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<![CDATA[Strategic Approaches to Fulfilling Accreditation Quality Standards: A Case Study of High Schools in Tarakan City ]]>
<![CDATA[Sutantia, Tri Agus]]>;
<![CDATA[Wibowo, Udik Budi]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 17, No 1 (2025): In Progress ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v%vi%i.6071
<![CDATA[This study examines strategies employed by high schools in Tarakan City to prepare for accreditation and ensure quality standards. A qualitative approach was adopted, involving seven key informants: accreditation coordinators from SMA Negeri 4 Tarakan City, SMK Negeri 4 Tarakan, and SMA NU 1 Tarakan City; two assessors from BAN-S/M North Kalimantan Province; the chair of BAN-S/M North Kalimantan Province; and a representative from the Education and Culture Office of North Kalimantan Province. Data were collected through interviews and document analysis and processed using an interactive model comprising data collection, condensation, display, and conclusion drawing. The study identified three key strategies: (1) forming an accreditation team to coordinate efforts, (2) managing data and information systematically, and (3) maintaining adequate facilities and infrastructure. These strategies underscore the importance of comprehensive preparation before accreditation assessments. The findings highlight the critical role of government support, team coordination, and infrastructure adequacy in addressing accreditation challenges. However, external factors such as geographical conditions, community involvement, and policy effectiveness were not explored, presenting a limitation. This study provides actionable insights for improving school accreditation processes and ensuring sustainable quality assurance. Future research should consider external and environmental factors to develop more comprehensive strategies.]]>
<![CDATA[The Role of Teacher and English Textbook in Boosting the 7th Graders’ Critical Thinking Skills: A Case Study ]]>
<![CDATA[Linia, Marisa]]>;
<![CDATA[Rachmajanti, Sri]]>;
<![CDATA[Muniroh, Siti]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 17, No 1 (2025): In Progress ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v17i1.5345
<![CDATA[This study investigates a junior high school teacher’s understanding and application of critical thinking and the English for Nusantara textbook in teaching seventh-grade students under Indonesia's liberated curriculum, which emphasizes critical thinking as a 21st-century skill. Conducted as a case study in a junior high school in Madura, Indonesia, the research involved one English language teacher. Data were collected through interviews, textbook analyses, and classroom observations. The teacher demonstrated adequate critical thinking knowledge, gained through Professional Instructor Education Training, and assessed students' skills using Bloom’s Taxonomy. The teacher actively facilitated argumentation and critical thinking in class activities. While the English for Nusantara textbook served as a reference for class topics, an analysis of Chapters 1–3 revealed a lack of critical thinking exercises. To address this, the teacher employed various strategies, such as critical questioning, brainstorming, and hands-on activities, to develop students' critical thinking. Visual aids were also used to enhance engagement and understanding. Findings indicate that the teacher’s approach promoted deep and reflective thinking among students. Despite the textbook’s shortcomings, integrating diverse methods and resources effectively developed students' ability to acquire, evaluate, and apply information to solve problems. The study underscores the importance of critical thinking in education and highlights the need for improved textbook content to support this goal.]]>
<![CDATA[Assessing the Need for Disaster Mitigation-Based Textbooks in Indonesian Language Learning: A Study of Junior High Schools in Palu City ]]>
<![CDATA[Ulfah, Ulfah]]>;
<![CDATA[Juniati, Juniati]]>;
<![CDATA[Ruslan, Hasnur]]>;
<![CDATA[Halifah, Nur]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 17, No 1 (2025): In Progress ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v17i1.5996
<![CDATA[Disaster-prone areas like Palu City require educational materials integrating disaster mitigation into the curriculum. This study investigates the need for disaster mitigation-based textbooks in Indonesian language learning at junior high schools, emphasizing students' and teachers' expectations for effective learning resources. This research follows the Research and Development (RD) approach using the ADDIE model, focusing on the analysis stage. A questionnaire was distributed to 200 students and 20 teachers in junior high schools in Palu City to assess their needs and preferences regarding textbooks. Findings indicate that printed textbooks remain the primary learning resource, with 70% of students and 90% of teachers using them. However, disaster mitigation content is significantly lacking, as 30% of students and 50% of teachers do not have textbooks covering this topic. The