cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Nur Mauliska
Contact Email
nurmauliska4@gmail.com
Phone
+6282325327267
Journal Mail Official
attalim.unzah@gmail.com
Editorial Address
Jl. Panglima Sudirman No.360 Semampir, Kraksaan, Probolinggo.
Location
Kab. probolinggo,
Jawa timur
INDONESIA
At- Ta'lim : Jurnal Pendidikan
Published by Universitas Islam Zainul Hasan Genggong
ISSN : 24605360     EISSN : 25484419     DOI : -
Core Subject : Education,
Education Mathematics Other
At-Talim: Jurnal Pendidikan is a scientific journal that contains and disseminate the results of research, in-depth study, and the ideas orinnovative work in the field of science education. The innovative work of the teachers and lecturers of the development of the education sector which is able to make a positive contribution to the schools and educational institutions the focus of this journal. Character Education, Education Issues and Policy, Special Need Education, Educational Technology and Curriculum, Educational Management and Leadership, Guidance and Counseling, Multicultural Education, Early-Childhood Education, Elementary Education, Non-Formal Education, Educational Psychology, Teaching and Learning, Education Assessment and Evaluation.
Arjuna Subject : Umum - Umum
Articles 168 Documents
 13   14   15   16   17 
Constructing WHERE TO-Based Learning Activities: Escalating Competencies of Guru Penggerak Batch 10 in Medan City Sari, Suci Perwita; Nasution, Ismail Saleh; Sari, Mawar
At- Ta'lim : Jurnal Pendidikan Vol. 12 No. 1 (2026): January
Publisher : LP3M Universitas Islam Zainul Hasan Genggong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55210/attalim.v12i1.2404

Abstract

Teacher competency scores in Indonesia remain suboptimal, with an average score of 57 out of 100 in 2019. Specifically, Indonesia's teacher quality ranked 14th out of 14 developing countries according to UNESCO's 2016 GEM Report. To address these challenges, the Ministry of Education and Culture launched the Guru Penggerak program to enhance educational quality through student-centered learning and professional development. This study aims to improve the professional competencies of Guru Penggerak Batch 10 teachers in Medan City by constructing teaching modules using the WHERE TO framework within the context of differentiated learning and the Merdeka Curriculum. The research utilized a one-shot pretest-posttest group design conducted over two cycles. Participants included Batch 10 prospective Guru Penggerak teachers who underwent workshops and intensive mentoring. Data were collected via performance tests focusing on lesson plan design and analyzed using an independent T-test. Quantitative analysis revealed a significant improvement in teacher competencies, with average scores reaching 88 after two cycles. Statistical testing yielded a significance value of 0.000 (p < 0.05), indicating that the WHERE TO framework significantly impacts competency escalation. The framework encompassing Where, Hook, Explore, Reflect, Evaluate, Tailored, and Organized effectively addressed gaps in systematic instructional design and student-centered sequencing. The construction of WHERE TO-based learning activities serves as an effective integrative mechanism for developing multiple teacher competency domains, including curriculum knowledge, planning, and assessment. This approach fosters innovative thinking and professional autonomy among teachers in the Medan City region.
Developing a Bahasa Indonesia Teaching Module on Character and Characterization Based on the Traditional Folktale Rokat Pandhâbâ to Enhance Fourth-Grade Students’ Reading Skills Dzofiroh, Amirotudz; Febrianto, Priyono Tri
At- Ta'lim : Jurnal Pendidikan Vol. 12 No. 1 (2026): January
Publisher : LP3M Universitas Islam Zainul Hasan Genggong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55210/attalim.v12i1.2393

Abstract

This study aimed to develop and examine the effectiveness of an Indonesian language teaching module based on the traditional folklore  in improving fourth-grade students’ reading comprehension skills, particularly in identifying characters and characterization. The scope of the study focused on the development of contextual teaching materials that integrate local Madurese cultural values into Indonesian language learning. The research employed a Research and Development (R&D) method using the  instructional design model, which included needs analysis, design, development, expert validation, field testing, and evaluation stages. The participants consisted of 18 fourth-grade students of SDN Bugih I Pamekasan. Data were collected through observation, interviews, expert validation questionnaires, student response questionnaires, and learning achievement tests in the form of pretests and posttests. The module was developed by integrating the PQ4R learning model (Preview, Question, Read, Reflect, Recite, Review) to enhance students’ cognitive and metacognitive engagement in reading activities. The results showed that the developed module achieved a very good level of feasibility based on expert judgments and positive student responses. The students’ average score increased from 60.22 in the pretest to 81.94 in the posttest. Statistical analysis using the Wilcoxon Signed Rank Test indicated a significant difference in learning outcomes, with Asymp. Sig. (2-tailed) < 0.05. It can be concluded that the -based teaching module is effective in improving students’ reading comprehension skills and fostering appreciation of local culture.
How Civic Education Strategies Shape the Internalization of National Character: Evidence from Mixed Methods in Islamic Junior High Schools Zulkarnain, Ali Iskandar; Supriadi, Gito
At- Ta'lim : Jurnal Pendidikan Vol. 12 No. 1 (2026): January
Publisher : LP3M Universitas Islam Zainul Hasan Genggong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55210/attalim.v12i1.2423

