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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 21 Documents
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Search results for , issue "Vol 28 No 1 (2025)" : 21 Documents clear
Triples Activity Learning Model in Teaching Arabic for Graduate Students of Islamic Religious Education Dhiauddin Dhiauddin; Nazaruddin Nazaruddin
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.v28i1.14894

Abstract

The mastery of Arabic is an essential requirement for students in the Islamic Education Master Program at the Islamic University of Aceh, given its significant role in studying Islamic sciences. Despite its importance, Arabic learning within the program tends to be passive, limiting students' ability to acquire deeper and more applicable language skills. This study aims to analyze the implementation of Arabic language learning using the Triples Activity Learning approach, which is designed to enhance students' competence in Arabic interactively and effectively. This research employs a qualitative method with a case study approach. The subjects of the study are students enrolled in the Islamic Education Master Program. Data collection techniques include observations, interviews, and document analysis, ensuring comprehensive insights into learning practices. The collected data are analyzed through thematic analysis, and triangulation is applied as a strategy to maintain the validity and reliability of the findings.The study found that Arabic language learning plays a crucial role in understanding Islamic teachings and fostering global academic communication. The implementation of the Triples Activity Learning model, incorporating multimedia-based interactive methods, significantly enhances students' Arabic proficiency. The integration of three types of materialÔÇöscript study, hiw─ürat (dialogue), and istim─ü' (listening)ÔÇöproves effective in improving students' listening, reading, and speaking skills. Based on these findings, it is recommended that Arabic learning in higher education institutions adopts modern, adaptive, and interactive approaches to optimize language mastery.
Pretend Play as a Key to Enhancing Sexuality Knowledge in Children with Mild Intellectual Disability Alucyana Alucyana; Ikhwanisifa Ikhwanisifa; Juliarni Siregar; Sisra Zeni; Restu Nabila
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 11ÔÇô14 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.┬á
Enhancing Quality Education Through Cooperative Learning in Remote Area Mustakim Mustakim; Ita Sarmita Samad; Umiyati Jabri; Ismail Ismail; Elihamid Elihamid
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.v28i1.14950

Abstract

Access to quality education in remote areas remains a global challenge, particularly in achieving Sustainable Development Goal 4 (SDG 4). This study explores the effectiveness of cooperative learning strategies in addressing educational disparities faced by students in rural communities in South Sulawesi, Indonesia. A qualitative approach was employed, involving semi-structured interviews with 12 teachers and 24 students from four public junior and senior high schools in isolated mountainous villages. Classroom observations were also conducted to triangulate the data. Thematic analysis revealed that cooperative learning enhanced studentsÔÇÖ critical thinking, encouraged active participation, and improved peer collaborationÔÇöespecially when supported by teacher facilitation, culturally relevant materials, and low-tech group projects. However, challenges such as limited access to learning materials, unstable electricity, and language diversity emerged as barriers. Students shared that working in groups helped them ÔÇ£grasp difficult topicsÔÇØ and ÔÇ£build confidence to express opinions.ÔÇØ The study underscores the potential of cooperative learning to reduce educational inequality in under served regions, while also highlighting the need for longitudinal research on the integration of emerging technologies such as AI and VR in remote settings. The findings provide practical recommendations for educators, policymakers, and stakeholders committed to inclusive and sustainable rural education aligned with SDG 4.
The Impact of Teacher Competence on Inclusive Education: Moderating Role of Islamic Religious Education Understanding Yuli Fatimah Warosari; Nurhayati Nurhayati; Juni Mahanis; Nurain Alia
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 teachersÔÇÖ 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, teachersÔÇÖ 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.
Enhancing Digital Literacy through Differentiated Learning in Islamic Religious Education at SMAN 1 Rogojampi Baraz Yoechva Alfaiz; Siti Aimah
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.v28i1.15271