study highlights the demand for contextualized disaster mitigation materials, with 90% of students and 85% of teachers preferring visual elements to enhance comprehension. Additionally, 75% of students and 80% of teachers find quizzes engaging, while 95% of students and 75% of teachers value interesting facts. Language clarity is also crucial, with 90% of students and 80% of teachers favouring easy-to-understand language. To improve learning effectiveness, disaster mitigation-based textbooks should incorporate relevant content, engaging visual aids, and accessible language. This study underscores the importance of developing disaster mitigation-integrated textbooks to enhance both language learning and disaster preparedness. Future research should explore localized content integration and interactive teaching strategies for disaster-prone areas.]]>
<![CDATA[Exploring the Role of Planned Happenstance Skills in Shaping Career Adaptability Among High School Students ]]>
<![CDATA[Subhan, Nurul Izzah]]>;
<![CDATA[Wangid, Muhammad Nur]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 17, No 1 (2025): In Progress ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v17i1.5925
<![CDATA[Planned happenstance skills are crucial for thriving in an ever-changing environment, fostering adaptability in the face of uncertainty—an essential quality in today’s workforce. This study explores the role of planned happenstance skills as predictors of career adaptability among high school students, focusing on identifying the most influential dimensions. The study employed a quantitative approach, hypothesizing that (1) planned happenstance skills positively predict career adaptability, and (2) persistence contributes more significantly than other dimensions. A sample of 79 high school students in Wajo Regency was selected via simple random sampling. Data were collected using validated questionnaires measuring planned happenstance skills and career adaptability. Wolfowitz applied product-moment correlation to data analysis. Findings revealed a moderate positive correlation (r = 0.549, p 0.05), indicating that higher planned happenstance skills are associated with greater career adaptability. Among the dimensions, persistence accounted for the largest contribution (38%) to career adaptability. These results suggest that persistence is a critical factor in fostering career adaptability, reflecting students' ability to maintain effort despite challenges. This study contributes to the limited quantitative research on the relationship between planned happenstance skills and career adaptability in high school contexts. By highlighting the predictive role of planned happenstance skills, particularly persistence, this study provides actionable insights for career education programs. Schools can enhance students’ adaptability through targeted interventions fostering curiosity, flexibility, perseverance, optimism, and risk-taking, preparing them for unexpected career challenges.]]>
<![CDATA[English Learning Outcomes Based on Indonesian Enacted Current Curriculum in the Perspective of Vocational Students’ Need: A Critical Discourse Analysis ]]>
<![CDATA[Rihatmi, Rihatmi]]>;
<![CDATA[Margana, Margana]]>;
<![CDATA[Handayani, Riris]]>;
<![CDATA[Nabila Titania, Fani]]>;
<![CDATA[Sharizan, Sharizan]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 17, No 1 (2025): In Progress ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v17i1.6056
<![CDATA[English learning outcomes in vocational education must align with enacted curriculum policies and the specific needs of vocational students. In Indonesia, the Merdeka Curriculum (Freedom to Learn Curriculum) 2022 sets national educational standards, including English language policies. This study examines the alignment between these policies and the English for Specific Purposes (ESP) approach, which is essential for vocational students preparing for future professions. This qualitative study employs Critical Discourse Analysis (CDA) to analyze pedagogical discourse at the policy level. Content analysis of government documents on English learning outcomes was conducted, alongside interviews with teachers and students to gather practical insights. Findings indicate that while the Merdeka Curriculum provides general learning outcomes, vocational educators must adapt these to meet students' specific needs. Teachers play a crucial role in integrating relevant themes, practical assignments, and industry-related activities into English instruction. However, challenges remain in effectively implementing ESP due to curriculum constraints and a lack of contextualized materials. The study highlights the need for flexibility in curriculum implementation, emphasizing a balance between national policies and vocational students' professional requirements. Teachers require support in curriculum adaptation to enhance pedagogical strategies and ensure meaningful learning experiences. This research provides critical insights into the impact of policy changes on English learning in vocational schools. It underscores the importance of contextualized instruction and suggests improvements in policy implementation to better serve vocational students’ career aspirations.]]>
