cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
M. Rifqi Ariyul Haq
Contact Email
ariu@padanghost.com
Phone
+62751-29889
Journal Mail Official
jurnal@tarbiyahiainib.ac.id
Editorial Address
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
Location
Kota padang,
Sumatera barat
INDONESIA
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

This study aims to develop ICT-based teaching materials that integrate the Project-Based Learning (PBL) and Flipped Classroom models to enhance students’ independent learning skills. The research employed a Research and Development (RD) approach using the 4-D model: define, design, develop, and disseminate. The define stage involved interviews, analysis of textbooks and teaching materials, and review of learning objectives to identify field needs. The design stage produced a textbook prototype for a flipped classroom, aligned with PjBL syntax. The development stage included validation and practicality testing by subject-matter experts, media experts, and 15 graduate students in the Islamic Education Program at UIN Mahmud Yunus Batusangkar. Data were collected through questionnaires and analyzed using descriptive statistics and Aiken’s V. Results showed that the instrument validity was 0.77; subject-matter expert validity reached 0.82 (highly valid); media expert validity was 0.75 (highly valid); and student practicality was 94.67% (highly practical). Dissemination was conducted on a limited scale among students enrolled in ICT-based learning media courses. The findings indicate that the textbook is valid and practical for supporting ICT-based learning. Future research should involve more experts and develop additional instructional materials.
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 Improving Teachers’ Professionalsm Sholeh, Makherus; Aziz, Abd; Kholis, Nur
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

The principal's leadership is critical in determining the direction and quality of Islamic primary education institutions. The quality of the principal becomes a key factor influencing teachers and students, where the principal's performance directly impacts the professionalism of the teachers. Based on this phenomenon, this research aims to uncover the role of the Inspirational Motivation of school principals in enhancing the professionalism of teachers. This study uses a descriptive qualitative approach with a multi-case study design. Research data were obtained through interviews and observations of various parties, totaling 20 informants. The research results show that the Inspirational Motivation of the principal in improving teachers' professionalism includes three main aspects: (1) setting an example through actions and achievements to inspire the enhancement of competence; (2) providing appreciation and motivation verbally and in writing through social media and school artifacts; (3) giving awards and encouragement to improve teachers' competence. In conclusion, the inspirational motivation of the principal plays a significant role in enhancing teachers' professionalism through exemplary behavior, appreciation, and rewards.
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; Firmiana, Masni Erika
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: A Case Study of Telkom University 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 the management of the development of Islamic teaching materials at Telkom University, especially in integrating the values of sustainable development goals (SDGs). With a qualitative approach, research data were obtained through interviews, observations, and documentation studies. The results showed that the teaching materials of Islamic Religion at Telkom University are not only in accordance with the learning outcomes (CLO and PLO) but also include the dimensions of SDGs, including economic growth, social inclusion, and environmental protection. In addition, the management of teaching material development applied is in accordance with the principles of teaching material development. The management model for developing teaching materials at Telkom University prioritizes the principles of collaboration and deliberation through focused discussion forums (FGDs) before the start of the new semester, which has proven effective in ensuring the relevance of teaching materials to regulatory needs and current social phenomena. The implication of this research is the need for other universities to adopt a collaboration-based and sustainability-oriented teaching material development model. In addition, the integration of SDGs values in learning materials can increase the relevance of higher education to global challenges. Learning processes that utilize technology also have a positive impact on student engagement and learning achievement.

Page 1 of 1 | Total Record : 9

 1 

Filter by Year

2026 2026


Reset
Filter By Issues
All Issue Vol 33, No 1 (2026) Vol 32, No 3 (2025) Vol 32, No 2 (2025) Vol 32, No 1 (2025) Vol 31, No 3 (2024) Vol 31, No 2 (2024) Vol 31, No 1 (2024) Vol 30, No 3 (2023) Vol 30, No 2 (2023) Vol 30, No 1 (2023) Vol 29, No 3 (2022) Vol 29, No 2 (2022) Vol 29, No 1 (2022) Vol 28, No 3 (2021) Vol 28, No 2 (2021) Vol 28, No 1 (2021) Vol 27, No 3 (2020) Vol 27, No 2 (2020) Vol 27, No 1 (2020) Vol 26, No 3 (2019) Vol 26, No 2 (2019) Vol 26, No 1 (2019) Vol 25, No 3 (2018) Vol 25, No 2 (2018) Vol 25, No 1 (2018) Vol 24, No 3 (2017) Vol 24, No 2 (2017) Vol 24, No 1 (2017) Vol 23, No 3 (2016) Vol 23, No 2 (2016) Vol 23, No 1 (2016) Vol 22, No 3 (2015) Vol 22, No 2 (2015) Vol 22, No 1 (2015) Vol 21, No 3 (2014) Vol 21, No 2 (2014) Vol 21, No 1 (2014) Vol 20, No 3 (2013) Vol 20, No 2 (2013) Vol 20, No 1 (2013) Vol 19, No 3 (2012) Vol 19, No 2 (2012) Vol 19, No 1 (2012) More Issue