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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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Integrating Science and Engineering Practices into Design Thinking for Pre-Service Physics Teachers Budiman, Deni Moh; Rusdiana, Dadi; Samsudin, Achmad; Riandi; Utami, Indri Sari; Abdul Rahman, Nor Farahwahidah; Sohibun; Nulhaq, Sidiq
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.v11i3.31915

Abstract

Design Thinking (DT) supports human-centered creativity, but design cycles can under-specify how learners generate and evaluate disciplinary evidence. This study examined whether integrating Science and Engineering Practices (SEP) explicitly within DT was associated with stronger Design Thinking Mindset development among pre-service physics teachers in renewable-energy learning. A non-equivalent pretest-posttest design involved 63 students in two intact course sections (DT-SEP, n = 34; DT-only, n = 29) over eight weeks. The outcome was a 40-item, eight-dimension Design Thinking Mindset questionnaire with item-level Aiken’s V = .88–.96 and internal consistency of α = .873 at pretest and α = .881 at posttest. ANCOVA adjusting for pretest scores showed a higher adjusted posttest mean for DT-SEP (157.96) than DT-only (149.47), adjusted mean difference = 8.49, 95% CI [4.55, 12.43], F(1, 60) = 18.56, p < .001, partial η² = .236. Holm-adjusted dimension analyses identified differences in experimentation and learning orientation, holistic thinking and problem framing, and creativity. The findings suggest that explicit SEP integration may strengthen the evidentiary, iterative, and creative dimensions of DT in physics teacher education. This integration also offers a practical pathway for connecting scientific reasoning with design-oriented problem solving in teacher preparation. However, the quasi-experimental design warrants cautious interpretation and further validation with larger and more diverse samples.
Motivation and Learning Strategies among Students in Omani General Foundation Programs: A Mixed-Methods Study Al-Jabri, Ahmed
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.v11i3.31924

Abstract

This study investigated how motivation and learning strategies are related among students in Omani General Foundation Programs (GFPs) and how contextual conditions help explain their alignment. A quantitatively driven explanatory mixed-methods design combined an adapted 20-item Revised Two-Factor Study Process Questionnaire (R-SPQ-2F; n = 157) with semi-structured interviews (n = 12). Descriptive subgroup analyses used 153 cases with complete demographic information, whereas Pearson correlations used all 157 valid scale records. Survey responses were summarized as deep or surface motive and strategy orientations; interview data were analyzed thematically and integrated with the quantitative findings through narrative weaving. Deep motivation was strongly associated with deep strategy use (r = .598, p < .01), and surface motivation was moderately associated with surface strategy use (r = .455, p < .01). Gender groups showed similar dominant deep-motive/deep-strategy profiles. However, mismatched profiles—particularly deep motive combined with surface strategy—were descriptively more visible among students from private-school backgrounds and among those not planning further study. Interviews indicated that examination culture, institutional demands, family expectations, and future academic or career aspirations could either sustain meaningful engagement or redirect motivated learners toward short-term, surface approaches. Motivation was therefore consequential but insufficient on its own; the instructional and assessment environment shaped how it was translated into learning behavior. The findings inform autonomy-supportive teaching, assessment design, and strategy-focused learner support in foundation education.
Kula Babong-Based Multicultural Education for Tolerance in an Inclusive Indonesian School Susilastika, Rizka Dwiyanti; Budiono; Yayuk, Erna
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.v11i3.31935

Abstract

Multicultural and inclusive education require more than the physical co-presence of diverse learners; they require repeated practices that make recognition, dialogue, belonging, and equitable participation visible in everyday school life. This qualitative single-case study examined how Kula Babong, a Sikka deliberative tradition associated with sitting together, respectful exchange, kinship, and collective agreement, was translated into educational practice at SMP Muhammadiyah Waipare, Sikka, Indonesia. The bounded case involved 16 participants: one principal, three teachers, eight students without identified special educational needs (SEN), and four students with SEN. Evidence comprised 16 individual interviews, two small-group interview sessions, eight non-participant observations conducted over four weeks (approximately 10 hours), and 12 documentary items. Analysis followed data condensation, cross-source display, and conclusion drawing/verification, with interview, observation, and documentary evidence compared for convergence and contradiction. Three primary translation pathways were identified: curriculum and learning, school culture and religious accommodation, and leadership/teacher modeling, with peer interaction operating across all three. Students generally articulated that difference should not justify exclusion; however, enacted participation was less uniform, as some students with SEN were described or observed as showing discomfort or withdrawal, and occasional insensitive jokes or minor verbal bullying were reported outside direct supervision. Leadership commitment, cultural familiarity, and religious openness supported implementation, whereas limited in-school specialist capacity, learning and communication barriers, negative peer behavior, and family economic or geographic constraints restricted it. Kula Babong is therefore best understood as a culturally grounded interpretive and pedagogical resource rather than a standalone causal mechanism.
Deep Learning through Ruang Murid in Physics: An Embedded Case and an Emergent Guided Digital Constructivism Proposition Subhi, Arif Imam; Tinus, Agus; Kuncahyono, Kuncahyono
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.v11i3.32155