<![CDATA[Teachers’ and Students’ Perspectives on Technology Integration in EFL Instruction: Strategies for Fostering Autonomy and Overcoming Challenges in Indonesian High Schools ]]>
<![CDATA[Kencana, Nila]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 17, No 1 (2025): In Progress ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v17i1.6121
<![CDATA[Technology integration is transforming English as a Foreign Language (EFL) instruction in Indonesian high schools. This study explores the role of technology in fostering student autonomy in EFL education and examines strategies employed by teachers to integrate technology effectively. A phenomenological approach was used, with data collected through semi-structured interviews and focus group discussions involving 20 students and 5 teachers from diverse Indonesian high schools. Thematic analysis revealed that technology enhances student autonomy by providing access to extensive resources, fostering collaboration, and delivering instant feedback. Teachers play a critical role in creating learner-centered environments using platforms like Google Classroom and various digital tools. However, challenges such as limited access to technology and inadequate infrastructure impede seamless integration. The study underscores the need for targeted investments in infrastructure, equitable access to digital tools, and comprehensive teacher training to address these challenges. Recommendations include equipping educators with skills to leverage technology effectively, integrating collaborative platforms into the curriculum, and prioritizing underserved areas for infrastructure development. Policymakers are urged to bridge digital divides and foster partnerships with technology providers to create sustainable EFL solutions. The findings have significant implications for curriculum design, teacher training, and policy development, promoting equitable and impactful technology use in EFL classrooms. Future efforts should focus on workshops and training programs to empower teachers with practical strategies for enhancing learner autonomy and fostering collaboration through digital tools.]]>
<![CDATA[Calistung-Based Smart Book Media to Increase Student Interest in Learning Mathematics ]]>
<![CDATA[Putri, Salma Febrina]]>;
<![CDATA[Wahyudi, Wahyudi]]>;
<![CDATA[Ekayanti, Arta]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 17, No 1 (2025): In Progress ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v%vi%i.4606
<![CDATA[Low learning interest among Hulu Langat Guidance Studio students has been observed, prompting efforts to enhance engagement through innovative methods. This study investigates the effectiveness of Smart Book media in increasing students' interest in learning. Employing a classroom action research approach, the study followed four stages: planning, implementation, observation, and reflection. Conducted at the Hulu Langat Guidance Studio in Malaysia, the study involved a sample of 10 students. Data were collected through observation and questionnaires over two research cycles, incorporating Smart Book media. The findings revealed a significant improvement in students' learning interest following the implementation of Smart Book media. Questionnaire results indicated that all students categorized their learning interest as "Very Interested" after using Smart Book media. The results demonstrate that Smart Book media effectively enhances student engagement by making the learning process more interactive and appealing. Smart Book media is a valuable tool for increasing students' interest in learning, as evidenced by the positive outcomes of this study. Further research with larger samples and diverse contexts is recommended to validate these findings and explore broader applications of Smart Book media.]]>
<![CDATA[Analysis of Integration Technological Pedagogical Content Knowledge (TPCK) of Preservice Mathematics Teacher in Planning the Learning Process ]]>
<![CDATA[Suripah, Suripah]]>;
<![CDATA[Istikomah, Endang]]>;
<![CDATA[Atiqah, Nur]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 17, No 1 (2025): In Progress ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v17i1.5921
<![CDATA[Professional teachers must master pedagogical and technological content knowledge (TPCK) to innovate in teaching. However, many teachers struggle to integrate technology effectively. Preparing preservice teachers with these skills is essential for their readiness in the workforce. This study analyzes the ability of preservice mathematics teachers to integrate technology into pedagogical content knowledge when planning mathematics lessons. This research employs a descriptive qualitative approach. The subjects were 23 fifth-semester preservice mathematics teachers from Universitas Islam Riau. TPCK analysis was conducted on their lesson planning documents, focusing on three aspects: Technological Knowledge (TK), Technological Content Knowledge (TCK), and Technological Pedagogical Knowledge (TPK). Data analysis followed four stages: data