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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 498 Documents
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Culturally Responsive Community-Based Inquiry to Enhance Basic Scientific Literacy in Indigenous Papua Border Elementary Schools Aisyah Ali; Akhmad Kadir; Ria Ristiani
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.v28i2.15908

Abstract

This study investigates the effectiveness of a community-based, culturally responsive science learning model in improving basic scientific literacy among elementary students in the Indonesia–Papua New Guinea border region. The research addresses the persistent problem of low scientific literacy, which is largely caused by instructional practices that overlook the ecological and cultural contexts of Indigenous Papuan communities. Using a one-group pretest–posttest design, the study involved 89 students from three Indigenous community schools. A culturally adapted 12-item instrument was employed to assess five dimensions of scientific literacy: conceptual knowledge, scientific processes, scientific ethics, attitudes toward science, and scientific behaviors. Data were analyzed using Shapiro–Wilk tests, paired t-tests or Wilcoxon signed-rank tests, N-Gain scores, and effect sizes. Results demonstrated statistically significant improvements across all dimensions (p < 0.001). N-Gain values ranged from 0.31 to 0.36, indicating moderate learning gains, while effect sizes fell within the small-to-moderate range. These findings show that integrating local ecological practices—particularly through sago-based inquiry activities—and involving Indigenous community members meaningfully enhanced students’ engagement, conceptual understanding, and reflective scientific behaviors. The study concludes that a culturally grounded community-based instructional approach contributes to more equitable, contextually relevant, and sustainable science education in Indigenous and borderland school settings.
Integrating Technology Acceptance and Pedagogical Deep Learning in Islamic Education: A TAM-Based Study Mazrur Mazrur; Rodhatul Jennah; Siti Norhidayah; Surawan Surawan
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.v28i2.15981

Abstract

This study investigates the integration of technology acceptance and pedagogical deep learning in Islamic Religious Education (IRE), where deep learning is conceptualized as a pedagogical approach that emphasizes meaningful understanding, reflective thinking, and enjoyable engagement, rather than artificial intelligence-based deep learning. Although previous studies have extensively examined technology acceptance and deep learning independently, empirical studies integrating the Technology Acceptance Model (TAM) with pedagogical deep learning in the context of Islamic education are still limited. To address this gap, this study uses a quantitative survey design involving 321 teachers and students selected through simple random sampling from a population of 1,287 participants. Data were collected using a validated Likert scale questionnaire (Cronbach's Alpha = 0.874) and analyzed through descriptive statistics and simple linear regression using SPSS version 25. The results of the study indicate that acceptance of TAM-based learning media has a significant and positive effect on the implementation of pedagogical deep learning (R² = 0.542, t = 12.884, p <0.001), showing that 54.2% of the variance in deep learning practices is explained by technology acceptance. Descriptive analysis shows that Perceived Usefulness recorded the highest average score among TAM constructs (M = 4.26), while Meaningful Learning emerged as the most dominant dimension in pedagogical learning (M = 4.23). Theoretically, this study expands TAM by positioning technology acceptance as a driver of deep, reflective, and value-oriented pedagogical learning in Islamic education. Practically, these findings provide evidence-based guidance for educators and schools in designing technology-supported IRE that promotes meaningful, attentive, and enjoyable learning experiences.
Internet-Based Learning Implementation by Certified Teachers: A Case Study at Madrasah Aliyah Negeri Kampar Regency Idris Harun; Saipuddin Yuliar; Nur Azizah
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.v28i2.16084

Abstract

This study aims to Internet-Based Learning Implementation By Certified Teachers: A Case Study At Madrasah  Aliyah Negeri Kampar Regency. This research is field research using a qualitative approach. The research informants were 12 teachers from 3 Madrasah Aliyah Negeri in Kampar Regency who already have teaching certificates. The data collection techniques used in this study were interviews, observation, and documentation. Data analysis was carried out through data reduction, data presentation, and drawing conclusions. The results of the study indicate that certified teachers demonstrate professional and pedagogical competence in integrating the internet into the learning process. This is evident from the teachers' ability to design e-learning-based lessons, manage online learning interactions, and monitor the activity and discipline of students through the features of digital learning platforms. Even though it has been certified,  there are still limited infrastructure, uneven internet access, lack of advanced training, limited digital device facilities, so that some certified teachers use professional skills to buy supporting devices.
Assessing Artificial Intelligence Plagiarism Risk: ChatGPT vs Scite Among Islamic Education Students Ismail Ismail; Suja'i Suja'i; Silviatul Hasanah
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.v28i2.16117

