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[Investigating the Influence of Hybrid and Independent Learning on Student Learning Outcomes in European History Courses ]]>
<![CDATA[Hanif Harahap]]>;
<![CDATA[Madhan Anis]]>;
<![CDATA[Ramazan Ramazan]]>;
<![CDATA[Tengku Muhammad Sahudra]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 16, No 2 (2024): AL-ISHLAH: JURNAL PENDIDIKAN ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v16i2.4425
<![CDATA[The importance of implementing a hybrid learning model that combines face-to-face teaching with online computer-assisted teaching to create an integrated learning approach and student learning independence. The purpose of this study was to analyze the effect of hybrid and independent learning on student learning outcomes in European History courses. This study adopts a quantitative method and a quasi-experimental design. In collecting data the researchers used multiple-choice test techniques and questionnaires to examine students’ learning independence. The data analysis technique used is the Two-way ANOVA statistical test. The results of the study showed that there was an increase in student history learning outcomes for European history courses with "moderate" criteria with a score of 0.54 (0.3 N-Gain ≤0.7) after the implementation of hybrid learning. Hybrid learning has an effect on student learning outcomes in history education with a sig model value of 0.002, where the value is less than 0.05 (0.002 0.05). Independent learning has an impact on student learning outcomes with a sig questionnaire value of 0.042 where the value is less than 0.05 (0.042 0.05). In conclusion, in European history courses offered the learning model and learning independence has an impact on students' learning outcomes.]]>
<![CDATA[The Role of Guidance and Counseling in Strengthening Students' Career Preparation ]]>
<![CDATA[Refid Samudra]]>;
<![CDATA[Muhammad Nur Wangid]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 16, No 2 (2024): AL-ISHLAH: JURNAL PENDIDIKAN ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v16i2.4980
<![CDATA[The concern between choosing to work or pursuing higher education is a common dilemma that many students face. Counselling Teachers can provide support through individual counseling services, helping students understand their potential and desires. This research uses a systematic literature review method. The article search began by visiting Google scholar by entering the keywords counseling and career students. Based on the search using these two keywords, 78 articles were obtained. A systematic search of articles was conducted on Google Scholar using the keywords 'counseling' and 'career student', which yielded 78 articles. After applying certain inclusion criteria, 25 relevant articles were selected for review. Based on the research findings, it can be concluded that guidance and counseling teachers have the main responsibility in helping students understand the career world, recognize talents, and provide information about career choices. Through individual guidance services, skill development, and social support, Guidance and Counseling teachers play an important role in preventing and overcoming students' career problems. Based on the conclusions obtained, it is necessary to develop special programs for counseling services to support students' career stability tailored to school conditions and environmental conditions. The hope is that students can develop their potential both to work and continue to a higher education level. Schools can work with counselors and educators to develop comprehensive career development programs that integrate career exploration activities, skill-building workshops and real-world experiences into the curriculum. For example, schools can organize career fairs, internship opportunities and mentorship programs to introduce students to various career paths and industries.]]>
<![CDATA[The Integration of Bugis Local Wisdom on Tolerance in Islamic Education at Senior High School: Strategies and Implications ]]>
<![CDATA[Sultan Hasanuddin]]>;
<![CDATA[Muhammad Rusydi]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 16, No 2 (2024): AL-ISHLAH: JURNAL PENDIDIKAN ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v16i2.5285
<![CDATA[This research explores the strategies and implications of integrating the value of tolerance, based on Bugis local wisdom, into Islamic religious education at SMA Negeri 1 Bone. It addresses the need for educational approaches that promote tolerance and understanding in diverse societal contexts. A qualitative research paradigm was employed, involving field research to collect data. The study focused on examining how Bugis local wisdom can be integrated into the Islamic religious education curriculum and how it can enhance teaching materials and learning media. The primary strategy identified was the integration of Bugis local wisdom values into the curriculum. This was achieved through the enrichment of teaching materials and learning media with Bugis cultural insights, alongside the reinforcement of universal values aligned with tolerance. Practical implementations included creating lesson plans, teaching aids, and media resources