The Effectiveness of the Ta‘aawuní Model in Enhancing Teachers' Skills in Designing Islamic Integrated Learning Management in Private Islamic Schools
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The purpose of this research was to study the effectiveness of the developed "Ta‘aawuní Model" by comparing the Islamic integrated learning design skills of teachers in private Islamic schools in Yala province before and after using the model. This Research and Development (R&D) study consisted of four phases: situational analysis, model development and validation, implementation and evaluation, and expert confirmation. This article presents the results from the implementation phase with a target group of 5 secular subject teachers who participated in the development process for three action-learning cycles. The research instrument used was an assessment form for skills in designing Islamic integrated learning management, comprising four areas. Data were analyzed using descriptive statistics and the Wilcoxon Signed-Rank Test. The findings revealed that after using the Ta‘aawuní Model, teachers' overall skills in designing Islamic integrated learning were at a "good" level ( = 3.45, S.D. = 0.48), a statistically significant increase at a .05 significance level. Notably, skills in curriculum analysis and learning activity implementation were "excellent". The developed model was also confirmed for its quality by a panel of 9 experts. This study confirms that the Ta‘aawuní Model is a practical innovation that can concretely develop teacher skills
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