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<![CDATA[Echolalia Communication for Autism: An Introduction ]]>
<![CDATA[Muhammad Dalimunte]]>;
<![CDATA[Sholihatul Hamidah Daulay]]>;
<![CDATA[Rabi’atun Adawiyah]]>
<![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.v14i3.740
<![CDATA[Autism comes from the Greek phrase vehicles this means that self. Autism isn't always a kind of disorder however is a complicated developmental sickness resulting from harm to the brain, usually may be detected on account that the kid is born or at the age of a toddler. One of the problems confronted by autistic kids in communication, particularly for kids who enjoy intense barriers, is in gaining knowledge of language and speech. The issue of autistic kids in speaking is because of experiencing language disorders (verbal and non-verbal), despite the fact that language is the principal medium of communication. The purpose of this study was to investigate the phenomenon of echo-influenced communication in children with autism. In this study, researchers use a qualitative approach to explain existing reality. The main informants for this study were teachers at the Emotionally Focused Therapy Center and teachers at the Behavior Therapy Center. The results of the study are that learning to communicate with nonverbal children with autism is by communicating the concept of language through visual media, with teachers asking questions and children answering things with their abilities. Communication difficulties in children with autism are due to language disorders (linguistic and nonverbal), but language is the most important medium of communication. They often find it difficult to convey their desires both verbally (verbally / speaking) and non-verbally (gesturing / gesturing and writing). Most of them can speak and use short sentences with basic vocabulary, but their vocabulary is limited and their language is difficult to understand.]]>
<![CDATA[Developing Discipline Character of Elementary School Students through Punishment ]]>
<![CDATA[Rizka Qonita]]>;
<![CDATA[Machful Indra Kurniawan]]>;
<![CDATA[Mahardika Darmawan Kusuma Wardana]]>
<![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.v14i3.1760
<![CDATA[This study aims to implement the punishment method to develop the disciplined character of elementary student. The research used participatory action research with 35 third-grade elementary school students. The data was collected using observation consisting of several cycles. Each cycle consists of initial reflection, planning and observation, and reflection. Data analysis was carried out by converting the percentage of success indicators of discipline character. The results of this action research can be seen from the achievement of indicators of the success of the discipline character as follows (1) the discipline character of the realm of obeying the rules in the first cycle was 65% (less) and increased in the second cycle by 79% (good). (2) the discipline character of the realm of responsibility towards oneself in the first cycle by 67% (less), increasing in the second cycle by 73% (good), and (3) the disciplined character in the realm of implementing regulations in the first cycle by 63% (less) increasing in the first 2nd cycle of 71% (good). Thus, it can be concluded that the application of punishment to elementary school students can improve their disciplined character.]]>
<![CDATA[Peer Observation in Facilitating Teacher Professional Development: A Study of EFL Novice and Experienced Teachers Perceptions ]]>
<![CDATA[Indah Dwi Lestari]]>;
<![CDATA[Utami 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.v14i3.2197
<![CDATA[Novice and Experienced English Teachers are inevitably confronted with a must to be a qualified and professional teacher. This is particularly relevant in Indonesia, where English teachers are graduates of English Education departments has challenged to teach not only English language, but also culture and should have preparation for their duties as English teachers. Peer observation has the potential to facilitate teachers to develop their teacher professional development, particularly those who teach EFL in navigating challenging elements of their teaching practice. For this reason, this qualitative study explored 10 participants’ perceptions of peer observation as an aid to professional growth. Data were garnered from questionnaires and in-depth interview. The findings of the study suggest that the participants’ understanding of peer observation as an opportunity for them to learn each other to improve their teaching quality and construct their professional identity. Then, the participants also talk about their experiences in doing peer observation, which Experienced Teachers (ET) are more confidence than Novice Teachers (NT). Further, both ET and NT need peer observation to negotiate issues and solve problems. Finally, peer observation enabled the participants to reflect on themselves and their respective weaknesses in teaching English for professional development as both novice and experienced teachers.]]>
<![CDATA[Method and Motivation in Teaching Elementary School Students to Throw and Catch the Ball ]]>
<![CDATA[Rahma Dewi]]>;
<![CDATA[Eva Faridah]]>