infused with Bugis wisdom. The findings suggest that incorporating Bugis local wisdom fosters collective awareness of diverse life phenomena, reduces arrogant behaviors among majority groups towards minorities, and promotes steps to reconcile differences, facilitating dialogue. The study emphasizes the need for detailed examples of enriched teaching materials and specific activities that promote tolerance in the classroom. It also highlights the importance of a clear theoretical framework based on existing theories of tolerance, education, and local wisdom to inform the study. Integrating Bugis local wisdom into the Islamic religious education curriculum at SMA Negeri 1 Bone effectively promotes tolerance and understanding. The study calls for further elaboration on the specific elements of Bugis wisdom incorporated and their adaptation within the educational framework to provide comprehensive insights for educators.]]>
<![CDATA[Organizational Commitment of the Millennial Generation Workforce in Indonesian Higher Education: Systematic Literature Review ]]>
<![CDATA[Muhammad Ridlo Zarkasyi]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 16, No 2 (2024): AL-ISHLAH: JURNAL PENDIDIKAN ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v16i2.5151
<![CDATA[This paper aims to offer a thorough review of research on the factors influencing organizational commitment among the millennial workforce in Indonesian higher education. The review specifically addresses the key questions of identifying the main factors affecting organizational commitment in the millennial workforce in Indonesian higher education and examining how knowledge sharing relates to organizational commitment among these millennial employees. The criteria for selecting the 50 research articles included a requirement that they be peer-reviewed and published in either English or Indonesian. Exclusion criteria were applied to filter out non-peer-reviewed sources and articles not focused on the specified demographic. The articles were sourced from electronic scientific databases, including Google Scholar, Scopus, and Web of Science, using search terms such as "organizational commitment," "millennial workforce," "Indonesian higher education," and "knowledge sharing." The review process involved a systematic analysis of the articles to assess their relevance and quality. Criteria for assessment included the robustness of the research methodology, the significance of the findings, and their contribution to understanding organizational commitment and knowledge sharing. Empirical evidence from the review highlights specific aspects of organizational commitment linked to knowledge sharing, such as the influence of leadership styles, workplace culture, and individual motivation. The paper presents a conceptual framework connecting organizational commitment and knowledge sharing, providing a basis for further research in this field. The findings underscore the need for more research on the impact of organizational commitment on knowledge sharing, particularly within the higher education sector. Enhancing organizational commitment is crucial for fostering knowledge sharing behavior and workplace spirituality, which can lead to improved effectiveness and performance in universities.]]>
<![CDATA[The Effect of GeoGebra-Assisted Problem-Based Learning on Students’ Mathematical Literacy Skills and Learning Motivation ]]>
<![CDATA[Mayang Purbaningrum]]>;
<![CDATA[Ali Mahmudi]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 16, No 2 (2024): AL-ISHLAH: JURNAL PENDIDIKAN ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v16i2.4620
<![CDATA[This study aimed to examine the effect of GeoGebra-assisted problem-based learning on vocational high school students’ mathematical literacy and learning motivation. Thirty-three students of one chemical industry class in grade 11 of vocational high school were chosen as the subjects for this study period. Simple random sampling was employed for the sampling process. This study was quantitative research and used a quasi-experimental design in the form of one-group pretest-posttest design. In this study, tests, questionnaires, and documentation were used as data collection methods. Descriptive and inferential analyses using paired sample t-tests were performed on the test data. In the study's findings, mathematical literacy students got a p-value of 0.000 0.05 as a significant level, and learning motivation students got a p-value of 0.006 0.05 as a significant level, indicating a difference between the study's average before and after treatment. Because p-value 0.05, H0 is rejected. So, there is an average difference between the two test results. Based on those results, GeoGebra-assisted problem-based learning affects mathematical literacy and learning motivation of vocational high school students on financial mathematics material. Teachers can use Geogebra as one of the media that can develop students' mathematical literacy and learning motivation.]]>
<![CDATA[Metacognitive Regulation Strategies Among Indonesian Undergraduate Students During Conic Sections Conceptualization ]]>
<![CDATA[Yus Mochamad Cholily]]>;
<![CDATA[Anis Farida Jamil]]>;
