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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 18 Documents
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Search results for , issue "vol 29 no 1 (2026)" : 18 Documents clear
Time Management Strategies of Triple-Role: The Case Study of Female Students of Islamic Higher Education Ahmad Yani; Suharno Pawirosumarto; Muhammad Ridwan
Ta'dib Vol 29 No 1 (2026)
Publisher : Universitas Islam Negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/jt.v29i1.16156

Abstract

This article aims to reveal the time management practices of female students at the State Islamic University who have three roles: first, as students with academic responsibilities on campus; second, as workers or career women; and third, as wives to their husbands and mothers to their children, with the obligation to take care of various household matters. This article uses a qualitative research method with four female students who have these three roles as research subjects. There are two sources of data in this study, namely primary data (interview and observation results) and secondary data (library data from scientific articles, books, etc.). The data collection methods used were observation and interviews. Meanwhile, the data analysis technique used is the technique popularised by Miles et al., which consists of data condensation, data presentation, and conclusion drawing. The findings of this study indicate that not all female students who have three roles have good study time management. This means that these female students have difficulty managing their time, which has an impact on their academic achievement. However, female students who have good time management and are able to develop discipline and have planned and organised learning strategies can improve their academic achievement. In fact, they successfully completed their final studies well and in accordance with the set targets. This study has implications for female students, especially in terms of good time management, by designing, managing, and adapting to various things, so that female students can discipline themselves.
Enhancing ESP Motivation and Proficiency Through CALL: A Quasi-Experimental Study with Islamic Banking Students Reza Anggriyashati Adara; Purnama Putra
Ta'dib Vol 29 No 1 (2026)
Publisher : Universitas Islam Negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/jt.v29i1.16182

Abstract

Computer-Assisted Language Learning (CALL) has been widely implemented to support motivation and language development in English for Specific Purposes (ESP) instruction. However, empirical studies examining its use in English for Islamic Banking within Islamic higher education contexts remain limited. This study investigates the effectiveness of CALL in enhancing students’ motivation and language skills in an English for Islamic Banking course at an Islamic higher education institution. Employing a quasi-experimental one-group pre-test/post-test design, the study involved 20 undergraduate Islamic Banking students who participated in a CALL-based instructional intervention conducted over six sessions. Data were collected through language proficiency assessments based on an IELTS speaking rubric and a motivation questionnaire based on Keller’s ARCS model. The findings indicate a statistically significant improvement in language proficiency (t(19) = 2.42, p = 0.025, Cohen’s d = 0.53). In addition, Attention (d = 0.63), Confidence (t(19) = 2.29, p = 0.033, d = 0.52), and Satisfaction (d = 1.17) showed significant gains, with Satisfaction demonstrating the largest effect size. Meanwhile, the Relevance component showed no significant change (p = 0.33), possibly due to students’ prior perception of the course content as inherently applicable to their academic and professional goals. The study suggests that CALL can serve as an effective pedagogical approach for supporting learner motivation and language development in ESP courses within Islamic higher education, particularly when instructional activities are aligned with learners’ professional contexts in Islamic finance.
Socio-Adaptive TPACK in Rural Schools: Teachers’ Experiences and Challenges Rully Andi Yaksa; Muhammad Ferdiansyah; Zubaidah Zubaidah; Amir Syarifuddin
Ta'dib Vol 29 No 1 (2026)
Publisher : Universitas Islam Negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/jt.v29i1.16069

Abstract

The integration of Technological, Pedagogical, and Content Knowledge (TPACK) has become a fundamental prerequisite for 21st-century education. However, existing literature remains predominantly focused on resource-rich urban environments, leaving a significant gap in understanding how TPACK is constructed within infrastructure-scarce rural contexts. This study aims to explore the lived experiences of teachers in Muaro Jambi Regency in negotiating technological constraints and to propose a contextualized adaptation model. Utilizing a qualitative Interpretative Phenomenological Analysis (IPA) approach, data were collected over a three-month period through semi-structured in-depth interviews with nine teachers from SMPN 1, SMPN 7, and SMPN 30 Muaro Jambi. Data collection continued until thematic saturation was achieved. The analysis focused on interpreting emergent themes related to teachers’ socio-adaptive TPACK practices within limited technological environments. The findings reveal that infrastructural limitations, rather than functioning solely as barriers, act as catalysts for the emergence of “Socio-Adaptive TPACK.” This model consists of three interconnected dimensions: (1) Technical Adaptation through low-tech optimization and teacher agency, (2) Pedagogical Adaptation through collaborative interaction with students, and (3) Collaborative Adaptation through intergenerational knowledge sharing and social cohesion among teachers. The study concludes that, in developing regions, TPACK should not be understood merely as an individual cognitive competence, but as a communal asset shaped through resilience, collaboration, and social capital. These findings imply that professional development programs should move beyond top-down technical training and instead foster sustainable communities of practice within rural schools.
A Comparative Study of M-APOS, Knisley, and Discovery Learning on Students' Advanced Mathematical Thinking Skills Ilmadi Ilmadi; Elda Herlina
Ta'dib Vol 29 No 1 (2026)
Publisher : Universitas Islam Negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/jt.v29i1.16473

