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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 2 (2026)" : 9 Documents clear
Teachers' Strategies in Developing Students' Character of Independence and Discipline Muhamad Dzulfaqar J. R; A. Ardiansyah; Sri Dewi Lisnawaty
AT-TA'LIM Vol 33, No 2 (2026)
Publisher : Institut Agama Islam Negeri Imam Bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15548/jt.v33i2.1132

Abstract

Basic education is the initial stage of character formation, playing an important role in building students' personality. Independence and discipline are fundamental aspects that must be developed early so students can manage themselves and their responsibilities. However, many elementary students have not optimally demonstrated these attitudes. This study aims to analyze teachers' strategies in developing students' independence and discipline and identify obstacles faced at Nurul Islam Elementary School 01 Tawaeli. This research uses a qualitative approach with a descriptive design. Participants comprised 9 purposively selected individuals: 1 principal, 2 classroom teachers, and 6 students. Data collected through observation, interviews, and documentation were analyzed using an interactive model comprising data reduction, presentation, and conclusion drawing. To ensure validity, rigorous triangulation procedures were implemented: technique triangulation (cross-verifying observations, interviews, documents), source triangulation (comparing perspectives from teachers, students, principal), and time triangulation (collecting data at different intervals). Results showed teachers applied main strategies including role models, positive habituation, assigning responsibility, and positive reinforcement. The obstacles faced include diverse student backgrounds, unsupportive family environments, and limited teacher time. This study confirms that consistent and contextual teacher strategies play a crucial role in shaping students' character.
Understanding Internationalization of Higher Education in Indonesia: Prospects and Challenges Teuku Zulfikar; Emawati Emawati; Amiruddin Amiruddin; Cut Fadhilah Alfa Karim
AT-TA'LIM Vol 33, No 2 (2026)
Publisher : Institut Agama Islam Negeri Imam Bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15548/jt.v33i2.1170

Abstract

The internationalization of higher education plays a crucial role in expanding the global reach and competitiveness of universities. In the context of institutional internationalization, university top management is expected to engage actively in strategic planning to ensure the effective implementation of internationalization programs. This study examines the strategic efforts undertaken by three universities in achieving their internationalization goals. Data were collected through Focus Group Discussions involving top management representatives from the respective postgraduate schools. In addition, in-depth interviews were conducted with several lecturers and directors of international offices to obtain comprehensive insights into institutional practices and policies. The findings reveal that the universities employed a range of contextually distinctive yet complementary strategies to strengthen their internationalization agendas. These strategies include fostering research and publication collaborations, hosting visiting lecturers, offering double-degree programs, appointing adjunct professors, organizing international conferences, and providing research fellowships. The study highlights the importance of strategic leadership and institutional commitment in advancing higher education internationalization initiatives.
Instructions Development and Validation of an Augmented Reality–Based Learning Module to Improve Problem-Solving and Practical Skills in State Administration Education Iqbal Miftakhul Mujtahid; Mery Berlian; Rian Vebrianto; Indah Rorizka Siregar; Alaniyah Syafaren
AT-TA'LIM Vol 33, No 2 (2026)
Publisher : Institut Agama Islam Negeri Imam Bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15548/jt.v33i2.1141

Abstract

This study aimed to develop and validate an Augmented Reality based learning module designed to support the development of problem-solving and practical skills among students in the State Administration Study Program at Universitas Terbuka. The research employed a Research and Development methodology using five systematic stages: Analysis, Design, Development, Implementation, and Evaluation. During the analysis stage, learning needs, student characteristics, instructional challenges, and curriculum requirements were identified as the foundation for developing the module. The design and development stages focused on organizing learning materials, developing interactive content, integrating Augmented Reality features, and designing learning activities that were relevant to the competencies of State Administration students. The validity of the developed product was assessed by a panel of 11 experts representing four areas of expertise: media, subject matter, linguistics, and pedagogy. The validation process examined the quality, relevance, accuracy, usability, visual presentation, language clarity, and instructional appropriateness of the module. The results demonstrated that the developed AR-based learning module achieved an overall mean validity score of 85.92%, which was categorized as highly valid. Specifically, the media component obtained the highest score of 86.8%, followed by the pedagogical aspect at 86.4%, the language aspect at 86.0%, and the content aspect at 84.5%. These findings indicate that the module meets established standards of content accuracy, instructional design, language clarity, and technological presentation. The integration of Augmented Reality provides immersive, interactive, and contextually rich learning experiences, enabling students to better visualize and engage with public administration concepts and practical.
Implementation School Quality Management Based School Culture and Student Quality Assurance (QA) in Primary Education Ali Efendi; Rr. Eko Susetyorini; Yus Cholily; M. Syaifuddin
AT-TA'LIM Vol 33, No 2 (2026)
Publisher : Institut Agama Islam Negeri Imam Bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15548/jt.v33i2.1131

