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Muhammad Ilham
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muhammadilham@iainkendari.ac.id
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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 224 Documents
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Translation Quality in Student-Generated Subtitles: A Study on Nwal Hadaki’s TED Talk Hidayatun, Muthiah; Hartono, Rudi; Wahyuni, Sri; Gazaly, Muragmi
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/atdbwv18i2.11503

Abstract

The present study explored the use of interlingual subtitling tasks to improve translation quality and student motivation. Using a qualitative descriptive approach with content analysis, 14 English Education students participated in a subtitling activity. Their work was evaluated for accuracy, acceptability, and readability, with multiple raters ensuring reliability. Findings revealed that although most subtitles were generally understandable, issues remained in terms of natural flow, contextual precision, and linguistic appropriateness. This study suggests that incorporating subtitling into translation pedagogy not only diversifies learning activities but also supports the development of key translation competencies. It highlights the value of engaging, real-world tasks in maintaining learner interest and enhancing translation quality.
"This isn’t Just about Me!”: A Collaborative Autoethnographic Inquiry into EFL Learners’ Social Awareness Construction Anggraini, Nurul; Setyarini, Sri; Nurfaidah, Sitti; Musaldin, La Ode; Mauliani, Sri
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/atdbwv18i2.11679

Abstract

In recent years, foreign language learning, especially English, has evolved from a purely academic focus to fostering social awareness, particularly in rural Indonesian areas where cultural barriers and stereotypes are prevalent. Anchored by collaborative autoethnography (CAE), this qualitative study reflects on our lived critical incidences as EFL learners from rural areas in Indonesia for more than a decade. This study depicts how we, as EFL learners and teachers at the same time, perceive English learning, which develops our linguistic abilities and literacies to contribute to the local communities. Through critical reflection we found that honing linguistic abilities or the English language did not merely develop the language skill, but it reconstructed EFL learners' social awareness. In this way, as rural EFL learners, we placed ourselves as the agents of change who are in charge of promoting cultural reformation, education development, and global community collaboration.
Inggris Nurhayati, Fitriani; Fathimah, Nur Sab’rina; Abdillah, Naufal; Nurdiansyah, Achmad; Maulana, Hamdan; Santora, Pipih; Faiz, Karman; Desi, Rosulina; Koswara, Ujang
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/atdbwv18i2.12129

Abstract

This study examines the implementation of technology-based evaluation at a junior high school at Nagreg, Indonesia, focusing on teacher and student experiences. Using a qualitative narrative approach, data were gathered through in-depth interviews with five PAI teachers and twenty students, classroom observations, and document analysis, and analyzed using Spradley’s componential analysis. The findings indicate that teachers view digital platforms such as Google Forms and Quizizz not simply as alternative tools, but as mechanisms that reduce administrative workload and create space for pedagogical reflection. Students reported lower assessment anxiety and higher engagement, particularly through gamified evaluation formats. Technology also functioned as a creative medium to reinforce Islamic values through multimodal feedback. Despite these benefits, limitations related to infrastructure and unequal digital access persist.
The Effect of Jigsaw Learning Method on Improving Students' Religious Education Learning Outcomes: A Meta-Analysis Dirman; Boy, La; Erdiyanti; Raehang
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/atdbwv18i2.12136

Abstract

This study investigates the effectiveness of the Jigsaw-type cooperative learning model in improving Islamic Religious Education (PAI) learning outcomes through a meta-analysis of 13 quantitative studies published between 2011 and 2025. The studies employed various experimental designs, and the analysis used effect size measurements based on Cohen’s d and N-Gain. Results indicate significant improvements in learning outcomes and student motivation, with effect sizes ranging from 0.51 to 1.132—interpreted as moderate to very strong effects. The highest impact was recorded by Aziz et al.’s (2024), while Rahmiati et al.’s (2022) showed moderate gains. Correlational studies and surveys also reported consistent positive effects on students’ cognitive and affective aspects. These findings reinforce the relevance of the Jigsaw model as an effective pedagogical strategy in PAI instruction across education levels. The study recommends broader adoption of this model in the PAI curriculum and emphasizes the need for enhanced teacher training to ensure successful implementation.

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