Abstract

This study examines and compares the effects of ChatGPT and Scite_AI, on plagiarism tendencies among students of Islamic Religious Education in Indonesia. Adopting a quantitative research design, the study employed multiple linear regression analysis to evaluate both the partial and simultaneous influences of these tools on academic plagiarism. Prior to regression analysis, classical assumption tests—including normality (Prior to the regression analysis, classical assumption tests—including normality (Kolmogorov-Smirnov p = 0.088), multicollinearity (VIF < 10), multicollinearity (VIF < 10), heteroscedasticity (Breusch-Pagan test), and linearity (scatterplot of residuals)—were rigorously conducted to ensure model validity. The results reveal that both AI tools significantly contribute to increased plagiarism tendencies; however, ChatGPT demonstrates a markedly stronger effect (β = 0.4941; p < 0.001) compared to Scite (β = 0.1042; p < 0.001). The overall regression model is statistically significant (F = 87.32, p = 0.000) and satisfies all classical assumptions, confirming its reliability. Theoretically, this research enriches academic integrity literature by positioning AI tool typology—particularly the distinction between generative and verification tools—as a critical predictor of plagiarism behavior. Practically, it calls for differentiated AI literacy strategies in Islamic higher education, advocating for the integration of adab al-‘ilmu (ethics of knowledge) into digital literacy curricula to foster moral discernment and responsible technology use among future religious educators.
IT-Based YouTube Integration for Early Childhood English Vocabulary Learning: Teacher Perspectives Ade Novia Maulana; Evi Selva Nirwana; Jhoni Warmansyah; Nur Rahma Hannia
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.v28i2.16161

Abstract

English vocabulary acquisition forms the foundation for language development in early childhood. While Information Technology (IT) platforms like YouTube offer multimedia resources for language learning, research examining teacher perspectives on YouTube's role in vocabulary development remains limited. This phenomenological study explores how early childhood educators perceive and integrate YouTube for English vocabulary instruction. Twenty teachers from 18 institutions across three Indonesian provinces participated through interviews and documentation analysis. Data analysis employed open coding and axial coding to identify patterns and themes. Findings reveal two main themes: teachers recognize YouTube's effectiveness for vocabulary recognition and contextual usage, yet emphasize the need for structured implementation. Teachers perceive YouTube as effective when combined with three strategies: selecting age-appropriate content, providing active guidance during viewing, and implementing reinforcement activities such as storytelling and interactive games. This study contributes phenomenological insights into teacher experiences with IT-mediated language instruction and offers practical frameworks for integrating digital platforms into early childhood vocabulary development.
Developing an Integrative SMART Learning Model to Support Holistic Development in Early Childhood Education Nita Priyanti; Rita Mariyana; Rika Sadiyah; Debie Susanti; Restu Yuningsih
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.v28i2.16163

Abstract

Learning practices in early childhood education have not yet optimally integrated science, mathematics, art, religious values, and technology into a unified instructional model. This study aims to develop and examine the effectiveness of the SMART learning model (Science, Math, Art, Religion, and Technology) in early childhood education. Using a research and development (R&D) approach, the study integrated quantitative and qualitative data and involved early childhood learners as research participants. The model was developed through the ADDIE framework and validated by early childhood education experts, classroom teachers, and religious education specialists. The findings indicate that the SMART learning model is more effective than conventional lecture-based learning in enhancing children’s competencies across science, mathematics, art, religion, and technology. Overall, the study demonstrates that the SMART learning model provides an integrative, child-centered approach that supports holistic learning outcomes and aligns with early childhood developmental characteristics.
Islamic Education as a Foundation for Religious Entrepreneurship in Islamic Higher Education Institutions Herlinda; Musa Thahir; Annisaul Khairat
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.v28i2.16173

Abstract

This study aims to examine the relationship between Islamic education and the development of religious entrepreneurial character among students at Islamic Higher Education Institutions in Riau Province, with particular attention to educational and institutional factors that support or constrain the implementation of sharia-based entrepreneurship education. Employing a quantitative cross-sectional survey design, data were collected from 76 PTKI students through a structured questionnaire and analyzed using descriptive and inferential statistical techniques with SPSS to identify dominant patterns and associative tendencies among the studied variables. The results indicate that experiential learning practices, institutional collaboration with industry, and the integration of digital technology are perceived as the most influential factors in strengthening religious entrepreneurial character. Conversely, limited sharia economic literacy, inadequate educational facilities, and restricted access to entrepreneurial resources emerge as key constraints, alongside external influences such as socio-cultural environments and market competition. From a practical perspective, the findings suggest that PTKI need to strengthen experiential learning opportunities, expand partnerships with sharia-based industries, and enhance technological and mentoring support to improve the effectiveness of Islamic entrepreneurship education. The novelty of this study lies in its empirical contextualization of religious entrepreneurship education within the PTKI environment in Riau, highlighting the persistent gap between normative Islamic entrepreneurial values and their pedagogical implementation. Rather than proposing or validating an instructional model, this study contributes by offering evidence-based insights that can inform curriculum refinement and institutional strategies aimed at fostering religious entrepreneurial character in Islamic higher education.
Content Study Of 7th-Grade Science Textbooks Using An Esd Viewpoint On Living Things And Their Surroundings Ismail Ismail; Diana Rochintaniawati; Anna Permanasari; Riandi Riandi
Ta'dib Vol 25 No 1 (2022)
Publisher : Universitas Islam Negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/jt.v25i1.5447

