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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 515 Documents
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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.
Integration of Digital Literacy in PAI Learning in the 5.0 Era at SMKN 3 Cilegon Eti Shobariyah; Ali Yakub; Wasehudin Wasehudin; Sayuti Sayuti; Romi Maimori
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.v29i1.16691

Abstract

The acceleration of digital technology demands adaptation of education in the era of Society 5.0, including in Islamic Religious Education (PAI) learning, which still tends to be conventional. At SMKN 3 Cilegon City, the utilization of digital literacy in improving the quality of learning is not optimal. Digital literacy encompasses not only technical skills, but also critical, ethical, creative, and productive skills. This study aims to analyze the integration of digital literacy in PAI learning to improve the quality of student learning. The method used is descriptive qualitative with students of SMKN 3 Cilegon City as subjects. Data analysis uses an interactive model through the stages of reduction, presentation, conclusion and verification of conclusions. The results show that the integration of digital literacy is carried out through the use of technology in learning, project-based implementation, strengthening the role of teachers as facilitators, and the use of technology for personalized learning, which overall contribute to improving the quality of learning.
Developing Community Culture-Based Storybooks Integrating QR Codes for Children’s Writing Narrative Skills and Digital Well-Being Jendriadi Jendriadi; Linda Eka Pradita; Musria Ekawati; Farikah Farikah; Asmendri Asmendri
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.v29i1.16742

Abstract

Children are one of the market segments that use gadgets for. They choose the gadgets caused of their attractive features and various conveniences they provide. Parents' current concerns are because gadgets have many effects. starting from decreased social interaction and emotional instability in children. Actually, gadgets have a positive side as long as they are used for positive matters. This study focuses on designing learning media in the form of story books with barcodes by linking local traditions of the Magelang community to reduce the negative impact of these gadgets. In addition, it is hoped that children have good narrative writing skills by connecting local Magelang wisdom. Local culture will find a place in the hearts of children through storytelling activities. In addition, they are also able to retell what is in their minds through writing. This research is a Research and Development (R&D) by Thiagarajan, through four stages including: Defining, Designing, Developing, and Disseminating. Results show that the QR code-based storybook successfully captured children’s interest, encouraged more meaningful use of gadgets in learning, and improved participation in narrative writing. Moreover, the integration of cultural elements with interactive features helped guide children toward balanced digital experiences that support both literacy development and digital well-being.
Conceptualizing Spiritual Value Internalization in Pesantren Education: the Role of the Suluk Tradition Yunita Sari; Marzuki Abubakar; Teuku Zulkhairi
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.v29i1.16777

Abstract

This study stems from the limitations of existing research on the internalization of spiritual values in pesantren education, which has tended to be descriptive and normative in nature and has not yet been formulated within a clear pedagogical framework. The purpose of this study is to formulate a concept regarding the process of internalizing spiritual values through suluk tradition at the Babussalam Pesantren in Aceh Singkil, with a focus on the Aliyah level as a transitional phase toward the spiritual and moral independence of the students. This study employs a qualitative approach using a case study design. Data collection was conducted through participatory observation, in depth interviews with teachers and students, and document analysis. Based on the results of the study, it was found that the internalization of values occurs through a structured pedagogical process comprising three main stages: cognitive transformation through normative instruction, the formation of social-habitual patterns through daily practices and interactions, and spiritual consolidation through suluk practices as a phase of intensive reflection. Within this framework, suluk functions as a pedagogical-spiritual mechanism that integrates the understanding of values and the habituation of behavior into the students’ intrinsic consciousness, thereby allowing values to develop into a relatively autonomous inner orientation. This process follows a spiral pattern, beginning with the stage of understanding, moving toward habituation, and culminating in integration through a series of structured spiritual experiences. Theoretically, this study contributes by offering an integrative model of value internalization in pesantren education that positions spiritual consolidation as a key dimension in strengthening Islamic character.

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