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All Journal AL-TA´LIM Jurnal Manajemen Pendidikan JURNAL PENDIDIKAN TAMBUSAI Al-Ta'lim An-Nahdlah: Jurnal Pendidikan Islam Pendikdas: Jurnal Pendidikan Dasar Kawanua International Journal of Multicultural Studies Studies in English Language and Education TELL - US JOURNAL Ahlussunnah: Journal of Islamic Education
Hadeli Hadeli, Hadeli
Department of English, State Institute for Islamic Studies IB Padang
Religion Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Urgensi Pengembangan Kompetensi Guru di Era Society 5.0 Elmi, Nadia Yuni; Juliandri, Denisa; Hidayatullah, Rully; Hadeli, Hadeli
Jurnal Pendidikan Tambusai Vol. 9 No. 2 (2025): Agustus
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jptam.v9i2.26638

Abstract

Era Society 5.0 menandai integrasi teknologi dan kebutuhan sosial, menjadikan peran guru semakin penting sebagai agen perubahan. Guru tidak hanya mentransfer pengetahuan, tetapi juga membimbing peserta didik untuk beradaptasi dengan perubahan zaman. Pengembangan kompetensi guru meliputi aspek pedagogik, profesional, sosial, dan kepribadian menjadi kebutuhan mendesak di tengah revolusi digital. Penelitian ini menggunakan metode library research dengan menelaah berbagai sumber ilmiah terkait kompetensi guru di era digital. Analisis dilakukan untuk mengidentifikasi strategi pengembangan kompetensi yang efektif. Hasil menunjukkan bahwa literasi digital merupakan kompetensi utama dalam mendesain pembelajaran adaptif dan berbasis student-centered. Kompetensi sosial dan emosional juga penting untuk menciptakan lingkungan belajar yang inklusif dan humanis. Penelitian ini menyimpulkan bahwa pengembangan kompetensi guru merupakan kebutuhan strategis untuk menjaga kualitas pendidikan. Dukungan kebijakan dan kolaborasi berbagai pihak diperlukan untuk membangun ekosistem pendidikan yang inovatif dan responsif terhadap dinamika Society 5.0
DEVELOPMENT OF INTERACTIVE MEDIA BASED ON ARTICULATE STORYLINE IN FIQH SUBJECTS OF HAJJ AND UMRAH MATERIALS CLASS VIII MTSN 8 AGAM Antoni, Antoni; Hadeli, Hadeli; Eliza, Rivdya
Jurnal Manajemen Pendidikan Vol. 10 No. 4 (2025): Regular Issue
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jmp.v10i4.1453

Abstract

This research is motivated by the fact that the use of digital media that is not optimal and less varied such as when explaining lessons is only supported by youtube media without any editing, this is because teachers are often burdened with high administration and workload, so that they find it difficult to spend time learning and integrating digital media into the teaching process This research aims to To produce interactive media based on articulate storylines that are valid, practical and effective in fiqh subjects of Hajj and Umrah material class VIII MTsN Agam. The research uses the Four-D (Define, Design, Develop, Disseminate) model. The test subjects amounted to 23 students with interactive media objects based on articulate storyline. The results of the study show that the media developed is valid, very practical, and effective. Practicality from a student's perspective reached 92.87% (very practical category). Effectiveness was proven through a paired t-test between pretest–posttest with t-count = 9.27 > t-table = 2.074 (df = 22; α = 0.05), so that there is a significant difference in learning outcomes after using media. This finding confirms that the interactive media developed is feasible to support the achievement of fiqh learning goals in Hajj and Umrah materials at the MTsN 8 Agam level.
Development of a Self-Directed Learning E-Module to Enhance Students' Critical Thinking in Islamic Cultural History Kamalasari, Dikriati; Hadeli, Hadeli; Misra, Misra; Nurdin, Syafruddin; Sari, Milya
Kawanua International Journal of Multicultural Studies Vol 6 No 2 (2025)
Publisher : State Islamic Institute of Manado (IAIN) Manado, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30984/kijms.v6i2.1865

Abstract

This study was motivated by the low level of students' critical thinking skills in Islamic Cultural History (ICH) learning at Madrasah Tsanawiyah, which is largely dominated by conventional, teacher-centered instructional practices. The study is theoretically grounded in constructivist learning theory and the concept of Self-Directed Learning (SDL), emphasizing learner autonomy, reflection, and responsibility. Within the context of Islamic education, critical thinking is also seen as an embodiment of ulul albab values, integrating reasoning, reflection, and moral awareness. The purpose of this study was to develop a Self-Directed Learning-based E-Module for Islamic Cultural History that is valid, practical, and effective in enhancing students' critical thinking skills, while contributing to inclusive and contextual learning. This research employed a Research and Development approach using the 4D model (Define, Design, Development, and Disseminate). The study was conducted with eighth-grade students at MTsN 2 Padang. Data were collected through observations, interviews, questionnaires, and critical thinking tests. The dissemination stage was implemented on a limited scale through digital distribution of the E-Module. The findings indicate that the developed E-Module demonstrates very high validity (94.11%), high practicality according to teachers (91%) and students (95.82%), and is effective in improving students' critical thinking skills, as shown by an average N-Gain score of 0.727 (high category). The novelty of this study lies in integrating Self-Directed Learning into Islamic Cultural History E-Modules to foster critical thinking and prepare students for constructive participation in Indonesia's multicultural society.
The Correlation Between Students’ Reading Comprehension and Speaking Skill Hadeli, Hadeli; Roza, Melinda; Mawaddah, Annisa
AT-TA'LIM Vol 33, No 1 (2026)
Publisher : Institut Agama Islam Negeri Imam Bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15548/jt.v33i1.1029