<![CDATA[Mayang Dintarini]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 16, No 2 (2024): AL-ISHLAH: JURNAL PENDIDIKAN ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v16i2.5252
<![CDATA[Metacognitive regulation ability can assist students in abstracting the concept of a conic section. However, research exploring students’ metacognitive regulation in abstracting a mathematical concept is still rare. Thus, this study aims to analyze students' metacognitive regulation consisting of monitoring and controlling in abstracting the conic sections concept. Three students were selected as research subjects from 26 undergraduate of mathematics education Indonesian students who were engaged in abstraction assignments. Three students were selected based on their abstraction of the conic section concept, where only one student succeeded and two students represented two types of abstraction errors present in the class. An indicator of student success in abstracting the concept of a conic section is that students can correctly identify the relationship between eccentricity and the conic curve.. After completing the task, students are given the MAI questionnaire to identify their metacognitive regulations. There were 52 items in the MAI, of which 17 items represented metacognitive knowledge and 35 items represented metacognitive regulation. Hence, this study utilized the 35 items. The paper indicates that there is a positive relationship between metacognitive regulation and abstraction processes of the three students. This relationship is particularly evident in the metacognitive monitoring component. We hypothesize that students with good metacognitive monitoring are associated with the success of the abstraction process. The findings of this study contribute to further research by suggesting that designing learning environments that support metacognitive regulation will assist students in successfully abstracting mathematical concepts.]]>
<![CDATA[Thematic Teaching Materials of Connected Type Sultan Mahmud Badaruddin I Palembang Mosque Materials Mathematics for Class II Elementary School ]]>
<![CDATA[Syaifudin Syaifudin]]>;
<![CDATA[Bonita Hirza]]>;
<![CDATA[Luvi Antari]]>;
<![CDATA[Amrina Rizta]]>;
<![CDATA[Rohman Rohman]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 16, No 2 (2024): AL-ISHLAH: JURNAL PENDIDIKAN ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v16i2.4125
<![CDATA[Connected type teaching materials are part of thematic learning which can be used as an alternative in facilitating mathematics learning. The material chosen is math material in grade II elementary school including multiplication, division, and simple plane shapes. The theme used in this study is the Great Mosque of Sultan Mahmud Badaruddin I Palembang which is well known to students. This research is a development research using the stages of development of Tessmer and Akker. The two major stages of this development research are: (1) Introduction, and (2) Formative Evaluation. Data collection with walkthroughs, documentation and tests. Data analysis was in the form of product analysis of teaching materials by looking at the results of tracing and documentation of the one to one stage, expert reviews and small groups, and analysis of test data obtained from the field test stage. Based on the results of product analysis, valid and practical teaching materials were obtained. Validity can be seen from the results of the assessment of content/content experts (according to the thematic approach of the connected type), construct experts (according to the characteristics of teaching materials), and language experts (according to PEUBI). Practically seen from the results of students' assessments in small group trials where students stated that the teaching materials provided were easy to understand. The potential effect is seen from the evaluation test results. The teaching materials compiled were declared valid after going through the one to one stage, expert review which had been revised according to expert advice. Practically illustrated from the results of small groups that have gone through the revision stage. The potential effect of this study is 86.1 and is included in the very good category.]]>
<![CDATA[The Effectiveness of a Critical Literacy Model to Improve Students’ Critical Literacy Skills ]]>
<![CDATA[Diyah Ayu Rizqiani]]>;
<![CDATA[Sri Yuliani]]>;
<![CDATA[Roziah Roziah]]>;
<![CDATA[Al Malikul Ikhwanda Putra]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 16, No 2 (2024): AL-ISHLAH: JURNAL PENDIDIKAN ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v16i2.5139
