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AL-ISHLAH: Jurnal Pendidikan Jl. Sukajadi 3 Kec. Balaimakam, Kab. Bengkalis, Riau, Indonesia
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Al Ishlah Jurnal Pendidikan
Published by STAI Hubbulwathan Duri
ISSN : 20879490     EISSN : 2597940X     DOI : DOI: https://doi.org/10.35445/alishlah.v17i2.7401
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
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.
Arjuna Subject : Umum - Umum
Articles 128 Documents
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Search results for , issue "Vol 16, No 4 (2024): AL-ISHLAH: JURNAL PENDIDIKAN" : 128 Documents clear
Visual Culture-Based Learning for K-2 Children in Bandung: A Relevant Implementation Study Mohamad Helmi Ismail; Nurul Hidayah; Ririn Despriliani
AL-ISHLAH: Jurnal Pendidikan Vol 16, No 4 (2024): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v16i4.5527

Abstract

Early Childhood Education (ECE) often lacks integration of visual arts, which are critical for fostering holistic development and promoting children’s engagement as active citizens in their communities. This study addresses the relevance of a visual arts-based learning model in kindergarten education. Employing a descriptive case study with an embedded single-case design, the study examines the integration of visual culture in the curriculum of a second-grade kindergarten class. Grounded analysis and pattern matching techniques were utilized to assess the learning model's relevance. The findings indicate that the visual culture-based learning model aligns with the developmental needs of K-2 students, addressing both cognitive and socio-emotional growth. The model facilitates an inclusive approach that enhances the overall kindergarten learning experience. The theoretical model developed through this study provides foundational insights for further research in the underexplored area of visual arts in ECE. It challenges traditional views that often regard visual arts-based learning as problematic at this level, offering a reconceptualization that aligns with children's developmental needs. This research underscores the necessity of integrating visual arts into kindergarten education, providing an empirical basis for future studies and reconsidering current pedagogical practices. The constructed model serves as both a practical framework and a theoretical contribution to early childhood education literature.
Developing the Character of Elementary School Students Through Values-Based Leadership Yoyo Zakaria Ansori; Dede Salim Nahdi; Anda Juanda; Erik Santoso
AL-ISHLAH: Jurnal Pendidikan Vol 16, No 4 (2024): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v16i4.5513

Abstract

Formal educational institutions play a pivotal role in shaping student character, which extends beyond individual development to influence the broader educational environment. Building strong character is essential for preparing students to navigate societal trends and challenges. School leadership is a critical determinant of the success or failure of character development initiatives. This study employed a qualitative approach with a descriptive research design to explore the role of leadership in character development. The research was conducted at an integrated Islamic school in Majalengka, involving principals and teachers as respondents. Data collection focused on observing leadership practices and their impact on student character formation. The findings demonstrate that values-based leadership significantly contributes to developing student character. Key leadership values identified include leading by example, fostering kinship, promoting cooperation, and practicing visionary leadership. These values collectively create an environment that supports character education and enhances the school’s role in preparing students for future challenges. The results emphasize that effective leadership is foundational to embedding character-building practices in formal education. Values-based leadership not only strengthens student character but also fosters a positive and collaborative school culture. These insights align with the need for leadership models that prioritize ethical and relational practices. This study highlights the importance of values-based leadership in character development within schools. Future research should explore its application in diverse educational contexts to refine strategies for cultivating ethical and responsible future generations.
Exploration of the Independent Curriculum: Information Technology Collaboration in Multidisciplinary Learning in Situbondo Regency Elementary Schools Dodik Eko Yulianto; Vidya Pratiwi; Reky Lidyawati; Afif Amroellah
AL-ISHLAH: Jurnal Pendidikan Vol 16, No 4 (2024): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v16i4.5552

