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Al-Ta'lim Jurnal State Institute for Islamic Studies IB Padang, Indonesia -Jl. Prof. Mahmud Yunus Lubuk Lintah Padang 25153, West SumateraPhone- +62 751-29889Faks.- +62 751-29889 Email: jurnal@tarbiyahiainib.ac.id
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Al-Ta'lim
Published by Universitas Islam Negeri Imam Bonjol Padang
ISSN : 14107546     EISSN : 23557893     DOI : https://doi.org/10.15548/jt
Core Subject : Religion, Education,
Religion Education
Al-Talim, a peer-reviewed journal, is an interdisciplinary publication of original research and writing on education. The journal aims to provide a forum for scholarly understanding of the field of education and plays an important role in promoting the process that accumulated knowledge, values, and skills. Scientific manuscript dealing with contemporary educational topics are particularly welcome to be submitted. The journal encompasses research articles, original research report, reviews, short communications and scientific commentaries in education in any fields including: Teaching Education development Education management Curriculum Philosophies of education Educational approaches, etc.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 9 Documents
 1 
Search results for , issue "Vol 32, No 3 (2025)" : 9 Documents clear
Rahmah El-Yunusiyah: Women's Leadership through Educational Institutions Nasrun Harahap
AT-TA'LIM Vol 32, No 3 (2025)
Publisher : Institut Agama Islam Negeri Imam Bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15548/jt.v32i3.1109

Abstract

Women's leadership in education is an interesting topic of study. Among the figures recorded in educational history is Rahmah El Yunusiyah through educational institutions. In the Minangkabau era, women were viewed as having a very low status; they were treated like objects that could be treated as one pleased, exchanged, and even inherited. In fact, the community at that time considered the birth of a daughter to be something shameful for the family, so they eliminated them by burying them alive. The research method used was field research, involving observation and interviews in the field related to educational concepts. The figures' acknowledgments and explanations of Rahmah's personality were then analyzed using descriptive analytical research. The data was then analyzed using qualitative methods. Rahmah El Yunusiah brought modern thinking to the world of education. The rector of al-Azhar, Sheikh Abdur Rahman Taj, who was very humble, greatly admired Rahmah El Yunusiah because she founded Diniyah Putri in Padang Panjang, which was the first school in the world specifically for girls. This school inspired the Rector of Al-Azhar to establish a faculty at his university specifically for women. The Rector also awarded the first Doctorate degree to Rahmah EL-Yunusiah for her knowledge, achievements, and dedication in fighting for women in the world of education. The results of the research show that: 1) According to Rahmah El-Yunusiah, education must have the same rights as men, women must reflect noble behavior/morals starting from home, love for the country and nation also starts from home. Women have a role in the household that requires four tendencies that they must embody, namely as mothers to their children, as educators, as lovers to their husbands, and as friends to their families. 2) As a leader of women, she desires prosperity for women, participating in community service and da'wah in an effort to promote good deeds and prevent evil. Women are not prohibited from participating in politics as long as their vision and mission are to fight for truth and the welfare of the general public.
An Analysis of the Development of EFL Students’ Communicative Competence Based on Technological Knowledge in Higher Education Yulini Rinantanti; Muliaty Ibrahim; Sujarwo Sujarwo; Maximus L Nemo; Andri R Wally
AT-TA'LIM Vol 32, No 3 (2025)
Publisher : Institut Agama Islam Negeri Imam Bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15548/jt.v32i3.895

Abstract

Pedagogical competency is essential in influencing the growth of EFL students within the educational context. This research aims to analyze the development of EFL students' communicative competence based on technological knowledge in higher education. This research used a descriptive qualitative research method. The numbers of respondents of this study were twenty EFL students by using stratified sample technique from ninety EFL students. The results of the study show what contexts students use to voice their opinions, ranging from talks about general topics (education policy, movies, everyday events) to talks about organizations, lecturing, in-class presentations, public presentations, and the final category, using media technologies (chats, recordings, and video recordings). The students reported feeling comfortable and motivated to engage with media technology. Pedagogical technologies might support EFL students in enhancing their communicative competence. Pedagogical technologies have the potential to motivate students to adopt a self-directed learning style and collaborate to enhance their communicative competence by providing them with access to a learning environment outside of the traditional classroom.
Artificial Intelligence–Based Information Systems to Support Educational Decision-Making Yaslinda Lizar; Joko Sunadi; Aswirman Guci
AT-TA'LIM Vol 32, No 3 (2025)
Publisher : Institut Agama Islam Negeri Imam Bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15548/jt.v32i3.904