Abstract

This study examines how Civic Education (PKn) instructional strategies shape the internalization of national character among students in an Islamic junior high school context. Employing a convergent parallel mixed-methods design, quantitative data were collected from 135 students using a Likert-scale questionnaire and analyzed through descriptive statistics, Pearson’s correlation, and one-way ANOVA. Qualitative data were gathered through interviews, classroom observations, and document analysis, and analyzed thematically. Quantitative results indicate a high overall level of national character internalization (M = 4.12), with love for the homeland (M = 4.32) and tolerance (M = 4.21) emerging as the strongest dimensions, while practical nationalism (M = 3.89) remains comparatively lower. A statistically significant moderate positive correlation was found between instructional strategies and national character internalization (r = 0.46, p < .05), alongside significant differences across grade levels (F = 2.87, p = .042), with higher internalization among Grade IX students. Qualitative findings explain these patterns by showing that participatory and experiential strategies such as discussions, simulations, and project-based learning, effectively foster students’ affective engagement and moral reflection, yet opportunities for sustained behavioral enactment remain limited. The findings conceptualize national character internalization as a differentiated process encompassing moral knowing, moral feeling, and moral action, where instructional strategies more strongly influence affective commitment than consistent civic behavior. Theoretically, this study contributes to citizenship education scholarship by refining the multidimensional understanding of value internalization. Practically, it highlights the need for inclusive and experience-based pedagogical approaches supported by structured opportunities for real-world civic practice in religious secondary schools.
Teachers’ Mindset and Readiness for Differentiated Mathematics Instruction: Case of Visually Impaired in Inclusive Classes Putranto, Sumbaji
At- Ta'lim : Jurnal Pendidikan Vol. 12 No. 1 (2026): January
Publisher : LP3M Universitas Islam Zainul Hasan Genggong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55210/attalim.v12i1.2424

Abstract

Teachers play an important role in determining the successful implementation of differentiated mathematics instruction (DMI) in inclusive classes. This success is strongly influenced by teachers’ mindsets and their readiness to implement such instruction. This study aims to explore teachers’ mindsets and readiness regarding DMI for vissually impaired (VI) students in inclusive classes, as well as to examine the relationship between mindset and teacher readiness. The study used an explanatory sequential design, beginning with a quantitative phase followed by a qualitative phase. The quantitative phase utilized a questionnaire measuring teachers’ mindsets and readiness. The questionnaire consisted of 20 items with five response options and was reviewed by two experts to establish instrument validity prior to administration. The quantitative data were analyzed descriptively and correlationally using Pearson’s correlation test. The qualitative phase involved semi-structured interviews to further explain the quantitative findings. A total of 50 Indonesian mathematics teachers participated in the study and were selected through purposive sampling. The findings indicate that Indonesian mathematics teachers generally demonstrate a positive mindset and are prepared to implement DMI for VI students in inclusive classes. The results also reveal that teachers’ mindsets significantly influence their readiness to implement DMI. However, several teachers reported feelings of anxiety and stress related to implementing DMI in inclusive settings. These findings highlight the importance of continuous teacher engagement in professional development programs to enhance understanding of DMI and its effective implementation, particularly in supporting VI students in inclusive classes.
Humanistic Approach: Implementation of Islamic Religious Education Learning to Increase Social Empathy Among students in junior high school aliyani, Siti; Ekafitrianda, JM
At- Ta'lim : Jurnal Pendidikan Vol. 12 No. 1 (2026): January
Publisher : LP3M Universitas Islam Zainul Hasan Genggong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55210/attalim.v12i1.2427

Abstract

This study examines the application of a humanistic approach in Islamic Religious Education (IRE) to improve students' social empathy at SMP Negeri Satu Atap 13 Sarolangun. This research is motivated by a decrease in students' social sensitivity and the persistence of teacher-centered learning practices that focus primarily on cognitive achievement. Qualitative descriptive methods are used to explore the learning process, teacher-student interaction, and the formation of empathy in the classroom. Data were collected through participatory observations, in-depth interviews, and documentation involving principals, IRE teachers, and eighth-graders. Data were analyzed using the Miles and Huberman models, including data subtraction, data display, and conclusion drawn. The findings show that humanistic approaches create a psychologically, dialogically, and student-centered learning environment. Teachers who demonstrate unconditional conformity, empathy, and positive attention are able to reduce students' anxiety and encourage open interaction. Social empathy develops through a gradual psychological process that consists of three phases: the creation of a sense of security, social interaction in cooperative learning, and the internalization of values through reflection. This study concludes that humanistic approaches are effective in fostering empathy and meaningful social relationships, even in schools with limited facilities.
Discussion Methods and Critical Thinking in Fiqh Learning at MTS Fuad, A. Jauhar; Mansyur, Agus Fauzan
At- Ta'lim : Jurnal Pendidikan Vol. 12 No. 1 (2026): January
Publisher : LP3M Universitas Islam Zainul Hasan Genggong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55210/attalim.v12i1.2434

