Ta'dib

Culturally Responsive Community-Based Inquiry to Enhance Basic Scientific Literacy in Indigenous Papua Border Elementary Schools

Aisyah Ali, Akhmad Kadir , Ria Ristiani — Thu, 11 Dec 2025 00:00:00 +0700

This study investigates the effectiveness of a community-based, culturally responsive science learning model in improving basic scientific literacy among elementary students in the Indonesia–Papua New Guinea border region. The research addresses the persistent problem of low scientific literacy, which is largely caused by instructional practices that overlook the ecological and cultural contexts of Indigenous Papuan communities. Using a one-group pretest–posttest design, the study involved 89 students from three Indigenous community schools. A culturally adapted 12-item instrument was employed to assess five dimensions of scientific literacy: conceptual knowledge, scientific processes, scientific ethics, attitudes toward science, and scientific behaviors. Data were analyzed using Shapiro–Wilk tests, paired t-tests or Wilcoxon signed-rank tests, N-Gain scores, and effect sizes. Results demonstrated statistically significant improvements across all dimensions (p < 0.001). N-Gain values ranged from 0.31 to 0.36, indicating moderate learning gains, while effect sizes fell within the small-to-moderate range. These findings show that integrating local ecological practices—particularly through sago-based inquiry activities—and involving Indigenous community members meaningfully enhanced students’ engagement, conceptual understanding, and reflective scientific behaviors. The study concludes that a culturally grounded community-based instructional approach contributes to more equitable, contextually relevant, and sustainable science education in Indigenous and borderland school settings.

Debate Pedagogy in Semi-Military Law Enforcement Classrooms: A Case Study of English-Speaking Fluency

Gatot Hadi Waluyo, Urip Sulistiyo, Mukhlash Abrar, Bunga Ayu Wulandari — Thu, 11 Dec 2025 00:00:00 +0700

This study examines how debate pedagogy supports the development of English-speaking fluency among third-year cadets in a semi-military law enforcement institution. Guided by an interpretivist paradigm, it adopts a qualitative, single-site case study design focused on the integration of British Parliamentary debates into the English curriculum. Data were generated through semi-structured interviews, focus group discussions, classroom observation of debate sessions, and document analysis involving 36 purposively selected participants (34 high-proficiency cadets and 2 English lecturers). Data were coded and analyzed in NVivo 15 using Miles and Huberman’s interactive model, encompassing data reduction, data display, and conclusion drawing/verification. The analysis yielded six interrelated thematic advantages of debate for speaking development: training spontaneous yet structured speaking; refining grammar and pronunciation; expanding topic-relevant vocabulary; strengthening logical argumentation; building confidence in English public speaking; and fostering critical thinking, research skills, teamwork, and active listening. These findings indicate that debate-based instruction effectively enhances cadets’ communicative competence and key soft skills when supported by consistent practice, peer collaboration, and constructive lecturer feedback. The study positions debate as a viable instructional strategy for semi-military academies and offers implications for curriculum design that integrates language development with preparation for contemporary, globally oriented law enforcement roles.

Development of A Thinking Working Scaffolding Sharing Model Based on Local Wisdom For 21st Century Learning

Mon, 15 Dec 2025 00:00:00 +0700

The purpose of this study was to develop a Thinking Working Scaffolding Sharing Model based on local wisdom of the principles of silih asah, silih asih, silih asuh in learning to write commercial posters related to the Indonesian creative economy for junior high school/Islamic junior high school students. The research method used is the research and development (R&D) with the ADDIE model. The results of the study showed that students need a process of interaction and communication in learning. The validation results of the development of the Thinking Working Scaffolding Sharing model based on local wisdom have a model assessment percentage of 98.3%, media materials of 91.7%, evaluation of 96.7%, the development of this model is categorized as "Very Feasible". The results of the model trial showed a significant difference in student learning outcomes in the pre-test and post-test. The responses of teachers and students to the use of this model showed a positive response. The Thinking Working Scaffolding Sharing model based on local wisdom can facilitate the learning process by involving good interaction and communication between students and teachers, so that it can increase students' creativity and critical thinking by the objectives of 21st century learning.

