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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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Muslim Women’s Leadership in Conflict Management in Higher Education Efendi, Efendi; Jaafar, Azhar; Engkizar, Engkizar
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.v11i2.30474

Abstract

Women's leadership in higher education has emerged as a pivotal area of scholarly inquiry, particularly within Islamic educational institutions confronting multifaceted organisational conflicts and institutional complexity. This study investigates the distinctive characteristics of Muslim women's leadership in higher education and examines their role in conflict resolution and organisational management. Employing a qualitative content analysis methodology, data were systematically drawn from 65 peer-reviewed articles retrieved from the Scopus and Google Scholar databases, published between 2018 and 2026. Thematic analysis was conducted to identify recurring patterns, constructs, and leadership dispositions across the extant literature. Findings reveal five core characteristics of Muslim women's leadership: emotional intelligence, collaborative approach, effective communication, strong resilience, and the capacity to empower others. These characteristics, analysed through the integrated lens of trait theory and transformational leadership frameworks, collectively contribute to more inclusive decision-making processes, strengthened organisational cohesion, and enhanced conflict management within higher education settings. The study advances theoretical understanding of gendered leadership in Islamic educational contexts and offers practical insights for institutional policy and leadership development programmes. Future research should incorporate empirical, mixed-methods approaches to validate and extend these findings across diverse organisational and cultural contexts.
Developing Canva-Based Instructional Videos Through the ADDIE Model to Enhance Learning Outcomes Ramadhani, Ramadhani; Efendi, Efendi; Afriani, Iim; Iskandar, M. Yakub
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.v11i2.30475

Abstract

Information and communication technology (ICT)-based learning media are increasingly expected to help elementary teachers present meaningful, multimodal, and learner-centred instruction. However, the practical availability of validated digital media for culture-related Pancasila Education remains limited in many elementary classrooms. This study developed and examined the feasibility of Canva-based instructional video media for fifth-grade students learning Indonesian cultural diversity. A research and development design was implemented using the ADDIE model: analysis, design, development, implementation, and evaluation. The participants were 25 fifth-grade students at State Elementary School 25 Sungai Sirah Hilir, Pesisir Selatan Regency. Data were collected using expert validation sheets, teacher and student practicality questionnaires, and pre-test and post-test learning outcome measures. The media was assessed by material, language, and media experts and then implemented in classroom learning. The overall expert validation reached 93.87%, indicating a very valid product. Practicality was also high, with the teacher response reaching 96.66% and the student response reaching 92.80%. Student learning outcomes improved from a pre-test mean of 66.20 (SD = 12.07) to a post-test mean of 85.20 (SD = 7.49), with classical mastery increasing from 24% to 88%. The paired-sample analysis showed a substantial improvement, t(24) = 8.57, p < .001, Cohen's dz = 1.71. These findings indicate that Canva-based video learning media developed through ADDIE is valid, practical, and educationally promising for supporting elementary students' learning outcomes in Pancasila Education.
The Use of Scientific Literacy-Based Sound Wave E-Worksheets to Improve Students’ Scientific Literacy Skills in Online Physics Learning Lestari, Putri Cahya; Miriam, Sarah; Misbah, Misbah
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.v11i2.30477

Abstract

Scientific literacy is a key competency in physics learning because it enables students to explain phenomena, evaluate evidence, apply mathematical reasoning, and connect scientific concepts with everyday contexts. However, developing this competency remains challenging in online science learning, particularly when students have limited opportunities for guided inquiry and evidence-based activities. This study aimed to examine the effectiveness of a scientific literacy-based sound wave e-worksheet in improving eleventh-grade students’ scientific literacy during online physics learning. The study employed the implementation and evaluation stages of an ADDIE-based research and development design with a one-group pretest–posttest approach. The participants were 15 eleventh-grade students at a public senior high school in Banjarbaru City, Indonesia. Data were collected using a scientific literacy test covering six indicators: explaining scientific phenomena, identifying scientific questions, solving everyday problems using mathematical reasoning, identifying experimental variables, using scientific evidence to draw conclusions, and applying scientific conclusions in daily life. The data were analyzed using descriptive statistics and normalized gain. The results showed that students’ mean scientific literacy score increased from 22.87, categorized as poor, to 65.91, categorized as good, with an overall N-Gain of 0.56, indicating moderate improvement. High gains were found in identifying scientific questions, mathematical reasoning, and identifying experimental variables, whereas explaining scientific phenomena showed the lowest gain. These findings indicate that the e-worksheet is feasible for supporting procedural and quantitative aspects of scientific literacy in online physics learning, although stronger scaffolding is needed to improve conceptual explanation and contextual application.
Development of STEM-Based Instructional Materials to Foster Students’ Science Process Skills on Light Waves Khairiyah, Abidatul; Mastuang, Mastuang; Misbah, Misbah
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.v11i2.30481

