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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 436 Documents
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Self-Reported Teaching Quality and Teacher Mindfulness among Secondary School Teachers in Lampung, Indonesia Haenilah, Een Yayah; Syafrudin, Ulwan; Sutiarso, Sugeng; Huda, Tiyas Abror
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 11 No 3 (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.v11i3.31056

Abstract

Teacher mindfulness has been associated with teachers' wellbeing, classroom interaction, and instructional practice, yet evidence from Indonesian secondary-school settings remains limited. This study examined the association between self-reported Teaching Quality and Teacher Mindfulness among junior and senior high school teachers in Lampung Province, Indonesia. A quantitative cross-sectional correlational survey design was used. Of 430 returned questionnaires, 380 complete and eligible responses were retained for analysis. Participants were recruited purposively through school principals and teacher professional networks. The reported analytical model represented Teaching Quality with 20 indicators and Teacher Mindfulness with 15 indicators, and was evaluated using Partial Least Squares Structural Equation Modeling (PLS-SEM). The measurement model showed high internal consistency and acceptable convergent validity (Teaching Quality: CR = .973, AVE = .641; Teacher Mindfulness: CR = .957, AVE = .600). Discriminant validity was supported by the Fornell-Larcker comparison and HTMT = .547. The structural path was positive and statistically significant (β = .582, t = 7.498, p < .001), with R² = .338 for Teacher Mindfulness. These findings indicate a substantial association within the specified model, but the cross-sectional, same-source, self-reported design does not establish temporal precedence or causality. The findings highlight the importance of supporting teacher mindfulness as part of professional development initiatives aimed at fostering reflective teaching practices and improving perceived instructional quality in secondary education contexts.
School-Level Pathways to Truancy in Dili Through Secondary Qualitative Analysis Tomé, Agosto Olo; Ximenes, Mateus dos Santos; da Costa, Augusto
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 11 No 3 (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.v11i3.31062

Abstract

Truancy in Dili has already been reported from a 19-participant qualitative dataset, creating a need for any further use of that material to address a demonstrably different question rather than repeat the original factor catalogue. This study therefore presents a transparent secondary qualitative analysis of previously collected interviews from five public secondary schools in Dili, Timor-Leste. The re-analysis asked how school-based experiences can be configured into participation pathways associated with truancy and where student and school-stakeholder accounts align, diverge, or remain uncorroborated. Previously reported interview material was recontextualized through configurative qualitative secondary analysis, with source-role comparison, deviant-evidence checking, and explicit interpretive boundaries. Three pathways were identified: organizational permeability and peer reinforcement; erosion of classroom value and relational safety; and material barriers to sustained presence. A cross-cutting institutional-responsiveness layer helped explain why some barriers persisted. Student and stakeholder accounts partially aligned on weak instructional practice and inadequate sanitation, whereas peer and organizational interpretations remained primarily student-sourced. The analysis also retained counter-evidence: one student emphasized autonomous subject dislike rather than peer determination. These findings do not constitute new data collection, prevalence estimates, or causal effects. Their contribution is an evidence-bounded reframing of truancy as a problem of school participation whose feasibility, value, and perceived safety are shaped by social, pedagogical, material, and institutional conditions. The analysis supports coordinated attendance responses that investigate reasons for absence while strengthening instructional engagement, respectful relationships, usable facilities, and responsive school management.
Embedding Multicultural Values in EFL Reading Instruction: A Multi-Site Pretest–Posttest Study Thresia, Fenny; Subandowo, Dedy; Mohzan, Maizatul Akmal Mohd; Halil, Norhafizah Abdul; Hassan, Norhaslinda; Zubir, Hanani Ahmad
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 11 No 3 (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.v11i3.31216

