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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 33, No 1 (2026)" : 9 Documents clear
Development of Project Based-Flipped Classroom Textbooks in ICT-Based Learning Media Courses Muchlis, Lita Sari; Suharmon, Suharmon; Asmendri, Asmendri; Hamid, Abdul; Mardika, Feni; Himmah, Uzmal
AT-TA'LIM Vol 33, No 1 (2026)
Publisher : Institut Agama Islam Negeri Imam Bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15548/jt.v33i1.1016

Abstract

The rapid advancement of ICT in higher education necessitates learning resources that foster students’ autonomy and digital competence. However, existing materials often lack integration with constructivist models. This study aims to develop ICT-based teaching materials integrating Project-Based Learning and Flipped Classroom models to enhance students’ independent learning skills. Employing a Research and Development approach with the 4-D model, the study progressed through define, design, develop, and disseminate stages. The define phase identified learning needs at Universitas Islam Negeri Mahmud Yunus Batusangkar, while the design phase constructed a textbook prototype aligning Project-Based Learning syntax—such as project planning and implementation—with Flipped Classroom pre-class activities. During development, validity and practicality were assessed by subject-matter experts, media experts, and 15 graduate students using Aiken’s V analysis. Results indicated high validity, with instrument validity at 0.77, subject-matter expert validity at 0.82 (highly valid), and media expert validity at 0.75 (valid). Furthermore, student practicality reached 94.67% (highly practical). Limited dissemination confirmed the product's effectiveness in ICT-based learning media courses. It is concluded that this textbook is a valid and practical resource, effectively optimizing hybrid learning environments and supporting student-centered instruction in the digital era. 
Application of the Takrir Method in Improving Memorization of the Quran of Students in Islamic Boarding School Syofrianisda, Syofrianisda; Iswandi, Iswandi; Septiana, Yulda Dina; Lutfiyani, Lutfiyani
AT-TA'LIM Vol 33, No 1 (2026)
Publisher : Institut Agama Islam Negeri Imam Bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15548/jt.v33i1.1038

Abstract

Memorizing the Qur'an is a characteristic of Islamic boarding school students. However, there are still many students who are negligent in improving their memorization, so they do not reach the target. This dynamic is compounded by the inappropriate use of learning methods. The takrir method is a method used in learning to memorize the Qur'an by repeating the reading of verses until they are memorized. The takrir method is able to increase the quantity of students' memorization. Thus, this study is intended to answer the problem of how the guidance by tahfidz teachers applies the takrir method to improve the memorization of students at the Darul Mursyidin Islamic Boarding School. This study uses a qualitative method with a case study approach, data sources are taken through individual and group interviews with seven informants selected using purposive sampling techniques, the informants in question are the principal, teachers and students. In-depth interviews were conducted with students who memorize the Qur'an. The results of this study are: 1) Coaching by tahfidz teachers using the takrir method to improve students' memorization is carried out through several stages, namely submitting new memorization to ustadzah, joint takrir, individual takrir, takrir in prayer and additional studies such as studying the book Tafsir verses Ahkam, At-Tibyan and Tajwid 2) Supporting factors in Coaching by tahfidz teachers in applying the takrir method to improve students' memorization at the Darul Mursyidin Islamic Boarding School are asking for blessings from parents. According to researchers, asking for blessings from parents is very important because it is one of the things that can make a memorizer enthusiastic. 3) Inhibiting factors for the development of tahfidz teachers in implementing the takrir method to improve the memorization of students at the Darul Mursyidin Islamic Boarding School. The obstacles felt by the students of the Darul Mursyidin Islamic Boarding School are: laziness, fatigue, illness and so on. Among the solutions are self-motivation, adequate rest, consistency and so on. Improving the memorization of students is important and the takrir method is the right method.
Instagram Based Arabic Vocabulary Learning among First Year Students Falah, Mega Satria Nurul; Niswah, Awaliyah Ainun
AT-TA'LIM Vol 33, No 1 (2026)
Publisher : Institut Agama Islam Negeri Imam Bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15548/jt.v33i1.1015

