, Abdulkadir
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/tadris.v11i2.29735

Abstract

This study analyzes the representation of higher-order thinking skills (HOTS) in elementary school end-of-semester assessment items and examines the design characteristics of items classified as higher-order tasks. A quantitative descriptive design supported by qualitative document analysis was employed. Data consisted of 240 assessment items collected from 12 elementary school teachers in Jakarta across four core subjects: Indonesian Language, Mathematics, Science, and Social Studies. Each item was coded using the revised Bloom's taxonomy and grouped into lower-order thinking skills (C1–C3) and higher-order thinking skills (C4–C6). The classification rubric was validated by assessment specialists, and coding was conducted by independent raters through calibration, independent coding, and consensus procedures. The findings reveal that assessment items were strongly dominated by lower-order thinking skills, representing 72.5% of total items, while only 27.5% were classified as higher-order thinking items. Within the HOTS category, analyzing (C4) was the most frequent cognitive level (45.5%), followed by evaluating (C5, 36.4%), whereas creating (C6) appeared only marginally (18.1%). The distribution also varied across subjects, with Indonesian Language and Science showing higher proportions of HOTS items than Mathematics and Social Studies. Qualitative analysis indicates that most HOTS items were presented as open-ended or short-answer tasks embedded in everyday contexts, but the use of visual, numerical, graph-based, and data-rich stimuli remained limited. The study concludes that elementary assessment practices have not fully translated the higher-order thinking orientation of contemporary curricula into summative test design. Implications emphasize that teacher professional development should move beyond general curriculum socialization toward sustained assessment-literacy training, collaborative item review, use of diverse stimuli, and school-based supervision. 
Integrating Self-Determination Theory into Problem-Based Learning: A Systematic Review of Motivational Processes in Higher Education Nurhartanto, Adhi; Sunyono, Sunyono; Maulina, Dina
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/tadris.v11i2.30003

Abstract

Problem-Based Learning (PBL) has been widely adopted in higher education to promote active learning, clinical reasoning, collaboration, and self-directed learning; however, its motivational effectiveness remains inconsistent when students' psychological needs are not explicitly addressed in instructional design. This study aims to systematically review and synthesize the integration of Self-Determination Theory (SDT) within PBL environments to explain how autonomy, competence, and relatedness support motivation and meaningful engagement. Using a Systematic Literature Review guided by the PRISMA framework, peer-reviewed articles published between 2015 and 2025 were retrieved from the Scopus database. From 162 initially identified records, 18 articles met the inclusion criteria and were analyzed through thematic synthesis supported by bibliometric visualization using VOSviewer. The findings demonstrate that PBL is most effective when its instructional design intentionally supports students' three basic psychological needs. Autonomy is fostered through self-directed inquiry and meaningful learning choices; competence is developed through authentic problems, scaffolding, and formative feedback; and relatedness is cultivated through collaborative interaction and psychologically safe learning communities. However, integrated conceptual models linking PBL design, SDT mechanisms, and sustainable learning outcomes remain limited. This review contributes an integrative framework positioning SDT as an explanatory bridge between PBL instructional design and motivational outcomes, implying that lecturers and curriculum designers should conceptualize PBL as a motivational learning ecosystem rather than a mere problem-solving technique.
Integrating Academic Supervision, Transformational Leadership, and Islamic Organizational Culture to Enhance Graduate Quality Rahayuningsih, Puji; Diana, Nirva; Warisno, Andi
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/tadris.v11i2.30045