Abstract

Penelitian ini bertujuan untuk menganalisis implementasi manajemen mutu sekolah berbasis budaya sekolah dan penjaminan mutu (QA) siswa di Sekolah Dasar dan Menengah Al Falah Darussalam. Penelitian ini menggunakan pendekatan kualitatif dengan desain studi kasus, dengan subjek terdiri dari kepala sekolah, guru, siswa, dan orang tua. Data dikumpulkan melalui wawancara, observasi, dan analisis dokumen. Hasil penelitian ini menunjukkan bahwa manajemen mutu sekolah dilaksanakan melalui siklus NIET yang diadaptasi (Intention – Effort – Evaluation – Trust) dari model PDCA ( Plan-Do-Check-Act ) dan dikombinasikan dengan nilai-nilai Islam seperti itqan (profesional), amanah (jawaban yang bertanggung jawab), dan tawakal (penyerahan diri kepada Tuhan). Budaya sekolah yang religius menjadi landasan moral yang membentuk karakter penghuni sekolah melalui pembiasaan beribadah, disiplin, dan perilaku keteladanan. Sementara itu, QA siswa berfungsi sebagai penilai reflektif sistem pengembangan akademik, spiritual, dan sosial siswa. Aspek ketiga manajemen mutu, budaya sekolah, dan QA siswa mewujudkan model mutu pendidikan Islam yang holistik, humanis, dan berkelanjutan. Model ini tidak hanya meningkatkan kualitas akademik, tetapi juga membentuk kepribadian siswa yang Islami, mandiri, dan bertanggung jawab. Penelitian ini menegaskan pentingnya integrasi nilai-nilai Islam dalam sistem manajemen mutu untuk mewujudkan pendidikan yang bermutu dan akhlak mulia.
Principals Management in Utilizing Scholarships to Improve Education Quality Fien Pongpalilu; Dewi Nopitasari; Melly Susanti; Loso Judijanto; Al Afif Hazmar; Dhimas Abimanyu Suhendra
AT-TA'LIM Vol 33, No 2 (2026)
Publisher : Institut Agama Islam Negeri Imam Bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15548/jt.v33i2.1103

Abstract

This study explores how school principals strategically manage student aid programs to sustain educational quality in an underfunded private secondary school in Indonesia. Rather than viewing scholarship management as routine administrative work, the study examines it as a strategic leadership practice connecting financial assistance, school governance, and educational quality improvement. Using an intensive qualitative case study at Darud Da’wah wal Irsyad Maros Private Senior High School, South Sulawesi, the research involved 12 purposively selected participants: the principal, a system operator, five teachers, two administrative staff, and three scholarship recipients. Data were collected through semi-structured interviews, field observations, and internal document analysis, then analyzed thematically using source and method triangulation. The findings reveal four key insights. First, the principal demonstrated strategic and participatory leadership by integrating aid management into institutional planning and stakeholder decision-making. Second, government programs, particularly the School Operational Assistance and Smart Indonesia Program, functioned as important equity mechanisms by reducing financial barriers, supporting student enrolment, and improving access for economically vulnerable students through transparent identification and distribution procedures. Third, implementation faced significant challenges, including budget limitations, administrative complexity, excessive teacher workloads, and inadequate infrastructure. Fourth, although no direct evidence linked scholarship management to immediate improvements in academic scores, effective aid governance was recognized as an indirect foundation of educational quality. It supported enrolment stability, operational financing, stakeholder collaboration, and a more supportive learning environment. The study contributes to educational leadership literature by positioning scholarship management as a strategic leadership instrument rather than merely a clerical function, emphasizing transparency, collaboration, and effective resource management in resource-constrained schools.
The Impact of the Absence of Mental Health Education on Student Teachers’ Well-Being: A Survey Study Madiha Ghori; Sari Hidayati
AT-TA'LIM Vol 33, No 2 (2026)
Publisher : Institut Agama Islam Negeri Imam Bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15548/jt.v33i2.1100

Abstract

This study aimed to explore and analyse the impact of the absence of mental health education in teacher training programs on student teachers' well-being. A survey research design was utilised to conduct the study. The findings reveal that the lack of structured mental health education in pre-service teacher training has significant consequences for student teachers' mental well-being. It leaves them feeling underprepared to manage stress, burnout, and the emotional demands of the teaching profession. The study highlights the need for systemic changes in teacher education, advocating for the inclusion of mental health literacy in training programs to enhance resilience, reduce burnout, and improve student teachers’ well-being and future effectiveness in the classroom. 
Islamic Education in the Eco-Digital Era: Integrating Digital Transformation and Green Branding for Sustainable Learning Ecosystems Ahmad Asron Mundofi; Ghina Rahmah Maulida; Emi Fahrudi; Muhammad Najib Turmudzi
AT-TA'LIM Vol 33, No 2 (2026)
Publisher : Institut Agama Islam Negeri Imam Bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15548/jt.v33i2.1134

