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Ta´dib
Published by Universitas Islam Negeri Raden Fatah Palembang
ISSN : 14106973     EISSN : 24432512     DOI : -
Core Subject : Education,
Education
Jurnal Ta'dib adalah jurnal ilmiah yang diterbitkan oleh Fakultas Tarbiyah dan Keguruan UIN Raden Fatah Palembang. Ta'dib mengkaji dan mempublikasikan artikel konseptual, hasil penelitian, dan tinjauan buku dalam bidang pendidikan Islam.
Arjuna Subject : -
Articles 254 Documents
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Internalization of Multicultural Values in Fiqh Learning at Muhammadiyah Boarding School Al-Mujahidin Gunungkidul Abdul Azis; Mastur; Hafizatur Rahmi; Muhammad Arif Bin Che Hasim; Eko Tuanto; Abd Rachman Mildan; Muhammad Auwalul Muttaqin; Fitra Asysyifa
Ta'dib Vol 30 No 2 (2025): Ta'dib: Jurnal Pendidikan Islam
Publisher : Faculty of Tarbiyah and Teaching Sciences, Universitas Islam Negeri Raden Fatah Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/av2qx836

Abstract

This study aims to analyze the process and outcomes of internalizing multicultural values in fiqh learning to develop students’ humanistic character at Muhammadiyah Boarding School Al-Mujahidin Gunungkidul. This research employed a qualitative field research design. The informants consisted of three fiqh teachers and 91 students from grades VII–IX. Data were collected through classroom observations, semi-structured interviews, and questionnaires. Data triangulation was conducted using source triangulation (teachers and students) and technique triangulation (observation, interviews, and questionnaires), with the unit of analysis focusing on learning processes, instructional strategies, and students’ behavioral responses. The findings indicate that the internalization of multicultural values was implemented through comparative madhhab approaches, contextual learning, group discussions, and project-based activities. Quantitative questionnaires show that all indicators achieved high mean scores ranging from 4.0 to 4.5 on a 5-point Likert scale. The highest scores were found in respect for differences (4.4) and the application of tolerance and justice in dormitory life (4.3). These results demonstrate that fiqh learning has effectively fostered dominant patterns of tolerance, empathy, cooperation, and fairness among students. The study concludes that integrating multicultural values into fiqh learning contributes significantly to the formation of students’ humanistic character and supports the development of moderate and inclusive Islamic education within boarding school contexts.
Implementation of Psychomotor Assessment and Teacher Readiness in Islamic Religious Education Learning at Senior High Schools in Bandung City Syifa Nurjamilah Fatwa Fadilah; Saepul Anwar; Risris Hari Nugraha
Ta'dib Vol 30 No 2 (2025): Ta'dib: Jurnal Pendidikan Islam
Publisher : Faculty of Tarbiyah and Teaching Sciences, Universitas Islam Negeri Raden Fatah Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/9nm3pr27

Abstract

This study aims to explore the implementation of psychomotor assessment in Islamic Education (PAI) learning at a public senior high school in Bandung City. The research employed a qualitative approach with an instrumental case study design, utilizing interviews, observations, and document analysis. Data were analyzed through the stages of reduction, presentation, and conclusion drawing. The findings indicate that teachers conceptualize psychomotor assessment as the evaluation of authentic worship skills. Assessment planning was grounded in curriculum achievements with analytic rubrics that emphasized performance indicators, while implementation combined direct observation, video portfolios, and performance tasks to capture reliable evidence of student competence. Assessment results were used for formative feedback, remedial activities, and enrichment, whereas teacher professional development was conducted through MGMP forums, practical training, and continuous self-initiated efforts. This study is limited to a single school context, thus the findings cannot be broadly generalized. Recommendations include rubric standardization across schools, ongoing practical training, and the utilization of digital portfolios to enhance reliability, accountability, and the educational impact of psychomotor domain learning.
Exploring the Impact of Character Education and School Literacy on Students’ Learning Outcomes Yusnita Ramanda; Rizka Harfiani; July Maini Sitepu
Ta'dib Vol 30 No 2 (2025): Ta'dib: Jurnal Pendidikan Islam
Publisher : Faculty of Tarbiyah and Teaching Sciences, Universitas Islam Negeri Raden Fatah Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/w1h04y13

Abstract

This study aims to analyze the influence of character education and the school literacy program on students’ Islamic Education (PAI) learning outcomes at SDN 102128 Nagaraja. Employing a quantitative ex post facto design, the research involved a saturated sample of 85 students, with data collected through validated and reliable Likert-scale questionnaires and documentation of academic scores. Data analysis included classical assumption tests and multiple linear regression using SPSS 25. The findings show that both character education and the school literacy program have a positive and significant partial effect on PAI learning outcomes, as indicated by the t-test results (t = 4.676 for character education; t = 8.268 for school literacy, both > t-table = 2.002). Simultaneously, the two variables strongly influence learning outcomes, demonstrated by an F-value of 726.549 (Sig. = 0.000), confirming the acceptance of all alternative hypotheses. The regression model (Y = 27.810 + 0.550X₁ + 0.987X₂) shows that literacy contributes the largest effect, although character education also plays an important role in shaping students’ academic performance. These results are reinforced by behavioral rubric data showing that more than 90% of students demonstrate consistent or frequent positive character traits, indicating successful internalization of character values. The study implies that strengthening literacy practices and character-building programs is essential for enhancing students’ academic achievement, particularly in religious education. It further highlights the importance of integrated school policies that combine cognitive, moral, and literacy development to support holistic learning outcomes.
The Use of the Wordwall Application to Improve the Mastery of Thaharah Material for Grade IV Students at UPTD SDN 15 Parepare Syarifah Asliah; Hamdanah; Buhaerah; Sitti Jamilah Amin; Firman
Ta'dib Vol 30 No 2 (2025): Ta'dib: Jurnal Pendidikan Islam
Publisher : Faculty of Tarbiyah and Teaching Sciences, Universitas Islam Negeri Raden Fatah Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/ywtygy27

Abstract

This study aims to examine the effectiveness of the Wordwall application as an interactive gamified medium in enhancing fourth-grade elementary school students' mastery of thaharah material in Islamic Religious Education at UPTD SDN 15 Parepare. Employing a quantitative experimental approach with a one-group pretest-posttest design, the research involved 26 students as participants. Data were collected through pretest and posttest instruments to measure conceptual understanding and practical application of thaharah, supplemented by observation sheets to assess student engagement during three learning sessions. Data analysis included descriptive statistics, normality testing, paired sample t-tests (both two-tailed and one-tailed), and N-Gain calculations. The results revealed a significant improvement in mastery, with the mean score increasing from 58.92 in the pretest to 90.46 in the posttest, supported by a paired t-test value of 10.261 and a significance level of 0.000 (< 0.05). The average N-Gain score of 0.72 indicated high improvement, while observation data showed effectiveness rising from 57% (sufficient) to 93% (very good). These findings demonstrate that Wordwall significantly enhances cognitive mastery, motivation, and active participation, aligning with Piaget's constructivism theory and Mayer's Cognitive Theory of Multimedia Learning. This study fills a research gap by providing empirical evidence on Wordwall's effectiveness in elementary-level thaharah instruction through face-to-face learning. Despite its contributions, limitations include a small sample and lack of a control group, suggesting the need for future research with broader samples and more comprehensive designs.

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