Abstract

This study examines how academic supervision operates within Islamic organizational culture through transformational leadership and how this interaction contributes to graduate quality in Islamic Integrated Junior High Schools in North Lampung Regency, Indonesia. Although academic supervision, transformational leadership, and organizational culture have been widely discussed in educational leadership literature, limited qualitative evidence explains how these three dimensions interact within faith-based junior high schools to shape graduate quality. Employing a qualitative multi-site case study design, data were collected from nine schools through semi-structured interviews, non-participant observations, and document analysis involving principals, vice principals, and teachers. Thematic analysis utilizing NVivo 14 software revealed that schools implementing developmental academic supervision supported by transformational leadership and internalized Islamic organizational values demonstrate stronger instructional coherence and higher graduate progression outcomes, with progression rates to elite senior secondary schools ranging from 30% to 35% in high-performing institutions. In contrast, supervision oriented toward administrative compliance shows limited impact on instructional improvement. The study highlights that graduate quality is shaped not only by academic achievement but also by the alignment of leadership, supervision, and organizational culture. These findings contribute to instructional leadership literature by offering an integrative perspective within a faith-based educational context. Practically, the study implies that strengthening graduate quality requires dialogical supervision and leadership development programs that align professional learning with organizational values.
Children's Behavioral Problems and the Need for Digital Guidance Services: A Survey of Kindergarten Teachers in Indonesia Listiana, Aan; Hikmatyar, Aditya Aditama Putri; Bacotang, Juppri; Rachmawati, Yeni; Mariyana, Rita
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/tadris.v11i2.30076

Abstract

Behavioral problems in early childhood represent a persistent challenge for kindergarten teachers, particularly in low- and middle-income country contexts where access to professional counseling and child mental health support is severely constrained. This study aimed to (1) identify the types and frequency of children's behavioral problems most commonly encountered by kindergarten teachers in Indonesia, and (2) examine teachers' perceived needs for the features of a digital guidance service application. Employing a descriptive quantitative needs assessment design, data were collected from 115 kindergarten teachers across diverse regions of Indonesia (West Java, East Kalimantan, Maluku, and South Sumatra) via an online questionnaire. The instrument, comprising 15 Likert-scaled application feature items, demonstrated strong psychometric properties (Cronbach's α = 0.92; KMO = 0.87). Physical aggression (hitting/pushing peers) was the most prevalent behavioral problem (51.7%), with 69.8% of teachers encountering behavioral problems at least three times per month. All 15 digital application features received positive evaluations (means: 3.95–4.60). Practical handling tips (M = 4.60), video tutorials (M = 4.59), and informational articles (M = 4.58) were ranked highest. Professional consultation features were positively evaluated but ranked lower than self-accessible educational resources. These findings provide an empirical foundation for developing teacher-centered digital guidance services that are practical, affordable, and contextually responsive to the realities of early childhood education in Indonesia. Future experimental and participatory design studies are warranted to validate and translate these needs into effective application features.
Integrating Skouw Local Wisdom into Deep Learning–Based Science Instruction to Foster Elementary Students’ Critical Thinking Kusdianto, Kusdianto; Budiarti, Indah Slamet; Endriani, Endriani; Wati, Lely Yustina
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/tadris.v11i2.30115

Abstract

This study analyzes the local wisdom of the Skouw community in Muara Tami District, Jayapura City, as a contextual science learning resource to stimulate elementary school students’ critical thinking skills through a deep learning approach. Motivated by the scarcity of culturally relevant learning resources in elementary science education—particularly in communities with rich indigenous ecological knowledge—this investigation employed a qualitative exploratory case study design complemented by a development-oriented stage. Data were collected through observations, semi-structured interviews, and document analysis involving school principals, science teachers, and selected elementary school students, as well as school documents and contextual community observations. Analysis followed a systematic procedure comprising data reduction, coding, data display, thematic interpretation, and conclusion verification, with trustworthiness ensured through source triangulation, method triangulation, and member checking. The findings indicate that Skouw local wisdom—encompassing environmental knowledge, traditional agricultural practices, simple technology, customary resource management, and cultural values—can be meaningfully connected with elementary science concepts such as ecosystems, biodiversity, conservation, adaptation, energy, simple machines, and human–environment interaction. Implementation of local wisdom-based science learning encouraged students to relate scientific concepts to real-life cultural and ecological experiences, participate more actively, and develop reflective and analytical thinking. However, challenges related to limited contextual learning resources, teachers’ competence, school–community collaboration, and learning facilities were also identified. The study implies that culturally grounded science learning can provide an alternative pedagogical framework for contextual, meaningful, and identity-based science education, while supporting teachers in designing activities that stimulate critical thinking through local cultural resources.
Developing the Jiwa Merdeka Coaching Model through Nusantara Philosophy and Practical Sufism Santoso, Heri; Wahyudi, Imam; Usman, Abdul Malik; Rozi, Fahrur; Ridwan, Muhammad
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/tadri.sv11i2.30192