Abstract

This article aims to describe in depth the discussion process in Fiqh learning in class IX MTs, as well as to analyze the impact of implementing this method on students' critical thinking skills. The method used is a qualitative descriptive approach, in this case the data is obtained through observation techniques, interviews and document studies. This study resulted in findings that the discussion process was carried out in two stages, namely the first small group discussion and the second large group discussion which previously began with presentations from several groups. The discussion process has a relationship in the development of students' critical thinking skills, this is due to several things contained in the discussion process, namely Students Are Actively Involved in Learning, Questions Asked, In-Depth Analysis, Argumentation and Diverse Arguments. This study confirms that the discussion method is a good option in learning activities which has good value in the development of students' critical thinking.
The Sublimation of Ki Hajar Dewantara's Values in Islamic Religious Education at Malang Elementary School Mustamir, Ahmad Khoirul; Ismail, Ahmad Nur; Mukhlison, Moch
At- Ta'lim : Jurnal Pendidikan Vol. 12 No. 1 (2026): January
Publisher : LP3M Universitas Islam Zainul Hasan Genggong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55210/attalim.v12i1.2425

Abstract

Religious character plays a significant role in shaping students' personalities. By integrating religious values into the educational process, students are encouraged to behave positively. Therefore, Islamic Religious Education (PAI) teachers hold a key responsibility in ensuring the success of religious character development in schools through the implementation of well-designed strategies. However, in practice, PAI teachers often face several challenges, such as limited learning time and inadequate facilities. This study aims to provide a comprehensive description of the foundation, implementation, and implications of the strategies used by Islamic Religious Education (PAI) teachers in shaping the religious character of students at SDN Malang. To achieve this objective, the researcher employed a qualitative approach with a field research design. Data were collected through several techniques, including observation, interviews, and documentation. Meanwhile, The data analysis process followed the steps proposed by Miles and Huberman, namely condensing interview data, documentation, and observations to draw conclusions in line with the research focus. Conclusions were drawn using propositional sentences to emphasize theoretical contributions. The results showed that: the foundations used are religious, curriculum, psychological, and sociological foundations. While the implementation with role model, giving understanding, habituation, punishment, giving gifts. The implication is that students show positive changes in terms of discipline in worship, respect for teachers and parents, and enthusiasm for participating in religious activities.
Teachers’ Strategies in Establishing Positive Relationships to Enhance Students’ Learning Motivation Chayanti, Sari; MY, Mahmud
At- Ta'lim : Jurnal Pendidikan Vol. 12 No. 1 (2026): January
Publisher : LP3M Universitas Islam Zainul Hasan Genggong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55210/attalim.v12i1.2436

Abstract

Learning motivation in Islamic Religious Education is not only influenced by instructional models but also by the quality of teacher–student relationships. However, existing studies in madrasah contexts tend to emphasize quantitative measurement of motivation rather than examining the relational processes underlying its formation. This study aims to analyze teachers’ efforts in building positive relationships and their implications for students’ learning motivation at MTs Negeri 1 Tanjung Jabung Timur. A qualitative descriptive approach was employed, with data collected through observation, in-depth interviews, and documentation. The data were analyzed thematically using an interactive model of data reduction, display, and conclusion drawing. The findings indicate that positive relationships are developed through empathetic attitudes, two-way communication, personal approaches, constructive responses to mistakes, and motivational reinforcement. These practices are strengthened by the madrasah ecosystem, including the 5S culture, collective prayer, and leadership support. The study demonstrates that learning motivation functions as a relational construct shaped by supportive pedagogical interactions that fulfill students’ need for relatedness, resulting in psychological comfort, increased self-confidence, active engagement, and learning persistence. The novelty of this research lies in proposing a relational model of learning motivation that integrates pedagogical practices and institutional culture within the framework of Self-Determination Theory. It concludes that teachers’ relational competence plays a strategic role in fostering intrinsic motivation in madrasah education.

Page 17 of 17 | Total Record : 168

 13   14   15   16   17 

Filter by Year

2015 2026


Reset
Filter By Issues
All Issue Vol. 12 No. 1 (2026): January Vol. 11 No. 2 (2025): June Vol. 11 No. 1 (2025): January Vol. 10 No. 2 (2024): June Vol. 10 No. 1 (2024): January Vol. 9 No. 2 (2023): June Vol. 9 No. 1 (2023): January Vol. 8 No. 2 (2022): June Vol. 8 No. 1 (2022): January Vol 7 No 2 (2021): June Vol 7 No 1 (2021): January Vol. 6 No. 2 (2020): June Vol. 6 No. 1 (2020): January Vol. 5 No. 2 (2019): June Vol. 5 No. 1 (2019): January Vol. 4 No. 2 (2018): June Vol. 4 No. 1 (2018): January Vol. 3 No. 2 (2017): June Vol. 3 No. 1 (2017): January Vol. 2 No. 2 (2016): June Vol. 2 No. 1 (2016): January Vol. 1 No. 1 (2015): June More Issue