<![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.v14i3.1635
<![CDATA[This study aimed to discover the effect of the learning method and learning motivation on the improvement of throwing and catching the ball for elementary school students. The study samples were 60 elementary school students acquired using the treatment by level 2x2 study design with the tukey test using a =0.05 level. The study results show 1) groups A1 and A2 obtained Fh Ft, i.e., 17.9 4.15; therefore, there is an effect between group learning method and individual learning method on ball throw-catch skills, with Qh = 8.54 dan Qt = 3.83. 2) Then, it obtained FhF1, i.e., 26.61 4.15; therefore, it concludes that the ball throw-catch skill learning outcome. 3) The tukey test on groups A1B1 and A2B1 obtained Qh = 18.95 and Qt = 2.99, in which the results conclude that ball throw-catch skill learning outcome with high motoric taught using the group learning method is better than the individual learning method. 4) Qh = 1.84 and Qt = 2.99, concluding that ball throw-catch skill learning outcome with low motoric taught using the individual learning method is better than the group learning method.]]>
<![CDATA[Kolb’s learning Style Affect EFL Creativity of Indonesian Students ]]>
<![CDATA[Eny Syatriana]]>;
<![CDATA[Erwin Akib]]>;
<![CDATA[Saiful Saiful]]>
<![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.v14i3.1209
<![CDATA[The purpose of this study is to find out the learning preference for English as a Foreign Language learners’ for speaking ability of Muhammadiyah University. Since speaking is the most intense ability to use in communicating with others and it plays very important in a variety of language productions, talks can be in the form of discussion, speech, debate, argumentation, dialogue or conversation, storytelling and retelling. Language users orally use language to express their desires, feelings, thoughts with others, so that people can understand what is expressed. But the fact, the communication still encounters many misunderstandings where the problems may affect the mastery of accuracy, fluency, flexibility and comprehensibility of students. In addition, the role of Kolb learning style to mastering the ability of the students was investigated by fifty eight EFL learners participated in the study. They took a topic to discuss, and engage by an oral interview.In addition, the result of the analysis of the questionnaire significantly predicted that assimilator 44.82% as the abstract conceptualization have and the most cognitive approach is making the biggest contribution compare to other style. This study has focus on need analysis result point out that four types of learning style has significant 0,05 is normal in terms of the learning outcome. These findings provide evidence on the role of Kolb’s learning style can foster the learners’ creative learning in speaking.]]>
<![CDATA[The Effect of Online Learning on Mathematics Learning Achievement in Elementary School Students ]]>
<![CDATA[Norkholizah Norkholizah]]>;
<![CDATA[Danuri Danuri]]>;
<![CDATA[Hermanto Hermanto]]>
<![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.v14i3.2160
<![CDATA[The purpose of this study is to measure the average percentage of mathematics learning achievement of fifth-grade students when online learning was implemented and its impact when face-to-face learning was limited. The population in this study was 150 fifth-grade students in Tanah Bumbu Regency with the type of ex-post fact research. The data collection technique was in the form of a test technique and a psychological scale in the form of an instrument with a simple linear regression analysis technique. Test requirements analysis to test the hypothesis using a simple regression test. Before the simple regression test, prerequisite tests were carried out in the form of normality test, linearity test, and heteroscedasticity test. Based on the research results, it is known that online learning partially has a significant effect of 3.6% on learning achievement in Mathematics. However, it is known that when applied face-to-face learning was limited, students had not fully mastered the previous material and the subject matter being studied.]]>
<![CDATA[Assertive Behavior Development for Drug Abuse Prevention through Group Guidance Services ]]>
<![CDATA[Putri Gusti Maulinsari]]>;
<![CDATA[Diana Septi Purnama]]>
<![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.v14i3.1737
<![CDATA[This study aims to determine one kind of student attitude that must be developed by students to avoid drug abuse, namely assertiveness. To develop assertiveness, counseling teachers/counselors can train them in group guidance services. This study used an experimental method with one group pre-test and post-test design, the sample used was students who have low scores on assertive behavior. Data were collected using a questionnaire assertive instrument with a Likert scale. This study contains the analysis using a statistical t-test. The results showed that the influence of group counseling services on assertive behavior for the prevention of drug abuse with t-count (7.043) t table (1.83) with = 0.05.]]>
<![CDATA[Implementation of Social Studies Learning through Online: A Case Study at a Junior High School in Soreang Bandung ]]>
