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Annisaul Khairat
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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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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.
Integration of Digital Ethics into Islamic Religious Education: A Case Study at Vocational High School Eri Murniasih; Wasehudin Wasehudin; Siti Patimah; Rizki Pebrina
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.v28i2.15404

Abstract

The development of digital technology has brought significant changes to student behavior patterns, ways of thinking, and value systems, particularly at the vocational secondary education level. While digital technology opens up significant opportunities for improving the quality of learning, it also raises various ethical issues. This situation demands the integration of digital ethics into the educational process, including in Islamic Religious Education (PAI), which has a strategic mandate in shaping students' character and morals. This study aims to describe how the integration of digital ethics is implemented in Islamic Religious Education (PAI) learning at Vocational High School 4, Serang City (SMKN 4 Serang), as well as to identify the roles of teachers, curriculum, and school culture in supporting the internalization of Islamic-based digital ethical values. This study uses a qualitative descriptive approach with data collection techniques through observation, interviews, and documentation studies. Research informants included two Islamic Religious Education (PAI) teachers, the vice principal for curriculum, and 24 students. The results show that the integration of digital ethics in PAI is carried out through a process of transinformation in the form of strengthening Islamic moral values, then value transactions in the contextualization of teaching materials with digital phenomena, teacher role models, and transinternalization in the form of habituation of ethical digital behavior in the school environment. These findings emphasize the strategic role of PAI in shaping students' digital ethical awareness, despite still being hampered by teachers' digital competence and suboptimal school policies.
Development of a Competency-Based Training Model for Child Friendly Pesantren Teams Abert Albert; Zulfani Sesmiarni; Arman Husni
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.v28i1.15449

Abstract

His study aims to develop a valid, practical and effective competency-based training model for Child-Friendly Pesantren Teams. The method used is the research and development method with the ADDIE model (Analyze, Design, Develop, Implementation, and Evaluation). The products development result and their validity value encompassing 1) Book model which explains the concept of a competency-based training model┬á with the validity value was K = 0,86 (very high); 2) TrainerÔÇÖs guidance book in which itsÔÇÖ validity value achieving ┬á┬á┬á┬á┬á┬á┬á┬á┬á┬áK = 0,88 (very high); and 3) TraineesÔÇÖ book which achieved the score of K=0,87 (very high). It was proved that the model that has been developed was very practical with the average value of K=0,95 (very high), and could significantly increase participantsÔÇÖ competency in comprehending the training materials of with a sig value of 0.00< 0.05. It is concluded that the developed model proved to be valid, practical, and effective. This research implies that the PE-ADI model is feasible to be applied in training child friendly pesantren teams. It is recommended that 1) the child friendly pesantren teams at the central and provincial levels socialize that training model to pesantren in Indonesia; 2) the implementation of the training model follows the references in the modelÔÇÖs book, trainerÔÇÖs book and participantsÔÇÖ book.
Contextualizing Poda Na Lima As An Ethnopedagogical Framework for PAI BP in Indonesian Elementary Schools Fuji Pratami; Willy Akmansyah Lubis; M Yemmardotillah; Nahid Ayad; Rina Juliana
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.v28i2.15844

Abstract

Efforts to strengthen character education through local wisdom have become a national priority, yet no empirical studies have developed an operational model for integrating Poda Na Lima into Islamic Education and Character Education (PAI BP) at the elementary level. Consequently, Mandailing cultural wisdom remains underutilized as a pedagogical foundation. This study aims to develop, implement, and evaluate an ethnopedagogical model grounded in Poda Na Lima for PAI BP instruction in elementary schools in Mandailing Natal Regency. Using a qualitative approach with an educational ethnography and multiple case study design, the research involved PAI BP teachers through interviews, participant observation, and document analysis. This approach enabled an in depth understanding of how cultural values are negotiated and internalized in classroom interactions. Findings show that integrating Poda Na Lima values Paias Rohamu, Paias Pamatangmu, Paias Parabitonmu, Paias Bagasmu, and Paias Pakaranganmu can be effectively implemented through structured habituation, spiritual reinforcement, and culturally responsive communication. The model contributes to students’ religious, social, and ecological character development and supports the strengthening of Mandailing cultural identity. However, challenges persist, including the lack of standardized curriculum guidelines and limited teacher competence in ethnopedagogy. This study offers a theoretically grounded ethnopedagogical model that connects local wisdom with Islamic and character education. Practically, it provides an applicable framework that teachers and policymakers can adopt to design more contextualized and culturally relevant PAI BP learning in diverse Indonesian educational settings.

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