Abstract

Curricula serve as structured learning guides, framing students' educational journeys from inception to completion. In response to evolving science and technology, curricula must adapt to maintain engagement and relevance. This study investigates challenges in implementing independent curricula, particularly the preparedness of teachers to adopt innovative teaching approaches. A qualitative descriptive approach was utilized, emphasizing detailed narratives over numerical data. Data were collected through direct observations, interviews, and documentation. The analysis followed Miles and Huberman's framework, encompassing data reduction, data presentation, and conclusion drawing. Findings revealed that the primary challenge in implementing an independent curriculum lies in ensuring teachers possess the necessary competencies and support. Effective implementation requires training in interactive teaching methodologies, a thorough understanding of curriculum applications, and the ability to assess student achievements comprehensively. The study highlights a critical need for capacity building among educators to bridge the gap between curriculum design and classroom application. Addressing these challenges involves targeted teacher training programs, resource allocation, and consistent institutional support to facilitate a seamless transition. The successful implementation of independent curricula hinges on equipping teachers with the required skills and resources. Future efforts should focus on developing professional development frameworks to ensure sustainable and effective curriculum adaptation.
Strategic Management of Schools for Excellence: Integrating Quality Culture and Character Development in Leading Educational Institutions Ismatul Izzah; Mulyadi Mulyadi; Muhammad Walid; Moh Padil; Aji Wahyudin
AL-ISHLAH: Jurnal Pendidikan Vol 16, No 4 (2024): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v16i4.5953

Abstract

This study investigates strategic management practices in two high-achieving Indonesian schools, focusing on how they integrate quality culture and character development. With increasing emphasis on holistic education, this research explores how different management strategies can balance academic excellence with character formation. A qualitative descriptive approach using a case study design was employed to provide a deep understanding of these schools' management practices. Data were collected through in-depth interviews, observations, and document analysis, involving principals, teachers, management staff, students, and parents to gain multiple perspectives on school policies, teaching methods, and learning experiences. The findings reveal that both schools implement strategic management effectively, though with distinct approaches. SMA Unggulan Hafshawaty Zainul Hasan BPPT Genggong prioritizes spiritual and moral development through structured programs grounded in religious values, shaping students’ character. Conversely, SMA Tunas Luhur Paiton Probolinggo emphasizes educational technology to enhance learning quality, incorporating digital tools that also support character development. These results highlight the role of visionary and adaptive leadership in aligning strategic management with educational goals, demonstrating that both religious and technological approaches can effectively balance academic and character growth. This study contributes to educational management by offering a model for integrating quality culture and character development, adaptable to various school contexts. By combining spiritual, moral, and technological strategies, schools can enhance both academic success and character formation, providing a comprehensive educational approach.
Theme-based Instruction and Factors Affecting Non-English Major Students’ Motivation and Engagement in EFL Teaching and Learning Activities Eryansyah Eryansyah
AL-ISHLAH: Jurnal Pendidikan Vol 16, No 4 (2024): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v16i4.6195

Abstract

Students’ motivation and engagement are two crucial variables in EFL teaching. One strategy to improve them is via altering teaching approaches. Theme-based instruction was deemed effective in boosting EFL students’ motivation and engagement. The reason for conducting this study was to assess how theme-based instruction affected the motivation and engagement of non-English major students in EFL teaching and learning activities. A mixed-method research approach was employed to uncover elements that boosted students’ motivation and engagement in learning English utilizing theme-based instruction. The respondents employed in this study were students of a history education study program from a state-owned university in South Sumatra, Indonesia. Interviews and questionnaires were utilized to collect data for this study. While data from interviews were evaluated thematically, data from questionnaires were analyzed using SPSS. The results of the questionnaire demonstrated higher mean scores for attitude toward the approach, affect, motivation, self-confidence, and sense of improvement before and after the students' EFL teaching and learning activities were intervened with a theme-based instructional approach. These statistics demonstrated positive impact of theme-based educational approach. Findings from interviews revealed three elements affecting students’ motivation and engagement in EFL teaching with the approach. These included teacher factors, peer and teacher impact, and sense of improvement in English learning. In summary, theme-based instruction increased non-majoring-in-English students' performance in EFL teaching and learning activities.
Collaborative Efforts of Counseling Teachers in Enhancing Self-Happiness Among Qur'an- Memorizing Students: A Case Study Beni Azwar
AL-ISHLAH: Jurnal Pendidikan Vol 16, No 4 (2024): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v16i4.5763

