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Muhammad Ilham
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Fakultas Tarbiyah dan Ilmu Keguruan IAIN Kendari Jln. Sultan Qaimuddin, No. 17 Baruga Kendari, Sulawesi Tenggara, Indonesia
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Al-Ta'dib: Jurnal Kajian Ilmu Kependidikan
Published by Institut Agama Islam Negeri Kendari
ISSN : 19794908     EISSN : 25983873     DOI : https://doi.org/10.31332/
Core Subject : Education,
Education
Al-Tadib: Jurnal Kajian Ilmu Kependidikan is a forum publishing original articles related to research-based education or Islamic education. It is published by Fakultas Tarbiyah dan Ilmu Keguruan Institut Agama Islam Negeri Kendari (Faculty of Education and Teaching, IAIN Kendari). This journal is for professionals, academics, researchers, and scholars whose empirical work focuses on curriculum, teaching methodology, learning activity, teaching media, learning approaches, learning achievement, character education, evaluation in education and the relationship between Islam and education. Authors are welcomed to submit their manuscripts for publication. Al-Tadib: Jurnal Kajian Ilmu Kependidikan publishes articles on education in any area of study twice a year, every June and December. This journal charges no fees for publication.
Arjuna Subject : Umum - Umum
Articles 8 Documents
 1 
Search results for , issue "Vol. 19 No. 1 (2026)" : 8 Documents clear
Exploring ICQs as a tool for effective English language teaching: A systematic literature review Khairunnisa, Ulfah; Maulina; Rahmiatin, Titin; Nurfaidah, Sitti; Sain, Yuliyanah; Halim, Abdul; Osabel, Arnie C.; Villaflor, Mark Ren D.
Al-TA'DIB: Jurnal Kajian Ilmu Kependidikan Vol. 19 No. 1 (2026)
Publisher : Institut Agama Islam Negeri Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/atdbwv19i1.12306

Abstract

This systematic literature review examines empirical studies on ICQ in EFL classrooms. Guided by PRISMA 2020, eleven peer-reviewed articles published between 2016 and 2025 were selected from Google Scholar, Taylor & Francis Online, and ERIC. The review identifies ICQ types, methodological trends, and pedagogical contributions to instruction-giving and understanding-check practices. Findings indicate that ICQs are mainly used as comprehension checks, confirmation checks, and clarification requests. Form-based ICQs commonly appear as yes/no and Wh-questions, while display questions dominate the purpose-based category. Methodologically, qualitative studies dominated, followed by mixed-methods and limited quantitative research. The review concludes that effective ICQs should be specific, task-based, and evidence-seeking to strengthen instructional clarity and classroom interaction in EFL contexts.
Synergy of Islamic education in character building Basri, Hasan; In'ami, Moh; Mustafa, Mustafa
Al-TA'DIB: Jurnal Kajian Ilmu Kependidikan Vol. 19 No. 1 (2026)
Publisher : Institut Agama Islam Negeri Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/atdbwv19i1.8445

Abstract

This study employs a library research approach using flexible content analysis to examine qualitative data derived from books and journal articles published over the last two decades. The findings confirm that Islamic education plays a significant role in character building and requires revitalization through the strengthening of integrated educational practices. This can be achieved by implementing integrative and connected models within curriculum design and learning processes, as well as by fostering synergy among educational stakeholders based on the core values of Islamic teachings. Such efforts need to be supported by comprehensive and consistent political alignment across various sectors of life to facilitate the development of a generation with strong Islamic character. However, this study is limited in that it does not extend to the formulation of political policy frameworks that align education with broader social systems. Therefore, further research is needed to explore this dimension as a continuation of the present study.
High-stakes English test preparation among Indonesian university graduates: A thematic analysis Abidin, Azwar; Muthalib, Lian Mulyani; Akbar, Muhammad Ali
Al-TA'DIB: Jurnal Kajian Ilmu Kependidikan Vol. 19 No. 1 (2026)
Publisher : Institut Agama Islam Negeri Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/atdbwv19i1.14093

Abstract

While institutional coaching currently dominates the discourse on high-stakes English test preparation, existing literature consistently neglects the strategic complexities faced by a substantial population of candidates relying exclusively on autonomous self-study methodologies. To address this critical gap, this study utilizes self-determination theory and Vygotskian sociocultural frameworks to evaluate independent test preparation. Specifically, the study operationalizes these paradigms to interrogate the intrinsic motivation and self-regulated learning strategies of non-institutional candidates. Employing an interpretive qualitative design, the investigation utilizes thematic analysis to examine the recorded narratives of 27 diverse Indonesian university graduates. The extracted thematic findings demonstrate that successful independent candidates deploy asynchronous digital platforms to mediate comprehensible input. Rather than passively consuming information, these learners construct personalized zones of proximal development to substitute for formal peer scaffolding. Furthermore, the evidence suggests that maintaining deep intrinsic motivation remains essential for sustaining long-term autonomous preparation routines. This study theoretically extends established sociocultural paradigms into digital self-study environments.
The principal's strategy for developing teacher professionalism at junior high school: A case study Jumilati, Siti; Supandi; Harjito
Al-TA'DIB: Jurnal Kajian Ilmu Kependidikan Vol. 19 No. 1 (2026)
Publisher : Institut Agama Islam Negeri Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/atdbwv19i1.14140

