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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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Cultivating Moderate Islamic Education and Anti-Discrimination Values in Pesantren: An Ethnographic Study Sulton, Ahmad; Sunandito, Virgiawan Eko
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.v11i2.30911

Abstract

This study investigates the role of Pesantren Darul Huda Mayak Tonatan Ponorogo as an institutional agent of moderate and anti-discrimination Islamic education in strengthening social harmony. Prior scholarship has tended to examine religious moderation and anti-discrimination education in Islamic boarding schools as discrete phenomena, overlooking the integrated socio-pedagogical dynamics through which these values are systematically internalized. Employing a qualitative ethnographic design, data were collected over 12 months through participatory observation, semi-structured in-depth interviews, and documentary analysis involving 46 purposively and snowball-sampled key informants comprising one senior kyai, ten teachers and ustaz, twenty santri, and fifteen influential alumni. Data were analyzed using Miles et al.'s (2014) interactive model, encompassing data condensation, data display, and conclusion drawing/verification. Validity was established through source, method, and theoretical triangulation, supplemented by member checking. Findings reveal three principal thematic domains. First, moderation and anti-discrimination values are internalized through the formal curriculum of classical Islamic texts, the hidden curriculum of religious traditions and communal practices, exemplary kyai moral conduct, and the egalitarian social environment of pesantren life. Second, the pesantren strengthens social harmony through its functions as a social integration agent, community conflict mediator, builder of multi-dimensional social capital, and agent of cultural moderation. Third, the dialectical interplay between leadership, institutional value structure, and santri agency -- analyzed through Giddens's structuration theory -- continuously reproduces and transforms moderation values to remain contextually relevant. This study advances a pesantren-based educational model integrating moderation and anti-discrimination values through curriculum, tradition, exemplary leadership, and community engagement, providing conceptual and empirical foundations for national education policies oriented towards tolerance, social justice, and sustainable social harmony in multicultural societies.
Effectiveness of Product-Differentiated Project-Based Learning (PjBL) Anchored in Kalimas Local Potential in Enhancing 21st Century Skills Among Junior High School Students Fitria Rahmawati, Rika; Prasetya, Sukma Perdana; Segara, Nuansa Bayu
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.v11i2.30998

Abstract

Students’ motivation and creative thinking skills in Social Studies remain constrained by teacher-centred instruction and limited use of local contextual resources. This study examined whether product-differentiated Project-Based Learning (PjBL) anchored in the economic potential of the Kalimas River improves seventh-grade students’ learning motivation and creative thinking skills more effectively than Discovery Learning. A quasi-experimental non-equivalent control group design involved two intact classes at a private junior high school in Surabaya: an experimental class receiving product-differentiated PjBL (n = 30) and a control class receiving Discovery Learning (n = 30). Data were collected using a validated motivation questionnaire based on Self-Determination Theory and an essay-based creative thinking test grounded in Munandar’s dimensions of fluency, flexibility, originality, and elaboration. After prerequisite tests were fulfilled, data were analysed using N-Gain and one-way MANOVA. MANOVA showed a significant simultaneous difference between groups, p < .001. The experimental class obtained higher gains in learning motivation (pre-test M = 68.5; post-test M = 86.4; N-Gain = 0.57) and creative thinking skills (pre-test M = 55.2; post-test M = 82.6; N-Gain = 0.61) than the control class (motivation N-Gain = 0.26; creative thinking N-Gain = 0.34). Product-differentiated PjBL grounded in the Kalimas local context is more effective than Discovery Learning in concurrently strengthening students’ motivation and creative thinking. The findings support contextual, autonomy-oriented PjBL as a practical strategy for fostering 21st-century competencies in Social Studies within the Merdeka Curriculum.
The Role of Positive Madrasah Climate in Strengthening Student Character through Values-Based Islamic Education Yakub, Ali; Shobariyah, Eti; Wasehudin; Sa'ad, Saudi; Nadhirah, Yahdinil Firda
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.v11i2.31010

Abstract

This study investigates the implementation of a positive madrasah climate grounded in Islamic educational values and its role in shaping student character at State Islamic Senior High School (MAN) 1, Cilegon City. Employing a descriptive qualitative approach with a case study design, data were gathered through participatory observation, in-depth interviews with 15 purposively selected informants—comprising the principal, deputy principals, teaching staff, and students—and systematic documentation of institutional records, learning instruments, and habituation program logs. Thematic analysis following Miles et al.'s (2014) interactive model was applied across three stages: data reduction, data presentation, and conclusion drawing. Source triangulation and technique triangulation were performed to ensure data credibility and trustworthiness. The findings reveal three interrelated dimensions of character formation: (1) a spiritual environment actualized through systematic religious habituation, exemplary conduct of educators, and a conducive physical-social atmosphere; (2) values-based learning that integrates the Love-Based Curriculum (KBC) framework—encompassing love for Allāh and the Prophet, love for knowledge, love for the environment, love for self and others, and love for the nation—into every subject's planning, implementation, and evaluation; and (3) a complex ecology of supporting and inhibiting factors that mediate the effectiveness of these two dimensions. The study concludes that character formation in Islamic secondary schools demands an integrated ecosystemic approach rather than ceremonial implementation, and that the deliberate alignment of madrasah climate with values-based learning produces graduates who are academically competent, morally grounded, and spiritually mature. These findings contribute theoretically to Islamic character education discourse and practically to the design of holistic character programs in Indonesian madrasahs.
Kiai, Pesantren, and Educational Leadership in Madura: The Genealogy of Religious Authority within Local Power Structures Bukhari, Ach Baidlawi; Hasan, Nor; Syarif, Zainuddin; Solichin, Mohammad Muchlis
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.v11i2.31034

