Ta'dib

Time Management Strategies of Triple-Role: The Case Study of Female Students of Islamic Higher Education

2026-03-13T08:34:04+07:00

This article aims to reveal the time management practices of female students at the State Islamic University who have three roles: first, as students with academic responsibilities on campus; second, as workers or career women; and third, as wives to their husbands and mothers to their children, with the obligation to take care of various household matters. This article uses a qualitative research method with four female students who have these three roles as research subjects. There are two sources of data in this study, namely primary data (interview and observation results) and secondary data (library data from scientific articles, books, etc.). The data collection methods used were observation and interviews. Meanwhile, the data analysis technique used is the technique popularised by Miles et al., which consists of data condensation, data presentation, and conclusion drawing. The findings of this study indicate that not all female students who have three roles have good study time management. This means that these female students have difficulty managing their time, which has an impact on their academic achievement. However, female students who have good time management and are able to develop discipline and have planned and organised learning strategies can improve their academic achievement. In fact, they successfully completed their final studies well and in accordance with the set targets. This study has implications for female students, especially in terms of good time management, by designing, managing, and adapting to various things, so that female students can discipline themselves.

Institutional Branding in Islamic Education: The Role of Strategic Brand Image in Stakeholder Perceptions

2026-03-13T08:29:18+07:00

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.

Integration of Digital Literacy in PAI Learning in the 5.0 Era at SMKN 3 Cilegon

2026-03-16T12:46:50+07:00

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.

Religious Moderation as Lived Pedagogy: An Interpretive Case Study in Indonesian Secondary Schools

2026-03-17T10:07:47+07:00

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.

Socio-Adaptive TPACK in Rural Schools: Teachers’ Experiences and Challenges

2026-04-25T13:10:36+07:00

The integration of Technological, Pedagogical, and Content Knowledge (TPACK) has become a fundamental prerequisite for 21st-century education. However, existing literature remains predominantly focused on resource-rich urban environments, leaving a significant gap in understanding how TPACK is constructed within infrastructure-scarce rural contexts. This study aims to explore the lived experiences of teachers in Muaro Jambi Regency in negotiating technological constraints and to propose a contextualized adaptation model. Utilizing a qualitative Interpretative Phenomenological Analysis (IPA) approach, data were collected over a three-month period through semi-structured in-depth interviews with nine teachers from SMPN 1, SMPN 7, and SMPN 30 Muaro Jambi. Data collection continued until thematic saturation was achieved. The analysis focused on interpreting emergent themes related to teachers’ socio-adaptive TPACK practices within limited technological environments. The findings reveal that infrastructural limitations, rather than functioning solely as barriers, act as catalysts for the emergence of “Socio-Adaptive TPACK.” This model consists of three interconnected dimensions: (1) Technical Adaptation through low-tech optimization and teacher agency, (2) Pedagogical Adaptation through collaborative interaction with students, and (3) Collaborative Adaptation through intergenerational knowledge sharing and social cohesion among teachers. The study concludes that, in developing regions, TPACK should not be understood merely as an individual cognitive competence, but as a communal asset shaped through resilience, collaboration, and social capital. These findings imply that professional development programs should move beyond top-down technical training and instead foster sustainable communities of practice within rural schools.

Conceptualizing Spiritual Value Internalization in Pesantren Education: the Role of the Suluk Tradition

2026-04-21T15:38:55+07:00

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.

Enhancing ESP Motivation and Proficiency Through CALL: A Quasi-Experimental Study with Islamic Banking Students

2026-05-22T10:38:22+07:00

Computer-Assisted Language Learning (CALL) has been widely implemented to support motivation and language development in English for Specific Purposes (ESP) instruction. However, empirical studies examining its use in English for Islamic Banking within Islamic higher education contexts remain limited. This study investigates the effectiveness of CALL in enhancing students’ motivation and language skills in an English for Islamic Banking course at an Islamic higher education institution. Employing a quasi-experimental one-group pre-test/post-test design, the study involved 20 undergraduate Islamic Banking students who participated in a CALL-based instructional intervention conducted over six sessions. Data were collected through language proficiency assessments based on an IELTS speaking rubric and a motivation questionnaire based on Keller’s ARCS model. The findings indicate a statistically significant improvement in language proficiency (t(19) = 2.42, p = 0.025, Cohen’s d = 0.53). In addition, Attention (d = 0.63), Confidence (t(19) = 2.29, p = 0.033, d = 0.52), and Satisfaction (d = 1.17) showed significant gains, with Satisfaction demonstrating the largest effect size. Meanwhile, the Relevance component showed no significant change (p = 0.33), possibly due to students’ prior perception of the course content as inherently applicable to their academic and professional goals. The study suggests that CALL can serve as an effective pedagogical approach for supporting learner motivation and language development in ESP courses within Islamic higher education, particularly when instructional activities are aligned with learners’ professional contexts in Islamic finance.

Developing Community Culture-Based Storybooks Integrating QR Codes for Children’s Writing Narrative Skills and Digital Well-Being

2026-04-21T15:53:30+07:00

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.

Validation of the DIGA-FAM Model: A Differentiated Game-Based Formative Assessment Using Wordwall

2026-05-20T13:01:02+07:00

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.

Lesson Plans Alignment with Teaching Performance of Pre-Service Teachers: A Quantitative Study in Micro-Teaching Context

2026-05-20T13:19:23+07:00

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.