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Muhammad Ilham
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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 434 Documents
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IMPLEMENTASI NILAI-NILAI MODERASI BERAGAMA: STUDI EVALUATIF MODEL CIPP PADA SISWA SMA NEGERI KOTA SINGKAWANG Prisuna, Bayu Fitra; Asmiati; Prisuna, Mega Armeilita
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/atdbwv19i1.14078

Abstract

This study aims to analyze the implementation of religious moderation values in public senior high schools in Singkawang City using the CIPP (Context, Input, Process, Product) evaluation model. The study employed a quantitative approach with an evaluative survey design involving 315 12th-grade students selected through disproportionate stratified sampling. Data were collected through structured questionnaires and documentation, then analyzed using descriptive statistics. The results showed that the implementation of religious moderation was generally in the good category across all evaluation dimensions. Schools have normative readiness and program relevance in a multicultural context, while input components such as educators, teaching materials, facilities, and parental involvement are available although not yet fully integrated systemically. In terms of process, internalization of values occurs through relatively conducive learning and social interactions with the active role of teachers as agents of moderation. In terms of product, the program has a positive impact on increasing tolerance, mutual respect, and students' ability to apply the values of moderation in everyday life. However, institutional strengthening and policy integration are still needed to ensure the sustainability and systematic transformation of school culture.
A diagnostic analysis of learning obstacles in similarity and congruence based on students’ mathematical reasoning Husnah, Mufarrido; Herman, Tatang
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/atdbwv19i1.14079

Abstract

This study investigates junior high school students’ learning obstacles in similarity and congruence based on their mathematical reasoning abilities. Conducted with eighth-grade students at a private Islamic junior high school in Bandung, the study employed a qualitative approach using reasoning tests, interviews, and analysis of students’ written responses. The findings show that students at all reasoning levels experienced epistemological, ontogenic, and didactical obstacles. Misconceptions about corresponding elements, proportional relationships, and criteria for similarity and congruence reflected epistemological obstacles. Ontogenic obstacles appeared in difficulties sustaining reasoning, verifying solutions, and connecting visual and symbolic representations. Didactical obstacles were indicated by students’ dependence on procedural guidance and difficulties constructing diagrams. These challenges disrupted conjecturing, justification, and verification processes, particularly among students with moderate and low reasoning abilities. The study highlights the need for reasoning-oriented geometry instruction that strengthens conceptual understanding, justification, and verification in mathematics learning.
The effect of pedagogical competence and work motivation on teacher instructional innovation Sari, Ice Linsa; Danim, Sudarwan; Kartiwi, Asti Putri
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/atdbwv19i1.14122

Abstract

This study investigates the influence of pedagogical competence and work motivation on teacher instructional innovation in junior secondary schools. Using a quantitative correlational design, the study involved 115 teachers selected through saturated sampling. Data were collected through validated questionnaires and analyzed using descriptive statistics and multiple regression techniques. The findings reveal that pedagogical competence, work motivation, and instructional innovation are generally categorized as high, although innovation practices remain uneven. Pedagogical competence has a positive and significant effect on instructional innovation, while work motivation also contributes positively with a lower influence. Simultaneously, both variables demonstrate a strong joint effect on instructional innovation. The study concludes that instructional innovation develops through the interaction between teachers’ professional competence and motivational drive. Therefore, integrative professional development programs and supportive school environments are essential to strengthen sustainable instructional innovation and improve the quality of teaching practices in contemporary educational contexts.
Cultura Analysis in the Nyorong Tradition as Social Solidarity and Ethnopedagogical Perspective Andriani, Heni; Bilal, Arpan Islami; Muhdar, Syafruddin
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/atdbwv19i1.14126

Abstract

This study aims to analyze the social, cultural, and educational values within the Nyorong tradition of the Sumbawa community in Kebayan Village, Brang Biji Subdistrict, Sumbawa Besar Regency, and to examine its implications as a source of ethnopedagogical learning. This study employs a descriptive qualitative approach, utilizing data collection techniques such as observation, in-depth interviews, and documentation. Data analysis was conducted using the Miles and Huberman interactive model, which includes data collection, data reduction, data presentation, and drawing conclusions. The results indicate that the Nyorong tradition is still practiced as part of the Sumbawan traditional wedding ceremony and functions as a social mechanism that strengthens solidarity, cooperation, and collective community participation. Beyond serving as a traditional ritual, the community’s direct involvement in this practice creates a contextual social learning space that enables the natural internalization of moral, social, and cultural values among the younger generation through direct experience. Based on the analysis, the concept of ethnopedagogy in this study is derived from the patterns of social interaction and the process of value transmission that occur in practice within this tradition, indicating that learning takes place not only formally but also through the community’s cultural practices. The findings of this study confirm that the Nyorong tradition serves as a source of character education rooted in local wisdom, thereby strengthening culture based education. The uniqueness of this study lies in its exploration of the mechanisms through which values are internalized within the Nyorong tradition as a form of ethnopedagogy grounded in the community’s social practices.
Pengaruh Model Picture and Picture dan Motivasi Siswa terhadap Keterampilan Menulis Hafiiz, Al; Abdurahman
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/atdbwv19i1.14190

Abstract

This study investigated the effects of the Picture and Picture learning model and students’ learning motivation on fantasy story writing skills. A quantitative experimental method with a 2×2 factorial design was employed involving seventh-grade students at a junior high school in Padang, West Sumatra, Indonesia. The participants were divided into an experimental class taught using the Picture and Picture model and a control class taught through direct instruction. Students’ learning motivation was classified into high and low categories. Data were collected using a fantasy story writing test and a learning motivation questionnaire. The findings revealed that students taught through the Picture and Picture model achieved higher writing scores than those taught through direct instruction. Students with high learning motivation also performed better in writing activities than those with low motivation. However, no significant interaction was found between the instructional model and learning motivation. The study suggests that the Picture and Picture model effectively supports imagination and idea development in fantasy writing.
Prinsip-Prinsip Pengembangan Kurikulum PAI Pada Kurikulum Merdeka : A Systematic Literature Review Erihadiana, Mohamad; Hakiki, Kiki Miftahul; Azizah, Habibah Nur; Maulana, Ahmad Nanda; Nasution, Fahren Sepujan
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/atdbwv19i1.13220

