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At-Ta'dib: Jurnal Ilmiah Prodi Pendidikan Agama Islam
Published by Sekolah Tinggi Agama Islam Negeri Teungku Dirundeng Meulaboh
ISSN : 20852525     EISSN : 26152398     DOI : -
Core Subject : Humanities, Education, Art,
Arts Humanities Education
Arjuna Subject : -
Articles 161 Documents
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VALIDITY AND PRACTICALITY OF DEVELOPING ANIMATED LEARNING VIDEOS AT MADRASAH IBTIDAIYAH Encang Sarip Hidayat; Hasan Basri; Nurbayani Nurbayani; Aisyah Idris
AT-TA'DIB: JURNAL ILMIAH PRODI PENDIDIKAN AGAMA ISLAM Vol. 18, No. 1 (Juni 2026)
Publisher : Program Studi Pendidikan Agama Islam Sekolah Tinggi Agama Islam Negeri (STAIN) Teungku Dirundeng Meulaboh Aceh Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47498/tadib.v18i1.5729

Abstract

In learning activities, educators should use digital technology-based learning media that are suitable and attractive to students, such as animated videos. This study aims to develop learning media in the form of animated videos on the şhalat ‘idayn material for fiqh lessons in grade IV Madrasah Ibtidaiyah, which produces products in the form of animated videos. The research method uses the Alessi & Trollip development model, which comprises three stages: planning, design, and development. This model is considered appropriate for research and development of multimedia-based products. The results of this development research are learning using animated videos. The results of animated videos are considered very feasible, with a percentage of 87% based on the results of assessments by material experts and media experts; very practical, with a percentage of 97.93% based on the results of student assessments; and effective based on the effectiveness test using N-Gain analysis with a gain score of 0.58, including the medium category based on 0.3 ≤ N-Gain ≤ 0.7. Therefore, the use of animated videos on şhalat ‘idayn material is effective. In conclusion, the animated video on the şalat ‘idayn material in the fiqh lesson for grade IV Madrasah Ibtidaiyah is suitable, practical, and effective for use in learning. This media can increase students' interest in learning and understanding of the material presented.
DESIGNING A DEEP LEARNING INTEGRATED TEACHING MODULE IN AQIDAH AKHLAK SUBJECT IN MADRASAH ALIYAH Era Auliyatul Faiza; Edi Nurhidin
AT-TA'DIB: JURNAL ILMIAH PRODI PENDIDIKAN AGAMA ISLAM Vol. 18, No. 1 (Juni 2026)
Publisher : Program Studi Pendidikan Agama Islam Sekolah Tinggi Agama Islam Negeri (STAIN) Teungku Dirundeng Meulaboh Aceh Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47498/tadib.v18i1.6265

Abstract

This article aims to explore the process of designing a deep learning-integrated teaching module for the Aqidah Akhlak subject. The research method used is descriptive qualitative at Ulil Albab Islamic Senior High School (MA), Kedawung Mojo, Kediri Regency. Data collection was conducted through interviews with Aqidah Akhlak teachers and documentation. This study found that teachers have systematically designed a deep learning-integrated teaching module with complete components in accordance with the Merdeka Curriculum framework. Three deep learning principles are integrated into two components of the teaching module: essential questions (containing mindful learning principles) and learning steps consisting of opening activities (containing joyful and mindful learning principles), core activities (containing joyful and meaningful learning aspects), and closing activities (containing mindful, meaningful, and joyful learning principles). Overall, integrating these three principles into the teaching module's components demonstrates that deep learning can be systematically applied to support holistic, student-centered learning planning. These findings suggest that developing a deep learning-integrated teaching module can serve as a reference for designing meaningful, contextualized instruction aligned with learning objectives. The contribution of this research lies in providing empirical evidence on the practice of integrating deep learning into teaching module components and in enriching the study of deep learning implementation in lesson planning within the context of the Merdeka Curriculum.
THE INNOVATION OF DIGITAL LEARNING MEDIA IN ISLAMIC RELIGIOUS EDUCATION TO IMPROVE STUDENTS’ LEARNING MOTIVATION Siti Akhidatul Musrifah; Prawidya Lestari
AT-TA'DIB: JURNAL ILMIAH PRODI PENDIDIKAN AGAMA ISLAM Vol. 18, No. 1 (Juni 2026)
Publisher : Program Studi Pendidikan Agama Islam Sekolah Tinggi Agama Islam Negeri (STAIN) Teungku Dirundeng Meulaboh Aceh Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47498/tadib.v18i1.6371