<![CDATA[Lili Halimah]]>;
<![CDATA[Idrus Affandi]]>;
<![CDATA[Linda Nurkania]]>;
<![CDATA[Yayuk Hidayah]]>
<![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.v14i3.1063
<![CDATA[This study aims to analyze the description of social studies learning through online, analyze the planning as well as the implementation of social studies learning, analyze evaluation of social studies learning through online at a junior high school in Soreang, Bandung Regency. The method used in the study uses a qualitative approach, the type of case study research. Data collection techniques in this study were observation, interviews and documentation. The result of the research is that online social studies learning is the result of a teacher council meeting at the direction of the Ministry of Education and Culture and the Bandung Regency Education Office. Social studies learning planning through online is prepared with reference to the 2013 Curriculum which is simplified and adapted to the needs of social studies subjects without being burdened with demands to complete all curriculum achievements and is focused on life skills education in the midst of the Covid-19 pandemic. The implementation of social studies learning through online is generally carried out with asynchronous learning (not interactive) with virtual classroom media from Google Docs and the like which are modified by the teacher according to the needs of social studies subjects. Evaluation of social studies learning through online is carried out in three ways, namely (1) knowledge through tests using Google Form media and assignments using Google Drive media; (2) skills through projects and portfolios with Google Drive media; (3) attitude through attendance and discipline to follow all learning activities by referring to the teacher's notes.]]>
<![CDATA[Enrichment Book Design Based on Laboratory Results for Viruses on Plants Material ]]>
<![CDATA[Siti Rodhiah Azhari]]>;
<![CDATA[Suranto Suranto]]>;
<![CDATA[Muzzazinah Muzzazinah]]>
<![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.v14i3.1347
<![CDATA[This study aims to determine the design of the development of an enrichment book based on laboratory results of infection in plants. The subtopics presented are infection in plants and detection of infected plants by using isozymes. The initial stage that is carried out is that researchers conduct research in the field and in the laboratory to obtain information in writing the manuscript or the content of the material to be presented in the enrichment book. The development of the enrichment book refers to the book development procedure by Sitepu (2012), are script writing, illustration, editing, cover design, and printing. The design for the development of the enrichment book is arranged in several parts, are the cover page, the initial page, the content section, the evaluation page, and the final page. The development of the enrichment book will be tested on high school students who have obtained infection material on plants. The development of this enrichment book is based on the lack of utilization of research results as teaching materials in schools. Therefore, this biological enrichment book was developed based on the results of research conducted, namely disease incidence (di), disease severity (ds), and isozyme characterization of virus-infected chili plants. The development of this enrichment book is expected to increase students' insight, knowledge, and curiosity and be used as a learning resource to understand the concept of plant infection material widely.]]>
<![CDATA[Critical Thinking Skill And Independence on Learning Natural Science Based on Gender During The Covid-19 Pandemic ]]>
<![CDATA[Ratna Wahyu Wulandari]]>
<![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.v14i3.1141
<![CDATA[To improve students' critical thinking skills, this study used online PBL (Problem-Based Learning) on learning Natural Science in the field of Biology. This research was conducted in pre-experimental research design with the subjects of 4th semester students in study program of PGMI (Teacher Education of Madrasah Ibtidaiyah). The results of the analysis showed that the improvement of critical thinking skill of female students is better than male groups. Based on the results of the hypothesis testing obtained from the data showed that the N_Gain critical thinking skill of male and female students were greater than α (sig. 0.051 ˃ (α) 0.05.), therefore H0 was accepted and H1 was rejected. That is, there is no difference in the improvement of critical thinking skill between male and female students. When it came from the indicators of critical thinking, the N-Gain score for all indicators of the female group was better than that of the male one. Also, for students’ independence, the average percentage of student responses in all aspects showed that they were in a Good category. The average percentage of student responses on the planning aspect was 73.65% in a Good category. The process aspect of student independent learning had the highest score among the three aspects, which was 75.73% or in the Good category, and the Learning Evaluation Aspect has the lowest score among the three aspects, which was 66.53% and was in a Good category.]]>
