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All Journal Kasta: Jurnal Ilmu Sosial, Agama, Budaya dan Terapan At Turots: Jurnal Pendidikan Islam
Makhful
Universitas Muhammadiyah Purwokerto, Indonesia
Education

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The Effectiveness of the Repetitive Talqin Method in Recognizing Hijaiyah Letters for Children with Autism: English Havidz Cahya Pratama; Muhandisa Elvin Rahmita; Makhful; A. Sulaeman
At Turots: Jurnal Pendidikan Islam Vol. 8 No. 2 Desember (2026): At Turots: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Ilmu Tarbiyah Madani Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51468/jpi.v8i2.1689

Abstract

This study was motivated by the increasing prevalence of autism and the need for an Al-Qur'an learning method that is compatible with the learning characteristics of children with Autism Spectrum Disorder (ASD). The Talqin method was selected because it emphasizes repetition and direct modeling as its core instructional principles. This study aimed to examine the effectiveness of the Talqin method in improving the recognition of Hijaiyah letters among children with ASD at the An-Najwa Learning and Rehabilitation Center, Tegal, and to identify the supporting and inhibiting factors affecting its implementation. A mixed-methods approach with a convergent parallel design was employed. The research participants consisted of children with ASD, teachers/therapists, and the head of the foundation. Data were collected through observations, interviews, questionnaires, and documentation. Quantitative data were analyzed using descriptive statistics with JASP software, while qualitative data were analyzed using the Miles and Huberman model. The findings indicate that the Talqin method was highly effective, with a mean score of 27.73 for Variable X (Very Effective) and 24.13 for Variable Y (Very Good). The primary supporting factors included teacher competence, consistent instructional routines, parental support, and the flexibility of the method. The major inhibiting factors comprised the characteristics of autism, limited facilities, managerial challenges, and the social environment. This study also developed five practical implementation models: a standardized Talqin instructional procedure, learning environment modification, integrated teacher training, parent collaboration, and individualized evaluation. Accordingly, the alternative hypothesis (H₁) was accepted, while the null hypothesis (H₀) was rejected. The effectiveness of the Talqin method was further supported by a conducive learning ecosystem.
The Influence of Digital Islamic Learning Media and Teacher Pedagogical Competence on Students Religius Literacy and Learning Achievement Iswati; Bayu Ardiwansyah; Makhful
KASTA : Jurnal Ilmu Sosial, Agama, Budaya dan Terapan Vol. 5 No. 2 (2025): Agustus
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/kasta.v5i2.4459

Abstract

The rapid transformation of digital technology has reshaped educational practices and created new opportunities for strengthening the quality of Islamic education. Nevertheless, the effectiveness of technology-enhanced Islamic learning depends not only on the availability of digital learning resources but also on teachers’ pedagogical competence in integrating technology into meaningful learning experiences. This study aims to examine the influence of digital Islamic learning media and teacher pedagogical competence on students’ religious literacy and learning achievement. A quantitative explanatory research design was employed using a survey approach. Data were collected from students through structured questionnaires and learning achievement assessments, while the research constructs were measured using indicators developed from relevant theoretical and empirical literature. The data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) to evaluate the measurement model and test the hypothesized relationships among the constructs. The findings indicate that digital Islamic learning media has a positive and significant effect on students’ religious literacy and learning achievement. Teacher pedagogical competence also demonstrates a positive and significant influence on both outcomes, indicating that teachers’ ability to design, facilitate, and evaluate technology-supported learning is essential for improving students’ understanding and academic performance. Furthermore, the findings suggest that the combination of interactive digital Islamic learning resources and strong pedagogical competence creates a more engaging, contextual, and student-centered learning environment. These results extend the literature on technology-enhanced Islamic education by demonstrating that technological and pedagogical dimensions function as complementary determinants of religious literacy and academic achievement. The study implies that Islamic educational institutions should simultaneously strengthen digital learning infrastructure and teachers’ pedagogical-digital competencies to improve the quality and effectiveness of Islamic learning in the digital era.
Co-Authors A. Sulaeman Bayu Ardiwansyah Havidz Cahya Pratama Iswati Muhandisa Elvin Rahmita