Al Ishlah Jurnal Pendidikan
This journal focuses on advancing scholarly research and critical discourse in the field of education. It publishes original research articles that address contemporary issues and emerging trends in curriculum development, instructional practices, learning processes, educational policy, and teacher preparation. The journal aims to contribute to the development of educational theory and practice in both national and international contexts. The journal also welcomes submissions related to environmental education and studies that examine learning through psychological, social, cultural, cognitive, and historical perspectives. Research that explores the interrelationships among teaching, knowledge construction, learner development, and educational contexts is particularly encouraged. Furthermore, the journal accepts research and academic discussions across a broad range of subject matter within education, including mathematics education, religious education, language pedagogy and English for Specific Purposes (ESP), natural sciences, social sciences, history, chemistry, and other related educational disciplines. The journal includes the following thematic sections: Learning: Theoretical and empirical investigations concerning learning processes and their development across diverse contexts. Issues and Trends: Analytical and interpretive essays addressing current educational, social, and philosophical issues. Learning in Everyday Life: Studies of learning experiences occurring outside formal academic settings, such as in homes, communities, digital environments, and cultural institutions. Teacher Education: Research on teacher preparation, professional development, and the broader conditions shaping the teaching profession. Education Policy: Critical analyses of educational policies, their principles, implementation, and effects on educational practice. Comments and Criticism: Scholarly dialogue aimed at clarifying, challenging, or expanding upon previously published works. Book Reviews: Reviews of recent publications relevant to the field of education. The Editorial Board invites manuscripts employing rigorous quantitative, qualitative, or mixed-method approaches that demonstrate academic originality and significant contribution to educational scholarship. All submissions must present a thorough review of relevant literature, articulate a clearly defined research problem or argument, and provide well-grounded conclusions addressing implications and limitations.
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<![CDATA[Management Model of Character Education Based Whole School Development Approach: A Research and Development ]]>
<![CDATA[Marnayana Marnayana]]>;
<![CDATA[Muhammad Zuhri Abu Nawas]]>;
<![CDATA[Baderiah Baderiah]]>;
<![CDATA[Muhammad Guntur]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 16, No 1 (2024): AL-ISHLAH: JURNAL PENDIDIKAN ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v16i1.4393
<![CDATA[One aspect that has yet to receive much attention in the era of Education 4.0 is character education for students. For this reason, innovation is needed in developing a character education management model based on the whole school development approach. This study aims to develop a model of character education management for vocational school students. Using an RD design, this study involved teachers at vocational schools and validators in Palopo City, South Sulawesi, Indonesia. Data were collected using questionnaires, interviews, validation sheets, and observation sheets and were analyzed qualitatively and quantitatively. The study results show that the whole school development approach-based character education management model is valid, practical, and effective in developing student character. With these findings, it is hoped that vocational school teachers can develop a character education management model according to the needs of their respective schools so as to develop into better individuals in all aspects of life.]]>
<![CDATA[Evaluating Project-Based Learning Success: Unveiling Insights through Supervised Machine Learning Assessment ]]>
<![CDATA[Wawan Kurniawan]]>;
<![CDATA[Cicyn Riantoni]]>;
<![CDATA[Neneng Lestari]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 16, No 1 (2024): AL-ISHLAH: JURNAL PENDIDIKAN ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v16i1.4365