<![CDATA[In the current era of media saturation, the emphasis on teaching reading is on cultivating students' critical literacy abilities. This enables them to examine the specific social and political biases conveyed by an author and form a critical perspective on the topics addressed in a text. The objective of this study is to evaluate the efficacy of a critical literacy model in enhancing students' critical literacy abilities during English as a Foreign Language (EFL) Reading classes. A quantitative analytic method was employed for experimental study. The study was conducted in the English Language Education Study Program at a private university situated in Yogyakarta. There were 20 students in the sampling. The individuals in question were students in their fifth semester who enroll in the Critical Reading Class during the Odd Semester of the Academic Year 2022/2023. The data were acquired through the methods of observation, questionnaire administration, interviews, and reading assessments. The study's findings showed that the model was effective, as evidenced by the results of the independent T test indicate a statistically significant difference, with a significance level (two-tailed) below 0.05. In addition, the scores of the pre-test and post-tests in the experimental class surpassed those in the control class. The experimental group demonstrated a substantial improvement in their post-test score, achieving a gain of 3.64 points. In summary, the implementation of the critical literacy framework yielded significant improvements in students' critical literacy skills across various dimensions, including precision, coherence, profundity, analysis, and the identification of latent implications.]]>
<![CDATA[Shaping the Future of PR Education: Creating a Digital Public Relations Textbook for Course ]]>
<![CDATA[Nelly Armayanti]]>;
<![CDATA[Dodi Pramana]]>;
<![CDATA[Alfi Nura]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 16, No 2 (2024): AL-ISHLAH: JURNAL PENDIDIKAN ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v16i2.4565
<![CDATA[Teaching Public Relations courses is essential for the Office Administration study program at the Faculty of Economics, Medan State University (FE UNIMED). Current learning materials are outdated and lack alignment with the industrial revolution 4.0, potentially resulting in suboptimal knowledge for future organizational leaders. Thus, updating teaching materials is crucial to ensure students receive contemporary and sharp knowledge in the digital context. This study aims to compile and develop textbooks for Public Relations courses within a digital context, using the ADDIE development model. The ADDIE model includes five stages: Analysis, Design, Development, Implementation, and Evaluation. This Research and Development (RnD) approach ensures a comprehensive development process, enhancing the relevance and effectiveness of the course material. In the Analysis stage, current course materials and student needs were assessed to identify gaps. The Design phase involved structuring the content to incorporate digital public relations concepts. During Development, the textbook was created, integrating modern communication strategies and digital tools. The Implementation stage involved testing the textbook in classroom settings. Evaluation included assessing the textbook's Validity, Effectiveness, and Practicality. The newly developed textbooks provided a contemporary framework for understanding public relations in the digital era. Validation results showed high relevance and accuracy, while effectiveness tests indicated improved student engagement and comprehension. Practicality assessments confirmed ease of use for both students and lecturers. These outcomes highlight the importance of regularly updating educational materials to align with technological advancements and industry needs. Updating Public Relations teaching materials to reflect digital advancements is vital for preparing students as future organizational leaders. The ADDIE model proved effective in developing relevant and practical textbooks. Future research should focus on long-term impacts of these updated materials on student performance and career readiness.]]>
<![CDATA[Improving Student’s Arabic Achievement by Implementing Extracurricular Program Management ]]>
<![CDATA[Muhammad Fadhlan]]>;
<![CDATA[Mochammad Firdaus]]>;
<![CDATA[Ahmad Fikri]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 16, No 2 (2024): AL-ISHLAH: JURNAL PENDIDIKAN ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v16i2.4722
<![CDATA[The lack of support for language activities outside the classroom leads to failure in learning Arabic. This research aims to address this issue through three main objectives: first, to design extracurricular management for improving students' Arabic language skills; second, to explain the processes of organizing, implementing, and evaluating the Arabic extracurricular program; and third, to assess students' success after participating in the program. Employing a qualitative case study approach, data were collected through observation and in-depth interviews with six extracurricular teachers across four Arabic extracurricular classes, including news reading, speech, and scientific debate. Semi-structured interviews in Indonesian facilitated easier responses and minimized language barriers for participants. Thematic analysis of the data revealed that students' achievement in Arabic can be significantly enhanced through well-designed extracurricular activities. Key factors include selecting appropriate activities, appointing effective supervisors, aligning student interests with their talents, and implementing innovative strategies with relevant material. Additionally, conducting weekly and semester evaluations is crucial for monitoring and improving student learning outcomes in Arabic.]]>