Abstract

This study examines the innovation of digital-based Islamic Religious Education learning media and its role in enhancing students’ learning motivation at SMA Darul Hikmah Islamic School, Kutoarjo. The research employs a descriptive qualitative approach, with data collected through observation, interviews, and documentation involving the principal, teachers, and students, and analyzed using an interactive model with triangulation to ensure data validity. The findings indicate that digital media are integrated through Chromebooks, Interactive Flat Panels, a Learning Management System (Edunaf), multimedia content, and artificial intelligence-based applications such as NotebookLM. These innovations have been shown to improve students’ motivation to learn, particularly interest, attention, and engagement, while also facilitating understanding of abstract concepts. The novelty of this study lies in the integration of multiple digital platforms within a unified PAI learning ecosystem in a boarding school context, the emphasis on the affective dimension of motivation, and the implementation of a hybrid learning model that combines digital and traditional approaches. These findings highlight the transformative potential of digital media in creating adaptive, interactive, and sustainable PAI learning.
ANALYSIS OF INNOVATION IN THE ISLAMIC RELIGIOUS EDUCATION CURRICULUM TO FOSTER STUDENTS’ REFLECTIVE RELIGIOUS THINKING AT MTSN 1 SLEMAN Aufa Fatchia Rahma; Muh. Wasith Achadi
AT-TA'DIB: JURNAL ILMIAH PRODI PENDIDIKAN AGAMA ISLAM Vol. 18, No. 1 (Juni 2026)
Publisher : Program Studi Pendidikan Agama Islam Sekolah Tinggi Agama Islam Negeri (STAIN) Teungku Dirundeng Meulaboh Aceh Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47498/tadib.v18i1.6380

Abstract

This research stems from the need to introduce innovation into the Islamic Religious Education curriculum, particularly to ensure its relevance to the demands of learning in the digital era and to foster students' reflective religious thinking skills. The primary focus of this study is to examine how the innovation in the Islamic Religious Education curriculum is implemented in the learning context at MTsN 1 Sleman. The approach used is qualitative and phenomenological, enabling researchers to understand firsthand experiences and practices. The research subjects included purposively selected Islamic Religious Education teachers and students. Data collection was conducted through in-depth interviews and documentation, followed by analysis through data reduction, presentation, and conclusion drawing. The research findings indicate that innovation in the Islamic Religious Education curriculum is achieved through more contextual and dialogical learning, supported by digital media and diverse methods. This pattern provides space for students not only to understand religious teachings but also to reflect on them and relate them to everyday life. From there, reflective religious thinking skills develop more deeply and are not merely a formality. However, in practice, several obstacles still arise, primarily due to limited technological resources and environmental influences.
NEW STUDENTS’ EXPECTATIONS OF ISLAMIC RELIGIOUS EDUCATION AS THE ETHICAL FOUNDATION FOR ECONOMICS AND BUSINESS IN THE ERA OF INDUSTRY 4.0 Haryadi Jaka Susila
AT-TA'DIB: JURNAL ILMIAH PRODI PENDIDIKAN AGAMA ISLAM Vol. 18, No. 1 (Juni 2026)
Publisher : Program Studi Pendidikan Agama Islam Sekolah Tinggi Agama Islam Negeri (STAIN) Teungku Dirundeng Meulaboh Aceh Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47498/tadib.v18i1.6425

Abstract

Islamic Religious Education plays a crucial role in fostering students’ moral character, ethical awareness, and professional integrity in higher education. However, limited empirical studies have examined how Moral Foundations, Economic Ethics, and Business Ethics collectively shape students’ expectations of PAI, particularly among economics and business students in the context of Industry 4.0. This study aims to analyze the influence of Moral Foundations, Economic Ethics, and Business Ethics on students’ expectations of PAI in the digital era. The study employed a quantitative approach using Structural Equation Modeling–Partial Least Squares (SEM-PLS) and involved 105 first-semester students of STIE Balikpapan as respondents. This study offers a novel perspective by integrating Moral Foundations, Economic Ethics, and Business Ethics into a single analytical model to explain students’ expectations of PAI. The results indicate that Economic Ethics and Business Ethics have positive and significant effects on students’ expectations of PAI, whereas Moral Foundations do not demonstrate a significant influence. These findings suggest that students perceive PAI as more relevant when it emphasizes the practical application of Islamic economic and business values rather than general moral principles alone. The study contributes to the literature on Islamic Religious Education by highlighting the importance of contextual and discipline-based ethical dimensions in shaping students’ expectations. Therefore, PAI learning should integrate Islamic economic ethics, business ethics, and contemporary digital issues to enhance its relevance, strengthen professional character, and prepare students to address ethical challenges in the digital economy.
ETHICS OF ISLAMIC RELIGIOUS EDUCATION TEACHERS ON SOCIAL MEDIA: PROFESSIONAL AND PERSONAL BOUNDARIES IN THE DIGITAL ERA Irsyad Kama Fahreza; Fahmi Maulana; Sri Wulandari; Muhlisin Muhlisin; Abul Mafaakhir
AT-TA'DIB: JURNAL ILMIAH PRODI PENDIDIKAN AGAMA ISLAM Vol. 18, No. 1 (Juni 2026)
Publisher : Program Studi Pendidikan Agama Islam Sekolah Tinggi Agama Islam Negeri (STAIN) Teungku Dirundeng Meulaboh Aceh Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47498/tadib.v18i1.6427