Abstract

This study aims to examine the genealogy of kiai authority in Madura and to analyze how such authority is sustained through pesantren institutions and subsequently transformed into educational governance and local political leadership. Employing a qualitative library research design with a conceptual and interpretive analytical approach, data were systematically collected from Scopus, Web of Science, Google Scholar, Dimensions, and Crossref databases. Relevant publications were selected through a rigorous screening procedure based on thematic relevance, academic credibility, duplication, publication period, and conceptual contribution. The selected sources were subjected to analytical coding, thematic categorization, comparative synthesis, and critical interpretation through the integrative lens of Weber’s theory of authority, Gramsci’s theory of hegemony, and contemporary Islamic educational leadership perspectives. The findings reveal that kiai authority in Madura is genealogically rooted in pesantren traditions, personal charisma, religious knowledge, santri networks, community trust, and local cultural values. Pesantren function not merely as institutions for Islamic knowledge transmission but as comprehensive centers of educational leadership, character formation, moral socialization, and authority reproduction. The authority of kiai further extends into local politics through moral legitimacy, social mobilization, cultural influence, and the mediation of relations between society and political elites. This study implies that pesantren-based leadership offers a significant model of value-based educational governance that can strengthen character education, ethical leadership, social cohesion, and community-oriented development in contemporary Islamic education.
Developing Narrative Flashcards Based on Education Through Art to Improve Elementary Students’ Learning Outcomes on Food Chains Azzahro, Ilma; Ary, Deasylina da
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.v11i2.31206

Abstract

Appropriate instructional media are central to supporting elementary students’ conceptual understanding in science learning, particularly when the content requires learners to reason about invisible ecological relationships. This study developed and evaluated narrative flashcards based on the Education Through Art approach for fifth-grade instruction on food chains. A research and development design using the ADDIE model was employed. The participants were 22 fifth-grade students at SDN Kalijambe 01, Tarub, Tegal, Indonesia, together with one media expert, two material experts, one teacher, and student respondents involved in product validation and classroom implementation. Data were collected through expert-validation sheets, teacher and student response questionnaires, classroom observation, interviews, documentation, and pre-test and post-test learning-outcome measures. Descriptive percentage analysis was used to examine feasibility and practicality, while a paired-sample t-test and normalized gain analysis were used to examine learning improvement. The media expert validation score was 86.67%, while the two material expert scores were 88.57% and 92.38%, indicating that the product met very valid criteria. Teacher and student responses also indicated high practicality, with percentages of 88.57% and 83.81%, respectively. Students’ learning outcomes improved significantly after using the media, t(21) = -6.668, p < .001, with a mean gain of 18.64 points and an N-gain score of 0.3266, categorized as a moderate improvement. These findings suggest that narrative flashcards integrating visual art, storytelling, and ecological sequencing can support more meaningful and engaging food-chain learning in elementary science classrooms.
Developing a Williams' Indicators-Based Assessment Rubric for Measuring Students' Multiple Creativity in Green Chemistry Learning through the C-R-E-A-T-E Model Wahyu, Wawan; Oktiani, Rosi
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.v11i2.31477

Abstract

This study developed and validated a Williams' indicators-based assessment rubric for measuring senior high school students' multiple creativity in Green Chemistry learning through the C-R-E-A-T-E model. The study used an educational research and development design organized through the ADDIE procedure. The validation phase involved five experts, comprising three assessment specialists and two chemistry education/content specialists, while limited classroom implementation involved 20 Grade XII science students and one chemistry teacher in Bandung, Indonesia. The product was designed to evaluate creative outputs in several modalities, including audio, visual, audiovisual, written-digital, and kinesthetic products, using five Williams' creativity indicators: fluency, flexibility, originality, elaboration, and evaluation. Data were collected through curriculum and needs analysis, expert validation sheets, implementation notes, and descriptive percentage analysis. The assessment rubric obtained an average expert validation score of 89.16%, whereas the supporting Green Chemistry material obtained 88.00%, indicating that both components were valid and feasible for limited classroom use after revision. Rubric validation was strongest for fluency, flexibility, and originality, while elaboration and evaluation required more explicit descriptors and exemplars. The findings indicate that the rubric can help chemistry teachers shift from conventional achievement-focused assessment toward more authentic, multidimensional, and criteria-based creativity assessment. Further multi-school validation and inter-rater reliability testing are required before large-scale implementation.

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