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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 2 Documents
 1 
Search results for , issue "Volume 18 Nomor 2 2025" : 2 Documents clear
Empowering Senior High School Students in Chemistry: Integrating 21st Century Skills Tanghal, Analiza B.; Mendoza Jr., Joselito P.
Al-TA'DIB: Jurnal Kajian Ilmu Kependidikan Volume 18 Nomor 2 2025
Publisher : Institut Agama Islam Negeri Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/atdbwv18i2.9414

Abstract

This quasi-experimental study investigated the effectiveness of integrating 21st century approaches in enhancing the skills and academic performance of grade 12 senior high school students, specifically those under the Academic Track-General Academic Strand (GAS), in General Chemistry 1 in San Miguel, Bulacan. Utilizing pre-test/post-test assessments, questionnaires, web-based learning platforms, class-wide peer tutoring, paired peer tutoring, and contextualized laboratory resources, students' skills, academic performance, and perceptions towards the use of 21st century approaches were evaluated. Results indicated that the implementation of 21st century approaches led to improvements in students' communication, collaboration, critical thinking, and creativity skills in General Chemistry 1. There was a notable increase in academic performance, as evidenced by significant differences in pre-test and post-test scores among Grade 12 students. Students expressed positive perceptions regarding the beneficial impact of 21st century approaches on their studies.
Implikasi Filsafat Pendidikan Esensialisme dalam Pendidikan Akhlak di Perguruan Tinggi (Suatu Tinjauan Teoritis) Rahmawati; Musthan, Zulkifli; Shaleh, Muh.
Al-TA'DIB: Jurnal Kajian Ilmu Kependidikan Volume 18 Nomor 2 2025
Publisher : Institut Agama Islam Negeri Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/atdbwv18i2.11885

Abstract

Moral education in higher education is essential for shaping students' character and ethical awareness. The philosophy of essentialism provides a relevant framework by emphasizing core knowledge and universal values as the foundation for moral development. This article explores the implications of essentialist philosophy in moral education using a library research method. Findings suggest that essentialism-based moral education enhances students' moral sensitivity, ethical reasoning, and social responsibility. Integrating essentialist values into the curriculum creates a supportive environment for character building and increases student engagement in moral learning. It also promotes active participation in social issues and strengthens students’ commitment to ethical behavior. Moreover, this approach supports the development of a positive academic culture through interactive, value-driven learning. In conclusion, essentialism offers a practical and philosophical foundation for advancing moral education in higher education, contributing to the formation of graduates who are not only intellectually capable but also morally grounded and socially conscious.

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