Abstract

This study explores the collaboration between Counseling Guidance (CG) teachers and tahfidz teachers in enhancing the self-happiness of students memorizing the Qur'an at SDIT Robby Radiyah. Self-happiness is crucial for effective Qur'anic memorization, given the demanding nature of the task, which requires focus, concentration, and emotional well-being. A descriptive qualitative approach was employed. Data were collected through interviews, observations, and document analysis, using purposive sampling that included the principal, two CG teachers, five tahfidz teachers, and students. Source triangulation involving the foundation and parents was utilized to ensure validity, and findings were presented descriptively. The study found that CG teachers, through counseling services, addressed students' boredom, stress, and emotional challenges. Concurrently, tahfidz teachers implemented a fun yet disciplined approach to guide memorization. This collaborative effort, reinforced by parenting, social support, and diverse activities, created a supportive environment that fostered happiness, motivation, and emotional well-being in students. The synergy between CG and tahfidz teachers, combined with external support systems, plays a pivotal role in promoting students' self-happiness, thereby enhancing their ability to memorize the Qur'an effectively. Collaboration between CG and tahfidz teachers, supported by parenting and social factors, significantly contributes to the self-happiness and motivation of students memorizing the Qur'an, highlighting the importance of an integrated approach to holistic educational success.
Strategic Leadership in Realizing Islamic Academic Culture in Muhammadiyah Universities: Systematic Literature Review Ibnu Syakur Alsya'bani; Sadam Fajar Shodiq; Abd. Madjid
AL-ISHLAH: Jurnal Pendidikan Vol 16, No 4 (2024): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v16i4.5825

Abstract

Muhammadiyah ‘Aisyiyah Higher Education (PTMA) integrates the dimension of Al-Islam and Kemuhammadiyahan (AIK) into its educational framework, expanding the traditional “tri dharma” concept to include education, research, community service, and religious values. This study examines the role of strategic leadership in fostering an Islamic academic culture in alignment with Muhammadiyah’s vision. A Systematic Literature Review (SLR) approach was employed, analyzing 27 articles selected from 215 published between 2014-2024. The study involved keyword-based searches, stringent selection criteria, and thematic analysis for data visualization. Findings reveal that strategic leadership is pivotal in establishing an Islamic academic culture within PTMA. Key initiatives include implementing AIK-based policies, integrating Islamic values into curricula, and enhancing religious activities and facilities. These efforts have resulted in heightened motivation among the academic community, frequent religious engagement, and a campus atmosphere conducive to Islamic values. The study underscores the critical role of leadership in aligning institutional goals with the challenges of modernization, ensuring that Islamic values remain integral within the educational environment. This alignment supports the creation of a faith-based academic culture while addressing contemporary global demands. Strategic leadership significantly influences the development of Islamic culture in PTMA through policy, curriculum, and community engagement. These insights offer valuable guidance for other faith-based institutions aiming to sustain religious values in a modern educational context.
Trends in Religious-Based School Selection: Analysis of Parental Motivation Sri Haryati; Sukarno Sukarno; Siswanto Siswanto; Eli Trisnowati
AL-ISHLAH: Jurnal Pendidikan Vol 16, No 4 (2024): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v16i4.5329

