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<![CDATA[The Timely Habituation of Thematic Learning in Elementary School ]]>
<![CDATA[Ridha Hasniar]]>;
<![CDATA[Sutama Sutama]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 15, No 1 (2023): AL-ISHLAH: Jurnal Pendidikan ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v15i1.2881
<![CDATA[Education is not only a teaching and learning process also necessitates thematic learning habits in elementary schools. It is still not optimal to familiarize elementary school students with time. There still students who are late for class, do not complete tasks on time, and do not engage in thematic learning processes. The aim of this research is to find out the timeliness of learning, including starting learning on time and doing assignments on time. This research is a qualitative descriptive study. The research was conducted at SD Negeri 5 Purwosuman Sragen with the principal, class teacher, and students. The data collection method was the non-test method, namely observation and interviews. Data analysis was carried out through qualitative descriptive analysis using data reduction, data presentation, and drawing conclusions or testing. The results of this study show that students are not on time in starting to study and do assignments, so they still need habituation so that they can be on time. A timely habituation in thematic learning must be followed by students' awareness of their role in the learning process.]]>
<![CDATA[Interpretation in Character Education Student (Munasabah approach of the Quran) ]]>
<![CDATA[Bisyri Abdul Karim]]>;
<![CDATA[Akhmad Syahid]]>;
<![CDATA[Rosmiati Rosmiati]]>;
<![CDATA[Martini Martini]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 15, No 1 (2023): AL-ISHLAH: Jurnal Pendidikan ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v15i1.2899
<![CDATA[This research examines the concept of interpretation in student character education with the Qur'an munasabah approach . The purpose of the study will analyze the concept of character education and interpretation of the themes of character education contained in the Qur'an which can be used as a reference for planting and transmitting student character education in higher education. Based on the results of the analysis, it can be concluded that student character education is a process of instilling good character values as a conscious effort through education. This process is carried out continuously as a planned stage of transmission to equip students with noble personalities. Reference sources related to student character education can be explored in the verses of the Qur'an with a munasabah approach to absorb the meaning of verses related to character education including verses themed on honesty character, disciplinary, hard work, curiosity, achievement, friendliness, peace-loving, reading character , and social character of college students.]]>
<![CDATA[Implementation of Word Square Oriented Lesson Study in Educational Sociology Learning Outcomes ]]>
<![CDATA[Jauhan Budiwan]]>;
<![CDATA[Meidawati Suswandari]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 15, No 1 (2023): AL-ISHLAH: Jurnal Pendidikan ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v15i1.2978
<![CDATA[The purpose of this study was to describe the implementation of lesson study using word squares in educational sociology courses. Using lesson research with qualitative approach, this study involved one class of 29 pre-service elementary school teachers in semester VIA on the Educational Sociology course. Two lecturers were involved as observers. The instruments included observation sheet for open class activities and lesson learned reports. The data were analyzed using interactive technique. It is concluded that the lesson study was implemented to students using Word Square in three stages (Plan, Do, and See). Plan stage includes preparing a table of lesson study activity plans, day and date, materials, activities (pre-activity, main activity, and post-activity), lecture instruments (Lecture Unit/SAP), learning media, handouts, model lecturer, observation sheet, and assessment/evaluation sheet. Do stage includes implementing educational sociology learning with the theme “Education and Social Mobilization Stratification” as planned (Plan stage). See stage is a reflection activity from the previous stage by the observers]]>
<![CDATA[Development of Summative Assessment Instruments for the Affective Aspects of Learning History ]]>
<![CDATA[Syarifah Syarifah]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 15, No 1 (2023): AL-ISHLAH: Jurnal Pendidikan ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v15i1.2980
<![CDATA[Instruments for measuring both the affective and psychomotor aspects of teaching are required. The study's overarching goal is to create a reliable and valid assessment tool for measuring affective competency (values contained in history). Nine hundred thirty-five students from Medan's XI Social Sciences high school participated as research subjects. An affective aspect assessment sheet, which is a questionnaire with various statements to gauge affective aspects, was used to collect research data. To compare measurement models and make it simpler to analyze model correctness, structural equation modelling (SEM) analysis with first- and second-order components was employed in the data analysis. The findings of the first-order confirmatory factor analysis using the ML (maximum likelihood) technique indicated that all items had a correlation coefficient greater than 0.32, and the results of testing using the model had a significance level of 0.0001, according to the research analysis. The structural equation model (SEM) findings, with support from second-order structures, are also estimated with adequate theoretical confidence. The construct reliability (CR) and variance extract (VE) coefficients indicate that the designed instrument complied with the reliability coefficient acceptability limits of 0.70 for CR and 0.50 for VE. The development process resulted in an affective competency assessment tool with 84 valid and reliable items spread across 5 dimensions and 14 indicators. The instruments created were therefore shown to be valid and reliable for assessing affective aspects of learning history. The findings of this study are utilized to diagnose student potential, particularly concerning affective components, so that students are aware of their strengths and weaknesses. The findings of this study are utilized by stakeholders as input for policymaking, particularly in the area of education.]]>
