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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 515 Documents
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Lesson Plans Alignment with Teaching Performance of Pre-Service Teachers: A Quantitative Study in Micro-Teaching Context Aryuliva Adnan; Caca Yunisari; Fadilah Habibul Hasna
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.v29i1.16840

Abstract

This quantitative descriptive study examined micro‑teaching performance of 30 pre‑service English teachers and alignment between lesson plan (LP) and teaching performance (TP). Performance was assessed across introduction, main activities, and closure. Descriptive statistics showed moderate‑to‑strong performance in introductions (M = 78.23) and main activities (M = 82.47), but weaker closures (M = 72.10; 23% Excellent). Spearman’s correlation revealed a very weak, non‑significant LP‑TP relationship (rs = 0.151, p = 0.425), indicating aligned plans do not reliably translate into performance. High closure inconsistency (SD = 10.74) partially explains this. Findings imply pre‑service preparation should prioritize rehearsed closure routines. The study contributes empirical evidence on the planning‑enactment gap and identifies lesson closure as a critical target for curriculum improvement in Indonesian pre‑service English teacher education.
Cooperative Learning Transformation: Integration of Team Games Tournament and Deep Learning for Forming Humanist-Religious Character Nia Paramita; Achmad Yusuf; Ahmad Marzuki; Muhammad Nur Hadi
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.v29i1.16891

Abstract

This study aims to describe the innovative implementation of the Deep Learning-based Teams Games Tournament (TGT) model in Islamic Education (PAI) at SMKN 1 Purwosari, and to analyze its implications in shaping students' humanistic-religious character as an effort to mitigate the Three Major Sins of Education (bullying, sexual violence, and intolerance). A qualitative approach with a case study design was employed. Data collection involved participant observation, in-depth interviews with PAI teachers, students, and homeroom teachers, along with document analysis. Interactive data analysis consisted of data condensation, data display, and conclusion drawing, supported by technique, source, and time triangulation to ensure trustworthiness. The findings reveal that this instructional innovation is effectively realized through the 3M cycle (Feeling, Meaning-making, and Living) and the utilization of digital media like the Wheel of Names and smartphone exploration as active character research tools. Students' religious character is organically manifested through the internalization of Maqasid al-Shariah values, specifically Hifzh al-'Aql (preservation of intellect), while the humanistic character is forged through social solidarity and sportsmanship within heterogeneous group dynamics. The implications suggest that integrating digital technology (high-tech) with a humanistic touch (high-touch) establishes a resilient internal moral filter among students, thereby preventively mitigating violent behavior, bullying, and intolerance in vocational school environments.
Effectiveness of Website-Based Counseling Application Using Forward Chaining to Improve Counselors’ Decision-Making Ability Khairiyah Khadijah; Isnaria Rizki Hayati; Dian Oktary; Filma Alia Sari
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.v29i1.16922

Abstract

This research is motivated by the importance of the ability of Guidance and Counseling (BK) teachers to make appropriate, systematic, and data-based service decisions in schools. In practice, decision-making for BK services still often depends on subjective experience, so supporting media are needed that can help BK teachers in analyzing problems and determining alternative services. This study aims to determine the effectiveness of the use of website-based counseling applications with the forward chaining method in improving the decision-making ability of BK teachers in Dumai City schools. This study uses a quantitative approach with quasi-experimental methods and one-group pretest-posttest design. The research sample consisted of 50 BK teachers in Dumai City schools. The instrument used was a questionnaire on the decision-making ability of BK teachers given before and after the use of the application. Data were analyzed using descriptive statistics, paired sample t-test, and N-Gain. The results showed that the average pretest score of 43.84 increased to 83.26 in the posttest, with an average increase of 39.42. The results of the paired sample t-test showed a significant difference between the pretest and the posttest, which was obtained from the results using the SPSS Application, namely t calculation = 59.98 and p-value 0.001 < 0.05. The average N-Gain value of 0.704 or 70.39% is in the high category. Thus, a website-based counseling application with the forward chaining method is effectively used to improve the decision-making ability of BK teachers in schools
Post-Flood Recovery and Disaster-Resilient Education Policy Implementation in Islamic Schools in Aceh Tamiang Muhammad Jailani
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.v29i1.16934

Abstract

This study examined the impact of the 2025–2026 flood disaster on Islamic educational institutions in Aceh Tamiang Regency, Indonesia, and analyzed the local implementation gap of the Disaster-Safe Education Unit (Satuan Pendidikan Aman Bencana [SPAB]) policy. Using a qualitative Participatory Action Research (PAR) approach, data were collected through in-depth interviews with 25 key informants (school principals, teachers, students, education officials, and disaster-management officers), repeated field observations, and document analysis. Three main findings emerged. First, the floods caused severe damage to educational infrastructure, affected 394 educational facilities, interrupted learning for almost one month, and generated psychosocial distress among students and educators. Second, although a national SPAB framework was available, local implementation was constrained by weak inter-agency coordination, limited regulatory support, uneven aid distribution, and insufficient preparedness capacity. Third, community solidarity and teacher-led initiatives grounded in Islamic values—particularly ta‘āwun (mutual assistance) and amanah (responsibility)—helped sustain educational continuity through temporary learning spaces, class rotation, and community support. From a maqāṣid al-sharī‘ah perspective, protecting learning continuity supported the protection of life (ḥifẓ al-nafs) and intellect (ḥifẓ al-‘aql). The study proposes a 2026–2030 regional recovery roadmap integrating flood-responsive infrastructure, institutionalized SPAB governance, psychosocial recovery, and Islamic ethical-value internalization. The study is limited by its single-region focus, reliance on self-reported accounts, and the absence of a standardized count of observation sessions. The findings contribute an integrative model of disaster-resilient Islamic education that combines technical mitigation with faith-based community resilience  
Quba Curriculum: Modernizing Education through Transformative Leadership at Diniyyah Puteri Islamic Boarding School Rini Wisda; Rimin Rimin; Yelni Erniyati
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.v29i1.16983

Abstract

This study examines how the modernization of Islamic education emerged through transformative leadership at Diniyyah Puteri Islamic Boarding School. Using a descriptive qualitative case study design, the research emphasizes a comprehensive understanding of the characteristics, conditions, and phenomena related to educational transformation. Data were collected through in-depth interviews, participatory observation, and documentation. The findings reveal that the modernization process of Islamic education at Diniyyah Puteri is reflected in the development and implementation of an adaptive curriculum, namely the Quba curriculum. This curriculum represents the integration of transformative leadership through key leadership dimensions: influence, inspiration, intellectual stimulation, and visionary thinking. These dimensions are manifested in a clear vision and mission that guide all elements of the educational institution. The Quba curriculum is grounded in the Qur’an and Hadith, aiming to shape students’ cognitive, emotional, and spiritual capacities. Its impact can be observed in students’ attitudes, character formation, and knowledge development. The curriculum is implemented through integrated learning activities both in classrooms and dormitory life, creating a holistic educational environment. This modernization reflects an adaptive effort within the Islamic education system to balance intellectual and emotional-spiritual intelligence in response to globalization. The study recommends broader collaboration with public schools and external institutions to foster innovative and adaptive curriculum development. This research contributes to the renewal of Islamic education systems by integrating scientific and technological advancements to prepare adaptive and competitive graduates.

Page 52 of 52 | Total Record : 515

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