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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 440 Documents
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Internalization of Islamic character values in secondary education contexts: A systematic literature review Randina, Elpira; Lubis, Ali Musa
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/atdbwv19i2.14495

Abstract

This study employed a Systematic Literature Review (SLR) approach to comprehensively examine the trends, methods, success factors, and impact of internalizing Islamic character values among secondary education contexts during the period 2021–2026. The study was motivated by concerns over moral degradation among adolescents, which is reflected in the increasing number of cases of bullying and other behavioral problems in educational settings. Using the PRISMA protocol, 10 Scopus-indexed articles and 2 SINTA articles were systematically reviewed and analyzed. These findings demonstrate a shift from conventional cognitive-theoretical approaches to holistic, integrative models that combine contextual learning, teacher role modeling, habituation, and collaboration across three educational environments: school, family, and community. The review also highlights the strategic role of teacher and student intrinsic motivation as an important factor in ensuring the internalization of meaningful values and preventing superficial adherence. Furthermore, strengthening the Islamic concepts of muraqabah and tabayyun contributes to students' moral resilience in the era of digital disruption. Overall, the findings suggest that systematic value internalization promotes spiritual development, positive behavior, and moral integrity.
Pengembangan Instrumen Berpikir Kritis Matematis Peserta Didik Sekolah Dasar Putri, Hafiziani Eka; Fitri, Rizka Malfiana; Rahayu, Teten Ginanjar; Nurussama, Alfiana; Hikmatunisa, Nenden Permas; Santos, Mariano Dos
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/atdbwv19i2.14498

Abstract

Mathematical Critical Thinking (MCT) is a key 21st-century competency, yet elementary students’ MCT skills remain underdeveloped, partly due to the lack of age-appropriate assessment instruments. Existing instruments primarily target secondary and higher education and inadequately represent critical thinking indicators in elementary mathematics. This study aimed to develop and evaluate the validity and reliability of an MCT instrument on integer addition and subtraction for elementary students. Using a Research and Development (R&D) approach with the ADDIE model, the instrument was tested on 17 third-grade students at an elementary school in Purwakarta through purposive sampling. Nine essay items were designed based on six indicators: interpretation, analysis, inference, evaluation, explanation, and self-regulation. The results showed a reliability coefficient of 0.88, with item difficulty ranging from easy to moderate and good discrimination indices. Five items met validity criteria and were deemed suitable for assessing elementary students’ mathematical critical thinking skills.
Rekonstruksi Kurikulum Bahasa Inggris Sekolah Dasar Berbasis Communicative Language Teaching untuk Penguatan Dimensi Lulusan Dzulqa, Eryza Tiara; Mulyasari, Effy
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/atdbwv19i2.14535

Abstract

This study examines the implementation of Communicative Language Teaching (CLT) in elementary school contexts to enhance students’ communicative competence. The study addresses the gap between theoretical assumptions of CLT and its practical application in classrooms, particularly within the Indonesian educational setting. The objective of this research is to analyze how CLT strategies are applied and to evaluate their impact on students’ speaking skills and classroom interaction. A qualitative research design was employed, involving classroom observations, interviews with teachers, and document analysis. The findings indicate that the use of communicative activities such as role play, group discussions, and interactive tasks significantly improves students’ confidence and ability to communicate in English. However, several challenges were identified, including limited teacher proficiency, lack of instructional resources, and constraints related to traditional teaching practices. The study concludes that CLT is an effective approach for promoting active learning and communicative competence in elementary education. Its successful implementation requires adequate teacher training and contextual adaptation. These findings contribute to the development of more effective language teaching practices in primary education. Keywords: communicative competence; communicative language teaching; elementary education; speaking skills
Language acculturation and identity construction: A narrative inquiry of Filipino teachers in Indonesia Molina, Merry Luz; Tambunan, Anna Riana Suryanti; Ariatna
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/atdbwv19i2.14551

Abstract

While language, identity, and acculturation have been widely examined, limited research has explored how Filipino migrant teachers in Southeast Asia, particularly in Medan, Indonesia, construct their identities through everyday language experiences. This study investigates how Filipino migrant teachers negotiate identity through language acculturation. Grounded in Identity Theory and informed by perspectives on language identity and acculturation, the study employed a qualitative Narrative Inquiry design involving five Filipino migrant teachers. Data were collected through narrative interviews and photovoice, then analyzed using thematic analysis. The findings reveal that identity is dynamic and continuously reshaped through language acculturation. Initially, participants experienced diminished confidence due to limited proficiency in Bahasa Indonesia, affecting their professional self-perception. As they gradually acquired and used the language in daily interactions, they regained confidence and reconstructed their identities. Ultimately, language functioned as a bridge that fostered belonging while integrating their Filipino identity with their lived experiences in Indonesia.
Narratives of professional digital competence: Indonesian English educators’ pedagogical integration through the DigCompEdu framework Indrasari, Nunun; Kurniawati, Dewi
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/atdbwv19i2.14038

Abstract

This study investigates the use of DigCompEdu framework as a guide to improving English teachers’ digital competence (Rederick, 2017). Digital technology, consisting of digital tools and content, is essential for improving language teaching, especially in EFL, where teachers must prepare students to communicate in the digital era. This study looks at how educators improve their digital capabilities while addressing issues such as digital infrastructure, resource limitations, and pedagogical integration. In this research, a narrative inquiry approach was used to study the personal experience of eight English educators. This research focuses on how they select, use, and apply digital resources at different levels of education. Data was collected through in-depth interviews and questionnaires with participants who had 1-5 years of teaching experience. These results suggest that teacher training, institutional support, and reflective practice are critical in building educators’ ability to implement technology in the classroom. This study provides important insights into the digital competencies of English language educators and offers practical implications for curriculum development and teacher training programs in the digital era.
Managing technostress through adaptive negotiation: Teachers’ digital well-being in organizationally supported digital teaching ecosystems Yunarzat, Ersyanda; Nasir; Fatmawati, Titi
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/atdbwv19i2.14209