Contextualizing Poda Na Lima As An Ethnopedagogical Framework for PAI BP in Indonesian Elementary Schools

Mon, 15 Dec 2025 00:00:00 +0700

Efforts to strengthen character education through local wisdom have become a national priority, yet no empirical studies have developed an operational model for integrating Poda Na Lima into Islamic Education and Character Education (PAI BP) at the elementary level. Consequently, Mandailing cultural wisdom remains underutilized as a pedagogical foundation. This study aims to develop, implement, and evaluate an ethnopedagogical model grounded in Poda Na Lima for PAI BP instruction in elementary schools in Mandailing Natal Regency. Using a qualitative approach with an educational ethnography and multiple case study design, the research involved PAI BP teachers through interviews, participant observation, and document analysis. This approach enabled an in depth understanding of how cultural values are negotiated and internalized in classroom interactions. Findings show that integrating Poda Na Lima values Paias Rohamu, Paias Pamatangmu, Paias Parabitonmu, Paias Bagasmu, and Paias Pakaranganmu can be effectively implemented through structured habituation, spiritual reinforcement, and culturally responsive communication. The model contributes to students’ religious, social, and ecological character development and supports the strengthening of Mandailing cultural identity. However, challenges persist, including the lack of standardized curriculum guidelines and limited teacher competence in ethnopedagogy. This study offers a theoretically grounded ethnopedagogical model that connects local wisdom with Islamic and character education. Practically, it provides an applicable framework that teachers and policymakers can adopt to design more contextualized and culturally relevant PAI BP learning in diverse Indonesian educational settings.

Developing an Integrated Competency Framework for Madrasah Teachers: Bridging Scientific Literacy and Islamic Pedagogy

Elbina Mamla Saidah, Azam Ghazali, Mohd. Rafi Riyawi, Hamdi Pranata — Fri, 19 Dec 2025 00:00:00 +0700

Although the importance of madrasah teachers in bridging the gap between scientific and Islamic pedagogy is on the increase, the gap between the two fields still exists, as there is no well-organized framework of competences that can guide the teachers in their effective integration of the two domains in their classroom activities. This study aims to develop a competency framework for madrasah teachers that integrates scientific knowledge and Islamic pedagogy. Using the ADDIE model, the research was conducted up to the development stage, which included a needs analysis, conceptual design, and expert validation. Data were collected through interviews, observations, and documentation from madrasah teachers in Mandau Subdistrict, Bengkalis Regency, Riau Province. The resulting framework consists of four core components: Pedagogical Competence, Scientific Literacy, Integration of Islamic Pedagogy, and Professionalism & Spiritual Integrity. Expert validation involving five specialists in Islamic education, language, and visual design confirmed the framework’s relevance, clarity, and practicality, with validation scores ranging from “Fairly Appropriate” to “Highly Appropriate.” This study contributes to the growing discourse on integrated teacher development in Islamic education by offering a framework that balances spiritual values with contemporary educational demands. The framework is expected to serve as a reference for professional training programs in madrasahs and Islamic teacher education institution.

Developing an Integrative SMART Learning Model to Support Holistic Development in Early Childhood Education

Nita Priyanti, Rita Mariyana , Rika Sadiyah, Debie Susanti , Restu Yuningsih — Sat, 20 Dec 2025 00:00:00 +0700

Learning practices in early childhood education have not yet optimally integrated science, mathematics, art, religious values, and technology into a unified instructional model. This study aims to develop and examine the effectiveness of the SMART learning model (Science, Math, Art, Religion, and Technology) in early childhood education. Using a research and development (R&D) approach, the study integrated quantitative and qualitative data and involved early childhood learners as research participants. The model was developed through the ADDIE framework and validated by early childhood education experts, classroom teachers, and religious education specialists. The findings indicate that the SMART learning model is more effective than conventional lecture-based learning in enhancing children’s competencies across science, mathematics, art, religion, and technology. Overall, the study demonstrates that the SMART learning model provides an integrative, child-centered approach that supports holistic learning outcomes and aligns with early childhood developmental characteristics.

