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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 182 Documents
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Beyond the Textbook: Pedagogical Challenges and Curriculum Opportunities in Designing an ESP for Business Course at a Private Indonesian University Abd. Syakur; Yulianto Sabat; Ika Rahmania; Lailatul Musyarofa; Moh. Hilman Fikri
At- Ta'lim : Jurnal Pendidikan Vol. 12 No. 2 (2026): June
Publisher : LP3M Universitas Islam Zainul Hasan Genggong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55210/attalim.v12i2.2471

Abstract

Despite the expanding scholarship on English for Specific Purposes (ESP), insufficient attention has been given to the pedagogical and curricular consequences of developing ESP for Business courses in contexts where textbooks are unavailable, unsuitable, or intentionally excluded. Much of the existing literature remains anchored in textbook-dependent models, thereby overlooking how curriculum design, instructional practices, and learning coherence are negotiated in textbook-free settings. Addressing this gap, this study investigates the pedagogical challenges and curriculum opportunities emerging from the design of an ESP for Business course at Universitas Cipta Wacana, a private Indonesian university. Adopting a design-oriented qualitative research approach, the study examined iterative processes of course planning, materials development, and instructional enactment over one academic semester. The participants comprised 38 undergraduate Business Administration students and two ESP instructors, selected through purposive sampling. Data were generated from instructional design artifacts, teaching reflections, learner feedback instruments, and focused interviews with instructors, and were subjected to systematic qualitative analysis. The findings indicate that the absence of a prescribed textbook fostered curricular adaptability, contextual authenticity, and closer alignment with disciplinary communication practices, while simultaneously generating tensions related to instructional consistency, assessment benchmarking, and increased cognitive and temporal demands on instructors. These findings highlight the dual pedagogical implications of textbook-free ESP design and suggest the need for institutionally supported frameworks to sustain innovation while ensuring curricular coherence.
Mapping Talaqqi in International Literature: A Systematic Literature Review and Bibliometric Analysis with Opportunities for Technological Integration Ade Putra Hayat; Ridha Ahida; Hairul Fauzi; Charles Charles; Yan Guspriadi
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.v12i1.2448

Abstract

Talaqqi, a classical face-to-face method of transmitting Islamic knowledge that emphasizes sanad authenticity and meaningful teacher-student relationships, constitutes the cornerstone of traditional Islamic pedagogy. This study maps the intellectual structure and research landscape of talaqqi in international literature through a hybrid Systematic Literature Review and bibliometric analysis of 24 Scopus-indexed documents published between 2013 and 2026. Employing the PRISMA 2020 protocol along with VOSviewer and Biblioshiny, the findings reveal talaqqi as an emerging research field experiencing a significant paradigmatic shift. While remaining firmly rooted in classical principles of sanad, Qur’anic education, and interpersonal pedagogy, the literature demonstrates an inductive emergence of technology, digital platforms, and automated classification models. The study highlights substantial opportunities for hybrid learning frameworks that integrate traditional talaqqi practices with artificial intelligence and digital tools while preserving epistemological integrity. These results offer important theoretical contributions and practical implications for the development of technology-enhanced Islamic pedagogy in higher education institutions.
Religious Privatization in the UDI Community: Implications for Contemporary Islamic Education Nasruddin Nasruddin; Moh. Kusno; Ghozi Ghozi
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.v12i1.2450

