Ta'dib

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

Ahmad Yani — 2026-03-17

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

Badarwan Badarwan — 2026-04-21

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

Eti Shobariyah — 2026-04-24

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

Sufiani Sufiani — 2026-04-25

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

Rully Andi Yaksa — 2026-05-29

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

Yunita Sari — 2026-05-29

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

Reza Anggriyashati Adara — 2026-05-31

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

Jendriadi Jendriadi — 2026-06-04

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

Vivi Indriyani — 2026-06-10

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

Aryuliva Adnan — 2026-06-12

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.

Effectiveness of Website-Based Counseling Application Using Forward Chaining to Improve Counselors’ Decision-Making Ability

Khairiyah Khadijah — 2026-06-16

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

Cooperative Learning Transformation: Integration of Team Games Tournament and Deep Learning for Forming Humanist-Religious Character

Nia Paramita — 2026-06-19

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.

Post-Flood Recovery and Disaster-Resilient Education Policy Implementation in Islamic Schools in Aceh Tamiang

Muhammad Jailani — 2026-06-23

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

Exploring PAI Students' Critical Thinking Competencies for Seizing Society 5.0 Era Opportunities Using Mixed-Methods Study

Muhammad Idris — 2026-06-23

Critical thinking is a key competency for navigating the Society 5.0 era. In reality, the critical thinking abilities of Islamic Education students still vary across various aspects. This study aims to explore the level of critical thinking, identify development efforts, and analyze the obstacles encountered. The study employed a mixed-methods approach with a sequential explanatory design. Quantitative data were collected through a questionnaire administered to 105 sixth-semester students and analyzed using descriptive statistics. Qualitative data were gathered through in-depth interviews and documentation, then analyzed through the stages of data collection, data reduction, data display, and conclusion and verification. The results indicate that students’ critical thinking skills fall into the high category at 82.24%. All aspects of critical thinking achieved high levels. Development efforts include the application of critical thinking in learning, the use of student-centered models and strategies, the utilization of learning technology, and HOTS-based assessment. The challenges identified included differences in students’ initial abilities, time constraints, a learning approach that remains rote-memorization-oriented, low self-confidence, limited facilities and infrastructure, and a lack of training for instructors. The study concluded that PAI students’ critical thinking skills are generally good but still vary and require further development. Unlike previous studies that measured these skills through experimental treatments, this study did not examine the factors causing such variations. These findings should be taken into consideration by faculty members and the department to improve the quality of instruction so that students’ critical thinking skills can develop more optimally.

A Comparative Study of M-APOS, Knisley, and Discovery Learning on Students' Advanced Mathematical Thinking Skills

Ilmadi Ilmadi — 2026-06-25

Advanced Mathematical Thinking (AMT), which includes representation, abstraction, creative thinking, and mathematical proof, is crucial for studying abstract algebra. However, there is limited research specifically investigating how the M-APOS, Knisley, and Discovery Learning models influence students' AMT abilities, especially in the context of self-regulated learning. This study aims to analyze the impact of these three learning models and self-regulated learning on students' AMT abilities, as well as to examine their interactions. This quantitative study utilized a 3×2 quasi-experimental factorial design. The participants were 66 students from the Mathematics Study Program at Universitas Pamulang, selected via purposive sampling. Twenty-two students were assigned to each learning model group. AMT proficiency was evaluated using a four-item essay test validated by experts. Self-regulated learning was assessed using questionnaires and classified as high or low based on the total score. Data were analyzed using two-way ANOVA. The results indicated that the learning model significantly affects AMT ability (F=9.66; p=0.001<0.05), whereas self-regulated learning does not have a significant effect (F=1.47; p=0.235>0.05). Furthermore, a significant interaction was found between the learning models and self-regulated learning on AMT ability (F=3.66; p=0.018<0.05). These findings suggest that the M-APOS model is more effective in enhancing students' AMT and that the learning model's effectiveness is influenced by levels of self-regulated learning.

Teachers' Beliefs in Curriculum Innovation: Pre-Delphi Reflections of Secondary Curriculum Leaders

Al Musanna — 2026-06-26

This study explores how senior secondary curriculum leaders interpret teachers' beliefs in curriculum innovation. A qualitative descriptive design was used with written reflective responses collected before a Delphi panel discussion. Participants were 60 vice principals for curriculum affairs from senior secondary schools in Aceh Tengah and Bener Meriah, Indonesia. The data were examined through thematic analysis involving familiarisation, open coding, categorisation, theme development, and peer debriefing. The findings identify three themes: moral commitment, professional resilience, and pedagogical guidance. Participants described teachers' beliefs as a source of responsibility toward students, a resource for maintaining motivation during policy change, and a reference for interpreting curriculum standards and selecting instructional strategies. The study contributes to research on curriculum reform by showing how beliefs operate before collective deliberation. It also extends existing work on teacher cognition by positioning beliefs as a moral, resilience, and pedagogical framework used by school-level curriculum leaders. The findings suggest that curriculum innovation needs professional development that engages teachers' values and reflective judgment, not only technical training.

Development of Al-Qur'an and Hadith Modules to Improve Students' Understanding of Long Readings

Sinta Titis Pangesti Putri Ciptami — 2026-06-28

One of the problems that often occurs in learning is students' inability to understand the existing teaching materials, so that the learning process is hampered. To overcome this obstacle, it is necessary to develop teaching materials that are appropriate to students' needs. The purpose of this development research is to apply the ADDIE model of teaching material development while also testing and implementing it in learning. Data collection using interviews, observations, questionnaires, and tests. Data analysis using qualitative descriptive analysis and quantitative analysis. The findings of this study are that the development steps using the ADDIE model were carried out sequentially from the first step to the last step, paying attention to the substance of each step. The teaching materials resulting from this development were categorized as very valid based on the assessment of material experts with a score of 4.8 and media experts with a score of 4.7. For effectiveness, the effective category is based on the results of pre-tests and post-tests in the use of developed teaching materials, with high significance of 70% and moderate significance of 30%.

Quba Curriculum: Modernizing Education through Transformative Leadership at Diniyyah Puteri Islamic Boarding School

Rini Wisda — 2026-06-30

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.