Abstract

Advanced Mathematical Thinking (AMT), which includes representation, abstraction, creative thinking, and mathematical proof, is crucial for studying abstract algebra. However, there is limited research specifically investigating how the M-APOS, Knisley, and Discovery Learning models influence students' AMT abilities, especially in the context of self-regulated learning. This study aims to analyze the impact of these three learning models and self-regulated learning on students' AMT abilities, as well as to examine their interactions. This quantitative study utilized a 3×2 quasi-experimental factorial design. The participants were 66 students from the Mathematics Study Program at Universitas Pamulang, selected via purposive sampling. Twenty-two students were assigned to each learning model group. AMT proficiency was evaluated using a four-item essay test validated by experts. Self-regulated learning was assessed using questionnaires and classified as high or low based on the total score. Data were analyzed using two-way ANOVA. The results indicated that the learning model significantly affects AMT ability (F=9.66; p=0.001<0.05), whereas self-regulated learning does not have a significant effect (F=1.47; p=0.235>0.05). Furthermore, a significant interaction was found between the learning models and self-regulated learning on AMT ability (F=3.66; p=0.018<0.05). These findings suggest that the M-APOS model is more effective in enhancing students' AMT and that the learning model's effectiveness is influenced by levels of self-regulated learning.
Exploring PAI Students' Critical Thinking Competencies for Seizing Society 5.0 Era Opportunities Using Mixed-Methods Study Muhammad Idris; Nelfa Sari; Tria Dian Ramadhayanti; Yesi Ramadhanti
Ta'dib Vol 29 No 1 (2026)
Publisher : Universitas Islam Negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/jt.v29i1.16489

Abstract

Critical thinking is a key competency for navigating the Society 5.0 era. In reality, the critical thinking abilities of Islamic Education students still vary across various aspects. This study aims to explore the level of critical thinking, identify development efforts, and analyze the obstacles encountered. The study employed a mixed-methods approach with a sequential explanatory design. Quantitative data were collected through a questionnaire administered to 105 sixth-semester students and analyzed using descriptive statistics. Qualitative data were gathered through in-depth interviews and documentation, then analyzed through the stages of data collection, data reduction, data display, and conclusion and verification. The results indicate that students’ critical thinking skills fall into the high category at 82.24%. All aspects of critical thinking achieved high levels. Development efforts include the application of critical thinking in learning, the use of student-centered models and strategies, the utilization of learning technology, and HOTS-based assessment. The challenges identified included differences in students’ initial abilities, time constraints, a learning approach that remains rote-memorization-oriented, low self-confidence, limited facilities and infrastructure, and a lack of training for instructors. The study concluded that PAI students’ critical thinking skills are generally good but still vary and require further development. Unlike previous studies that measured these skills through experimental treatments, this study did not examine the factors causing such variations. These findings should be taken into consideration by faculty members and the department to improve the quality of instruction so that students’ critical thinking skills can develop more optimally.
Teachers' Beliefs in Curriculum Innovation: Pre-Delphi Reflections of Secondary Curriculum Leaders Al Musanna; Septia Wahyuni; Delfia Herwanis; Rahmanita Zakaria; Maulida Maulida; Suminah Suminah
Ta'dib Vol 29 No 1 (2026)
Publisher : Universitas Islam Negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/jt.v29i1.16556

Abstract

This study explores how senior secondary curriculum leaders interpret teachers' beliefs in curriculum innovation. A qualitative descriptive design was used with written reflective responses collected before a Delphi panel discussion. Participants were 60 vice principals for curriculum affairs from senior secondary schools in Aceh Tengah and Bener Meriah, Indonesia. The data were examined through thematic analysis involving familiarisation, open coding, categorisation, theme development, and peer debriefing. The findings identify three themes: moral commitment, professional resilience, and pedagogical guidance. Participants described teachers' beliefs as a source of responsibility toward students, a resource for maintaining motivation during policy change, and a reference for interpreting curriculum standards and selecting instructional strategies. The study contributes to research on curriculum reform by showing how beliefs operate before collective deliberation. It also extends existing work on teacher cognition by positioning beliefs as a moral, resilience, and pedagogical framework used by school-level curriculum leaders. The findings suggest that curriculum innovation needs professional development that engages teachers' values and reflective judgment, not only technical training.
Validation of the DIGA-FAM Model: A Differentiated Game-Based Formative Assessment Using Wordwall Vivi Indriyani; Ary Ramadhan; Anisa Nurjanah; Lira Hayu Afdetis Mana; Leli Lismay
Ta'dib Vol 29 No 1 (2026)
Publisher : Universitas Islam Negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/jt.v29i1.16612

