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<![CDATA[Digital Technology for Non-Formal Learning during the Covid 19 Pandemic ]]>
<![CDATA[Rosmawati Harahap]]>;
<![CDATA[Sutikno Sutikno]]>;
<![CDATA[Saiful Anwar Matondang]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 14, No 3 (2022): AL-ISHLAH: Jurnal Pendidikan ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v14i3.2157
<![CDATA[Non-formal schooling was affected during the Covid-19 pandemic. The goal of this study was to look at how digital technology may be used in the Non-Formal Education Program. We looked at how digital technology is transforming traditional labor structures and transitioning them to online models using a literature study. According to the data, digital technology has an influence on home learning (LFH). Because of the advent of digital technology, students are utilizing online programs to replace face-to-face educational paradigms. Both the non-formal and formal education models have benefits, such as instructors' digital competency in building online course programs, knowledge of parents' digital modes, and the potential of students' networks to study with digital devices. The right technique for all schooling must be devised. However, it has various flaws, including low motivation and poor skill development if not used in conjunction with the appropriate approach. As a result, for the online learning process to be successful, especially in non-formal education, the correct method must be developed.]]>
<![CDATA[The Effectiveness of Interactive Learning Multimedia with a Contextual Approach to Student’s Understanding Mathematical Concepts ]]>
<![CDATA[Vianida Etyarisky]]>;
<![CDATA[Marsigit Marsigit]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 14, No 3 (2022): AL-ISHLAH: Jurnal Pendidikan ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v14i3.941
<![CDATA[The purpose of this study is to determine the effectiveness of the use of interactive learning multimedia products on the understanding of mathematical concepts, especially the angle measurement material for fourth grade elementary school students. This study used a quasi-experimental research design with a nonequivalent comparation-group design. The data collection technique used was a written test technique involving 60 students. The research data were tested using the t-test. The results showed that the use of interactive multimedia learning had a positive effect on the understanding of mathematical concepts, especially the angle measurement material for fourth grade elementary school students. The t-test results show a significance value of ˂ 0.05 so that Ho is rejected and Ha is accepted, which means that the use of interactive multimedia learning with a contextual approach is effective in improving students' conceptual understanding.]]>
<![CDATA[The Effect of Project Based Learning Assisted by Mobile Learning Applications and Learning Motivation on the Competence and Performance of Teachers ]]>
<![CDATA[Donna Boedi Maritasari]]>;
<![CDATA[Punaji Setyosari]]>;
<![CDATA[Dedi Kuswandi]]>;
<![CDATA[Henry Praherdhiono]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 14, No 3 (2022): AL-ISHLAH: Jurnal Pendidikan ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v14i3.1116
<![CDATA[One learning model that can be used to improve teachers' quality, pedagogic competence, and personality is the Project Based Learning (PjBL) learning mod-el. The development in this research carried out the Project Based Learning (PjBL) learning model in collaboration with applying the mobile learning model. The use of project-based learning using mobile applications focuses on optimiz-ing teacher performance. The results of this study are: (1) there is an effect of the PjBL strategy assisted by the Mobile Learning Application on the pedagogical competence of teachers. It shows by the significant p-value 0.05; (2) there is an effect of the PjBL strategy assisted by mobile learning on teacher performance which is shown by the significant p-value 0.05; (3) there is an effect of the ped-agogic competence of teachers in students with high motivation compared to low learning motivation shown by the significant difference of p-value 0.05; (4) The average value shows teacher performance for high learning motivation students toward students with low learning motivation with a significant difference with the p-value 0.05; (5) there was an interaction between the implementation of PjBL strategy assisted by mobile learning and high learning motivation on the teacher's pedagogic competence. It can be seen from the significant value of p 0.05; (6) there was an interaction between the implementation of PjBL strategy assisted by mobile learning and high learning motivation on teacher performance from the significant value of p 0.05]]>
<![CDATA[Factors Affecting Knowledge Sharing Behavior in The Virtual Teacher Community “Duta Rumah Belajar” ]]>
<![CDATA[Devialina Puspita]]>;
<![CDATA[Aida Vitayala Hubeis]]>;
<![CDATA[Pudji Muljono]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 14, No 3 (2022): AL-ISHLAH: Jurnal Pendidikan ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v14i3.906
<![CDATA[The purpose of this study was to examine the relationship between social capital variables (social ties, social trust, and shared vision), individual motivation (self-efficacy, Altruism, and reciprocal norms), and technology (perceived ease of use and enjoyment of participation). On knowledge sharing intention variable, knowledge sharing intention variable on knowledge sharing behavior, and the relationship between individual characteristics and all variables. This study involved 128 respondents from the online community Duta Rumah Belajar who are outstanding teachers representing 34 provinces in Indonesia who PUSDATIN strictly selected, the Ministry of Education and Culture to promote the Rumah Belajar portal). Data analysis used the Chi-Square method and the Structural Equation Model Partial Least Square (SEM PLS). The results showed that individual motivation had a significant effect on knowledge-sharing intentions. Social capital and technology had no significant impact on knowledge sharing intentions. Knowledge sharing intentions had a substantial effect on knowledge sharing behavior, and there were no differences in individual characteristics of all research variables.]]>