Abstract

Developing students’ science process skills (SPS) in secondary physics remains challenging in resource-limited classrooms, particularly when light-wave learning is dominated by teacher-centered instruction and procedural problem solving. This study aimed to develop and evaluate STEM-based instructional materials for Grade XI light-wave learning by examining their validity, practicality, effectiveness, SPS achievement, and STEM product performance. A research-and-development design using the ADDIE model was employed. The materials consisted of lesson plans, student worksheets, an achievement test, and teacher materials. A small-scale feasibility trial involved 25 Grade XI students at a senior high school in Banjarmasin, Indonesia, across three 90-minute meetings on diffraction, interference, and polarization. Data were collected through expert validation, lesson-plan implementation observations, a 20-item pre-test and post-test, worksheet-based SPS rubrics, and STEM product assessment. Validity was analyzed using mean expert ratings, reliability using percentage agreement, practicality using implementation scores, and effectiveness using normalized gain. The lesson plans, achievement test, and teacher materials showed good validity, with scores of 2.98, 3.00, and 2.87, respectively, while the student worksheets showed fair validity (2.76) with acceptable reliability (PA = 0.60–0.83). Practicality increased from 3.61 to 3.93 across the three meetings. Students’ mean score improved from 39.00 to 71.90, yielding a moderate N-Gain of 0.54. SPS achievement was generally skilled to very skilled, although operationally defining variables declined to 1.65 in the final session. Students also produced 3D glasses with good-to-very-good performance in planning, construction, and evaluation. The developed materials are feasible for SPS-oriented light-wave learning, but future revisions should strengthen worksheet scaffolding, quantitative problem-solving support, and longer implementation cycles.
Instructional Supervision and Teacher Performance Improvement: A Multiple-Case Study of Islamic Secondary Schools Kasiman, Kasiman; Patimah, Siti; Murtafiah, Nurul Hidayati
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.v11i2.30495

Abstract

Academic supervision is a central component of instructional leadership, yet empirical understanding of how supervision is operationalized as a developmental and value-based practice in Islamic secondary schools remains limited. This study examines how madrasah principals plan, implement, evaluate, and follow up academic supervision to improve teacher performance in Madrasah Tsanawiyah in Metro City, Indonesia. Using a qualitative multiple-case study design, data were collected from three madrasahs through semi-structured interviews, non-participant observations, and document analysis. Informants were selected purposively based on their direct involvement in supervision practices, while data were analyzed thematically through within-case and cross-case comparisons. The findings reveal that effective supervision operates as a cyclical process consisting of systematic planning, classroom observation, formative feedback, evaluation, mentoring, and continuous professional development. These practices supported improvements in teachers’ lesson planning, classroom management, instructional delivery, assessment practices, and reflective professionalism. The study also found that principal commitment, teacher openness, collaborative culture, and the availability of supervision instruments strengthened supervisory effectiveness, whereas limited time, administrative workload, scheduling conflicts, and insufficient technical training constrained its implementation. This study contributes a process-oriented and culturally grounded model of instructional supervision that integrates instructional leadership, clinical supervision, school improvement, and Islamic ethical values. The findings imply that madrasahs should institutionalize structured supervision systems, strengthen principals’ instructional leadership capacity, and embed follow-up coaching into continuous teacher professional development.
External–Internal–Self-experience Reading Motivation Scale (EISeM-RMS): Development and Rasch Validation among Elementary School Students Abror Huda, Tiyas; Haenilah, Een Yayah; Setiyadi, Agustinus Bambang
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.v11i2.30559