<![CDATA[Internalization of Faith Educational Value in the Humanistic Perspective Riko Animation Series ]]>
<![CDATA[M. Ali Sibram Malisi]]>;
<![CDATA[Fauziyah Fauziyah]]>;
<![CDATA[Surawan Surawan]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 15, No 1 (2023): AL-ISHLAH: Jurnal Pendidikan ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v15i1.3095
<![CDATA[Faith is the foundation of a building in Islam, someone who has strong faith will carry out worship in an orderly manner, have noble morals and behave well. To form a pious human personality, education is needed on the basis of faith. Strong faith will become a stronghold for unwanted values to be internalized. Faith education can be instilled through technology such as film. Among the films that can be used as learning media is Riko The Series, which is produced by Garis Ten Corporation.This study attempts to describe and analyze the film Riko the Series in internalizing the value of faith in Allah SWT and a humanistic view of the value of faith in Allah SWT in the film Riko the Series. This study uses a type of research library research by using the semiotic analysis technique of Roland Barthes theory. The results of the study show that: 1) The value of faith in Allah SWT contained in the Riko The Series film is grouped into three, namely: the value of doing good and compassion, the value of forgiveness, and the value of muhasabah which is pursued through several sequential and systematic stages, namely the stage transformation, transaction stage, and transinternalization stage which generally uses the advice method, the exemplary method, the habituation method, and the targhib method.]]>
<![CDATA[Analysis of Teacher Readiness in Welcoming the "Merdeka Belajar" Policy ]]>
<![CDATA[Intan Jamilah]]>;
<![CDATA[Rahayu Condro Murti]]>;
<![CDATA[Irul Khotijah]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 15, No 1 (2023): AL-ISHLAH: Jurnal Pendidikan ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v15i1.3085
<![CDATA[Pemerintah Indonesia saat ini menerapkan kurikulum baru yang dikenal dengan istilah "Merdeka Belajar" sebagai alternatif untuk mengatasi penurunan pembelajaran akibat Covid-19. Penelitian ini dianalisis menggunakan pendekatan deskriptif kualitatif dengan 14 responden dari dua sekolah dasar di kecamatan Mojodedang, Karanganyar, Jawa Tengah. Metode pengumpulan data dilakukan melalui wawancara, observasi dan dokumentasi dengan menggunakan teknik pengujian data triangulasi kemudian dilakukan analisis data menggunakan model Miles Huberman. Hasil penelitian ini yaitu kesiapan guru sekolah dasar dalam menyongsong kurikulum baru dengan empat kebijakan pokok yang dikaji melalui kesiapan fisik, psikologis, pengetahuan dan materiil. Berdasarkan penelitian diperoleh bahwa; (1) kesiapan fisik dalam kategori baik dimana guru mempunyai riwayat kesehatan yang baik untuk menyambut kurikulum baru di sekolahnya; (2) kesiapan psikologis dalam kategori cukup dimana guru mempunyai rasa ketertarikan dan motivasi untuk menyambut kurikulum baru namun dalam prosesnya masih banyak yang harus dipelajari oleh guru; (3) kesiapan pengetahuan dimana guru mempunyai pemahaman yang tinggi dalam penyusunan RPP (modul ajar) dan sistem PPDB zonasi sedangkan pemahaman yang masih kurang pada aspek USBN dan UN; (4) kesiapan materiil berada pada kategori baik dimana sekolah telah menyediakan sarana prasarana dalam kondisi yang baik sesuai dengan Permendikbud No. 26 tahun 2016 sedangkan sarana prasarana untuk guru melalui kegiatan berdiskusi dan pelatihan tentang pengembangan kurikulum.]]>
<![CDATA[Analysis of Students Ability in Solving HOTS-Based Basic Indonesian ]]>
<![CDATA[Yuniar Ayu Pratiwi]]>;
<![CDATA[Rahayu Condro Murti]]>;
<![CDATA[Aninditya Sri Nugraheni]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 15, No 1 (2023): AL-ISHLAH: Jurnal Pendidikan ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v15i1.3087
<![CDATA[The study aims to measure and to determine students' thinking skills in solving basic Indonesian questions based on HOTS (Higher Order Thinking Skills). This research uses descriptive qualitative method with content analysis technique. The instrument uses interviews and HOTS-based on multiple choice test questions. The questions given are 6 (six) questions based on indicators of higher-order thinking questions, including the levels of analysis, evaluation and creation. The results of the study show overall that higher order thinking skills are achieved with a percentage of up to 86.66% included in the good/high category. A number of students at the level of C4 (Analysis) of the two questions numbered 1 and 2 reached 73% and 95%, C5 (Evaluation) 53% and 48%, and C6 (Creation) 70% and 95%. Meanwhile, from the results of interviews that have been submitted by students regarding the questions that have been given, it is stated that students are not able to apply reasoning competence easily, interpret and conclude from these questions. It can be concluded that students of UIN Sunan Kalijaga of The Madrasah Ibtidaiyah Teacher Education Study Program (PGMI) class B semester 2 for the 2021/2022 academic year have been qualified in high-level thinking but need to be improved, especially at the C5 level]]>