Building a Moderate Generation through Inclusive Education: A Case Study in Semi-Modern Islamic Boarding Schools

Dwi Istiyani, Karnadi Karnadi, Nasikhin Nasikhin — Mon, 22 Dec 2025 00:00:00 +0700

This study addresses the urgent need to strengthen inclusive character education in Islamic boarding schools as a response to rising religious intolerance and identity-based exclusivism in Indonesia. Focusing on Pabelan Islamic Boarding School in Magelang, Indonesia, the research employs a qualitative case study design, using participatory observation and in-depth interviews with ustadz, managers, and students. Data were analyzed thematically following the Miles and Huberman model and validated through source triangulation and member checking. Findings reveal four key strategies: integration of national values into the curriculum, inter-mazhab tolerance, non-violent discipline, and respect for local culture-collectively fostering a politically, religiously, psychosocially, and culturally inclusive environment. Students’ responses fell into three patterns: active acceptance, selective adaptation, and passive resistance, with most embracing inclusivity as aligned with rahmatan lil ‘alamin. Despite challenges; structural (limited infrastructure), cultural (homogeneous dominance), and pedagogical (conventional methods), the pesantren demonstrates strong potential as an agent of religious moderation. Theoretically, this study contributes to the discourse on Islamic education by repositioning inclusivity not as a modern import but as an essential, indigenous dimension of Islamic epistemology, thereby expanding the application of character education frameworks within faith-based institutions in pluralistic societies.

Development of STEM-Based E-LKPD Using Deep Learning Principles to Improve Elementary School Students' Science Competence

Rita Rahmaniati, Bulkani Bulkani — Mon, 22 Dec 2025 00:00:00 +0700

Science education in elementary schools plays a vital role in developing scientific literacy, problem-solving skills, and reflective awareness. However, classroom practices are often teacher-centered and rely on printed worksheets that limit student engagement and competency development. This study aimed to design and evaluate a STEM-based Electronic Student Worksheet (E-LKPD) integrated with Deep Learning principles; joyful, meaningful, and mindful learning to enhance students’ science competence in IPAS learning, which integrates natural and social sciences to support interdisciplinary understanding and real-world problem solving. The study employed a Research and Development (R&D) approach adapted from Borg and Gall, consisting of six stages: needs analysis, product design, expert validation, limited trial, revision, and large-scale implementation. Participants were 32 elementary students from a suburban public school with diverse academic and socioeconomic backgrounds. Data were collected using expert validation sheets, student response questionnaires, observation forms, and pretest–posttest assessments. Data analysis included descriptive statistics, Content Validity Index (CVI), paired-sample t-tests, and effect size calculations. Results indicated that the developed E-LKPD was feasible, with CVI scores in the valid to highly valid category. Students’ science competence significantly improved, with mean scores increasing from 56.8 to 78.9 (t (31) = 9.21, p < 0.001, d = 1.63). Additionally, more than 75% of students reported positive learning experiences related to joyful, meaningful, and mindful learning. In conclusion, integrating STEM and Deep Learning principles into electronic worksheets is an effective strategy for strengthening elementary students’ science competence and supporting 21^st century learning.

Integration of Digital Ethics into Islamic Religious Education: A Case Study at Vocational High School

Eri Murniasih, Wasehudin Wasehudin, Siti Patimah, Rizki Pebrina — Wed, 24 Dec 2025 00:00:00 +0700

The development of digital technology has brought significant changes to student behavior patterns, ways of thinking, and value systems, particularly at the vocational secondary education level. While digital technology opens up significant opportunities for improving the quality of learning, it also raises various ethical issues. This situation demands the integration of digital ethics into the educational process, including in Islamic Religious Education (PAI), which has a strategic mandate in shaping students' character and morals. This study aims to describe how the integration of digital ethics is implemented in Islamic Religious Education (PAI) learning at Vocational High School 4, Serang City (SMKN 4 Serang), as well as to identify the roles of teachers, curriculum, and school culture in supporting the internalization of Islamic-based digital ethical values. This study uses a qualitative descriptive approach with data collection techniques through observation, interviews, and documentation studies. Research informants included two Islamic Religious Education (PAI) teachers, the vice principal for curriculum, and 24 students. The results show that the integration of digital ethics in PAI is carried out through a process of transinformation in the form of strengthening Islamic moral values, then value transactions in the contextualization of teaching materials with digital phenomena, teacher role models, and transinternalization in the form of habituation of ethical digital behavior in the school environment. These findings emphasize the strategic role of PAI in shaping students' digital ethical awareness, despite still being hampered by teachers' digital competence and suboptimal school policies.