Abstract

Reading motivation is crucial for elementary school students’ literacy development and lifelong learning. However, existing instruments are often unidimensional, lack contextual sensitivity, and fail to adequately capture students’ personal reading experiences. Existing motivation measures grounded in Self-Determination Theory (SDT) do not sufficiently incorporate experiential aspects of reading engagement. This study developed and validated the External–Internal–Self-experiential Reading Motivation Scale (EISeM-RMS). Employing a cross-sectional survey design, data were collected from 1,045 fourth-grade students across 20 elementary schools in Indonesia. The 27-item instrument covers three theoretically grounded dimensions: External Motivation (11 items), Internal Motivation (9 items), and Self-Experiential Motivation (7 items). Psychometric properties were rigorously evaluated using the Rasch Measurement Model with Winsteps software (version 3.73). Results demonstrated excellent model fit (Infit and Outfit MNSQ values ranging from 0.85 to 1.21), high measurement reliability (person reliability = 0.86; item reliability = 0.98), strong separation indices (person separation = 2.43; item separation = 6.84), and effectively functioning four-point Likert response categories with ordered thresholds. Notably, items in the self-experiential dimension exhibited higher difficulty estimates, reflecting the deeper cognitive and affective engagement required for experience-based reading motivation. This study extends SDT by positioning self-experience as a conceptually distinct and empirically supported dimension of reading motivation. Limitations include a single-site sampling frame, reliance on self-reported data, and an exclusive focus on elementary education. Future research should conduct cross-cultural, multi-site, and mixed-method validation studies, including digital adaptation of the EISeM-RMS. 
Developing a Digital Flipbook for IPAS Learning to Enhance Students’ Scientific Literacy Amran, Muhammad; Umar, Indah Inriani; Lukman; Sahabuddin, Erma Suryani
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.v11i2.30691

Abstract

The rapid integration of digital technologies into elementary education necessitates the development of interactive learning media that are pedagogically grounded, curriculum-aligned, and accessible. This study aimed to develop a digital flipbook for Natural and Social Sciences (IPAS) learning, designed to support the enhancement of scientific literacy among fourth-grade elementary school students. Despite growing scholarly attention to digital flipbooks, a critical gap persists in the literature regarding the development of curriculum-based interactive flipbooks that explicitly integrate scientific literacy indicators, multimedia content, and QR-code accessibility for IPAS learning at the elementary level. This study employed a Research and Development (R&D) design following three stages of the ADDIE model: analysis, design, and development. Data were collected through classroom observations, semi-structured teacher interviews, expert validation sheets, and practicality questionnaires administered to teachers and students. Both qualitative and quantitative data were analyzed descriptively. The developed digital flipbook encompasses learning materials, instructional videos, interactive games, QR codes, and structured evaluation activities. Expert validation yielded highly favorable results, with scores of 91.2% for media aspects and 87.5% for content aspects, both categorized as very feasible. Practicality testing produced scores of 97.7% from teachers and 99.7% from students, likewise classified as very feasible. These findings confirm that the digital flipbook is valid, practical, accessible, and contextually appropriate for supporting IPAS learning and scientific literacy among elementary school students. The study provides a replicable model for the development of contextual, interactive, and curriculum-aligned digital learning media within the Merdeka Curriculum framework.
Scaffolding-Enhanced Problem-Based Learning to Improve Civic Education Students' Conceptual Mastery Nurmalisa, Yunisca; Pitoewas, Berchah; Nurhayati; Purwantiningsih, Ary; Sari, Dian Permata
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.v11i2.30764