Abstract

Indonesian higher education is increasingly expected to become an impactful institution contributing not only to academic competence but also to character formation, spiritual maturity, and social transformation. This study employed a Participatory Action Research (PAR) design to develop and evaluate the Coaching Membangun Jiwa Merdeka model, grounded in the integration of Nusantara philosophy and practical Sufism. The process involved module development, expert validation, and Training of Trainer (ToT) implementation at Universitas Nahdlatul Ulama Al Ghazali Cilacap in collaboration with the Faculty of Philosophy, Universitas Gadjah Mada. Thirty-two participants — consisting of teachers, lecturers, school or madrasah leaders, and students — were purposively selected. Data were collected through participatory observation, questionnaires, interviews, participant testimonies, expert judgment, and documentation, and were analysed using descriptive quantitative analysis and qualitative thematic analysis. The findings revealed a very high level of participant acceptance, with 100% of participants perceiving the training as beneficial and 93.7% expressing readiness to become Jiwa Merdeka coaches. Qualitative findings indicated that the model strengthened philosophical reflection, spiritual awareness, emotional calmness, self-understanding, and readiness to apply the method in educational and community contexts. The principal novelty of this study lies in the formulation of the Four-Step Jurus, which systematically integrates munajat and muhasabah with Al-Fatihah, Qur'anic reflection, Asmaul Husna contemplation, and conscience-based dialogue as a culturally grounded, non-Western coaching framework. The study implies that spiritually transformative coaching can serve as a practical model for character education, teacher development, student mentoring, and community empowerment within the Kampus Berdampak agenda.
Integrating Cognitive Behavioral Therapy and Neuropedagogy to Support ADHD in Inclusive Elementary Education Erviana, Nita; Haenilah, Een Yayah; Abdurrahman, Abdurrahman; Maulina, Dina
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/tadris.v11i2.30201

Abstract

Attention Deficit Hyperactivity Disorder (ADHD) affects attention regulation, behavioral control, and executive functioning, creating persistent challenges for inclusive elementary classrooms. This study developed and evaluated a classroom-implementable intervention that integrated Cognitive Behavioral Therapy (CBT) and neuropedagogical strategies to support students with ADHD in inclusive education. Using a Research and Development approach adapted from Borg and Gall, the study combined qualitative needs analysis, expert validation, and a limited mixed-method field evaluation in Bandar Lampung, Indonesia. Participants comprised 18 elementary students aged 6-11 years with identified ADHD characteristics, including 10 students in the intervention group and 8 students in the comparison group; three experts reviewed the prototype model. Data were collected through interviews, classroom observations, feasibility questionnaires, SNAP-IV, BRIEF, and classroom-based rubrics for academic attention and multiple-intelligence-related functioning. Across 12 sessions delivered over six weeks, the intervention group demonstrated substantially larger improvements than the comparison group. Mean SNAP-IV scores declined from 45.7 to 30.2 in the intervention group, compared with 43.8 to 41.6 in the comparison group. BRIEF Global Executive Composite scores decreased from 72.5 to 58.4 in the intervention group and from 70.1 to 68.9 in the comparison group. Academic attention increased from 60 to 75 in the intervention group, whereas the comparison group increased from 62 to 64. The multiple-intelligence composite increased from 55 to 70 in the intervention group and from 54 to 56 in the comparison group. Qualitative findings also indicated stronger task persistence, better impulse control, improved peer interaction, and more active classroom participation. The integrated model is therefore feasible and educationally promising for strengthening behavioral regulation and cognitive engagement among students with ADHD in inclusive elementary settings.
Digital Adaptation of Islamic Boarding School Services: A Sustainable Business Model Based on Local Wisdom Sugiono; Moch Rizwan Aprilianto; Hasan Baharun
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/tadris.v11i2.30316