Abstract

Physics learning often appears abstract and formula-dominated, while digital platforms become educationally valuable only when pedagogically orchestrated. This study examined how Indonesia’s pedagogical deep-learning orientation was enacted through Ruang Murid in one Grade XI physics class and how students’ self-reported motivation changed descriptively. A qualitatively driven embedded mixed-methods case involved 33 students, one physics teacher, one principal, one classroom observation, four semi-structured interviews, documents, and a locally developed 10-item four-point questionnaire administered before and immediately after one 3 × 45-minute lesson on light refraction. Qualitative evidence had priority. Observation scores were 100% for deep-learning principles, 100% for learning experiences, and 90% for the learning framework. Aggregate motivation increased descriptively from 65% to 80%; six indicators increased and four remained stable. Interviews converged on greater interest, participation, confidence, independent review, and satisfaction, while revealing constraints in content completeness, connectivity, access, staff readiness, learner adaptation, and institutional support. The findings support guided digital constructivism as a context-bound proposition in which digital exploration becomes meaningful through teacher scaffolding, contextualization, feedback, differentiation, and reflection. These findings suggest that effective digital physics learning depends not merely on platform availability but on the quality of pedagogical mediation and institutional support surrounding its use. The design does not establish causal effectiveness or validate a general model.
Internalizing Students’ Spiritual Values through Learning by Doing: The Safari Subuh Program at an Indonesian Junior High School Malik, Ahmad Hamdani; Suwandayani, Beti Istanti
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.v11i3.32245

Abstract

This qualitative case study examines how secondary-school students' spiritual values are internalized through a learning-by-doing strategy embedded in the mosque-based Safari Subuh program at SMP Muhammadiyah 9 Jakarta. Using a naturalistic inquiry framework, data were generated from 21 purposefully selected informants—one principal, two Islamic Religious Education teachers, three mosque caretakers, and 15 students—through pre-dawn observations, semi-structured interviews, and program-related documents. Analysis followed Miles, Huberman, and Saldaña's interactive model, supported by source and method triangulation. The findings indicate that Safari Subuh operates as an experiential sequence connecting concrete participation in worship and communal routines with reflection, meaning-making, and renewed responsibility. Student roles in adhan/iqamah, peer coordination, and charity management provided contexts for practicing discipline, accountability, and service. Across interviews, journals, observations, and stakeholder accounts, repeated participation was associated with perceived or observed development in reverence, self-regulation, personal responsibility, and socio-spiritual empathy. These findings are context-bound and do not establish causal program effects. The study contributes a process-oriented explanation of how experiential learning within a sacred community environment may support spiritual-value internalization through repeated practice, reflection, leadership, and school-community reinforcement.
AI-Assisted Digital Workbook for Learning the Integrative Learning Design Framework through Case-Based Learning: A Systematic Review Andinnari, Shaffiya Rasidha; Chaeruman, Uwes Anis; Siregar, Eveline
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.v11i3.32309

Abstract

Graduate students in Educational Technology require learning resources that move beyond describing online-learning design frameworks to support evidence-based interpretation, design decision-making, documentation, and revision. This study conducted a 2020–2025 Scopus-based systematic mapping review with bibliometric analysis and a focused qualitative synthesis to derive evidence-informed requirements for a digital workbook for learning the Integrative Learning Design Framework for Online Learning (ILDF) through Case-Based Learning (CBL), while defining a bounded role for artificial intelligence (AI). Three complementary search blocks addressed digital workbooks and related resources, CBL, and online/instructional learning design; no dedicated AI search block was conducted. RStudio, Bibliometrix, and Biblioshiny supported deduplication, descriptive science mapping, and conceptual-structure analysis. Of 1,147 retrieved records, 26 duplicates were removed, 1,121 records were screened, and 26 studies were retained for the focused synthesis. Structured digital resources were associated with guided task completion, documentation, reflection, and formative feedback, whereas CBL was associated with knowledge application, reasoning, decision-making, and theory–practice transfer. The evidence base was heterogeneous and concentrated outside instructional-design education, and the ILDF was rarely represented as explicit student-facing content. AI-related literature was therefore used contextually to define governance and support boundaries rather than treated as a comprehensively searched evidence strand. The synthesis supports a role-based design logic rather than a claim of product effectiveness: the ILDF is the framework to be learned, CBL is the instructional approach, the digital workbook is the process scaffold, and AI is a bounded authoring or learner-support aid whose actor, purpose, and outputs require human oversight. These requirements provide a defensible basis for prototype development and staged empirical validation.

Page 44 of 44 | Total Record : 436

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