Abstract

This study investigates how Islamic educational institutions institutionalize digital transformation, green branding, and Islamic environmental ethics to cultivate sustainable learning ecosystems in the eco-digital era. Employing an intrinsic qualitative case study design, data were collected through classroom observations, document analysis, and in-depth semi-structured interviews with school leaders, teachers, environmental program coordinators, and students. Data were analyzed using a hybrid thematic analysis integrating deductive and inductive coding procedures. The findings reveal three interrelated institutional mechanisms. First, digital transformation was institutionalized through Learning Management Systems, digital governance, online communication platforms, and digital da‘wah, fostering ethical digital literacy, institutional accountability, and responsible learning practices. Second, green branding was institutionalized through waste banks, plastic-free campaigns, urban farming, climate literacy, and āyāt kauniyyah-based learning, embedding sustainability as ecological da‘wah within everyday school culture. Third, the Islamic principles of khalīfah, amānah, and tawāzun functioned as normative mechanisms linking technological innovation with environmental stewardship across governance, curriculum, and institutional practices. Collectively, these mechanisms demonstrate that digital transformation, green branding, and Islamic environmental ethics operate as mutually reinforcing dimensions of sustainability-oriented educational cultures. Building on these findings, the study advances the Eco-Digital Islamic Education Model as an empirically grounded conceptual framework explaining how technological innovation, ecological responsibility, and Islamic values interact to foster sustainable learning ecosystems. The model contributes to the emerging discourse on Islamic Education for Sustainable Development while providing practical guidance for institutional transformation and educational policy supporting Quality Education and Climate Action.
Integrating Moderate Religious Values into School Curricula and Management Through an Ethnographic Approach Zainal Abidin; Ahmad Qusairi; Muhamad Maulana
AT-TA'LIM Vol 33, No 2 (2026)
Publisher : Institut Agama Islam Negeri Imam Bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15548/jt.v33i2.1147

Abstract

Religious polarization in Indonesia demands that educational institutions play a strategic role in instilling religious moderation, yet many schools face challenges in effectively integrating these values in a heterogeneous environment. This study aims to analyze the mechanisms of integration of religious moderation values into the curriculum and management at SMK Negeri Sukapura, a public school that has successfully fostered harmony between Muslim and Hindu students. Using a qualitative ethnographic approach through participant observation, in-depth interviews with the principal, teachers, and students, and analysis of curriculum documents and school policies, this study explores the concrete practices and hidden curriculum that shape a culture of tolerance. The results identify three key mechanisms: (1) transformational leadership that shapes social norms through role models and participatory policies, (2) integration of moderation values across subjects through a dialogic and reflective approach, and (3) a hidden curriculum that changes attitudes through spontaneous interactions, inclusive extracurricular activities, and symbolic justice in worship facilities. The school's success lies in the systemic synergy between leadership, managerial policies, formal curriculum, and mutually reinforcing school culture. This study provides a theoretical contribution by conceptualizing moderation as an ecological system, not an isolated intervention, and offers an applicable empirical model for heterogeneous public schools in implementing religious moderation-based character education in Indonesia.
Evaluation of Assessment Quality in Islamic Religious Education Teaching Modules within the Implementation of the Merdeka Curriculum Retno Wahyuningsih; Suprapti Suprapti; Pratiwi Rahmah Hakim
AT-TA'LIM Vol 33, No 2 (2026)
Publisher : Institut Agama Islam Negeri Imam Bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15548/jt.v33i2.1165

Abstract

This study aims to evaluate the quality of assessment embedded in Islamic Religious Education teaching modules within the implementation of the Merdeka Curriculum. The research employed an evaluative design using a quantitative descriptive approach. Data were collected through systematic document analysis of Islamic Religious Education teaching modules developed by teachers at elementary, junior high, and senior high school levels in the Surakarta residency area. An assessment evaluation instrument was used to examine diagnostic, formative, and summative assessments, their alignment with Learning Outcomes, Learning Objectives, and Criteria for Learning Objective Achievement, as well as compliance with national assessment policies and principles. Data were analyzed using descriptive statistics to identify dominant quality levels across assessment aspects. The findings indicate that formative and summative assessments generally demonstrate satisfactory quality, particularly in measuring students’ cognitive achievement and aligning with learning objectives. However, diagnostic and skills-based assessments remain relatively weak. These weaknesses are mainly associated with limited assessment techniques, insufficient attention to students’ initial learning conditions, and inadequate use of scoring rubrics for evaluating performance and practical skills. Overall, assessment practices embedded in Islamic Religious Education teaching modules are generally aligned with curriculum standards and national policy requirements, although their pedagogical quality varies across assessment components. These findings highlight the need to strengthen teachers’ assessment literacy and professional competence, particularly in designing diagnostic, authentic, and skills-based assessments. Enhancing these competencies is essential to support comprehensive, contextual, and holistic learning assessment and improve the quality of Islamic Religious Education under the Merdeka Curriculum.

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