Abstract

Digital transformation in educational institutions requires contextual negotiation between technological efficiency and institutional cultural values, particularly in religiously grounded settings such as Islamic boarding schools (pesantren). This study investigates the integration of digital service adaptation with local wisdom as the foundation of a sustainable business model at Pondok Pesantren Nurul Jadid (PPNJ), specifically examining three implemented platforms—E-Bekal, PSB Online, and Online Santri Visitation (OSV). A single qualitative case study design was employed, involving 12 purposively selected informants comprising pesantren leaders, administrative staff, parents, and students. Data were collected from October 2025 to January 2026 through semi-structured interviews, participatory observation, and document analysis, and were analyzed using Miles et al.'s interactive model. Four primary themes emerged: (1) digitalization produces more structured and accurate service workflows; (2) parental access to services and information is substantially enhanced; (3) operational efficiency improves through reduction of manual administrative burden; and (4) pesantren-specific interaction and mentoring patterns are preserved and reinforced rather than displaced. These findings support the development of a "humanistic-digital" service framework in which technological efficiency and pesantren local wisdom—including tabarrukan, the kiai–santri hierarchy, and direct mentoring—function as complementary, mutually reinforcing foundations. This framework offers a theoretically grounded and practically transferable model for sustainable digital integration in value-based educational institutions.
Students' Interest in Using Digital Books in General Biology Courses at Higher Education Institutions in the Era of Society 5.0 Zikra, Zikra; Lufri, Lufri; Andromeda, Andromeda; Mufit, Fatni; Fitri Arsih
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/tadris.v11i2.30330

Abstract

The rapid growth of digital technology in higher education has transformed the provision of learning resources and increased the relevance of digital books as instructional media. However, empirical studies on students’ interest in using digital books in Indonesian higher education, particularly in General Biology courses, remain limited. This study aimed to describe students’ interest in digital books as learning resources in a General Biology course. A descriptive quantitative survey design was employed involving 97 students from the Biology Education Study Program at Universitas PGRI Sumatera Barat, Indonesia, across three academic year cohorts: 2023, 2024, and 2025. Data were collected using a validated 25-item questionnaire based on a four-point Likert scale. The questionnaire measured five dimensions of student interest: Interest, Enjoyment, Desire, Learning Motivation, and Attitude toward Technology. Data were analyzed descriptively using mean scores and categorical interpretation. The findings showed that students had a high level of interest in digital books across all dimensions, with an overall mean score of 3.03 on a four-point scale. The highest mean score was found in Attitude toward Technology (3.10), followed by Interest (3.06), Enjoyment (3.05), Learning Motivation (3.02), and Desire (2.91). The 2023 cohort showed the most favorable interest profile, while the 2024 cohort experienced a slight decline and the 2025 cohort showed partial improvement. These findings indicate that digital books are positively received by General Biology students and can be strategically integrated into higher education learning environments.
Reframing Learning in Madrasah Ibtidaiyah and Primary School Curricula: A Critical Pedagogical Perspective Waseso, Hendri Purbo; Suyadi; Siti Fatonah; Anggitiyas Sekarinasih
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/tadris.v11i2.30448

Abstract

This study critically examines the emerging learning paradigm in the Madrasah Ibtidaiyah (MI) and primary school (SD) curriculum through the lens of critical pedagogy. It focuses on how deep learning, differentiated instruction, project-based learning, holistic assessment, and Graduate Profile Dimensions collectively reposition teachers’ pedagogical roles. Using a descriptive qualitative document-analysis design, the study examined key national curriculum policy documents and relevant scholarly literature through thematic analysis. The findings indicate that the curriculum framework incorporates several principles associated with critical pedagogy, including dialogical learning, critical reflection, student agency, contextual understanding, and social awareness. Learning is therefore positioned not merely as a technical process for delivering content, but as a transformative practice intended to support students’ intellectual, personal, and social development. However, the realization of this transformative potential remains dependent on teachers’ critical pedagogical capacity, sustained professional development, institutional support, and more equitable implementation across urban and rural educational settings. The study concludes that curriculum transformation in MI and SD contexts requires teachers to move beyond their role as policy implementers and become reflective, innovative, and emancipatory educators who can translate curriculum principles into meaningful classroom praxis. These findings contribute to the discussion of how critical pedagogy can strengthen curriculum implementation in Islamic and primary education.

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