Abstract

This study examines the boundaries of digital ethics for Islamic Religious Education teachers on social media, focusing on the tension between the professional and personal spheres in the contemporary digital ecosystem. Despite over 76% of Indonesian teachers actively using social media, governing regulations remain pre-digital and lack operational specificity, which represents a research gap that fundamentally motivates this inquiry. Employing a qualitative library research approach through thematic content analysis of 31 systematically selected sources based on rigorous inclusion and exclusion criteria from 380 identified references, this study yields three principal findings: (1) the absence of operationally relevant digital guidelines for teachers; (2) a typology of ethical violations comprising inappropriate content, unprofessional interactions with students, and disinformation dissemination rooted in mutually reinforcing structural, individual, and cultural factors; and (3) the tension between freedom of expression and professional responsibility cannot be resolved through regulatory means alone, but requires the strengthening of professional identity. As an original theoretical contribution, this article introduces the TAPAK Model (Responsibility, Accuracy, Respect, Audience, Context) as a reflective framework that explicitly addresses the context collapse mechanism, a critical dimension consistently overlooked in existing digital ethics models for teachers, both domestically and internationally.
THE OBLIGATION OF PARENTS TO TEACH FARDHU 'AIN KNOWLEDGE TO CHILDREN IN ISLAMIC EDUCATION Marhamah Marhamah; Rahmat Saputra
AT-TA'DIB: JURNAL ILMIAH PRODI PENDIDIKAN AGAMA ISLAM Vol. 18, No. 1 (Juni 2026)
Publisher : Program Studi Pendidikan Agama Islam Sekolah Tinggi Agama Islam Negeri (STAIN) Teungku Dirundeng Meulaboh Aceh Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47498/tadib.v18i1.6428

Abstract

Religious education constitutes a primary parental responsibility in shaping children's personality and faith. One of the most important manifestations of this responsibility is teaching fardhu ‘ain knowledge, which refers to the essential religious knowledge that every Muslim is individually obligated to learn and practice. This article aims to examine the normative foundations of parents’ obligation to teach fardhu ‘ain knowledge to their children and to identify the scope of fardhu ‘ain knowledge that must be taught based on the Qur’an, Hadith, and the views of Muslim scholars. This study employs a library research method with a normative approach, examining primary sources such as the Qur’an and Hadith, as well as secondary sources including Qur’anic exegeses (tafsīr), Hadith commentaries (sharḥ al-ḥadīth), and scholarly literature on Islamic education and fardhu ‘ain knowledge. The data were analyzed using content and descriptive analyses. The findings indicate that the obligation of parents to teach fardhu ‘ain knowledge is strongly grounded in the Qur’an, Hadith, and the opinions of Islamic scholars. This obligation forms part of the educational trust (amānah) entrusted to parents, aimed at safeguarding children's creed (‘aqīdah), worship (‘ibādah), and moral character (akhlāq) from an early age. The scope of fardhu ‘ain knowledge that must be taught includes Islamic creed, acts of worship (such as purification, prayer, fasting, zakat for those who meet its requirements, and fundamental rulings concerning lawful and unlawful matters), as well as the cultivation of Islamic morals and etiquette appropriate to the child’s stage of development. Therefore, parental instruction in fardhu ‘ain knowledge serves as the primary foundation for nurturing a generation of Muslims who possess sound faith, perform worship correctly, and exhibit noble character.
IMPLEMENTATION OF THE STORYTELLING METHOD IN ISLAMIC RELIGIOUS EDUCATION LEARNING IN SENIOR HIGH SCHOOL Amnur Muhammad Ariya Nugroho; Meriyati Meriyati; Fitriani Fitriani
AT-TA'DIB: JURNAL ILMIAH PRODI PENDIDIKAN AGAMA ISLAM Vol. 18, No. 1 (Juni 2026)
Publisher : Program Studi Pendidikan Agama Islam Sekolah Tinggi Agama Islam Negeri (STAIN) Teungku Dirundeng Meulaboh Aceh Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47498/tadib.v18i1.6457