Developing an E-Comic for History Education: A Digital Learning Intervention on the Samudra Pasai Kingdom

Sun, 28 Dec 2025 00:00:00 +0700

This study aims to develop e-comic-based history learning media on the topic of the Samudra Pasai Kingdom for senior high school students. The urgency of this research lies in the fact that history learning in many schools is still dominated by conventional methods, which often make students less motivated and hinder their ability to engage meaningfully with historical narratives. To address this issue, the Research and Development (R&D) method was employed, adopting the Sugiyono development model that consists of needs analysis, product design, expert validation, and revision. Data were collected through interviews, questionnaires, and classroom observations involving history teachers and tenth-grade students at SMA Muhammadiyah 1 Pekalongan. The findings indicate that: (1) existing learning media at the school remain limited in variety and innovation, resulting in students’ difficulties in understanding historical material; (2) the developed e-comics were designed to provide a more engaging summary of content, enriched with relevant illustrations and integrated media elements; and (3) validations by material and media experts confirmed that the e-comics are appropriate and feasible for use in history learning. The study concludes that e-comic media have significant potential to enhance students’ motivation, participation, and comprehension of history lessons, particularly concerning the Samudra Pasai Kingdom, while also fostering the integration of digital technology into history education in schools.

Teachers’ Digital Competency Transformation through Sparkol Videoscribe: Technical, Pedagogical, and Identity Shifts in Madrasah Tsanawiyah

Sun, 28 Dec 2025 00:00:00 +0700

The rapid development of digital technology necessitates new teacher competencies, yet how educators transform through specific tools in resource-limited contexts remains underexplored. Grounded in the DigComp framework and multimedia learning theory, this qualitative intrinsic case study examines the digital competency transformation of Madrasah Tsanawiyah (MTs) teachers using Sparkol Videoscribe animation media. Data from interviews, observations, and documentation involving six teachers in Agam Regency, West Sumatra were analyzed thematically. Findings reveal a significant three-dimensional transformation: (1) technical competence evolved from basic digital literacy to productive content creation; (2) pedagogical practice shifted from lecture-based instruction to interactive, multimodal, student-centered learning; and (3) professional identity was reshaped by a growth mindset, heightened self-efficacy, and proactive technology exploration. Despite challenges like limited devices and internet access, teachers developed adaptive strategies including peer collaboration and personal content banks. Theoretically, this study contributes to teacher professional development literature by demonstrating how experiential tool-based learning fosters holistic competency growth. Practically, it underscores the need for institutional policies that provide technological infrastructure, foster collaborative communities of practice, and integrate hands-on digital media training into sustainable professional development programs for madrasah teachers.

Developing a Career App Based on Students' Interests and Talents to Support Career Planning

Kiki Mariah, Isnaria Rizki Hayati, Fadhila Rahman, Elni Yakub, Munawir — Sun, 28 Dec 2025 00:00:00 +0700

Career planning is a fundamental component of students’ development because it shapes their future educational and occupational pathways. In many schools, however, career planning is constrained by limited guidance services, students’ low awareness of their interests and talents, and the scarcity of accessible career information media conditions that can lead to less informed career decisions. This study addresses a gap in prior digital career media, which often provide generic information without integrating a validated interest, talent mapping process, and counselor support functions; the novelty of the proposed application lies in combining interest talent profiling with personalized career information and counselor oriented features, thereby contributing conceptually to a data-informed and personalized model of digital based career guidance. Using a Research and Development (R&D) approach with the 4D model (Define, Design, Develop, Disseminate), data were collected through observations, interviews, a Student Career Media Needs Survey, and expert validations of content, design, and language. The findings indicate that the developed interest, and talent, based career information application achieved a very valid rating in both content relevance and usability. The application enables students to explore their strengths, identify suitable career options, and access information on study programs across universities. Moreover, its digital format supports guidance counselors in identifying students’ potentials earlier and delivering more personalized career planning assistance. Overall, this application offers an effective and engaging tool for integrating technology into school based career guidance and making career exploration more meaningful, interactive, and aligned with contemporary learners’ needs.

