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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 415 Documents
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Implementasi Literasi Digital Melalui Program Sapulidi pada Masa Covid-19: Studi Kasus di Sekolah Menengah Atas Alim, Nur; Fadlansyah, Fadlansyah; Machmud, Hadi; Nurfaidah, Sitti
Al-TA'DIB: Jurnal Kajian Ilmu Kependidikan Vol. 15 No. 2 (2022)
Publisher : Institut Agama Islam Negeri Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/atdbwv15i2.5396

Abstract

This descriptive qualitative study aims to investigate the implementation of digital literacy during Covid-19 through Sapulidi program at one of high schools in Southeast Sulawesi. Data were garnered through observation, interviews, and documentation from the principal, the head of school literacy team, and members of the Sapulidi team. The findings show that the implementation of digital literacy at the school was carried out in three stages: a) increasing the capacity of facilitators through training for school residents, b) increasing the number and variety of learning resources through the provision of QR code-based digital books on library websites and the use of learning applications, and c) providing computer and internet access in schools and providing digital information through school websites, libraries, and QR codes in the school environment. The forms of QR codes used in the Sapulidi program include the use of in learning, on school plants, on trophy displays, in students' works at school, school literacy galleries, in literacy corners in classroom, and in digital books.KEYWORDS: Covid-19; digital literacy program; high school; QR code
Kurikulum Pendidikan Al Quran di Pondok Pesantren Al Husain Fathin, Arif Faisal; Kadir, Sitti Fatimah; Arifi, Ahmad
Al-TA'DIB: Jurnal Kajian Ilmu Kependidikan Vol. 15 No. 2 (2022)
Publisher : Institut Agama Islam Negeri Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/atdbwv15i2.5753

Abstract

Artikel ini bertujuan untuk membahas kurikulum pendidikan Al-Quran di pondok pesantren (PP) Al-Husain. Artikel ini menggunakan metode kualitatif bersifat deskriptif penelitian lapangan dan dengan pendekatan fenomenologis. Metode pengumpulan data pada artikel ini menggunakan wawancara semitersetruktur dan observasi nonpartisipatif. Hasil penelitian menunjukkan alasan pendidikan Al-Quran menjadi kurikulum utama di PP Al Husain dipengaruhi oleh pendirinya. PP Al Husain dikembangkan dengan penuh kesadaran bahwa Al-Quran merupakan sumber utama pada ranah pengetahuan, kesadaran religious, aspek perbaikan moral dan spiritual. Kurikulum pendidikan Al-Quran yang ditawarkan di PP Al Husain, mencakup 4 (empat) program, yaitu metode Yanbu’a sebagai proses mengenal huruf hijaiyah dan magorijulhuruf, Juz ‘Amma Bil Hifdzi sebagai  program santri agar terbiasa dalam menghafal dan membaca ayat Al-Quran dengan baik dan benar, Al Quran Bin Nadzri sebagai program membaca Al Quran 30 juz agar santri memiliki kualitas membaca Al-Quran dengan baik sehingga santri siap dalam menempuh program berikutnya, dan) Al Quran Bil Hifdzi yaitu program hafalan Al-Quran 30 Juz guna melahirkan generasi penghafal Al-Quran yang selalu melestarikan ajaran Islam, terlebih dengan ikhtiar dalam rangka mencapai rido Allah SWT.Kata Kunci: Kurikulum; Pondok Pesantren; Pendidikan Al-Quran
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.

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