Abstract

This study aims to analyze principals' strategies in developing teacher professionalism in public junior high schools in Pemalang Regency. The study used a qualitative approach with a case study design, involving purposively selected principals and teachers. Data were collected through interviews, observations, and documentation, then analyzed thematically. The results showed that principals implemented data-driven strategies through participatory planning, clinical academic supervision, digital mentoring, and strengthening learning communities that encourage collaboration and reflection. This implementation encouraged the use of project-based learning and digital media. However, a gap remains between academic outcomes stipulated in school policies and classroom learning practices, caused by teachers' limited ability to develop higher-order thinking skills-oriented assessments and limited resources. These findings emphasize the importance of strengthening assessment capacity and ongoing collaborative coaching.
Perspektif Guru PAI terkait Pendidikan Inklusi bagi Siswa Berkebutuhan Khusus di SMPN 6 Tuban Agustin, Fia Ayu Putri; Riyadi, Abdul Kadir; Amrullah, Moh. Adib
Al-TA'DIB: Jurnal Kajian Ilmu Kependidikan Vol. 19 No. 1 (2026)
Publisher : Institut Agama Islam Negeri Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/atdbwv19i1.9370

Abstract

This study aims to examine the concept of inclusive education for students with special needs at a junior high school in Tuban, East Java, Indonesia, and to explore the perspectives of Islamic Religious Education (PAI) teachers regarding its implementation. The study employs a qualitative approach with a field research design. Data were collected through interviews and documentation, and analyzed using the Miles and Huberman model, which includes data collection, data reduction, data display, and conclusion drawing. The findings indicate that inclusive education is implemented through a pull-out model, supported by collaborative efforts among school stakeholders. In addition, PAI teachers demonstrate varied perspectives toward inclusive education while actively seeking to understand students with special needs through professional development activities and collaboration with special assistant teachers.
The impact of school principal's instructional leadership on enhancing teacher professionalism Maalip, Fadlan; Amirul Mukminin; Sofyan
Al-TA'DIB: Jurnal Kajian Ilmu Kependidikan Vol. 19 No. 1 (2026)
Publisher : Institut Agama Islam Negeri Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/atdbwv19i1.13787

Abstract

This study aims to investigate the role of the school principal as an instructional leader in enhancing teacher professionalism at a public senior high school in Merangin Regency, Jambi Province, specifically focusing on the planning, implementation, and impact of this leadership approach, specifically focusing on the planning, implementation, and impact of this leadership approach. The research employs a qualitative descriptive method with a phenomenological approach. Data were collected through participatory observation, semi-structured interviews involving seven participants (the principal, teachers, and administrative head), and document analysis followed by thematic analysis using the Miles and Huberman model supported by ATLAS.ti software. The main findings indicate that the principal effectively functioned as an instructional leader by establishing a clear learning vision, conducting constructive academic supervision, and facilitating continuous professional development, which collectively led to significant improvements in teacher professionalism and teaching practices.
The impact of culturally responsive project-based learning with flipbook stories on elementary students’ speech-writing skills Inggriyani, Feby; Putri, Sarah Anida
Al-TA'DIB: Jurnal Kajian Ilmu Kependidikan Vol. 19 No. 1 (2026)
Publisher : Institut Agama Islam Negeri Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/atdbwv19i1.14029

Abstract

This study examined the effect of a Project-Based Learning (PjBL) model integrated with a Culturally Responsive Teaching (CRT) approach and flipbook Hero Stories on elementary students’ speech-writing ability. A quasi-experimental design was applied to 66 fifth-grade students divided equally into experimental and control groups through total sampling. Data were analyzed using the Mann–Whitney U test, gain score analysis, and effect size calculation to identify differences in learning outcomes and control baseline variation. The findings revealed that the experimental group achieved significantly higher post-test scores than the control group (p < 0.001), with a large effect size (1.72). The integration of PjBL, CRT, and interactive digital media was shown to improve students’ engagement, creativity, and understanding of speech-text structure by connecting learning materials with students’ cultural backgrounds and experiences. These findings highlight the potential of culturally responsive, project-oriented instruction to strengthen writing skills in elementary education.
Cognitive processing in a multimedia lesson: An action research study in a language classroom Monika, Yunias
Al-TA'DIB: Jurnal Kajian Ilmu Kependidikan Vol. 19 No. 1 (2026)
Publisher : Institut Agama Islam Negeri Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/atdbwv19i1.14099

Abstract

This study examines how multimedia-based instruction supports learners’ cognitive processing in an English for Academic Purposes (EAP) classroom, addressing the limited understanding of cognitive demands in multimedia learning materials. Employing classroom-based action research, the study involved 59 undergraduate students enrolled in an EAP course at a private university in Indonesia. Data were collected through group mind maps, students’ self-reported mental effort using Paas’ 9-point scale, and course evaluation surveys. The analysis combined qualitative content analysis guided by the Cognitive Theory of Multimedia Learning (CTML) with descriptive analysis of mental effort ratings. The findings suggest that multimedia instruction may facilitate meaningful learning and improve students’ engagement with academic content. Nevertheless, learners demonstrated varying levels of cognitive processing, with some experiencing difficulties integrating multimodal information and reporting higher cognitive load.

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