IT-Based YouTube Integration for Early Childhood English Vocabulary Learning: Teacher Perspectives

Ade Novia Maulana, Evi Selva Nirwana, Jhoni Warmansyah, Nur Rahma Hannia — Mon, 29 Dec 2025 00:00:00 +0700

English vocabulary acquisition forms the foundation for language development in early childhood. While Information Technology (IT) platforms like YouTube offer multimedia resources for language learning, research examining teacher perspectives on YouTube's role in vocabulary development remains limited. This phenomenological study explores how early childhood educators perceive and integrate YouTube for English vocabulary instruction. Twenty teachers from 18 institutions across three Indonesian provinces participated through interviews and documentation analysis. Data analysis employed open coding and axial coding to identify patterns and themes. Findings reveal two main themes: teachers recognize YouTube's effectiveness for vocabulary recognition and contextual usage, yet emphasize the need for structured implementation. Teachers perceive YouTube as effective when combined with three strategies: selecting age-appropriate content, providing active guidance during viewing, and implementing reinforcement activities such as storytelling and interactive games. This study contributes phenomenological insights into teacher experiences with IT-mediated language instruction and offers practical frameworks for integrating digital platforms into early childhood vocabulary development.

Transformation of Islamic Education Management Nomenclature: Opportunities and Challenges at IAIN Curup

Jumira Warlizasusi, Ifnaldi, Irfan Qowwiyul Aziz Alhajj, Fathur Rizki — Tue, 30 Dec 2025 00:00:00 +0700

The change in the nomenclature of the Islamic Education Management Study Program (MPI) to Educational Management (MP) or Educational Administration (AP) at Islamic Religious Universities (PTKI) has had a significant impact on the development of higher education, especially within the Curup State Islamic Institute (IAIN). The aim of this research is to analyze the impact of changes in nomenclature on the management of study programs, curriculum, as well as the opportunities and challenges faced by students and alumni. The method used case study is a qualitative approach with descriptive analysis, collecting data through interviews with lecturers, students, alumni and study program managers. This study employs a qualitative descriptive–interpretative analysis to explore the transformation of Islamic education management nomenclature at IAIN Curup. The analysis focuses on understanding meanings, rationales, and implications behind nomenclature changes rather than measuring causal relationships. The research results show that changes in nomenclature open opportunities for graduates to be more accepted in non-Islamic educational institutions and expand job opportunities, but also create challenges related to the loss of Islamic identity in the curriculum and management of study programs. Apart from that, curriculum adjustments and unclear regulations regarding the acceptance of ASN and PPPK are the main issues that must be faced. This research suggests the need for strategies to maintain a balance between developing a more general curriculum and preserving the values of Islamic education in the study program.

Integrating Technology Acceptance and Pedagogical Deep Learning in Islamic Education: A TAM-Based Study

Mazrur Mazrur, Rodhatul Jennah, Siti Norhidayah, Surawan Surawan — Tue, 30 Dec 2025 00:00:00 +0700

This study investigates the integration of technology acceptance and pedagogical deep learning in Islamic Religious Education (IRE), where deep learning is conceptualized as a pedagogical approach that emphasizes meaningful understanding, reflective thinking, and enjoyable engagement, rather than artificial intelligence-based deep learning. Although previous studies have extensively examined technology acceptance and deep learning independently, empirical studies integrating the Technology Acceptance Model (TAM) with pedagogical deep learning in the context of Islamic education are still limited. To address this gap, this study uses a quantitative survey design involving 321 teachers and students selected through simple random sampling from a population of 1,287 participants. Data were collected using a validated Likert scale questionnaire (Cronbach's Alpha = 0.874) and analyzed through descriptive statistics and simple linear regression using SPSS version 25. The results of the study indicate that acceptance of TAM-based learning media has a significant and positive effect on the implementation of pedagogical deep learning (R² = 0.542, t = 12.884, p <0.001), showing that 54.2% of the variance in deep learning practices is explained by technology acceptance. Descriptive analysis shows that Perceived Usefulness recorded the highest average score among TAM constructs (M = 4.26), while Meaningful Learning emerged as the most dominant dimension in pedagogical learning (M = 4.23). Theoretically, this study expands TAM by positioning technology acceptance as a driver of deep, reflective, and value-oriented pedagogical learning in Islamic education. Practically, these findings provide evidence-based guidance for educators and schools in designing technology-supported IRE that promotes meaningful, attentive, and enjoyable learning experiences.