Abstract

Religious privatization is a key phenomenon in contemporary transformations of religious authority, marked by epistemic fragmentation and growing exclusivism in Islamic knowledge production. It reshapes community relations and redefines boundaries between formal and non-formal Islamic education, with implications for national education policy, curriculum integration, and socio-religious polarization. The UDI community represents a critical case through closed religious spaces and an internally governed educational system autonomous from mainstream institutions such as madrasahs, pesantren, and universities. This study examines the production and reproduction of religious privatization in the UDI community and its implications for Islamic education. It employs a qualitative exploratory case study design, based on in-depth interviews with 20 key informants and participant observation in Kampung Baru, Lamongan, Indonesia. Data analysis follows an abductive approach integrating perspectives on religious privatization, authority, boundary-making, and critical Islamic education. Findings identify eight mechanisms producing a closed knowledge regime, centralized authority, and restricted epistemic access, generating a homogeneous, inward-looking educational model and contributing to fragmentation, institutional delegitimization, and polarization risks. The study reconceptualizes religious privatization beyond decentralization, arguing it is a productive institutional mechanism that generates, stabilizes, and normalizes epistemic boundaries restructuring relations among authority, knowledge, and Islamic education.
An Extensive Analysis of the 5E Learning Cycle Model and Its Impact on Student Character Development, Higher-Order Thinking, and Learning Outcomes Eifan Boyke Pattiasina; Hasan Tuaputty; Fredy Leiwakabessy; Alwi Smith; Muhammad Tarmizi Kubangun
At- Ta'lim : Jurnal Pendidikan Vol. 12 No. 2 (2026): June
Publisher : LP3M Universitas Islam Zainul Hasan Genggong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55210/attalim.v12i2.2451

Abstract

This study aims to comprehensively review the application and impact of the 5E Learning Cycle model on various aspects of learning in primary and secondary education. This research uses SLR  (Systematic Literature Review). twenty research articles published between 2017 and 2025, focusing on improving learning outcomes, science process skills, science literacy, critical and higher-order thinking skills, problem-solving skills, and character development of students. The results of the study show that the 5E Learning Cycle model, which consists of the stages of Engagement, Exploration, Explanation, Elaboration, and Evaluation, able to produce active, constructive, and meaningful learning. The consistent application of this model improves cognitive, affective, and psychomotor learning outcomes, as well as strengthening students' motivation, learning engagement, and scientific attitudes. The integration of the 5E model with various learning strategies such as mind mapping, three-dimensional thinking-based worksheets, the STEM approach, Quizwhizzer, and educational videos and games further use in building conceptual understanding and science literacy. The improvement in learning outcomes and scientific skills obtained ranged from moderate to high, with an average N-Gain score of 0.37–0.69. In addition to improving critical thinking and concept representation skills, the 5E model also contributes to the formation of social character traits such as responsibility and cooperation The 5E Learning Cycle model is a relevant and adaptive constructivist method to tackle 21st-century learning difficulties because it encourages active student participation.
The Effect of Manhwa on Reading Comprehension of Eighth-Grade Students Widiyang Joko Wahyudi; Arin Inayah; Sutami Dwi Lestari
At- Ta'lim : Jurnal Pendidikan Vol. 12 No. 2 (2026): June
Publisher : LP3M Universitas Islam Zainul Hasan Genggong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55210/attalim.v12i2.2472

Abstract

This research aims to find out whether there is any effect of using manhwa on the reading comprehension of eighth-grade students. This study is a quantitative research using pre-experimental design with a one-group pre-test and post-test. The sample consists of 18 students from class VIII, selected using purposive sampling. The data were collected through a multiple-choice reading test consisting of 20 items based on narrative texts. The data analysis was conducted using SPSS 26.0. The findings show that the students’ mean score increased from 51.39 in the pre-test to 86.67 in the post-test. The result of the t-test is higher than the t-table (6.889 > 2.109). Therefore, the researcher concludes that there is a significant effect of using manhwa as a learning medium on the reading comprehension of eighth-grade students at SMP Kosgoro Sragi.
Assessing Integrated Quality Management Implementation in Early Childhood Education Institutions: A Quantitative Survey from Indonesia Dwi Prasetiyawati Diyah Hariyanti; Muniroh Munawar; Asep Ardiyanto; Coryza Nursyahbani
At- Ta'lim : Jurnal Pendidikan Vol. 12 No. 2 (2026): June
Publisher : LP3M Universitas Islam Zainul Hasan Genggong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55210/attalim.v12i2.2494