Abstract

This study examines the principles of curriculum development in Islamic Education within the Merdeka Curriculum through a Systematic Literature Review (SLR). Literature was retrieved from Google Scholar using the Publish or Perish application and analyzed following the PRISMA framework. Of the 986 records identified, six studies met the inclusion criteria and were synthesized. The findings identify six core principles of curriculum development: orientation toward the goals of Islamic education, relevance to contemporary developments, integration of Islamic values across curriculum components, student-centered learning, flexibility and adaptability, and a comprehensive and holistic approach. The review also reveals that curriculum development is influenced by educational policy, technological advancement, philosophical and psychological foundations, sociocultural context, globalization, religion, and economic conditions. These findings provide a conceptual framework for strengthening the implementation of the Merdeka Curriculum in Islamic Education.
Multimodal learning in action: Multiple intelligences transforming inclusive English education in early childhood classrooms Pratiwi, Widya Rizky
Al-TA'DIB: Jurnal Kajian Ilmu Kependidikan Vol. 19 No. 2 (2026): In-Press
Publisher : Institut Agama Islam Negeri Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/atdbwv19i2.14256

Abstract

This study explores how multimodal learning grounded in MI theory transforms inclusive English education practices in a kindergarten setting. A qualitative case study was conducted in an inclusive kindergarten in Ende Regency, Eastern Indonesia, a geographically peripheral and culturally diverse semi-rural context with limited resources. Participants included three English teachers, a school principal, and a head supervisor involved in inclusive learning. Data were collected through semi-structured interviews, classroom observations, and document analysis, followed by thematic analysis supported by data triangulation. Findings show that MI was implemented as an integrated pedagogical orientation rather than isolated strategies, reflected in multimodal instruction, flexible classroom organization, collaborative teaching, experiential learning, and holistic assessment. These practices enhanced student engagement, social interaction, and language participation among diverse learners.
Strategic planning for enhancing student competence in an Islamic boarding school Kadir, Sitti Fatimah; Obaid, Muh. Yahya; Raehang; Rahmawati; Yahya, Nuruzzakiyyah; Rahmaniar
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/atdbwv19i1.15323

Abstract

This case study explored how strategic planning was designed and implemented to enhance student competence in a madrasah aliyah. Data were collected through semi-structured interviews, non-participant observations, and document analysis involving school leaders, teachers, and students. Data were analyzed qualitatively. The findings revealed four major themes. First, strategic planning was vision-driven, providing clear direction for long-term educational priorities. Second, planning was collaborative, involving school leaders, teachers, and support staff in participatory decision-making. Third, strategic planning was translated into integrated curricular, extracurricular, and boarding programs. Finally, these integrated programs promoted students' cognitive, affective, and psychomotor competencies. The study conceptualizes strategic planning as a competency-development mechanism that links institutional vision, collaborative leadership, and integrated educational programs, offering practical implications for strengthening educational quality in Islamic boarding schools.
bahasa inggris Khoiryah, Yeni Ayu; Risnita; Sastradika, Dedi; Sakunti, Sri Ramdayeni
Al-TA'DIB: Jurnal Kajian Ilmu Kependidikan Vol. 19 No. 2 (2026): In-Press
Publisher : Institut Agama Islam Negeri Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/atdbwv19i2.14092

Abstract

This study was motivated by concerns that Islamic Religious Education (PAI), particularly Qur'an and Hadith learning, continues to emphasize memorization rather than Higher-Order Thinking Skills (HOTS). It aimed to develop and validate a HOTS-based assessment instrument for senior high school students. Using a Research and Development (R&D) approach with the ADDIE model, 35 HOTS-based items were developed, validated by five experts, and tested on 308 students. Data were analyzed using Aiken's V and the Rasch Model through QUEST software. The instrument achieved an average Aiken's V of 0.88, indicating very high content validity. Rasch analysis showed excellent item reliability (0.99) and moderate person reliability (0.67), while identifying several items requiring revision. After refinement, the instrument demonstrated acceptable psychometric properties, providing a valid and reliable assessment tool to measure students' analytical, evaluative, and reflective skills in Qur'an and Hadith learning.
Family environment and school learning as predictors of financial literacy in elementary school students Putri, Sarah Anida; Heryani, Rina
Al-TA'DIB: Jurnal Kajian Ilmu Kependidikan Vol. 19 No. 2 (2026): In-Press
Publisher : Institut Agama Islam Negeri Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/atdbwv19i2.14260

Abstract

Financial habits and attitudes formed during elementary school have a long-term impact on an individual’s financial well-being. This study aims to determine how the family environment and school learning influence financial literacy among elementary school students, focusing on three dimensions: knowledge, attitudes, and behavior. A quantitative, survey-based approach was used, involving 410 elementary school students from various schools in Lembang District, West Bandung Regency. Data analysis was conducted using linear regression. The results indicate that the family environment and school learning are significant predictors of students’ financial literacy, with a combined contribution of 12.1% to the variance. Notably, school learning demonstrated a stronger influence, suggesting that structured financial education in the classroom plays a significant role alongside family socialization. These findings highlight the need for integrated financial literacy programs involving teachers and parents, offering practical effectiveness for early financial education curriculum and policy development in Indonesia.

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