Abstract

This study aimed to develop and examine the effectiveness of multicultural values-based reading materials in improving university students’ reading comprehension in English as a Foreign Language (EFL) classrooms. Persistent difficulties among Indonesian university students in moving beyond literal translation toward higher-order reading processes, including identifying main ideas, making inferences, and interpreting culturally embedded meanings, motivated the study. Employing a Research and Development (R&D) design grounded in the Plomp (2013) framework, the study involved needs analysis, instructional material design, expert validation, revision, field implementation, and evaluation. Effectiveness was tested using a one-group pretest–posttest design involving 67 third-semester students from three Indonesian universities: Universitas Muhammadiyah Metro (n = 28), Universitas Muhammadiyah Kotabumi (n = 26), and Universitas Aisyah Pringsewu (n = 13). Data were analyzed using paired-sample t-tests, normalized gain (N-gain) scores, and Cohen’s d effect size. Statistically significant improvements were observed across all three institutions (p < .05), with posttest mean scores consistently surpassing pretest scores. N-gain results indicated moderate improvement, while effect sizes ranged from large to very large (d > 0.80). Culturally relevant reading materials enhance comprehension by activating prior knowledge, strengthening cultural connections, and promoting deeper textual engagement. The study recommends that lecturers, curriculum developers, and higher education institutions integrate multicultural perspectives into EFL reading instruction to advance both academic literacy and intercultural awareness.
Employment-Law-Integrated Pancasila Education for Vocational Students: Development, Feasibility, and Preliminary Learning Evidence Adib, Muhammad; Syaifuddin, Mohammad; Syahri, Mohammad
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 11 No 3 (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.v11i3.31370

Abstract

Vocational high school students require legal literacy to navigate employment relationships, workplace rights, obligations, and dispute-resolution pathways. This educational research-and-development study developed employment-law-integrated Pancasila Education materials for Grade XI vocational students and evaluated their feasibility and preliminary learning outcomes. The ADDIE model structured analysis, design, development, implementation, and evaluation. Formative evidence came from curriculum review, school observation, and teacher/student input; one material expert and one media/design expert appraised the prototype; and 25 Computer and Network Engineering students completed a four-session one-group pre-test-post-test pilot. Expert appraisal scores were 77.77% for material quality and 80.76% for media/design quality, both classified as feasible. Exact group means increased from 61.8 to 81.8, with an aggregate normalized gain of 0.524; the reported mean student-level normalized gain was 0.51. Twenty-four students improved and one remained unchanged. Because the pilot lacked a comparison group and the study-specific assessment had no documented psychometric validation, the findings support product feasibility and preliminary learning improvement rather than causal effectiveness. The study offers a development pathway for contextualizing workplace law within Pancasila-oriented civic learning. Future studies should examine the effectiveness of these materials through larger-scale implementations, validated assessment instruments, and comparative designs to determine their broader contribution to vocational students’ legal literacy and civic competence.
Full Range Leadership Theory and Leadership Effectiveness: An Integrative Review of Empirical Evidence Across Organizational and Educational Contexts Sudarmansyah, Didi; Hariri, Hasan; Yulianti, Dwi; Adawiyah, Rabiyatul; Handoko
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 11 No 3 (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.v11i3.31504

Abstract

Full Range Leadership Theory (FRLT) is widely used to explain leadership effectiveness, but recent evidence is dispersed across leadership dimensions, sectors, and contextual mechanisms. This systematic literature review synthesized empirical research on FRLT across organizational and educational settings, focusing on effectiveness outcomes, mediating and moderating mechanisms, contextual variation, and methodological patterns. Scopus was searched on December 18, 2025, for English-language, open-access journal articles published during 2021–2025. Of 179 records initially identified, 22 empirical studies met the eligibility criteria and were synthesized descriptively and thematically. Transformational leadership showed the most consistent positive associations with performance, job satisfaction, psychological well-being, engagement, and organizational citizenship behavior. Transactional leadership remained relevant where structure, role clarity, and procedural compliance were important, whereas passive-avoidant leadership was generally associated with stress, poorer performance, and other adverse outcomes. Psychological, organizational, cultural, and institutional conditions shaped these relationships, indicating that FRLT effectiveness is contingent rather than universal. The findings contribute to a more nuanced understanding of leadership effectiveness by highlighting how FRLT dimensions interact with contextual conditions to inform evidence-based leadership development and organizational practices. The review supports context-sensitive use of FRLT and identifies priorities for longitudinal, qualitative, mixed-method, and cross-context research.
Changes in Seventh-Grade Students’ Writing Performance Following a Process Writing Intervention: An Exploratory Rasch Analysis Umam, Moch Fadilatul; Muqodas, Idat; Pratiwi, Santi; Agustin, Mubiar; Grace Ghautama, Hellen Lie; Khoirunnisa, Aisyah
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 11 No 3 (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.v11i3.31542