Abstract

This study examined whether a scaffolding-enhanced Problem-Based Learning (PBL) strategy delivered in a blended learning format was associated with higher civic conceptual mastery among undergraduate civic education students. A quasi-experimental pretest-posttest nonequivalent control-group design with a 2 x 2 factorial arrangement was implemented with 70 students from the Department of Civic Education, Faculty of Teacher Training and Education, Universitas Lampung. The experimental class received scaffolding-enhanced PBL supported by face-to-face problem-solving activities, structured prompts, guiding questions, visual organizers, formative feedback, and online learning resources. The control class received conventional PBL without the explicit scaffold package. Students were classified into high and low initial-ability groups before the intervention. N-gain scores were analyzed using two-way ANOVA and exploratory LSD follow-up comparisons. The results showed a significant main effect of instructional strategy, F(1, 66) = 9.281, p = .003, partial eta squared = .123, and a stronger main effect of initial ability, F(1, 66) = 66.167, p < .001, partial eta squared = .501. The strategy x initial ability interaction was not significant, F(1, 66) = 2.393, p = .127. By the third meeting, 71.43% of students in the experimental class reached the high N-gain category, compared with 22.86% in the control class. The findings suggest that scaffolding can strengthen PBL for civic conceptual mastery, but the nonsignificant interaction and low-ability comparison indicate that more differentiated scaffolding is needed for students who enter the course with weaker prior knowledge.
Values Integration in Digital Pedagogy: A PRISMA-PICO Systematic Literature Review and Bibliometric Analysis Subekhi, Khomad; Yahya, Yuniar Indra; Fauzi, Alim Achmad; Nursikin, Mukh
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.v11i2.30774

Abstract

This study examines values integration in digital pedagogy within open and distance learning by synthesizing conceptual and bibliometric evidence on the links among education, ethics, and socio-emotional development. A systematic literature review and bibliometric analysis were conducted using the PRISMA-PICO protocol. Four stages structured the synthesis: Identification (Population, 307 records), Screening (Intervention, 198 records), Eligibility (Comparison, 121 records), and Inclusion (Outcome, 117 records). VOSviewer was employed to map publication trends, country distribution, collaboration networks, and keyword co-occurrence. The results indicate prominent contributions from Indonesia and the United States, with more fragmented contributions from other regions. Diverse interventions were identified, including literacy-character models, hybrid outreach, systemic socio-emotional learning, and theological-cultural adaptation. Publication output increased during the global health emergency of the early 2020s, peaked in 2022, and was followed by stabilization and thematic diversification; the 2026 records are interpreted as partial-year coverage. Collaboration patterns suggest Indonesia's important role as a regional hub. Policy implications point to curriculum design, teacher capacity, and ethical use of technology as priorities for open and distance learning. The study is limited to Scopus-indexed articles in English, which may exclude relevant regional scholarship. By combining systematic review and bibliometric analysis under the PRISMA-PICO framework, this study offers substantive insights into values integration and a transparent methodological structure for bibliometric synthesis. The findings provide a conceptual basis for advancing inclusive, ethical, and resilient digital pedagogy.  
Implementation of MyWebAR Augmented Reality with a Scientific Approach to Improve Students’ Conceptual Understanding of Space Material Firdaus, Thoha; G.A, Begimbetova; Sinensis, Arini Rosa; Widayanti, Widayanti; Yani, Deah Sadila Putri
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.v11i2.30875

Abstract

This study investigates the implementation of MyWebAR-based Augmented Reality (AR) integrated with a scientific approach in junior high school science learning and examines its impact on students’ conceptual understanding of Space (Astronomy) material. A quantitative quasi-experimental design with a one-group pretest–posttest model was employed with a sample of 33 seventh-grade students (Class VII D) at SMP Negeri 1 Belitang III, South Sumatra, Indonesia. Data were collected using validated essay instruments (Cronbach’s α = 0.866), observation sheets, and questionnaires. Students accessed three-dimensional planet models by scanning QR barcodes embedded in modified teaching modules, which activated AR visualizations through the mywebar.com platform. Data analysis using the normalized gain (N-Gain) index and Cohen’s d effect size was performed via the Jamovi software. Results demonstrate a substantial increase in mean scores from 26.27 (pretest) to 93.88 (posttest), yielding an N-Gain score of 0.92 (high category) and a Cohen’s d effect size of 1.26, indicating a very strong practical significance. Students exhibited heightened engagement and motivation throughout the AR-mediated learning sessions. These findings suggest that the integration of MyWebAR technology with a structured scientific approach constitutes a highly effective pedagogical strategy for enhancing conceptual understanding of abstract astronomical concepts at the junior secondary level. The findings also highlight the feasibility of web-based AR as an accessible alternative to application-dependent immersive learning media. Future studies should employ larger and more diverse samples, as well as comparison groups, to confirm the sustainability and generalizability of these learning outcomes.

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