<![CDATA[In physics education research, the success of implementing the project-based learning model is typically assessed based on students' learning outcomes. There are very few studies that specifically evaluate the success of implementing the project-based learning model in terms of the process. This is due to the difficulty of assessing the process itself. The aim of this research was to obtain information on the success profile of implementing the Project Based Learning (PBL) model assessed using Supervised Machine Learning. This research used a qualitative descriptive method. The subjects of the research were 60 undergraduate students Jambi University. Data was collected based on the students' success in each stage of PBL. The stages of PBL include 1) project team introduction and planning; 2) initial research phase for information gathering; 3) creation, development, initial evaluation, and prototyping; 4) second research phase; 5) final development stage; and 6) publication of the product or artefact. Every stage of project-based learning is structured using supervised machine learning. This aims to facilitate students' direct involvement in project-based learning in supervised machine learning, enabling teachers to rapidly evaluate and give feedback. The success of project-based learning depends mostly on the precision of the students' group in project design, as indicated by studies. If the planning process is executed well, including tool and material selection, project execution procedures, and good design, students will have no challenges during the product creation stage.]]>
<![CDATA[Synergizing Virtual Labs and Project-Based Learning: Innovating Modern Physics Education with Interactive Modules ]]>
<![CDATA[Sri Purwaningsih]]>;
<![CDATA[Rahma Dani]]>;
<![CDATA[Edi Yuversa]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 16, No 1 (2024): AL-ISHLAH: JURNAL PENDIDIKAN ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v16i1.4495
<![CDATA[Inadequate learning facilities in the Department of Physics Education contribute to the lack of student involvement during modern physics lectures. The learning approach primarily revolves around lecturers, and the effectiveness of Zoom for online learning among students is limited. Therefore, the aim of this research is to design a virtual lab-based learning module integrated with project-based learning to enhance students' conceptual understanding. This research employed a development method with the 4D model. The research subjects included two expert validators to assess the product's feasibility, five students for small-group trials, and 22 students for effectiveness trials. Validators were given questionnaires to evaluate the module's feasibility, while students were given questionnaires to gauge their responses to the module. To evaluate the efficacy of the module, students underwent pre-tests and post-tests consisting of 5 essay questions. Analysis encompassed consolidating validation outcomes and student feedback. Concurrently, test results were assessed using N-Gain tests and paired t-tests. The research outcomes indicated that the integration of virtual lab-based learning with PBL in modern physics was both feasible and effective in enhancing students' conceptual comprehension.]]>
<![CDATA[Moral Degradation in an Educational Milieu: Roles of Guardian in Fixing Morality of Students ]]>
<![CDATA[Zulkipli Lessy]]>;
<![CDATA[Nurul Ahwat Rantekata]]>;
<![CDATA[Miftahur Rohman]]>;
<![CDATA[Heru Juabdin Sada]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 16, No 1 (2024): AL-ISHLAH: JURNAL PENDIDIKAN ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v16i1.4418
<![CDATA[Moral degradation among students is a common phenomenon in the educational milieu; thus, guardians have a significant role to play in handling it for their future welfare. This study aims to (1) investigate the efforts of the Islamic residential school guardians in dealing with moral degradation among the students; (2) identify the obstacles they encounter and provide facilitation for dealing with the moral degradation; (3) explore the impact of the guidance given by the guardians to the students. The research is a qualitative study with a phenomenological descriptive approach. The sampling was purposive. The informants were two guardians at the pesantren, each serving as a teacher of guidance and counselling, coordinator of the student council, and five students who experienced moral decline. The results indicate that the guardians build up relationships between the school and students, instill moral values based on religious guidance, prevent the negative effect of globalization on the school, and facilitate communication with the parents if the students do something wrong. The results also show that a highly effective learning environment at the pesantren and the effective role of the student council can support and rehabilitate moral decadence. The results further reveal the impacts of the guidance on students, such as the current cohort of students, who tend to be more disciplined compared to the previous cohort. However, the lack of representative counselling rooms and some counselling teachers who are inattentive to students’ behavior is disadvantageous for rehabilitation.]]>
<![CDATA[Implementing the Concept of Integration of Science and Islamic Values at Islamic University ]]>
<![CDATA[Agus Budiyono]]>;
<![CDATA[Abd Haris]]>;
<![CDATA[Linda Tri Antika]]>;
<![CDATA[Arin Wildani]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 16, No 1 (2024): AL-ISHLAH: JURNAL PENDIDIKAN ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v16i1.4639