Islamic Education as a Foundation for Religious Entrepreneurship in Islamic Higher Education Institutions

Herlinda, Musa Thahir, Annisaul Khairat — Wed, 31 Dec 2025 00:00:00 +0700

This study aims to examine the relationship between Islamic education and the development of religious entrepreneurial character among students at Islamic Higher Education Institutions in Riau Province, with particular attention to educational and institutional factors that support or constrain the implementation of sharia-based entrepreneurship education. Employing a quantitative cross-sectional survey design, data were collected from 76 PTKI students through a structured questionnaire and analyzed using descriptive and inferential statistical techniques with SPSS to identify dominant patterns and associative tendencies among the studied variables. The results indicate that experiential learning practices, institutional collaboration with industry, and the integration of digital technology are perceived as the most influential factors in strengthening religious entrepreneurial character. Conversely, limited sharia economic literacy, inadequate educational facilities, and restricted access to entrepreneurial resources emerge as key constraints, alongside external influences such as socio-cultural environments and market competition. From a practical perspective, the findings suggest that PTKI need to strengthen experiential learning opportunities, expand partnerships with sharia-based industries, and enhance technological and mentoring support to improve the effectiveness of Islamic entrepreneurship education. The novelty of this study lies in its empirical contextualization of religious entrepreneurship education within the PTKI environment in Riau, highlighting the persistent gap between normative Islamic entrepreneurial values and their pedagogical implementation. Rather than proposing or validating an instructional model, this study contributes by offering evidence-based insights that can inform curriculum refinement and institutional strategies aimed at fostering religious entrepreneurial character in Islamic higher education.

Internet-Based Learning Implementation by Certified Teachers: A Case Study at Madrasah Aliyah Negeri Kampar Regency

Idris Harun, Saipuddin Yuliar, Nur Azizah — Wed, 31 Dec 2025 00:00:00 +0700

This study aims to Internet-Based Learning Implementation By Certified Teachers: A Case Study At Madrasah Aliyah Negeri Kampar Regency. This research is field research using a qualitative approach. The research informants were 12 teachers from 3 Madrasah Aliyah Negeri in Kampar Regency who already have teaching certificates. The data collection techniques used in this study were interviews, observation, and documentation. Data analysis was carried out through data reduction, data presentation, and drawing conclusions. The results of the study indicate that certified teachers demonstrate professional and pedagogical competence in integrating the internet into the learning process. This is evident from the teachers' ability to design e-learning-based lessons, manage online learning interactions, and monitor the activity and discipline of students through the features of digital learning platforms. Even though it has been certified, there are still limited infrastructure, uneven internet access, lack of advanced training, limited digital device facilities, so that some certified teachers use professional skills to buy supporting devices.

Assessing Artificial Intelligence Plagiarism Risk: ChatGPT vs Scite Among Islamic Education Students

Ismail Ismail, Suja'i Suja'i, Silviatul Hasanah — Wed, 31 Dec 2025 00:00:00 +0700

This study examines and compares the effects of ChatGPT and Scite_AI, on plagiarism tendencies among students of Islamic Religious Education in Indonesia. Adopting a quantitative research design, the study employed multiple linear regression analysis to evaluate both the partial and simultaneous influences of these tools on academic plagiarism. Prior to regression analysis, classical assumption tests—including normality (Prior to the regression analysis, classical assumption tests—including normality (Kolmogorov-Smirnov p = 0.088), multicollinearity (VIF < 10), multicollinearity (VIF < 10), heteroscedasticity (Breusch-Pagan test), and linearity (scatterplot of residuals)—were rigorously conducted to ensure model validity. The results reveal that both AI tools significantly contribute to increased plagiarism tendencies; however, ChatGPT demonstrates a markedly stronger effect (β = 0.4941; p < 0.001) compared to Scite (β = 0.1042; p < 0.001). The overall regression model is statistically significant (F = 87.32, p = 0.000) and satisfies all classical assumptions, confirming its reliability. Theoretically, this research enriches academic integrity literature by positioning AI tool typology—particularly the distinction between generative and verification tools—as a critical predictor of plagiarism behavior. Practically, it calls for differentiated AI literacy strategies in Islamic higher education, advocating for the integration of adab al-‘ilmu (ethics of knowledge) into digital literacy curricula to foster moral discernment and responsible technology use among future religious educators.