Abstract

This study explores the potential of artificial intelligence–based information systems in supporting educational processes within higher education institutions in Indonesia. The rapid adoption of digital platforms in academic administration and learning management has increased the need for intelligent systems that can enhance efficiency, transparency, and data-driven decision-making. This research aims to examine how artificial intelligence–based information systems are utilized in educational contexts, particularly in relation to curriculum implementation, academic management, and institutional readiness. A qualitative research design was employed using semi-structured interviews with academic stakeholders, complemented by document analysis. The findings indicate that artificial intelligence–based information systems contribute positively to improving administrative efficiency, supporting systematic curriculum evaluation, and facilitating evidence-based academic decision-making. However, challenges related to system transparency, interpretability, and user readiness were also identified as critical factors influencing system effectiveness. These findings highlight that the successful integration of artificial intelligence in education is not solely determined by technological capability but also by organizational support and human factors. This study contributes to the interdisciplinary integration of information systems and educational research by providing empirical insights into the role of artificial intelligence in higher education. The results offer practical implications for institutions seeking to adopt responsible and effective artificial intelligence–based information systems.
Trends and Gaps in Islamic Education Research in Indonesia: A Bibliometric Approach Azma Azma; Salahuddin Salahuddin; Wiwin Mistiani; Rustina Rustina
AT-TA'LIM Vol 32, No 3 (2025)
Publisher : Institut Agama Islam Negeri Imam Bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15548/jt.v32i3.1052

Abstract

This study aims to identify publication trends, key actors, thematic focuses, and research gaps in Islamic Education in Indonesia for the 2014–2025 period through a bibliometric approach. Using the PRISMA protocol, data were retrieved from Scopus using relevant keywords and analyzed with VOSviewer. Of the 884 initial documents, 380 documents were filtered that met the analysis criteria. The results show a sharp increase in publications since 2019, in line with the internationalization policy of higher Education and the accelerated adoption of digital learning technologies. The most influential authors are Zalik Nuryana and Suyadi, while the Journal of Islamic Education and Cogent Education are the publication channels with the highest impact. International collaborations are dominated by partnerships between Indonesia and Malaysia, with involvement from Australia, Brunei Darussalam, and China. Keyword analysis shows the dominance of the themes of Islamic Education, Religious Moderation, and Islamic Boarding Schools, with the emergence of new themes such as digital learning, gender equality, and multicultural Education. The mapping also identified seven key gaps, including weak pedagogical innovation, a descriptive approach to religious moderation, unsustainable digitalization, marginalization of gender issues, limited research on child protection and the welfare of Islamic boarding school students (santri), poor integration with the Sustainable Development Goals (SDGs), and limited research on interdisciplinarity. This study recommends strengthening the integration of digital pedagogy, developing a moderation model based on evaluative instruments, mainstreaming gender, and expanding global collaboration. The research's novelty lies in the full integration of the PRISMA and VOSviewer methods to produce a comprehensive, evidence-based thematic mapping, thus providing a methodological and strategic foundation for developing a more innovative and internationally competitive research agenda in Indonesian Islamic Education.
Managing Teacher Competence in Islamic-Based Vocational Education: A Comparative Case Study Harun Lubis; Agus Salim Salabi; Muhammad Anggung Manumanoso Prasetyo; Amir Karimi
AT-TA'LIM Vol 32, No 3 (2025)
Publisher : Institut Agama Islam Negeri Imam Bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15548/jt.v32i3.1022

Abstract

Teacher competence management is a critical factor in sustaining Islamic-based vocational education, particularly within diverse institutional contexts. This study explores and compares the management of teacher competence development at MAN 1 Samarinda and MAN 1 Langsa, two madrasahs with contrasting structural and contextual conditions. Employing a comparative qualitative approach, data were gathered through in-depth interviews, observations, and document analysis involving madrasah leaders, vocational teachers, and relevant stakeholders. The findings reveal distinctive management patterns. MAN 1 Samarinda applies a structured and systemic model supported by adequate infrastructure, strong industry and university partnerships, and government involvement, enabling continuous professional development and industry-aligned vocational learning. Conversely, MAN 1 Langsa faces limitations in facilities, training access, and industry collaboration; however, it sustains teacher competence development through strong Islamic value orientation, leadership commitment, social capital, and community engagement. Across both contexts, Islamic values function as a foundational framework that shapes leadership practices, curriculum implementation, and teacher professional growth. Key challenges include infrastructural constraints, limited certification opportunities, and uneven industry involvement. Nevertheless, enabling factors—such as visionary and transformational leadership, alumni networks, and university partnerships—mediate these constraints and support adaptive competence development. Based on these findings, this study proposes an integrative management framework that connects Islamic values, leadership, and contextual strategies in developing pedagogical, professional, social, and personality competencies of vocational teachers. This study contributes a value-based and context-sensitive perspective on Islamic vocational education management and provides practical implications for madrasah leaders and policymakers in aligning employability demands with ethical and spiritual foundations.
English Narratives in Conflict: Analyzing the Representation of the Palestinian Struggle in Al Jazeera and Western News Media Nour T. M. Alhaj; Siti Sarah Fitriani; Kismullah Abdul Muthalib; Iskandar Abdul Samad
AT-TA'LIM Vol 32, No 3 (2025)
Publisher : Institut Agama Islam Negeri Imam Bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15548/jt.v32i3.1077