<![CDATA[The integration of scientific principles within Islamic religious universities governed by the Ministry of Religion is a widespread practice. However, the application of this concept across universities offering programs under the auspices of both the Ministry of Education and the Ministry of Religion remains unexplored. This study delineates the framework for integrating scientific knowledge at an Islamic University in Madura, focusing on the execution and assessment of education that amalgamates scientific insights and Islamic values. Employing observational techniques on policy documents and teaching resources of instructors, alongside semi-structured interviews with fifteen educators from the physics, biology, and mathematics departments, this investigation reveals a unique five-pillar knowledge integration concept. These pillars encompass Islam, Indonesia, Islamic Boarding School, Madura, and Aswajaan perspectives. The formal documentation supporting this integration at Madura Islamic University is encapsulated within its Statutes and chancellor's guidelines for curriculum enhancement. Evidence of implementation is observed in instructors' Syllabi and teaching materials, albeit only 53.3% have successfully linked scientific content with Qur'anic verses. The primary challenge identified is the considerable time required to develop materials that effectively integrate Islamic values. Solutions proposed include the creation of a comprehensive guide for integrating the five knowledge pillars and extensive training for all faculty members to facilitate this integration process.]]>
<![CDATA[Beliefs of English Language Instruction by Indonesian Elementary School Teachers: Exploring the Influence of Environment and Educational Background ]]>
<![CDATA[Alpino Susanto]]>;
<![CDATA[Sri Langgeng Ratnasari]]>;
<![CDATA[Ervin Nora Susanti]]>;
<![CDATA[Suswanto Ismadi Megah]]>;
<![CDATA[Eka Wilany]]>;
<![CDATA[Sri Yuliani]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 16, No 1 (2024): AL-ISHLAH: JURNAL PENDIDIKAN ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v16i1.4434
<![CDATA[One of the reasons for the success of the teaching and learning process in the classroom is the teacher's belief system. Belief guides one’s thinking, action, and understanding of events. The level of beliefs in the teaching process needs to be probed before teachers critically manifest their teaching practices and facilitate outcome changes. In Indonesia, the independent curriculum (Kurikulum Merdeka), which was regulated in 2022, directs the teaching English since elementary school. The present study aims to assess the teachers' belief system in teaching English to elementary school students as the “Kurikulum Merdeka”implementation spirit. The study involved 32 English teachers. The questionnaire assessed the teachers' beliefs about teaching English to elementary school students in 3 areas: the nature of children's English development, methods and techniques, and self-efficacy. There was also 1 open-ended question addressed to teachers to investigate their level of beliefs in teaching English among elementary school students. Data analysis is described in the form of descriptive statistics, independent t-test analysis, and content analysis. The results of this study indicate that the international school environment has a better level of belief than the national-plus school. Meanwhile, there was no difference in the level of belief in teaching among teachers with different educational backgrounds when they were in college.]]>
<![CDATA[Quality Analysis of PDCA-Based Edupreneurship in 21st-Century Higher Education ]]>
<![CDATA[Rifaatussalwa Hayati]]>;
<![CDATA[Diding Nurdin]]>;
<![CDATA[Eka Prihatin]]>;
<![CDATA[Cepi Triatna]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 16, No 1 (2024): AL-ISHLAH: JURNAL PENDIDIKAN ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v16i1.4171
<![CDATA[The objective of this qualitative descriptive study is to evaluate the effectiveness of the PDCA (Plan, Do, Check, Act) cycle in enhancing the quality of entrepreneurship education, or "edupreneurship," within universities, with a focus on Tangerang Raya University. This research engaged key stakeholders from the university, including the Vice-Rector for Academic and Student Affairs, deans and vice deans of the Faculty of Economics, Business and Humanities, the Faculty of Teacher Training and Education, and the Faculty of Engineering, as well as coordinators of study programs and students participating in edupreneurship initiatives. The findings indicate that the PDCA cycle significantly contributes to the improvement of edupreneurship quality and achievements at Tangerang Raya University. By facilitating the identification of weaknesses, the PDCA cycle enables continuous enhancements in the entrepreneurial education process. Despite its effectiveness, the implementation of the PDCA cycle in edupreneur programs encounters several challenges. These include constraints such as limited resources (budgets, teaching staff, and facilities), implementation hurdles, varying levels of engagement among members, shifting priorities, challenges in identifying opportunities, time limitations, difficulties in impact assessment, collaboration challenges, member turnover, and environmental uncertainties.This study underscores the PDCA cycle's potential in fostering edupreneurship within universities. However, it also highlights the necessity for addressing the aforementioned obstacles to fully leverage the PDCA cycle's capabilities in enhancing the quality of edupreneurship education. Addressing these challenges is essential for the sustained success and effectiveness of edupreneur programs driven by the PDCA quality management cycle.]]>