Abstract

This exploratory study examined changes in seventh-grade students’ English writing performance following a short process-writing intervention. A quantitative one-group pretest–posttest design involved 16 students (11 boys and 5 girls) from one Indonesian junior high school. Across five instructional sessions conducted over two weeks, students engaged in planning, mind mapping, drafting, feedback, revising, and editing. Writing was evaluated across six analytic traits—ideas, organization, grammar, vocabulary, conventions, and style/voice—and analyzed with a Rasch Rating Scale Model and paired-samples procedures. Mean Rasch person measures increased from −3.96 logits (SD = 3.51) at pretest to 2.28 logits (SD = 1.76) at posttest. The mean within-student change was 6.23 logits, 95% CI [4.27, 8.20], t(15) = 6.78, p < .001, dz = 1.69; a Wilcoxon sensitivity analysis also indicated higher posttest measures (p < .001). Person and item reliabilities were .92 and .91, respectively. Nevertheless, one student displayed substantial underfit, and the first residual contrast had an eigenvalue of 4.6 despite 68.9% variance explained by the Rasch measures, suggesting possible residual multidimensionality. The results indicate a pronounced within-cohort improvement after the intervention, but causal claims are not warranted because the study lacked a comparison group, used different prompts across occasions, and involved a small pilot sample. These findings provide preliminary evidence that structured process-writing instruction supported by iterative planning, feedback, and revision activities can be a valuable approach for developing adolescent EFL writing skills, while emphasizing the need for further validation through larger controlled studies. 
Geography Teachers’ Perceptions of Meaningful Learning Across Continuing Professional Development Participation Profiles Dewi, Ratri Purnama; Ruhimat, Mamat; Waluya, Bagja
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 11 No 3 (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.v11i3.31713

Abstract

Meaningful learning is prominent in current Indonesian educational reform, yet evidence on geography teachers’ perceptions and their association with continuing professional development (CPD) remains limited. This quantitative cross-sectional descriptive-comparative survey examined 94 geography teachers affiliated with the Geography Subject Teachers’ Forum in the Special Region of Yogyakarta, representing 61.8% of a defined population of 152 teachers. Perceptions were measured with a 71-item five-point Likert questionnaire covering cognitive, affective, conative, and socio-evaluative domains. Pilot testing with 37 geography teachers outside Yogyakarta yielded item correlations of 0.326–0.711 and Cronbach’s α = 0.957. Teachers reported strongly positive perceptions overall (M = 296.72, SD = 32.56; 95% CI [290.05, 303.39]), with 91% classified in the high category. Welch ANOVA, Kruskal–Wallis H, and Mann–Whitney U comparisons found no significant domain differences by CPD frequency or predominant CPD type (all p > .05), and reported effect sizes were negligible to small. Participation frequency and broad activity type therefore weakly differentiated perceptions in this sample. Future research should examine CPD quality, disciplinary relevance, collaboration, feedback, and verified classroom enactment. These findings suggest that improving geography teachers’ meaningful learning perceptions may require a shift from increasing CPD participation frequency toward designing high-quality, contextually relevant, and practice-oriented professional learning experiences.
Policy Implementation and Institutional Readiness for Inclusive Education: An Explanatory Sequential Mixed-Methods Case Study in an Integrated School Setting Putri, Rizki Nadya; Susetyo, Budi; Tarsidi, Iding; Hernawati, Tati
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 11 No 3 (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.v11i3.31747