Abstract

Digital developments can change the way information and knowledge are disseminated, including in learning Islamic religious education. The application of differentiated learning can increase the effectiveness of the educational process, especially in improving digital literacy. Learning differentiation focuses on adjusting the learning process. Therefore, in general, the purpose of this study is to find out how PAI teachers use effective differentiation strategies to improve students' digital literacy, challenges in implementing differentiated learning in improving digital literacy and religious literacy in the school environment, and strategies in dealing with digital literacy obstacles among students. This study uses a qualitative descriptive approach to gain in-depth insight into the strategies applied by PAI teachers in improving digital literacy at SMAN 1 Rogojampi. The results of this study are (1) content differentiation; students' understanding of Islamic Civilization material is increased, especially in the presentation of language that is more contextual and easy to understand, (2) process differentiation; Collaboration in groups can help ISWA exchange Islamic information using digital media, (3) product differentiation; Provide practical exercises directly, such as creating simple digital da'wah content or digital-based projects. In general, this research produces information about improving the ability to access, evaluate, manage information, and strengthen digital literacy based on Islamic values, especially material (Islamic Civilization. Teachers' strategies in overcoming obstacles are (1) making individual assessments as a basis for determining basic learning needs in the context of differentiating content, processes, and products. (2) Provide alternative teaching materials in various formats (online and offline), and (3) provide hands-on practical exercises using digital-based projects.
The Effectiveness of a Genre-Based Approach to Enhance University-Level Nursing Students' Speaking Performance Hendra Putra; Rudi Hartono; Januarius Mujiyanto; Yuliati Yuliati
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.v28i1.15285

Abstract

: Students can comprehend the nursing process and disease cases thanks to the nursing study program's English syllabus.┬á Thus, the purpose of this study is to determine how well the Genre-Based Approach (GBA) improves university-level nursing students' speaking abilities. The study employs a quasi-experimental research design and quantitative methods.┬á The purpose of this study was to determine whether or not GBA can improve university-level speaking abilities among nursing students.┬á A complete sampling technique is used to choose the sample, which consists of 71 students in total.┬á The GBA is used to teach English in the experimental group.┬á In contrast, the control group receives English instruction using a traditional method. the information gathered from the pre-test and post-test. Both descriptive and inferential analysis are performed on the data using the SPPS 22 version application. In hypothesis testing, 0.05 is a common significance level. Since 0.530 is more than 0.05, the null hypothesisÔÇöwhich typically states that there is no difference between the groupsÔÇöcannot be disproved. It shows that H0 is accepted while Ha is denied. As a result, one could argue that there aren't any notable differences between the groups.┬á
Analyzing the Improvement of StudentsÔÇÖ Public Speaking Skills Through Interactive Live Audience Feedback Strategies Silvia Djonnaidi; Difiani Apriyanti; Fitri Handayani
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.v28i1.15304

Abstract

This qualitative case study investigated the impact of Interactive Live Audience Feedback (LAF) on the development of studentsÔÇÖ public speaking skills. Conducted in a Public Speaking course involving 60 undergraduate students from the English for Business and Professional Communication program, the study used purposeful sampling and involved two stages: an initial presentation without feedback and a re-presentation following structured verbal and nonverbal feedback from the audience. Data were collected through audience comments, reflective journals, and field notes, and then analyzed thematically. Findings showed significant improvements in four areas: eye contact, body language, presentation structure, and use of visual content, highlighting improvements in confidence, clarity, and engagement. The study suggests that live audience feedback promotes reflective and participatory learning. However, limitations include potential observer bias and uncontrolled social dynamics in the classroom. Theoretically, the study integrates LasswellÔÇÖs Communication Model, BanduraÔÇÖs Self-Efficacy Theory, and VygotskyÔÇÖs Social Development Theory to explain the feedback-learning relationship. Practically, the LAF model offers an adaptable strategy for improving communication competence in a variety of educational and professional contexts.
Improving Fiqh Learning Outcomes Through a Mind Mapping-Based Flipped Classroom Pristian Hadi Putra; Uun Fauzanah Fitri; Adi Putra; Endah Silawati
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.v28i1.15313