Abstract

This study examines the implementation of the storytelling method in Islamic Religious Education instruction at the high school level as an approach that creates a more lively, interactive, and meaningful learning environment. Through the presentation of meaningful stories, students not only understand religious concepts cognitively but also experience their significance emotionally and affectively. The research approach used is descriptive qualitative, employing data collection techniques such as observation, interviews, and documentation. This study was conducted at SMA Negeri 2 Gadingrejo with 2 PAI teachers and 64 eleventh-grade students as participants. The results of the study indicate that the storytelling method is effective in increasing students’ interest in learning, deepening their understanding of Islamic values, and fostering religious character in students’ daily lives. Additionally, the interaction between teachers and students became closer and more open, creating an inclusive learning environment and fostering emotional closeness. However, there were several challenges, such as limited class time and teachers’ ability to develop and deliver stories relevant to the students’ life contexts. Overall, the use of the storytelling method contributed positively to the creation of an inspiring, reflective, and character-focused Islamic Education learning process. This method also supports a contextual learning approach by linking the curriculum to students’ real-life experiences, so that religious values can be applied in practical ways in their daily lives.
THE EFFECT OF H5P-BASED LUMI EDUCATION ON ISLAMIC CULTURAL HISTORY LEARNING OUTCOMES OF GRADE V MI STUDENTS Nurun Nafisah Indah Qomari; Ruqoyyah Nafisah
AT-TA'DIB: JURNAL ILMIAH PRODI PENDIDIKAN AGAMA ISLAM Vol. 18, No. 1 (Juni 2026)
Publisher : Program Studi Pendidikan Agama Islam Sekolah Tinggi Agama Islam Negeri (STAIN) Teungku Dirundeng Meulaboh Aceh Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47498/tadib.v18i1.6474

Abstract

The teaching of Islamic Cultural History (SKI) in madrasah settings continues to face persistent challenges, including limited interactive media, predominantly narrative instructional materials, and low student engagement. The topic of the Caliphate of Ali ibn Abi Talib, in particular, demands media that can present historical figures, sequences of events, and exemplary values in a more engaging manner. This study investigates the effect of H5P-based Lumi Education on the learning outcomes of fifth-grade students at MI Darul Hikmah Al-Fatimiyah. Employing a quantitative approach with a pre-experimental one-group pretest-posttest design, the study involved 24 students. Data were collected through pretest and posttest instruments and analyzed using descriptive statistics, the Shapiro-Wilk normality test, and the Wilcoxon Signed-Rank Test due to non-normal data distribution. Results indicated that the mean score increased from 86.04 at pretest to 94.79 at posttest, with the Wilcoxon test yielding a statistically significant difference (p = 0.001). A rank-biserial correlation of 0.860 indicated a large effect size, while the Hodges-Lehmann Estimate suggested a typical improvement of approximately 10 points. These findings demonstrate that H5P-based Lumi Education positively contributes to SKI learning outcomes, though interpretations should remain cautious given the single-group design, limited sample size, and restricted content scope.
INTEGRATION OF ISLAMIC EDUCATION AND SCIENCE IN THE PERSPECTIVE OF 21ST CENTURY LEARNING: A CRITICAL LITERATURE REVIEW Maya Agustina; Fasya Fasella; Indah Sumaiyulisa; Nadiaton Hikmah
AT-TA'DIB: JURNAL ILMIAH PRODI PENDIDIKAN AGAMA ISLAM Vol. 18, No. 1 (Juni 2026)
Publisher : Program Studi Pendidikan Agama Islam Sekolah Tinggi Agama Islam Negeri (STAIN) Teungku Dirundeng Meulaboh Aceh Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47498/tadib.v18i1.6360

Abstract

This study aims to conduct a critical and comprehensive literature review regarding the integration model of Islamic Education and Science within the framework of 21st-century education. The method used is a critical literature review with a qualitative descriptive approach to scientific articles published between 2015 and 2025, obtained from Google Scholar, Garuda, DOAJ, as well as journals indexed in SINTA and reputable international journals. The analysis was carried out through identifying the integration paradigm, learning models, epistemological dimensions, and their implications for science literacy and character formation. The results indicate that the integration of Islam and science has evolved from an additive approach to a transformative integrative paradigm that emphasizes harmony between revelation and scientific rationality. Epistemologically, the integration can be mapped within the approaches of bayani, burhani, and 'irfani. Pedagogically, models such as Discovery Learning have proven effective in enhancing science literacy while supporting value reflection. However, the implementation of integration still faces obstacles such as low teacher competence, limited resources for integrative learning, and insufficient institutional support. This study emphasizes that the integration of Islam and science is a transformative project that requires epistemological reconstruction, pedagogical innovation, capacity building for educators, and systematic curriculum reform.

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