Abstract

This study aims to assess the level of implementation of Integrated Quality Management (IQM) in Early Childhood Education (ECE) institutions and to identify strengths and variations across different institutional dimensions. The study employed a descriptive quantitative survey design. Data were collected from 100 accredited ECE institutions in Semarang City, Indonesia, using a structured questionnaire consisting of 20 items covering seven IQM dimensions. Data analysis was conducted using descriptive statistics to examine mean scores, variation, performance categories, and rankings for each dimension. The results indicate that the overall level of IQM implementation falls within the “good” category (M = 3.15; SD = 0.29). The learning process dimension shows the highest level of implementation, while quality culture has the lowest mean score and the highest variation. Most institutions are categorized as “Good” and “Very Good,” indicating relatively homogeneous quality management practices among accredited institutions, although variations remain in organizational culture and support systems. These findings suggest that while pedagogical quality has been well managed, strengthening quality culture remains a key challenge. Enhancing leadership capacity, internal quality assurance systems, and continuous improvement mechanisms are essential to improving IQM implementation in ECE. This study provides comprehensive empirical evidence on IQM implementation in ECE within a developing country context and contributes to the global discourse on quality assurance and educational management.
Role Paradox of PPKn Teachers in the AI Era: From Instructor to Ethical Guardian Yasir Marzuqi; Trisna Sukmayadi; Triwahyuningsih Triwahyuningsih; Sunny G. Gabinete; Islahuddin Islahuddin
At- Ta'lim : Jurnal Pendidikan Vol. 12 No. 2 (2026): June
Publisher : LP3M Universitas Islam Zainul Hasan Genggong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55210/attalim.v12i2.2493

Abstract

The integration of generative artificial intelligence (AI), particularly ChatGPT and Google Gemini, into Civic and Pancasila Education (Pendidikan Pancasila dan Kewarganegaraan/PPKn) has introduced fundamental shifts in pedagogical practice. While these technologies offer opportunities for more adaptive and personalized learning, they simultaneously risk undermining teachers' epistemic authority and displacing the internalization of Pancasila values that form the ethical core of students' character formation. This study examines the paradox of PPKn teachers' roles amid the proliferation of instant AI tools, analyzes their transition toward ethical guardianship, and proposes pedagogical implications as a pre-policy baseline study. A qualitative approach using Interpretative Phenomenological Analysis (IPA) was employed, involving in-depth interviews with 13 PPKn teachers from the Subject Teacher Forum (MGMP) in Bantul Regency (November 2025–February 2026), supported by classroom observations and document analysis. The findings reveal three interrelated crises: (1) a facilitation paradox, in which the demands of student-centered learning paradoxically compel teachers to adopt defensive strategies including strict digital device monitoring and time-pressured assessments; (2) an epistemic authority crisis, characterized by students' increasing trust in AI-generated responses over teachers' contextual and normative explanations; and (3) the erosion of Pancasila values, encompassing declining empathy and human interaction (Second Principle), weakening deliberative practices (Fourth Principle), and reduced academic integrity (Fifth Principle), as reflected in instant plagiarism and cognitive passivity. In response, this study advances the concept of Guardian Pedagogy as a reconceptualization of the teacher's role in safeguarding students' epistemic, relational, and ethical foundations in the digital age.
Development of an Augmented Reality-Based Biology E-Module Using a Deep Learning Approach to Improve High School Students’ Scientific Literacy Ni Nyoman Serma Adi; Dewa Nyoman Oka; Ni Made Serma Wati; I Gusti Lanang Agung Parwata; I Gede Ratnaya; I Dewa Ayu Made Budhyani
At- Ta'lim : Jurnal Pendidikan Vol. 12 No. 2 (2026): June
Publisher : LP3M Universitas Islam Zainul Hasan Genggong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55210/attalim.v12i2.2497