Abstract

The rise in parents choosing religion-based schools, specifically Islamic schools, reflects a trend warranting further investigation to inform educational policy and school management. Understanding the motivations driving these choices is essential to align educational practices with parental expectations. This study utilized a quantitative survey approach, sampling 126 parents from various Islamic schools in (region or demographics). A 47-item questionnaire assessed intrinsic motivations (e.g., desire for religious knowledge, moral development, academic performance) and extrinsic motivations (e.g., school environment, curriculum, regulations). Findings reveal that the primary intrinsic motivation among parents is fostering noble morals in their children, while the leading extrinsic factor is the presence of well-defined school regulations. Additional factors, including the quality of religious instruction and alignment with the school’s vision and mission, also significantly influence parental decisions. These results highlight critical motivational patterns among parents that shape their educational choices, suggesting that both intrinsic and extrinsic motivations are pivotal. Understanding these factors provides actionable insights for administrators and policymakers to adapt school offerings to meet parental expectations. This study contributes to the limited literature on motivations for choosing religion-based education, offering practical implications for Islamic school administration and policy formulation aimed at enhancing educational outcomes through alignment with family priorities.
Exploring the Link Between Emotional Intelligence and Mathematical Problem-Solving Skills Among Grade V Elementary Students in Kepanjen Sub-district Tety Nur Cholifah; Anisa Rahmawati; Yulia Eka Yanti; Hendra Rustantono; Hamidi Rasyid
AL-ISHLAH: Jurnal Pendidikan Vol 16, No 4 (2024): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v16i4.5911

Abstract

Emotional intelligence (EI) plays a crucial role in students' academic performance, particularly in mathematical problem-solving ability (MPSA). This study investigates the level of EI, the level of MPSA, and their relationship in fifth-grade students of Gugus V, Kepanjen District, during the 2021/2022 academic year. This quantitative, correlational study involved 183 fifth-grade students, with a purposive sample of 80 participants. Data collection employed tests to measure MPSA and questionnaires to assess EI. Statistical analysis was conducted using Pearson’s product-moment correlation with SPSS 16.0. The results showed that first, the level of emotional intelligence of grade V elementary school students was mostly in the moderate category, with a percentage of 62.5%. Second, the level of mathematics problem-solving ability of fifth-grade students is mostly in the high category with a percentage of 52.5%. Third, the results of statistical data processing analysis obtained rxy value r table value (0.386 0.286). While the significance value of the analysis results of SPSS 16.0 significance level value of 0.01 (0.000 0.01). These results suggest that higher EI is associated with improved MPSA among fifth-grade students. This underscores the importance of fostering both cognitive and emotional competencies in educational settings. There is a significant positive relationship between EI and MPSA in fifth-grade students. Enhancing EI alongside academic skills may support student success not only in mathematics but across other disciplines and real-life challenges.
Basic Leadership Theory: An Ethical Leadership Approach to Developing Positive Lecturer Engagement Adi Rahmat; Hardi Hardi; Nurfaisal Nurfaisal; Ali Asfar; M. Fadhly Farhy Abbas
AL-ISHLAH: Jurnal Pendidikan Vol 16, No 4 (2024): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v16i4.5927

Abstract

This study introduces the foundational leadership theory (FLT), an alternative ethical theory, to better understand the relationship between ethics and work engagement in higher education. The research was conducted at a private university in Pekanbaru City, focusing on the fields of management and accounting. Using a census sampling technique, 195 lecturers participated as respondents. Data analysis explored the predictive power of FLT's components—wisdom, affirmation, and pragmatism—on lecturers’ work engagement. The findings revealed that wisdom, affirmation, and pragmatism significantly and positively influence work engagement among lecturers. FLT, as a novel theory, provides a fresh perspective on understanding employee enthusiasm and organizational commitment. Human resource management (HRM) practices that emphasize FLT-based leadership can enhance employees’ eagerness and engagement, helping organizations maintain a competitive advantage. The results underscore the relevance of ethical leadership frameworks like FLT in fostering a motivated and engaged workforce. Further exploration of FLT’s role in mediating or moderating other ethical leadership practices may expand its applicability. Additionally, demographic factors such as race and income level warrant investigation to assess their impact on work engagement. FLT offers valuable insights into ethical leadership and its effect on employee engagement in higher education. Future research should consider other alternative ethical leadership styles to deepen our understanding of organizational commitment and work engagement dynamics.

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