Abstract

Inclusive education depends on whether policy commitments are translated into accessible environments, responsive instruction, coordinated support, and institutional learning. This study examined inclusive policy implementation and the institutional conditions supporting its continuity in one integrated school in Bandung Regency, Indonesia, using an explanatory sequential mixed-methods case-study design. The quantitative phase used structured observation and document review to assess ten policy indicators on a four-point implementation scale; the qualitative phase then used semi-structured interviews with four key staff informants representing leadership, curriculum coordination, individualized education planning, and special-needs support to explain the observed profile. The diagnostic sum was 38/40, equivalent to 95% of the maximum possible checklist score rather than a population-validated implementation percentage. Eight indicators received 4/4, while professional development and monitoring and evaluation each received 3/4. Reflexive thematic analysis identified leadership commitment, IEP-based coordination, stakeholder collaboration, and routine reflection as mechanisms supporting implementation, alongside limited specialist capacity and incomplete standardization of professional learning and evaluation. Institutional readiness is therefore treated as an integrated interpretive construct inferred from the relationship between implementation evidence and organizational capacity, not as a separately validated measure. The study contributes a fine-grained, context-bounded account of how formal policy arrangements interact with professional, relational, and evidence-use mechanisms within a single integrated-school setting.
Responsibility, Resilience, and Role Boundaries among Student Mentors in Islamic Residential Higher Education: A Reflexive Thematic Analysis Nasution, Liah Rosdiani; Jumriansyah, Ardho
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 11 No 3 (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.v11i3.31785

Abstract

Student mentors (musyrif) in Islamic residential higher education combine academic, religious, disciplinary, and relational responsibilities within a shared living environment. This interpretive qualitative study examined how male musyrif understood responsibility, managed strain, and navigated institutional support in one Indonesian ma’had al-jami’ah. Fourteen mentors aged 20–22 years, with 8–24 months of mentoring experience, completed semi-structured interviews, supplemented by 12 non-participant observation sessions conducted from September to December 2025. Reflexive thematic analysis generated eight interrelated themes concerning role enactment, academic balance, coping, motivation, peer support, experiential learning, structural barriers, and proposed improvements. Participants described negotiating ambiguous boundaries while balancing university study with worship facilitation, academic guidance, discipline, and informal emotional support. Scheduling, recreation, family contact, religious meaning, and peer solidarity helped sustain participation, while material-welfare concerns, workload, and inconsistent supervision constrained the role. Situated learning, self-determination theory, and ecological systems theory were used post-analytically to interpret role learning, motivational regulation, and contextual conditions. Resilience is therefore understood as relational and context-dependent rather than as individual endurance. These findings highlight the need for Islamic residential higher education institutions to strengthen role clarity, supervisory structures, peer-support mechanisms, and material welfare in order to sustain mentor well-being and improve the quality of residential student development.
Artificial Intelligence-Assisted Off-Grid Photovoltaic Troubleshooting Trainer for Vocational Education Nahari, Nadia Rizky; Waluyo, Lud; Inganah, Siti
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 11 No 3 (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.v11i3.31819

Abstract

Artificial intelligence (AI) can extend practice-oriented vocational learning when digital guidance remains anchored to physical evidence. This study developed and evaluated an AI-assisted off-grid photovoltaic troubleshooting trainer for Grade XI students in the Solar, Hydro, and Wind Energy Engineering specialization at an Indonesian vocational school. The ADDIE framework guided analysis, design, development, implementation, and evaluation. The system integrated a physical off-grid photovoltaic trainer, current- and voltage-sensing through an Internet-of-Things controller, deliberately introduced fault conditions, and a web-based generative-AI interface deployed through Ollama. Evidence was collected through observation, structured interviews, documentation, expert review sheets, and a four-point student response questionnaire. Two subject-matter experts, one instructional-media expert, and 34 students participated in the evaluation. Post-revision expert scores were 95.8%, 97.9%, and 97.9%, while the overall student response reached 93.0%. The trainer was therefore highly feasible and well accepted for practicum activities involving circuit assembly, measurement, fault identification, corrective-action reasoning, and AI-supported troubleshooting. Because no pretest-posttest comparison, control group, or independent benchmark of AI diagnostic accuracy was used, the findings establish product feasibility rather than learning effectiveness. The developed trainer offers a practical model for integrating generative AI with hands-on vocational practice by supporting evidence-based troubleshooting and preparing students for technology-enhanced renewable-energy learning environments.

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