Abstract

This study aims to produce a biology e-module using Augmented Reality technology and a deep learning approach, and meets valid, practical, and effective standards in improving students' scientific literacy skills. The effectiveness test was conducted using a pre-experimental design one-group pretest-posttest design, and the results were analyzed using the N-Gain index. The process of creating the e-module follows a 4-D model consisting of four stages: define, design, development, and disseminate. However, this study only reached the development stage due to time constraints. The study shows that: (1) The development of the e-module obtained an average validity value of 3.4 based on the opinions of experts and practitioners, so it is considered valid; (2) the practicality aspect is met because the implementation of learning runs smoothly and the responses from teachers and students are in the very practical category; and (3) the e-module is proven to be effective in improving scientific literacy skills, as seen from the N-Gain value of 0.56 which is included in the moderate category. Thus, it can be concluded that the biology e-module based on Augmented Reality with a deep learning approach has met the criteria of being valid, practical, and effective, and is suitable for use as a learning medium to improve the scientific literacy of high school students.
Associations of Perceived Birth-Order Status and Family Harmony with Academic Achievement among Students at SMAN 1 Luhak Nan Duo, West Pasaman, Indonesia Dewi Sriani; Yarmis Syukur; Yeni Karneli; Zadrian Ardi
At- Ta'lim : Jurnal Pendidikan Vol. 12 No. 2 (2026): June
Publisher : LP3M Universitas Islam Zainul Hasan Genggong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55210/attalim.v12i2.2612

Abstract

Academic achievement is no longer a foreign concept in the world of education. It is a crucial goal for students to achieve in school. Various factors related to academic achievement have a significant influence, both internal and external. Perceived birth-order status and family harmony are two particularly important factors; however, to date, no specific study has been conducted to examine the relationship between these two variables and student academic achievement. This study was conducted to examine the relationship between perceived birth-order status and family harmony and students’ academic achievement. The research method employed was a correlational design, with a sample of 90 students at SMAN 1 Luhak Nan Duo. The results of the study empirically demonstrate that perceived birth-order status and family harmony have a positive and significant relationship with student academic achievement, both partially and simultaneously. Partially, the perceived birth-order status has a strong relationship with students’ academic achievement, with a correlation coefficient of 0.626. Similarly, the variable of family harmony was found to have a strong relationship, with a correlation coefficient of 0.693. The results of the simultaneous analysis also indicate that the perceived birth-order status and family harmony have a strong relationship with academic achievement, with a correlation coefficient of 0.763. This proves that birth order and family harmony are closely related to students' academic achievement. However, the findings of this study cannot yet be generalized due to the relatively small sample size. Therefore, the researcher strongly recommends that other researchers conduct follow-up studies with a larger sample size, broader characteristics, a wider scope of research, and more comprehensive methods.
From Facilitator to Activator: Evaluating Teaching Professional Practice in the Integration of Differentiated Instruction and Deep Learning Casmudi Casmudi; Ririn Suyanti
At- Ta'lim : Jurnal Pendidikan Vol. 12 No. 2 (2026): June
Publisher : LP3M Universitas Islam Zainul Hasan Genggong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55210/attalim.v12i2.2492

Abstract

The integration of Differentiated Instruction (DI) and Deep Learning (DL) is crucial for building 21st-century (4C) skills, yet teachers are frequently constrained in mapping student characteristics and face the psychological pressure of curriculum transition. This study aims to analyze the implementation of DI-DL integration and the factors influencing its effectiveness at the junior secondary (SMP) level. Using an explanatory sequential mixed-methods design (QUAN-Qual), the study involved 35 teachers and 81 students. Quantitative survey data were collected through a peer-validated questionnaire in the curriculum field and analyzed using descriptive statistics. Qualitative data were gathered through semi-structured interviews involving 12 key informants (teachers and students), analyzed using QDA Miner in the coding process. The quantitative results show a dominance of visual learners (51.9%). DI-DL integration was shown to significantly improve social-interactive competencies, namely collaboration (M = 15.2) and communication (M = 14.0), but was less optimal for higher-order cognitive skills, particularly creativity (M = 4.8). The qualitative findings reveal that systemic inertia caused by the rigidity of the Minimum Mastery Criteria (KKM) and teachers' cognitive overload triggers instructional fragmentation that hinders deep intellectual growth. The study concludes that DI-DL integration currently remains a fragile innovation. Systemic policy reform and explicit cognitive scaffolding are needed to transform social participation into students' original innovation.

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