Abstract

This study compares media coverage of the Palestinian-Israeli conflict between Al Jazeera and Western media outlets such as the BBC, CNN, and The New York Times. The study aims to discover viewpoint gaps between Palestinian and Western news coverage, assess the role of Aljazeera local reporters in promoting world awareness, and investigate biases in media stories from both sides. A qualitative content analysis examined 14 news articles—seven from Al Jazeera and seven from Western sources—that covered significant events during the 2023-2024 Gaza conflict. The study examined variations in how conflict-related events are portrayed, language usage, and narrative framing. The findings show essential differences in viewpoint between Al Jazeera and Western media. Al Jazeera's reporting is typically more humane and passionate, highlighting Palestinian suffering and placing blame for violence on Israeli troops; in contrast, news from Western media tends to be largely ignorant of the sufferings of the innocent Palestinians who continue to become victims of endless indiscriminate bombings. Moreover, Aljazeera local reporters are essential in influencing attitudes worldwide because they provide personal stories of the war in contrast to Western media's more detached, objective reporting style. These results emphasize the significance of comprehending media bias and viewpoint gaps in conflict reporting and draw attention to the particular contribution that local reporters make in offering a more thorough analysis of the Palestinian-Israeli conflict.
A Bibliometric Analysis of Qur’anic Learning Research in Scopus (1994–2024): Trends, Thematic Shifts, and Institutional Disparities Nilna Fadlillah; Ni'matus Sholihah; Ah. Zakki Fuad; Mokhamad Syaifudin; Moh. Abdullah
AT-TA'LIM Vol 32, No 3 (2025)
Publisher : Institut Agama Islam Negeri Imam Bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15548/jt.v32i3.961

Abstract

This study presents a bibliometric analysis of Qur’anic learning research, including teaching, learning, and memorization, indexed in Scopus from 1994 to 2024. A total of 120 journal articles and conference papers were examined using descriptive statistics and bibliometric mapping to identify publication trends, influential works, and thematic shifts within the field. The results indicate a steady growth in Qur’anic learning research over the past three decades, with a significant increase after 2009 and a peak in 2021. Indonesia and Malaysia emerge as the most prominent contributors, reflecting strong institutional engagement in Qur’anic education research. The thematic analysis reveals a gradual shift from traditional pedagogical approaches toward more innovative and technology-assisted learning models, including multimedia applications and mobile-based memorization tools. While this study offers a systematic overview of internationally visible research outputs, it also acknowledges a methodological limitation, as reliance on Scopus-indexed publications may overlook a substantial body of unpublished or locally indexed research, particularly within Islamic higher education institutions (PTKI). A notable finding is the disparity in research intensity between general universities (PTU) and PTKI, indicating the influence of structural and policy-related factors on the development of Qur’anic learning research. Overall, this study provides insights for strengthening future research directions and institutional policies related to Qur’anic education.
Why Foundation Play an Important Role in Environmental Education: A qualitative analysis at the Adiwiyata School Adhy Setia Putera; Samsul Maarif; Desvian Bandarsyah; Ihsana El Khuluqo; Moh. Suryadi Syarif; Putri Wulandari
AT-TA'LIM Vol 32, No 3 (2025)
Publisher : Institut Agama Islam Negeri Imam Bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15548/jt.v32i3.1012

Abstract

Environmental education faces increasing challenges in sustaining its implementation beyond formal program requirements, particularly in school-based initiatives such as the Adiwiyata program. This study aims to examine the role of school foundation in supporting the implementation of the Adiwiyata program and its influence on students’ environmental awareness in a private junior high school in Tangerang City. A qualitative evaluative approach was employed, with data collected through semi-structured interviews, field observations, and document analysis. The findings reveal that school foundations play a critical role in providing strategic leadership, policy direction, and resource support for environmental education initiatives. However, the effectiveness of these efforts depends on active collaboration among school stakeholders. The study underscores the importance of institutional synergy between foundations and schools to ensure the sustainability of environmental education programs. These findings contribute to the development of best practices for fostering long-term environmental awareness and pro-environmental behavior among student.
Ethnomathematics-Based Geometry Modules to Enhance Problem-Solving Skills of Islamic Junior High School Students Ifada Novikasari; Lisa Awalia; Noor Elebiary
AT-TA'LIM Vol 32, No 3 (2025)
Publisher : Institut Agama Islam Negeri Imam Bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15548/jt.v32i3.952

Abstract

This study investigates the effectiveness of ethnomathematics-based learning in enhancing ninth-grade students’ mathematical problem-solving skills in geometry at an Islamic junior high school. A quasi-experimental design with pre-test and post-test was employed, involving 47 students divided into an experimental group (n = 24) and a control group (n = 23). The experimental group received instruction integrating culturally relevant contexts, while the control group received teacher-centered expository instruction. Problem-solving skills were assessed through validated tests targeting comprehension, strategy formulation, execution, and evaluation, and analyzed using normalized gain (N-Gain) and independent-samples t-tests. Results indicated that the experimental group achieved significantly higher N-Gain scores than the control group, with a large effect size, demonstrating that ethnomathematics-based learning effectively fosters higher-order problem-solving abilities. These findings suggest that embedding cultural contexts in mathematics instruction provides a more engaging and enhancing students’ problem-solving skills.

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