collection, reduction, presentation, and verification. Findings indicate that preservice teachers demonstrated very good competency in technological knowledge (TK) when designing learning plans. Their ability to integrate technology with subject content (TCK) was rated as good. Similarly, their understanding of using technology in pedagogy (TPK) was also classified as good. These results suggest that preservice mathematics teachers are capable of integrating technology into pedagogical content knowledge effectively, though there is room for improvement in refining their strategies. Preservice teachers exhibit good competence in TPCK when designing mathematics lesson plans, highlighting their readiness to apply technology in future teaching. Further research should explore strategies to enhance their technological integration skills in practical teaching settings.]]>
<![CDATA[Integration of Sundanese, Javanese, and Bantenese in Learning Yellow Books at Islamic Boarding Schools ]]>
<![CDATA[Mu'awanah, Uyu]]>;
<![CDATA[Rijal, Rifqi]]>;
<![CDATA[Murtafiah, Murtafiah]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 17, No 1 (2025): In Progress ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v17i1.5005
<![CDATA[This study examines the role and impact of Javanese and Sundanese languages in teaching the Yellow Book at Islamic boarding schools (pesantren) in Banten, with a focus on sociological, anthropological, and gender dimensions. The use of regional languages facilitates understanding among students and the surrounding community, as these languages are often their mother tongue and provide a more accessible medium for religious education. A qualitative descriptive case study approach was employed, integrating sociological and anthropological frameworks with a gender perspective. Data were collected through interviews, observations, and documentation, focusing on the linguistic practices in pesantren and their pedagogical implications. The findings reveal that pesantren in Banten leverage Javanese and Sundanese languages to teach the Yellow Book, ensuring effective knowledge transfer. These regional languages serve as a bridge between the kyai (teachers) and students, fostering comprehension and engagement. The learning methods, including sorogan and bandongan/wetonan, are integral to the sustainability of traditional pesantren and rely heavily on the effective use of regional languages for successful communication. The use of Javanese and Sundanese not only preserves local linguistic heritage but also enriches the pedagogical process in pesantren. The kyai’s deep understanding of classical texts, combined with their ability to communicate effectively in regional languages, enhances students’ learning experiences and strengthens cultural continuity. This study provides insights into the linguistic and pedagogical strategies employed in pesantren, highlighting the importance of regional languages in sustaining traditional Islamic education and fostering cultural identity in Banten.]]>
<![CDATA[Integral Education in Institutional Development: Partnership between Islamic Boarding Schools and Alumni ]]>
<![CDATA[Mufidah, Nadifatul]]>;
<![CDATA[Maskuri, Maskuri]]>;
<![CDATA[Listiyo, Sugeng]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 17, No 1 (2025): In Progress ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v17i1.6407
<![CDATA[Islamic boarding schools (pesantren) implement an integral education system that combines general and religious knowledge, aiming to produce alumni with both life skills and strong Islamic character. The partnership between pesantren and alumni serves as a key pillar in achieving institutional vision and mission. Alumni, as agents of change, contribute to school advancement, while waqf administrators provide resources for educational development. This study explores the partnership dynamics, its implementation, and its implications for Islamic educational institutions. This research employs a qualitative approach through a case study method. Data were collected through interviews, observations, and document analysis, focusing on the interactions between pesantren, alumni, and waqf administrators. Findings indicate that the partnership model is built upon waqf land, ensuring consistency in institutional goals. Alumni contribute to curriculum development and educational programs, supported by a strong legal framework. The partnership model fosters adaptability and innovation, aligning with contemporary societal needs. The study highlights the importance of alumni involvement in maintaining educational quality and sustainability. The combination of waqf-based resources and alumni-driven initiatives strengthens the institution’s ability to evolve with changing times. The integral education system benefits from this synergy, enhancing both academic and religious learning. The study formalizes the "Waqf Land Synergy Partnership" as a model for sustainable pesantren development. This partnership ensures long-term resource availability while maintaining alignment with educational goals, fostering continuous institutional growth and adaptation.]]>