<![CDATA[The Relationship Between Learning Time Management and PKN Learning Outcomes in Class XI of SMK Swasta Harapan Bangsa ]]>
<![CDATA[Alimin Purba]]>;
<![CDATA[Chainar Elli Ria]]>;
<![CDATA[Sondang Ni Bulan Marbun]]>;
<![CDATA[Khairil Fauzan]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 15, No 1 (2023): AL-ISHLAH: Jurnal Pendidikan ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v15i1.2977
<![CDATA[This study aims to determine the significant relationship between time management and civic learning outcomes for Harapan bangsa Private Vocational High School students during the year. Studies of this type are descriptively correlated. The population of this study consists of all her XI students of SMK Swasta Harapan Bangsa in 2022 and the population of this study is 30 using the whole sample. The tools used for data collection were questionnaires and documents, study time management had 15 items with 4 options tested for validity and reliability, and learning outcomes included document student performance lists. I'm using. Results of normality analysis of timekeeping data test results for Class XI SMK Swasta Harapan Bangsa in 2022 were normally distributed with calculation x2count x2table (7.27 43.77). The civics learning outcomes of students in Class XI of Harapan Bangsa Private College in 2022 are normally distributed with the calculated result x2h x2t (17.11 43.77). Control data linearity test results. Learning time due to civic learning outcomes is linear in the equation Y= 75.62+ 0.03 X, consistent with FcountFtable (28 4.20). 2022 Harapan Bangsa Private College Class XI students' study time management propensity test results are moderate (50%) and 2022 Harapan Bangsa Private College Class XI civics learning outcomes are rather (63.33%). Based on the results of the correlation coefficient analysis test, X and Y got rcount = 1.831 and rtable = 0.349 (1.831 0.349 ). This demonstrates a correlation between learning time management and XI citizenship learning outcomes. SMK Swasta Harapan's class gives Bangsa. If we get tcount = 4.11 and ttable = 1.69 (tcount ttable)(4.11 1.69), and with the "t" test, this is the relationship between study time management and student citizenship learning outcomes in the class. It shows that there is a significant relationship between XI Hope Nation Private College, 2022.]]>
<![CDATA[Quality Profile of Remote Areas Elementary Schools ]]>
<![CDATA[Piter Joko Nugroho]]>;
<![CDATA[Theo Jhoni Hartanto]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 15, No 1 (2023): AL-ISHLAH: Jurnal Pendidikan ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v15i1.2456
<![CDATA[Not all schools understand the policies and procedures for carrying out the school functions based on SNP, among others, caused by due to the lack of understanding/inability of schools to conduct internal self-evaluations, which will provide the description of the real school quality gaps against the SNP, as well as a basis for reference in preparing the RKS and RKAS. This study aims to describe the quality profile of remote elementary schools (SD) in Kapuas Districts, Central Kalimantan Province, Indonesia. The descriptive study with a qualitative approach was conducted in 6 (six) remote areas in SD. The data sources in this study consisted of 6 (six) principals and the Kapuas Districts Education Office personnel. Through interview techniques, observation, and filling out the e-EDS instrument developed by the researchers referring to the SNP for primary and secondary education, quality data of the remote areas SD was collected; then analyzed using interactive data analysis. The results showed that all of the remote areas SD get a “red report”. This study provides additional evidence that disparity problem of primary education quality in remote areas has not been handled properly by education policy makers in Kapuas Districts and related stakeholders. We recommend to the related parties to “borrowing” policies from other countries that have succeeded to overcoming the problems of remote areas education as a means to carry out lessons learned and redesign policies in the future.]]>
<![CDATA[Model Organisational Structure of the Kulliyatul Mu’allimin Al-Islamiyah Curriculum Content ]]>
<![CDATA[Taufik Mukmin]]>;
<![CDATA[Abdurrahmansyah Abdurrahmansyah]]>;
<![CDATA[Aflatun Muchtar]]>;
<![CDATA[Yesi Arikarani]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 15, No 1 (2023): AL-ISHLAH: Jurnal Pendidikan ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v15i1.2741
<![CDATA[This study aims to analyse the design and structure of the content, the type of knowledge that is arranged in the form of subjects, and the content of knowledge in each subject. This research uses qualitative research with phenomenological types, data collected through in-depth interviews, observation and documentation, as well as analysing data through reduction, display and conclusion. The results show that the Kulliyatul Mu’allimin Al-Islamiyah (KMI) content organisation model is "Eclectic" or a combination of several existing curriculum models. On the one hand, adopting the "Correlated Subject" model, namely by grouping all subjects into three main groups, namely 1) the Islamic science group (al-ulum al-islamiyah), 2) the linguistics group (al-ulum al-lughawiyah) and 3) general knowledge group (al-ulum al-’ammah). And the lessons in each group are correlated with each other. However, in terms of its application, it adopts the "Separated Subject" model where each subject from the group of disciplines is taught separately.]]>
