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Annisaul Khairat
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Kampus I Universitas Islam Negeri Mahmud Yunus Batusangkar Jl. Sudirman No. 137 Lima Kaum Batusangkar, Tanah Datar, Sumatera Barat, Indonesia
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Ta'dib
Published by Universitas Islam Negeri Mahmud Yunus Batusangkar
ISSN : 14108208     EISSN : 25802771     DOI : http://dx.doi.org/10.31958/jt
Core Subject : Religion, Education, Social,
Religion Social Sciences Other
Tadib with ISSN 2580-2771 (Online) and 1410-8208 (Print) is peer review journal was firstly published by Universitas Islam Negeri Mahmud Yunus Batusangkar managed by Faculty of Tarbiyah and Teacher Training. The journal is aimed at spreading the research results conducted by academicians, researchers, and practitioners in the field of education. The journal is published periodically twice a year, i.e., every June (first edition) and December (second edition).
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 3 Documents
 1 
Search results for , issue "Vol 28, No 1 (2025)" : 3 Documents clear
Learning Model for Female Students of Dual Role in Facing Academic Procrastination: Evidence in State Islamic University Fadhil, Muhammad; Huda, Ali Anhar Syi’bul; Daflaini, Daflaini; Fidya, Yatti
Ta'dib Vol 28, No 1 (2025): In Press
Publisher : Universitas Islam Negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/jt.v28i1.13683

Abstract

This article aims to find out, analyse, and offer a time management model for female students in the midst of dual roles in dealing with academic procrastination at the Islamic State University. Procrastination is an academic term used for students who delay doing coursework. The act of procrastination can be seen from the delay in completing studies, the inability to manage time, and the inability to manage oneself. This research uses qualitative research methods which are field research. There are two data sources that are the reference for this research. The first is primary data which is key data in the form of interview results. Second, secondary data obtained from research results in the form of scientific articles, books, and other library materials related to the research topic. The data collection techniques used are interviews and documentation. The data analysis techniques used are data condensation, data presentation, and conclusion drawing. This study found that the learning model for dual-role female students in dealing with academic procrastination with proportional time management is very important to be implemented as an effort to avoid procrastination of academic tasks. Female students as self-controllers must have the strength to keep procrastination behaviour away in order to be able to complete academic tasks in a timely manner. The ability of self-control will have a positive effect on the realisation of a balanced academic atmosphere.
Pretend Play as a Key to Enhancing Sexuality Knowledge in Children with Mild Intellectual Disability Alucyana, Alucyana; Ikhwanisifa, Ikhwanisifa; Siregar, Juliarni; Zeni, Sisra; Nabila, Restu
Ta'dib Vol 28, No 1 (2025)
Publisher : Universitas Islam Negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/jt.v28i1.14920

Abstract

This study aims to analyze the effect of the pretend play method on sexuality knowledge in children with mild intellectual disabilities, while controlling for age, concentration, and verbal ability in special needs schools. This quantitative research uses an experimental approach with a pretest-posttest control group design. A total of 60 children, aged 11–14 years, with mild intellectual disabilities were selected through stratified random sampling and assigned to either the experimental group or the control group, each consisting of 30 participants. Data collection was conducted using modules and tests. The results revealed that the pretend play method significantly improved sexuality knowledge in children with mild intellectual disability, with an F value for the pretend play variable of 540.1 and a significance level of p=0.00 (p<0.01). Additionally, age, concentration, and verbal ability were positively correlated with sexuality knowledge, confirming their importance as covariates. These findings suggest that the pretend play method can serve as an effective educational strategy for enhancing sexuality knowledge among children with mild intellectual disability, highlighting the importance of integrating structured play-based learning into special education curricula to support their cognitive and social development. 
The Impact of Teacher Competence on Inclusive Education: Moderating Role of Islamic Religious Education Understanding Fatimah Warosari, Yuli; Nurhayati, Nurhayati; Mahanis, Juni; Alia, Nurain
Ta'dib Vol 28, No 1 (2025)
Publisher : Universitas Islam Negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/jt.v28i1.15183

Abstract

Inclusive education ensures that children with special needs can fully participate in the learning process alongside their peers, thereby promoting educational equity and the fulfillment of their rights. This study investigates the impact of teacher competence on the implementation of inclusive education, with a specific emphasis on the moderating role of teachers’ understanding of Islamic Religious Education. Employing a mixed-methods approach, the study integrates quantitative and qualitative strategies to obtain robust and comprehensive insights. Data were collected through the distribution of structured questionnaires, in-depth interviews, and direct field observations. The analysis was conducted using SPSS to ensure statistical rigor and precision. The results reveal that teacher competence significantly enhances the effectiveness of inclusive education practices. Furthermore, teachers’ understanding of Islamic Religious Education positively moderates the relationship between teacher competence and inclusive education outcomes, thereby amplifying the role of teacher competence in fostering successful inclusive learning environments. These findings underscore the importance of integrating both professional competence and religious pedagogical understanding in advancing inclusive educational frameworks.

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