Abstract

The learning outcomes of Grade VIII students in the Fiqh subject at MTsN 6 Kerinci remain relatively low. This is due to the use of conventional teaching models that fail to facilitate studentsÔÇÖ engagement actively in the learning process. To address this issue, a flipped classroom model integrated with mind mapping techniques was implemented to enhance studentsÔÇÖ understanding and academic performance. This study aims to determine the effect of the flipped classroom model based on mind mapping on students' learning outcomes in Fiqh. The method used is quantitative with a quasi-experimental approach, employing a Pretest-Posttest Control Group Design. The research sample consisted of 30 students divided into two classes: an experimental class that received the flipped classroom model based on mind mapping, and a control class that used a conventional teaching model. Data were collected through pretest and posttest assessments and analyzed by using a t-test. The results of the partial statistical analysis (t-test) showed that the flipped classroom model based on mind mapping had a positive and significant effect on studentsÔÇÖ learning outcomes in the Fikih subject for Grade VIII at MTsN 6 Kerinci. This is evidenced by the hypothesis test result of t count > t table = 2.463 > 1.771, with a significance value of 0.02 < 0.05, indicating that Ha is accepted and Ho is rejected. This confirms that the flipped classroom model based on mind mapping significantly and positively influences the improvement of Fiqh learning outcomes among Grade VIII students at MTsN 6 Kerinci.
Ar-Enhanced Reading Instruction: Impact on Indonesian EFL Learners' Comprehension and Attitudes Mustakim Sagita; Issy Yuliasri; Abdurrahman Faridi; Hendi Pratama
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.v28i1.15317

Abstract

This study investigates the effects of Augmented Reality (AR) books on the reading comprehension and attitudes of Indonesian EFL learners. Employing a quasi-experimental mixed-method design, 62 university students were divided into an experimental group (n=31) and a control group (n=31). Over a five-week intervention, the experimental group used AR books via tablets, while the control group used printed textbooks. Reading comprehension was assessed using pre- and post-tests, and attitudes were measured using a validated reading attitude questionnaire. Qualitative data were gathered through semi-structured interviews with participants from the experimental group. The results revealed a statistically significant improvement in reading comprehension for the AR group (t(13)=4.73, p < 0.001, CohenÔÇÖs d = 0.83), and significantly more positive reading attitudes across all measured domains (e.g., overall attitude: t(60)=3.48, p = 0.002). These findings suggest a large effect size and practical benefit of AR book integration. The study highlights the potential of AR technology to enhance both cognitive and affective outcomes in EFL reading instruction and supports its implementation in digitally supported learning environments.
Spiritual Coping Strategies to Reduce Academic Stress: a Phenomenological Study of Emerging Adulthood among PAI Students Nova Nur A'ini; Nurul Wahdah; Surawan Surawan
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.v28i1.15377

Abstract

Spiritual coping strategies are an important approach in helping students reduce academic stress in emerging adulthood. This study aims to identify the factors contributing to academic stress among PAI students at IAIN Palangka Raya, understand how to deal with it through spiritual coping strategies, and understand the factors that influence spiritual coping. This study used a qualitative approach of phenomenology type, with the subjects being 7 PAI students from the batches of 2020, 2021, and 2022. Data were collected through semi-structured interviews, which are in-depth interviews to explore participants' experiences, views and perceptions. Data validation was conducted using member checking techniques, then analyzed through three stages: data condensation, data presentation, and conclusion drawing or verification. The results showed that the main factors affecting academic stress of PAI students at IAIN Palangka Raya include anxiety about one's ability, parents' expectations, competition with friends, task load, and tight class schedule. The spiritual coping strategies used are self-directing, deferring, and collaborative. Meanwhile, the success of spiritual coping strategies was influenced by education, life experience, and maturity of thinking. This study shows that integrating spiritual aspects is essential in helping students deal with academic stress in an Islamic education environment, and can serve as a basis for designing spiritual-based mentoring or counseling programs in religious tertiary institutions. The practical implication of these findings is that Islamic educational institutions need to develop curricula, guidance services, and mentoring programs that explicitly accommodate spiritual approaches in dealing with academic pressure, in order to create a more supportive and holistic learning environment for students.

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