Abstract

Integrating differentiated instruction with game-based formative assessment remains underexplored in language education research, as most existing studies address these approaches in isolation rather than as a unified framework. Conventional formative assessment frequently fails to accommodate individual learner differences and lacks meaningful technology integration, limiting its effectiveness in diverse classroom contexts. To address this gap, this study develops and validates the DIGA-FAM Model (Differentiated Instruction and Game-Based Formative Assessment Model), a novel framework that systematically integrates gamification, formative assessment, and differentiated instruction using the Wordwall application. This study employed a development research design based on the Plomp (1997) model, focusing on the Prototyping Phase, which encompasses product elaboration and expert validation. Validation data were analyzed using descriptive quantitative and qualitative approaches. Expert validation results demonstrated high validity across three aspects: content (90%), language (91%), and graphics (82.5%), confirming that the model is theoretically sound and contextually appropriate for language learning. The DIGA-FAM Model contributes a replicable, differentiated formative assessment framework that bridges the gap between gamification and adaptive pedagogy, offering a structured alternative to conventional assessment practices in language education.  
Institutional Branding in Islamic Education: The Role of Strategic Brand Image in Stakeholder Perceptions Badarwan Badarwan; Syamsuddin Syamsuddin; Pairin Pairin; Sumianti Sumianti
Ta'dib Vol 29 No 1 (2026)
Publisher : Universitas Islam Negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/jt.v29i1.16621

Abstract

Research on educational branding has been predominantly situated in higher education contexts and tends to position brand image as an outcome rather than an integrated strategic process, while studies examining branding as an institutional practice in Islamic secondary education remain limited. This study aims to analyze how branding image strategies are constructed through brand positioning, brand identity, and brand personality, and their implications for prospective students’ enrollment interest. Employing a qualitative case study design at MAN 1 Kendari, data were collected through in-depth interviews, non-participant observations, and document analysis, and analyzed using thematic analysis to identify recurring patterns of meaning. The findings reveal that brand positioning is clearly established through the integration of academic excellence and religious values in institutional vision, programs, and instructional practices; brand identity is consistently constructed through the alignment of institutional symbols, flagship programs, religious culture, and the dissemination of student achievements via digital media; and brand personality is reflected in institutional characteristics such as religiosity, discipline, environmental responsibility, and achievement orientation. The integration of these elements enhances parental trust, shapes positive public perceptions, and contributes to the increasing enrollment interest of prospective students. This study contributes by conceptualizing brand image as an institutional practice grounded in operational quality and accountability rather than merely a promotional activity, while extending the application of brand equity and brand personality theories within the context of Islamic secondary education.
Development of Al-Qur'an and Hadith Modules to Improve Students' Understanding of Long Readings Sinta Titis Pangesti Putri Ciptami; Suwarno Suwarno; Muhammad Hatta; Ismet Nur; Salman Zahidi; Ahmad Saddad
Ta'dib Vol 29 No 1 (2026)
Publisher : Universitas Islam Negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/jt.v29i1.16652

Abstract

One of the problems that often occurs in learning is students' inability to understand the existing teaching materials, so that the learning process is hampered. To overcome this obstacle, it is necessary to develop teaching materials that are appropriate to students' needs. The purpose of this development research is to apply the ADDIE model of teaching material development while also testing and implementing it in learning. Data collection using interviews, observations, questionnaires, and tests. Data analysis using qualitative descriptive analysis and quantitative analysis. The findings of this study are that the development steps using the ADDIE model were carried out sequentially from the first step to the last step, paying attention to the substance of each step. The teaching materials resulting from this development were categorized as very valid based on the assessment of material experts with a score of 4.8 and media experts with a score of 4.7. For effectiveness, the effective category is based on the results of pre-tests and post-tests in the use of developed teaching materials, with high significance of 70% and moderate significance of 30%.
Religious Moderation as Lived Pedagogy: An Interpretive Case Study in Indonesian Secondary Schools Sufiani Sufiani; Sumardona Sumardona
Ta'dib Vol 29 No 1 (2026)
Publisher : Universitas Islam Negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/jt.v29i1.16656

Abstract

Research on religious moderation in education has grown substantially in recent years. However, existing studies have largely focused on conceptual debates, curriculum content, or outcome-based evaluations, while giving less empirical attention to how religious moderation is practiced in everyday school life. This study investigates how religious moderation is implemented in secondary schools in Kendari, the factors that shape its implementation, and its educational impacts on students and school culture. Using a qualitative case study within an interpretivist framework, the study collected data through semi-structured interviews with teachers and school stakeholders, as well as classroom and school activity observations. The data were analyzed thematically to identify recurring patterns of practice and meaning. The findings show that religious moderation is enacted through both intracurricular and extracurricular activities, such as integrating values of tolerance, mutual respect, and balanced religious understanding into classroom instruction, as well as through collective school programs, religious celebrations, and inter-student social activities. Its implementation is shaped by government policy support, shared school commitment, and teachers’ active role as mediators of inclusive values. The study also finds that these practices foster stronger social cohesion among students, improve communication across differences, encourage a balanced spiritual and social orientation, and create a more inclusive school climate. This study contributes to the field by offering an empirically grounded and integrated account of religious moderation as a lived pedagogical practice in Indonesian secondary education, particularly in a context that remains underrepresented in international scholarship.

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