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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 371 Documents
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Thai International Students' Experiences in Studying Islamic Education in Indonesia: Challenges and Opportunities Kunaepi, Aang; Yusuf Isnan Setiawan, Akhmad; Nasikhin, Nasikhin
Ta'dib Vol 27, No 2 (2024)
Publisher : Universitas Islam Negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/jt.v27i2.13445

Abstract

This study explores the experiences of international students from Thailand in pursuing Islamic Religious Education in Indonesia, focusing on the challenges and opportunities faced. Using a qualitative approach with a case study design, data were obtained through observation, interviews, and case study analysis using the Cresswell (2016). The results of the study revealed that students faced major obstacles in the form of limitations in understanding the language of instruction, local cultural differences, and difficulties in understanding contextual religious terminology. Barriers to integrating technology into Islamic Education learning also exacerbated the existing challenges. However, significant opportunities also emerged, such as enriching religious knowledge through comparing theological perspectives, openness to religious interpretations, and learning experiences in an inclusive multicultural environment. In addition, limited support from peers and lecturers also helped Thai students overcome these obstacles. The contribution of these findings lies in a deeper understanding of the dynamics of religious learning in a cross-cultural context and the importance of adapting more inclusive teaching strategies. The results of this study can be a basis for educational institutions in designing learning programs that support international students, especially in overcoming linguistic, cultural, and technological challenges, in order to improve the quality of their learning experience in Indonesia.
Improving Elementary School Students Mathematical Problem Solving Abilities with the REACT Learning Strategy Fendrik, Muhammad; Syahrilfuddin, Syahrilfuddin; Ulfah, Salsabil
Ta'dib Vol 27, No 2 (2024)
Publisher : Universitas Islam Negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/jt.v27i2.12525

Abstract

The purpose of this study is to determine the effect of the REACT learning strategy on problem-solving among fifth-grade students at Pekanbaru Public Elementary School. This type of research employs a quasi-experimental approach with a nonequivalent group control group design. This study employs a purposive sampling technique, in which samples are chosen based on specific criteria. This study employs two classes: VA as the experimental class and VB as the control class. The experimental class received treatment (treatment), while the control class did not. Data collection methods include test instruments and documentation. The significant results (2-tailed) of 0.013 < 0.05 indicate that REACT strategy learning has an effect on problem-solving ability, leading to the acceptance of Ha and rejection of H0. Based on these findings, it is possible to conclude that the REACT learning strategy (relating, experiencing, applying, cooperating, and transferring) has an effect on fifth-grade students’ problem-solving abilities.
Improving Educational Personnel Quality Through Empowerment and Delegation to Enhance Work Motivation Yasril, Yasril; Marwan, Syaiful
Ta'dib Vol 27, No 2 (2024)
Publisher : Universitas Islam Negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/jt.v27i2.13986

Abstract

Job enrichment and delegation of authority are widely recognized as effective strategies to enhance the performance of educational staff and increase organizational productivity. However, at the Tanah Datar Regency Education and Culture Office, these strategies are not yet being implemented as expected. This study aims to optimize worker education by examining the contributions of job enrichment and delegation of authority to work motivation. The study tests three hypotheses: (1) job enrichment contributes to the work motivation of educational staff; (2) delegation of authority contributes to the work motivation of educational staff; and (3) job enrichment and delegation of authority together contribute to the work motivation of educational staff. The research involved 140 educational staff members, with a random sample of 57 selected using a stratified proportional random sampling technique based on educational level, class, and length of service. Data were collected using a validated and reliable Likert scale questionnaire. The findings reveal that job enrichment contributes 16% to work motivation, delegation of authority contributes 28.09%, and the combined contribution of both factors is 42%. The current levels of job enrichment and delegation of authority at the Tanah Datar Education and Culture Office are considered sufficient, while the work motivation of educational staff is rated as good. The study underscores the importance of enhancing job enrichment and delegation of authority to further boost staff motivation and achieve better organizational outcomes.
Islamic Religious Education Based on Inter-Religious Tolerance at the Elementary School Susari, Susari; Upiyani, Upiyani; Marzuki, Marzuki; Asrowi, Asrowi; Sirojudin, Rumbang; Wasehudin, Wasehudin; Cahyawati, Ita
Ta'dib Vol 27, No 2 (2024)
Publisher : Universitas Islam Negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/jt.v27i2.12552