Abstract

This study aims to explore how first-year students experience and engage in Arabic vocabulary learning through Instagram at an International Open University. Using a qualitative descriptive–exploratory design, the study focuses on students lived learning experiences rather than merely examining learning outcomes or media effectiveness. Data were collected through semi-structured in-depth interviews with ten first-semester students and complemented by observations of their Instagram learning activities. The data were analyzed using thematic analysis to identify patterns of perception, engagement, and meaning construction in students’ learning experiences. The findings reveal three interrelated dimensions of Instagram-based vocabulary learning. First, students perceive Instagram as a contextual and relevant learning space that provides practical vocabulary connected to everyday communication. Second, the learning process is experienced as light, visual, and motivating due to the platform’s multimodal content, which facilitates comprehension and reduces learning pressure. Third, students demonstrate selective and autonomous participation, primarily by viewing and saving posts rather than actively interacting. The study highlights that meaningful digital vocabulary learning is shaped not only by platform features but also by contextual relevance, affective experience, and learner autonomy, positioning Instagram as a complementary informal learning space that supports formal Arabic language instruction in higher education
Transformational Leadership: Principals’ Inspirational Motivation in Fostering Teachers’ Professionalism Sholeh, Makherus; Aziz, Abd; Kholis, Nur; Gürhan, Ethem
AT-TA'LIM Vol 33, No 1 (2026)
Publisher : Institut Agama Islam Negeri Imam Bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15548/jt.v33i1.1017

Abstract

Principals’ leadership plays a pivotal role in strengthening teacher professionalism, particularly in Islamic primary schools facing growing demands for quality and adaptability. This study examines how inspirational motivation, a core dimension of transformational leadership, is enacted in daily leadership practices to enhance teacher professionalism. Using a qualitative multicast design, the research was conducted in two Islamic primary schools in Indonesia. Data were gathered through in-depth interviews, participant observation, and document analysis involving 20 participants, including principals, teachers, and key stakeholders. The findings indicate that inspirational motivation is not expressed through isolated motivational speeches but through integrated and sustained leadership practices. Principals demonstrate inspirational motivation through three interconnected strategies: exemplary leadership that builds moral credibility and professional role modelling; consistent oral and written motivational communication that strengthens teachers’ professional awareness; and structured programs that institutionalize ongoing professional development. These combined practices nurture internal commitment, responsibility, and continuous competence improvement among teachers. This study proposes a contextual framework of inspirational motivation that emphasizes the interdependence of leader behaviour, symbolic communication, and organizational support. It contributes to transformational leadership literature by conceptualizing inspirational motivation as an enacted, practice-based process within Islamic primary education settings.
Experiencing Professional Doubts: A Narrative Study of Islamic Religious Education Teacher Candidates Erniati, Erniati; Mania, Sitti; Kasmah, Kasmah; Saputra, Muh. Aril Widi
AT-TA'LIM Vol 33, No 1 (2026)
Publisher : Institut Agama Islam Negeri Imam Bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15548/jt.v33i1.1118

Abstract

This study aims to explore how prospective Islamic Religious Education teachers experience and interpret professional doubts during their transition from university coursework to real classroom practice. The research focuses on understanding the feelings, meanings, and identity negotiations that emerge as students confront the realities of teaching. A qualitative narrative inquiry design was employed, involving four final semester students from a public university in Indonesia. Data were collected through a series of in-depth interviews and reflective dialogues, then analysed thematically to identify recurring patterns and significant meanings within participants’ narratives. The findings reveal four dominant themes: the perceived dual responsibility of transferring knowledge and moral values, lack of confidence in public communication, emotional unpreparedness in managing classroom dynamics, and discomfort with crowded social environments. These doubts are shaped by the interaction between personal characteristics and structural expectations of the teaching profession. Rather than functioning solely as obstacles, doubts serve as reflective turning points that encourage deeper self-awareness, value clarification, and adaptive coping strategies. The study concludes that professional doubt is an integral part of teacher identity formation. Teacher education programs should therefore provide reflective spaces and emotional support to help students transform doubt into professional resilience and sustained commitment.
Metacognitive Strategies and Reading Development in Islamic Higher Education Adisaturrahimi, Andi; Suparto, Windy Puspitasari; Marlia, Marlia; Mustaqimah, Mustaqimah; Resyadi, Herman
AT-TA'LIM Vol 33, No 1 (2026)
Publisher : Institut Agama Islam Negeri Imam Bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15548/jt.v33i1.1069