Abstract

Reading and speaking are essential language skills that support students in understanding and communicating information effectively. Information gained through reading can enrich students’ knowledge and provide content to be expressed orally. This study aimed to investigate the correlation between students’ reading comprehension and their speaking skill in producing explanation texts at Senior High School 2 Bukittinggi. A correlational research design was employed to examine the relationship between the two variables. The population consisted of 142 eleventh-grade science students distributed across four classes. The sample comprised 36 students selected through cluster random sampling. Data were collected using two instruments: a reading comprehension test and an oral presentation test designed to assess students’ speaking performance in explanation texts. The collected data were analyzed using the Pearson product moment correlation formula, both manually and with statistical software. The findings revealed that the obtained correlation coefficient was lower than the critical value at the 0.05 level of significance, indicating no significant correlation between students’ reading comprehension and speaking skill. In conclusion, higher reading comprehension does not necessarily correspond to better speaking performance, suggesting that these skills may develop independently and require different instructional approaches
The Effectiveness of in-service Teacher Training Program at Faculty of Islamic Education and Teacher Training IAIN Imam Bonjol Padang Hadeli, Hadeli; Sepriyanti, Nana
AT-TA'LIM Vol 22, No 3 (2015)
Publisher : Institut Agama Islam Negeri Imam Bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (662.447 KB) | DOI: 10.15548/jt.v22i3.120

Abstract

The purpose of this research is to reveal: 1. The influence of in-service Teacher Training Program (PLPG) towards the teacher competency as participant of PLPG; 2. The correlation between gender (X1) towards the teachers’ competency as participant of PLPG; .3. The correlation between Age (X2)  towards the teachers’ competency as participant of PLPG; 4. The correlation between years of service towards the teachers’ competency as participant of PLPG; 5. The correlation between the number of  training followed (X4) towards  teachers’ competency as participant of PLPG; and 6. This research used quantitative method. The population of this research is 1.300 teachers of PLPG in 2013. By using Yamane formulation, there are 220 teachers taken as the sample. The data  was analyzed by using t test  and correlation analysis. The findings of the study suggested that: 1. There is a positive influence of PLPG implementation towards teachers’ competency as PLPG participant; 2. There is no significant correlation between gender (X1) and teachers’ competency as PLPG participant; 3. There is a significant correlation between Age (X2) towards teachers’ competency of PLPG; 4. There is no significant correlation between the Years of Service (X3) towards teachers’ competency as the participant of PLPG; 5. There is a significant correlation between the number of Diklat followed  (X4) towards teachers’ competency as the participant of PLPG; and 6. There is a significant correlation between the effectiveness of PLPG (X5) towards teachers’ competency as the participant of PLPG. Keywords: PLPG, LPTK, teacher certificationCopyright © 2015 by Al-Ta'lim All right reserved
Analysis of the ELT Pre-Services Teacher Lesson Plan: A Case on the Vocabulary Discussion Elismawati, Elismawati; Saun, Saunir; Arwemi, Arwemi; Hadeli, Hadeli; Alazmi, Hidayat
AT-TA'LIM Vol 29, No 1 (2022)
Publisher : Institut Agama Islam Negeri Imam Bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15548/jt.v29i1.750

Abstract

As the lesson plan is considered of main requirements for both teacher and practiced teacher and vocabulary discussion is essential to include. This research is aimed to identify the vocabulary discussion used by teacher in the Lesson Plan. Using 22 peaces ELT ELT lesson plan, the research was done by implementing documentation study. Regarding the distinction indicators of both KTSP and K13 curriculum,  it was found that the lesson have some limitation in using the vocabulary discussion in which there are only  9.09% of the lesson plan that included the vocabulary discussion as a step in the teaching of reading for comprehension before doing reading activity, and  4.55% offers it after the students read the text. Most of the documents do not include the steps of  vocabulary discussion in the teaching of reading for comprehension. Finally, 19 or   86.36% that did not offer the vocabulary discussion.
Co-Authors Alazmi, Hidayat Antoni Antoni Aprilia, Fella Putri Arumugam, Nalini Arwemi Arwemi Atika, Nur Elismawati Elismawati Elmi, Nadia Yuni Fitrawati Fitrawati Fitri, Melviola Hafiza, Nailul Hasnah, Radhiatul Hidayat Al Azmi Ikhsan, Ramadhanul Juliandri, Denisa Kamalasari, Dikriati Khaira, Isral Laila Yunita Martin Kustati Mawaddah, Annisa Melinda Roza Miftahul Jannah Milya Sari Misra Misra Najwa, Lathifa Nana Sepriyanti Remiswal Rivdya Eliza Rivdya Eliza Robin Robin, Robin Rully Hidayatullah Sapitri, Suhaira Sari, Widia Saunir Saun Sri Dewi, Fuja Endah Sugara, Natasya Sulaiman Sulaiman Syafruddin Nurdin Teuku Zulfikar Wisma Rahimma Zulvia Trinova