Abstract

Digital transformation has expanded educational opportunities while raising concerns about teachers’ technostress and digital well-being. This study explored teachers’ experiences and coping strategies across diverse school contexts and developed a conceptual model of sustainable digital adaptation. Using an interpretivist qualitative multiple-case study design, semi-structured interviews were conducted with 15 teachers from three secondary schools in urban, suburban, and rural settings. Data were analyzed through Reflexive Thematic Analysis. Findings reveal that technostress arises from technological demands, increased workloads, administrative pressures, and institutional expectations. Teachers managed these challenges through self-regulation, collaborative coping, and organizational support. Adaptive negotiation emerged as a central process for balancing digital demands, personal resources, and institutional support. Based on these findings, the study proposes an Adaptive Technostress Management Model to explain sustainable digital adaptation in diverse educational contexts.
Bahasa Inggris Bahasa Inggris Dwiyanti, Selfy Kasi; Sanjaya, Budi; Hardiyanti, Putri
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/atdbwv19i2.14545

Abstract

Students’ interest in selecting a study program influences academic success and study continuity in higher education. This study examines the internal, external, and social factors influencing students’ interest in choosing the Arabic Language Education Study Program at an Islamic Higher Education Institution (PTKIN). A descriptive quantitative survey was conducted involving 57 second-semester students from the 2025/2026 cohort, using total sampling and questionnaires. Data were analyzed using descriptive statistics with SPSS version 27. Internal factors were the most dominant, particularly confidence in completing studies on time (M = 4.18), followed by external factors, especially program accreditation (M = 3.82), and social factors, particularly career prospects (M = 3.53). Overall, the findings provide empirical insights into students’ program selection and inform institutional strategies to increase student enrollment.
The relationship between reading the Qur’an before lectures and students' learning concentration Muhammad, Giantomi; Rosenda, Diden; Elmuna, Labib
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/atdbwv19i2.14677

Abstract

Learning concentration is essential for students’ academic engagement and understanding of learning materials. In Islamic higher education, reading the Qur’an before lectures may be associated with learning concentration. This study examined the relationship between Qur’an-reading habits and students’ learning concentration. Using a quantitative ex post facto correlational design, the study involved 56 students from an Islamic Religious Education program at a private Islamic university in West Java, Indonesia. Data were collected through questionnaires and analyzed using descriptive statistics and Pearson Product Moment correlation. Qur’an-reading habits had a mean score of 29.14 (SD = 5.21), while learning concentration scored 33.55 (SD = 5.30). The findings revealed a very strong positive relationship between the variables (r = 0.917, p < 0.001). Students with stronger and more consistent Qur’an-reading habits tended to report higher learning concentration. These findings provide empirical evidence of this association in Islamic higher education. However, the correlational design does not establish causality.
Pengembangan Instrumen Soal Keterampilan Berpikir Kreatif Matematis Bagi Siswa Sekolah Dasar Nurbayanti, Rika; Sopandi, Wahyu; Putri, Hafiziani Eka; Suprih Widodo
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/atdbwv19i2.14704

Abstract

Mathematical creative thinking and self-efficacy are important competencies for students’ success in mathematics. However, many elementary students experience difficulties generating original ideas, exploring alternative solutions, and maintaining confidence when solving mathematical problems. This study investigated the effect of the Read, Answer, Discuss, Explain, and Create (RADEC) learning model on students’ mathematical creative thinking and self-efficacy. A quasi-experimental method with a non-equivalent control group design involved 53 fifth-grade students divided into experimental (n = 26) and control (n = 27) groups. Data were collected using a mathematical creative thinking test and self-efficacy questionnaire and analyzed through descriptive statistics, independent-samples t-tests, and normalized gain analysis. Significant differences were found between groups in mathematical creative thinking (t = 8.154, p < .001) and self-efficacy (t = 17.05, p < .001), with higher normalized gains in the experimental group. These findings suggest that RADEC effectively supports cognitive and affective development in elementary mathematics learning.
Integrating scientific learning and differentiated instruction in elementary IPAS: Implementation and conceptual understanding Ilham, Muhammad; Raehang, Raehang; Pratiwi, Enggar Dwi; Fatimah, Waode Sitti; Akbar, Harun
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/atdbwv19i2.14789

Abstract

Conceptual understanding in Natural and Social Sciences (IPAS) learning requires inquiry-based instruction responsive to students’ diverse needs. This study examined the implementation of scientific learning integrated with differentiated instruction and its relationship with students’ conceptual understanding. A quasi-experimental nonequivalent pretest–posttest control group design involved 30 fifth-grade students from two intact classes in Southeast Sulawesi, Indonesia. The three-meeting intervention was supported by classroom observations and a teacher interview. The experimental group demonstrated greater mean improvement (14.30 vs. 7.40 points) and normalized gain (0.23 vs. 0.12) than the control group, with a statistically significant between-group difference (p = .004). However, both gains remained low. The findings suggest that guided inquiry and differentiated scaffolding offer promising instructional support, although the short intervention and limited classroom replication constrain causal interpretation. Keywords: Conceptual understanding; differentiated instruction; IPAS learning; scientific learning

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