Abstract

Textbooks function as one the useful teaching materials in the curriculum. The purpose of the study was to identify the content of Education for Sustainable Development (ESD) in science textbooks for grade 7 junior high school semester 2 particularly the subject of living things and their environment consisting of socio-cultural, environmental, and economic aspects that met the textbook evaluation criteria. Data were collected by analyzing seven junior high school textbooks used in Jambi. The research instrument is a text analysis check sheet based on ESD indicators containing socio-cultural, environmental, and economic perspectives. The study discovered that teachers learn from textbooks that promote an ESD viewpoint on each subject that takes into account socio-cultural, environmental, and economic factors. The examination of the seven teaching resources revealed that the integration of the information in the teaching resources from the ESD perspective has to be revised to address the growing environmental issues. The second semester of the 2013 curriculum saw the introduction of the ESD perspective on scientific teaching materials in the form of textbooks for the 7th grade SMP. These textbooks included elements of ESD but still kept them distinct from one another. The environmental dimension is the most prominent feature of ESD in the scientific textbooks for the second semester of the 7th- grade curriculum in 2013.
The Implementation of Father and Son Story in The Al Qur'an in The Family Character Education Radhiatul Hasnah; Rezki Amelia; Gusmirawati Gusmirawati; Inong Satriadi; Marhamah Marhamah
Ta'dib Vol 25 No 2 (2022)
Publisher : Universitas Islam Negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/jt.v25i2.5655

Abstract

Morals is influenced by both education and the process of religious values internalizing to the children.┬á The foundations of moral education is the obligation of parents and it is also the duty of teachers, society, and the government through various educational institutions. This article also examines the verses of the Qur'an relating to an educational approach based on the story of father and son that later can be used to teach the children character in their family. One of the main tasks of a parents is to teach their children moral education beside people who they live with, teachers, and government. This paper discusses the learnings found in the Qur an, the story of Father and their Sons and discuss how it contribute a family character education. This research was categorized a descriptive qualitative, described the history of a Father and his son in the QurÔÇÖan and how it should be implemented in a family moral education. The techniques of collecting the data were interview and observation.┬á The findings show the role of father use several approaches in teaching his children which are still relevant with the current context. These approaches include experiential approach, the habituation approach and the emotional approach.┬á Several families that became the object of research have implemented the three approaches.
How Lecturers, Supervisors, and MGMP PAI Collaborate in Sustainable Professional Development (PKB): an Observation in Sleman Regency Sabarudin Sabarudin; Muhammad Nurul Mubin; Zaenal Arifin; Wahidatun Maulida; Ahmad Maulana Asror
Ta'dib Vol 25 No 2 (2022)
Publisher : Universitas Islam Negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/jt.v25i2.5750

Abstract

This research aims to illustrate the collaboration of lecturers, students, supervisors, and MGMP in the development of sustainable professional teachers in Sleman Regency. This research uses a qualitative approach with descriptive research types of cooperation among lecturers, students, supervisors, and MGMP in the development of sustainable professional pai teachers in Sleman Regency. Data collection is done through telephone interviews and/or cloud meeting zooms. As well as spreading the questionnaire, it was done using a Google form given to MGMP members through WhatsApp messages. The results showed the importance of collaborating with teachers and supervisors who feel the need for help and competent speakers and lecturers who have funds and expertise for service and develop the quality of education in the local region of their universities. The form of collaboration is the training of PTK, LKPD, and Canva Learning Media Development. The busy schedules of many MP members, limited funds, and poor communication between supervisors, MGMP, and universities are all barriers to collaboration. The supporting factors are the existence of new regulations that encourage the development of kopetensi, the creativity of MGMP supervisors in establishing communication with universities, the allocation of funding from universities, and alumni networks as information distributors or liaisons. This research is expected to provide an overview and a theory about the form of cooperation between lecturers, students, supervisors, and MGMP.

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