<![CDATA[Designing the Curriculum of the Islamic Banking Study Program towards Higher Education Sustainable Learning ]]>
<![CDATA[Purnama Putra]]>;
<![CDATA[Rizal Fahlevi]]>;
<![CDATA[Rafika Rahmawati]]>;
<![CDATA[Isfandayani Isfandayani]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 16, No 1 (2024): AL-ISHLAH: JURNAL PENDIDIKAN ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v16i1.4294
<![CDATA[The acceleration of change with the COVID-19 pandemic has made a leap in all aspects, including the banking industry. Islamic banking, which is only a few decades old, has shown a significant increase in assets and institutions that need to be supported by the presence of human resources who understand the characteristics of these institutions so that they do not only focus on domestic affairs but develop overseas. Redesigning the Islamic banking curriculum is urgent in order to prepare the students to become graduates who can be in line with the needs of industrial world. This study aims to redesign the Islamic banking curriculum through in-depth study of stakeholders, namely study program administrators, industry associations (Islamic banking), graduate users, and scientific associations. The method used in this research is a combination by first mapping using the Strength, Weakness, Opportunity and Threat (SWOT) method and then deepening and matching it with the Analytic Network Process (ANP) method to produce priority strategy. The priorities generated based on the SWOT and ANP matrices are : (1) Increasing stakeholder links and matches, (2) Increasing graduate competence, (3) Periodic review and evaluation of the curriculum, (4) Increasing Lecturer capacity. Therefore, Sustainable learning in Islamic banking must be supported by stakeholders by linking and matching in order to fill the need with the availability of competent human resources.]]>
<![CDATA[Inculcating Honesty Values in Boarding School: Study in Muhammadiyah Boarding School Yogyakarta ]]>
<![CDATA[Sudrajat Sudrajat]]>;
<![CDATA[Agustina Tri Wijayanti]]>;
<![CDATA[Gautam Kumar Jha]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 16, No 1 (2024): AL-ISHLAH: JURNAL PENDIDIKAN ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v16i1.4501
<![CDATA[This study explored the incorporation of honesty values and associated challenges at a junior high school in Yogyakarta, employing qualitative methods with 13 participants, including principals, teachers, employees, and students. Using interviews, observations, and documentation for data collection and employing the Miles Huberman model for analysis, the research highlighted a holistic approach in instilling honesty through life skills education in academic and extracurricular activities, with teachers playing a pivotal role by example. It identified the main challenge as insufficient teacher numbers impacting effective supervision. The recommendation is for schools to adopt comprehensive strategies to promote honesty, fostering an environment conducive to developing student integrity.]]>
<![CDATA[Unveiling Engagement in Asynchronous Writing: A Comprehensive Exploration of Approaches and Indicators – A Systematic Literature Review ]]>
<![CDATA[Nur Arifah Drajati]]>;
<![CDATA[Dewi Rochsantiningsih]]>;
<![CDATA[Martono Martono]]>;
<![CDATA[Dewi Cahyaningrum]]>;
<![CDATA[Elisa Indriyani PH]]>;
<![CDATA[Agustina Tyarakanita]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 16, No 1 (2024): AL-ISHLAH: JURNAL PENDIDIKAN ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v16i1.4579
<![CDATA[In developing the learners’ language competence, many educational institutions altered teachers to integrate computer-mediated communication (CMC) synchronously and asynchronously. However, the issue of engagement becomes another issue to be handled. Accordingly, in this literature review of 20 qualitative, 7 quantitative, and 8 mixed-method studies published in the high-ranked database from 2000-2021, we aim to examine the approaches to evaluate and indicators to facilitate the learners’ engagement, specifically on writing asynchronously. Asynchronous CMC became the concern of this study as it supports the learners to follow the simultaneous discussion and supports multiple learning styles. The reviewed studies were identified using behavior, cognition, and emotion approaches to evaluate the learners’ engagement. Thus, the types of indicators to facilitate the learners’ engagement are input, process, and outcomes. Finally, this review suggests it is useful to design writing courses that effectively conceptualize evaluation approaches and indicators to facilitate the learners’ engagement.]]>