<![CDATA[HOTS-Based Learning in Junior High Schools and Its Implication on Teachers’ Professional Development ]]>
<![CDATA[Nofrina Eka Putri]]>;
<![CDATA[Fairoza Fairoza]]>;
<![CDATA[Nadra Mardalena]]>;
<![CDATA[Cici Afriyeni]]>;
<![CDATA[Sania Lanen]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 14, No 3 (2022): AL-ISHLAH: Jurnal Pendidikan ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v14i3.1424
<![CDATA[AbstractRecently, there have been lots of trainings aimed at equipping teachers with knowledge and skills in designing HOTS-based learning and assessment, but do teachers transfer what they have acquired to the classroom appropriately? This descriptive qualitative research then seeks to reveal how HOTS-based learning conducted by teachers who have joined trainings on HOTS-based learning and assessment, and its implication toward their professional development in Junior High Schools. The subjects of the research were 3 teachers teaching English in 3 different Junior High Schools in West Sumatera. The data were obtained through interview. The results of the research indicate that the teachers have already had clear understanding on the nature of HOTS, but HOTS-based learning is not yet optimally conducted at school due to the teachers’ less capability in translating the knowledge on HOTS into practical activities. Furthermore, it is found that HOTS-based trainings and workshops offered so far seem more intended to equip teachers to design HOTS-based questions for testing purposes. Hence, the results imply that the upcoming trainings or workshop provided for the teachers should balance the needs for assessment and the needs for learning materials and activities. They should also be strengthened with coaching programs to help the teachers correctly apply what they have acquired, especially in designing materials and learning activities. AbstrakBelakangan ini banyak pelatihan yang ditujukan untuk membekali guru dengan pengetahuan dan keterampilan dalam merancang pembelajaran dan penilaian berbasis HOTS, tetapi apakah guru sudah mengaplikasikan apa yang telah mereka peroleh di kelas dengan tepat? Penelitian deskriptif kualitatif ini bertujuan untuk mengungkap bagaimana pembelajaran berbasis HOTS dilakukan oleh guru yang telah mengikuti pelatihan pembelajaran dan asesmen berbasis HOTS, serta implikasinya terhadap pengembangan profesional mereka di SMP. Subjek penelitian ini adalah 3 guru yang mengajar bahasa Inggris di 3 SMP yang berbeda di Sumatera Barat. Data diperoleh melalui wawancara. Hasil penelitian menunjukkan bahwa guru sudah memiliki pemahaman yang baik mengenai hakikat HOTS, namun pembelajaran berbasis HOTS belum optimal dilakukan di sekolah karena guru kurang mampu menerjemahkan pengetahuan tentang HOTS ke dalam kegiatan praktik. Lebih lanjut, ditemukan bahwa pelatihan dan lokakarya berbasis HOTS yang ditawarkan selama ini tampaknya lebih ditujukan untuk membekali para guru dalam merancang soal-soal ujian berbasis HOTS. Hasil ini menyiratkan bahwa pelatihan atau lokakarya yang akan datang yang disediakan untuk para guru harus menyeimbangkan kebutuhan asesmen dengan kebutuhan materi dan kegiatan pembelajaran. Mereka juga harus diperkuat dengan program pendampingan untuk membantu para guru menerapkan dengan benar apa yang telah mereka peroleh, terutama dalam merancang materi dan kegiatan pembelajaran. ]]>
<![CDATA[Scrutinizing Activities in Online Extensive Reading Classroom: Highlighting Students’ Voice ]]>
<![CDATA[Asri Siti Fatimah]]>;
<![CDATA[Neni Marlina]]>;
<![CDATA[Nita Sari Narulita Dewi]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 14, No 3 (2022): AL-ISHLAH: Jurnal Pendidikan ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v14i3.1236
<![CDATA[Activities of reading numerous easy texts known as Extensive reading have successfully proven in building the students’ reading motivation and interest. Different from intensive reading which forces students to comprehend all of the words in the text, this activity is really beneficial to develop a love of reading. In this study, several activities have been conducted in an online extensive reading classroom. Not by giving comprehensive questions like intensive reading, this kind of activity provides interesting classroom activities underlying their general understanding of the text, such as creating reading logs, joining group discussion, giving response on the text, creating creative writing such as making a letter to one of the characters on the story, changing ending/beginning of the story, etc. Thus, this study focuses on scrutinizing classroom activities in an online extensive reading classroom by focusing on investigating the student’s voice. A survey encompassing 149 students was conducted in order to find their perception related to the activities of extensive reading in the virtual classroom. The findings show that most of the students show positive perception on the activities. The use of online platforms such as blogs, WhatsApp, zoom and google classroom also contribute on the students’ enjoyment and engagement. It undoubtedly forces them to be active in the classroom and show their best performance during joining the classroom activities. ]]>
<![CDATA[Implementating ‘Calistung’ Clinic Program to Overcome Students’ Reading Difficulty ]]>
<![CDATA[Silvio Juliana Nabela]]>;
<![CDATA[Ali Mustadi]]>;
<![CDATA[Maulina Hendrik]]>;