Abstract

Religious tolerance is a key value in multicultural societies, and schools are often a suitable place to build understanding and respect for diverse religious beliefs. In the context of education, Islamic Religious Education has an important role in shaping attitudes of tolerance between religious communities. This research aims to develop an effective Islamic Religious Education learning strategy in shaping the character of religious tolerance. This involves curriculum development, teaching methods, and relevant approaches. This study used a qualitative research approach with a phenomenological approach. The methodology of this research involved distributing a prepared questionnaire regarding inter-religious tolerance attitudes in elementary schools. Involving surveys, interviews, observations, documentation, and data analysis then providing a detailed description of the data collected. The steps in conducting research with a phenomenological approach, namely determining the location and individuals, data collection techniques, data recording procedures, field issues, and data storage stages. The results of this study show that (1) the curriculum design integrates tolerance values. (2) educators consistently incorporate teachings about toleration between religious groups into their teaching materials (3) educators serve as role models by symbolizing a tolerant lifestyle, and (4) organize significant religious events and community activities to further promote tolerance.
The Design of the Problem Analysis-Based E-Teaching Materials for the Tahsin Al-Quran Course Masyhudi, Fauza; Zukdi, Ilpi; Frasandy, Rendy Nugraha; Alfurqan, Alfurqan; Khairat, Annisaul
Ta'dib Vol 27, No 2 (2024)
Publisher : Universitas Islam Negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/jt.v27i2.13184

Abstract

This paper aims to produce a product designed based on problem analysis in learning The Tahsin Al-Quran course at the Madrasah Ibtidaiyah Teacher Education (PGMI) Study Program, Faculty of Tarbiyah and Teacher Training, UIN Imam Bonjol Padang. This research is development research using the ADDIE model at the analysis and design stage. Data on The Tahsin Al-Quran lecture problems have been obtained from questionnaires, interviews and observations carried out at the problem analysis stage. This research reveals the important steps taken in designing e-teaching material product. This research has found the ways to design the problem analysis based e-teaching materials  to make it easier for the students to reach the goal of The Tahsin Al-Quran learning. 
The Effect of Realistic Mathematics Education Approach on Students' Conceptual Understanding Rangkuti, Ahmad Nizar; Nasution, Mariam; Amir, Almira; Dalimunthe, Irwan Saleh; Samsuddin, Samsuddin; Amin, Muhammad; Siregar, Dame; Tarigan, Mhd. Rafi'i Ma'arif
Ta'dib Vol 27, No 2 (2024)
Publisher : Universitas Islam Negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/jt.v27i2.12933

Abstract

This research was conducted in Grade VI at SD 200223 Sibulan-bulan Padangsidimpuan during the academic year 2023/2024, focusing on the topic of fractions. The aim of this study was to determine the effect of the Realistic Mathematics Approach on students' understanding of concepts in Grade VI at SD 200223 Sibulan-bulan. The study utilized a Post-Test-Only Control Group design and was of quasi-experimental nature. It involved an experimental group receiving the Realistic Mathematics Education Approach treatment and a control group not receiving such treatment. Both groups were selected randomly. The research findings indicate that students' understanding of mathematical concepts was better when using the Realistic Mathematics Approach compared to conventional learning methods. Based on the hypothesis testing results, it was found that t-count > t-table (2.23 > 1.98) and the Sig. value = 0.018, indicating that there is a positive effect of the Realistic Mathematics Education Approach (RME) on students' conceptual understanding. Based on the above findings, it is recommended that the learning process in schools use the Realistic Mathematics Education Approach, as it can improve students' conceptual understanding and mathematical abilities.
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.
Debate Pedagogy in Semi-Military Law Enforcement Classrooms: A Case Study of English-Speaking Fluency Waluyo, Gatot Hadi; Sulistiyo, Urip; Abrar, Mukhlash; Wulandari, Bunga Ayu
Ta'dib Vol 28 No 2 (2025)
Publisher : Universitas Islam Negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/jt.v28i2.15907

Abstract

This study examines how debate pedagogy supports the development of English-speaking fluency among third-year cadets in a semi-military law enforcement institution. Guided by an interpretivist paradigm, it adopts a qualitative, single-site case study design focused on the integration of British Parliamentary debates into the English curriculum. Data were generated through semi-structured interviews, focus group discussions, classroom observation of debate sessions, and document analysis involving 36 purposively selected participants (34 high-proficiency cadets and 2 English lecturers). Data were coded and analyzed in NVivo 15 using Miles and Huberman’s interactive model, encompassing data reduction, data display, and conclusion drawing/verification. The analysis yielded six interrelated thematic advantages of debate for speaking development: training spontaneous yet structured speaking; refining grammar and pronunciation; expanding topic-relevant vocabulary; strengthening logical argumentation; building confidence in English public speaking; and fostering critical thinking, research skills, teamwork, and active listening. These findings indicate that debate-based instruction effectively enhances cadets’ communicative competence and key soft skills when supported by consistent practice, peer collaboration, and constructive lecturer feedback. The study positions debate as a viable instructional strategy for semi-military academies and offers implications for curriculum design that integrates language development with preparation for contemporary, globally oriented law enforcement roles.

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