Abstract

This study aims to examine the impact of metacognitive strategy instruction on the development of reading skills among undergraduate students at an Islamic higher education. The research focuses on how these strategies influence students’ knowledge, skills, attitudes, and behaviors in reading academic texts. A qualitative descriptive design with a phenomenological approach was employed to explore students lived experiences. Eighteen fourth semester students who had completed a reading course incorporating metacognitive strategies were selected through purposive sampling. Data were collected through semi structured interviews and analyzed using thematic analysis to identify recurring patterns and themes. The findings reveal that metacognitive instruction significantly improved students’ understanding of reading as an active and strategic process. Students demonstrated enhanced skills in monitoring comprehension, questioning, and drawing conclusions. In addition, they reported increased motivation, confidence, and classroom participation. The study concludes that integrating metacognitive strategies into reading instruction fosters self-regulated, reflective, and engaged learners. These results suggest that metacognitive instruction is effective in strengthening both cognitive and affective aspects of reading development in Islamic higher education contexts.
The Correlation Between Students’ Reading Comprehension and Speaking Skill Hadeli, Hadeli; Roza, Melinda; Mawaddah, Annisa
AT-TA'LIM Vol 33, No 1 (2026)
Publisher : Institut Agama Islam Negeri Imam Bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15548/jt.v33i1.1029

Abstract

Reading and speaking are essential language skills that support students in understanding and communicating information effectively. Information gained through reading can enrich students’ knowledge and provide content to be expressed orally. This study aimed to investigate the correlation between students’ reading comprehension and their speaking skill in producing explanation texts at Senior High School 2 Bukittinggi. A correlational research design was employed to examine the relationship between the two variables. The population consisted of 142 eleventh-grade science students distributed across four classes. The sample comprised 36 students selected through cluster random sampling. Data were collected using two instruments: a reading comprehension test and an oral presentation test designed to assess students’ speaking performance in explanation texts. The collected data were analyzed using the Pearson product moment correlation formula, both manually and with statistical software. The findings revealed that the obtained correlation coefficient was lower than the critical value at the 0.05 level of significance, indicating no significant correlation between students’ reading comprehension and speaking skill. In conclusion, higher reading comprehension does not necessarily correspond to better speaking performance, suggesting that these skills may develop independently and require different instructional approaches
Enhancing Musical Literacy in University Choirs Using Kodály Hand Signs and Culturally Adapted Syllables Fanshuri, Masni; Ardipal, Ardipal; Mason, Paul H; Erika, Masni
AT-TA'LIM Vol 33, No 1 (2026)
Publisher : Institut Agama Islam Negeri Imam Bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15548/jt.v33i1.1089

Abstract

This study evaluates the effectiveness of the Kodály Method specifically hand sign and rhythm syllable techniques in improving the musical literacy of non-music major university students. Addressing the prevalent issue of passive imitation in student choirs, this research employed a quantitative quasi-experimental post-test only control group design involving 40 participants from the Universitas Andalas Faculty of Law Student Choir. The experimental group underwent 12 sessions of intensive training utilizing Solfège hand signs and culturally adapted rhythm syllables while musical proficiency was measured using a validated sight-singing test assessing pitch and rhythm accuracy. Quantitative analysis using an independent sample t-test revealed a statistically significant improvement in the experimental group (t=6.513, p0.05) with data distribution confirmed as normal (Kolmogorov-Smirnov 0.05). These findings demonstrate that the intervention successfully bridged the gap between aural imitation and theoretical understanding. Consequently, the study confirms that the Kodály Method is a highly effective and time-efficient pedagogical strategy for adult beginners. By fostering musical independence and self-correction, this approach reduces reliance on rote learning. The research recommends implementing these techniques in non-formal higher education vocal training to accelerate the transition from novice singer to independent musician.
Exploration of Islamic Religious Education Teaching Material Management in Higher Education Nasrudin, Ega; Anwar, Saepul; Suresman, Edi
AT-TA'LIM Vol 33, No 1 (2026)
Publisher : Institut Agama Islam Negeri Imam Bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15548/jt.v33i1.1014

Abstract

This study aims to examine how Islamic teaching materials are developed and managed at Telkom University, with a particular focus on integrating the values of sustainable development into the curriculum. The research seeks to understand how these materials are designed to remain relevant to learning outcomes while responding to contemporary global challenges. The study employs a qualitative approach. Data were collected through interviews with lecturers and academic managers, direct observations of the learning process, and analysis of institutional documents related to curriculum and teaching material development. This approach allows for an in-depth understanding of both the process and the context of material development. The results show that Islamic teaching materials are systematically designed in accordance with learning outcomes and incorporate key dimensions of sustainable development, including economic growth, social inclusion, and environmental protection. The development process emphasizes collaboration and deliberation through structured discussions before each semester, ensuring that the materials remain relevant to regulations and current social issues. In conclusion, a collaborative and sustainability-oriented model of teaching material development enhance the relevance of higher education and supports student engagement and achievement.

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