<![CDATA[Romadon Romadon]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 14, No 3 (2022): AL-ISHLAH: Jurnal Pendidikan ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v14i3.1231
<![CDATA[There were 8 chlidren who had difficulty reading in grade I Ibnu Khaldun, every child has different reading difficulty. This study aims to identify reading difficulties experienced by students and the application of the reading, writing, and counting skills (Calistung) clinic program in overcoming students' reading difficulties. This study used a qualitative descriptive method. Data were collected through observation, interviews, and documentation followed by data triangulation. Data analysis was performed through data reduction, data display and conclusion drawing/verification. Based on the results of the study, the reading difficulties experienced by students were recognizing letters such as pronouncing the letter incorrectly; distinguishing similar letters adversely; stuttering, connecting syllables, reading simple words and sentences; and difficulty in reading consonants, vowels, and diphthongs. Students who have reading difficulties were assisted through the Calistung clinic program.]]>
<![CDATA[Optimizing Programs at a State Madrasah Aliyah in Bandung to Strengthen High School Students’ Character Education ]]>
<![CDATA[Yayah Rahyasih]]>;
<![CDATA[Luthfi Audia Pribadi]]>;
<![CDATA[Hega Nurazizah]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 14, No 3 (2022): AL-ISHLAH: Jurnal Pendidikan ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v14i3.1953
<![CDATA[The research is conducted to find out how the planning process of organizing the implementation and evaluation of character education strengthening throughout programs in madrasah education units. The role of the school’s stakeholder in designing character-based learning strategies means that a great nation is a nation that has character and has high competitiveness. Good values must be owned by a nation as a competency capital so as to be able to answer the challenges in the era of globalization. Strengthening the character of the nation is in line with the hope and commitment of the Indonesian president through the National Movement of Mental Revolution (GNRM). This commitment was followed up with the presidential decree no. 87 of 2017. This research was conducted at an Islamic-based senior high school (Madrasah Aliyah) in Bandung which has the concept of strengthening character education through two aspects, learning and extracurricular. This research is a qualitative case study which collected the data through observation studies, interviews, and documentation. For data analysis techniques, there are three steps namely data collection, data reduction, data presentation and conclusion/verification withdrawal. The results of the research found the planning of character education strengthening activities at this school integrated self-development programs through the school curriculum. Meanwhile, the implementation of strengthening character education is implemented through habits of behaviour and transparency. Evaluation activities emphasize the assessment of students' morals on the suitability of the program that has been planned.]]>
<![CDATA[The Use of Traditional Gundu Games in Improving Student Discipline in Mathematics ]]>
<![CDATA[Kamid Kamid]]>;
<![CDATA[Husni Sabil]]>;
<![CDATA[Wardi Syafmen]]>;
<![CDATA[Siti Rohana]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 14, No 3 (2022): AL-ISHLAH: Jurnal Pendidikan ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v14i3.860
<![CDATA[The purpose of this study was to determine the relationship and influence between the character of discipline and student responses in the traditional game of gundu (marbles) in mathematics. This research was conducted at SD IT Aulia, SD Islam Muntaz, and SDN 112/I Perumas, Batanghari district. The method in this study was comparative quantitative data analysis. Where comparative is research that compares two or more variables. The results of this study are descriptive statistical tests of the character of the traditional game of gundu (marbles) on student responses to the mathematics subject at SDN 112/I Perumas which has a very good percentage for the results of the discipline character as well as for the results of student responses to traditional games. Followed by the assumption test where the three schools on the normality test are normally distributed and the linearity test has a linear relationship. Then proceed with the correlation test has a relationship and the regression test has an effect. So it can be concluded that the character of discipline on student responses to traditional games is interconnected and influential]]>
<![CDATA[Analysis of the Listening Ability of PGSD Students in Online Learning ]]>
<![CDATA[Elfira Mahmud]]>;
<![CDATA[Pratiwi Pujiastuti]]>;
<![CDATA[M. Fakhrur Saifudin]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 14, No 3 (2022): AL-ISHLAH: Jurnal Pendidikan ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v14i3.620
<![CDATA[This study aims to analyze students’ listening skills in online learning in language skills courses. In addition, this study also aims to find factors that affect students’ listening difficulties. This study was designed using descriptive research with a quantitative and qualitative approach involving 86 students taking a listening skill test. The results showed that the students had very good listening skills, as indicated by the scores of listening skills, most of the students were in the 82,5-95 range. However, the result is still only on the ability to listen in simple texts, so that listening skills need to be improved again to understand more complex information. Factors that affect listening difficulties are internal factors, that is mental readiness in understanding the information being listened to, and external factors such as inadequate places and poor internet networks.]]>
