cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Widia Yunita
Contact Email
widiayunita136@gmail.com
Phone
+6282286135858
Journal Mail Official
jurnalpendidikanalishlah@gmail.com
Editorial Address
Jl. Karya KM 7 Desa Balaimakam Duri, Kec.Mandau Kab. Bengkalis, Riau
Location
Kab. bengkalis,
Riau
INDONESIA
AL ISHLAH Jurnal Pendidikan
Published by STAI Hubbulwathan Duri
ISSN : 20879490     EISSN : 2597940X     DOI : https://doi.org/10.35445/alishlah
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
Education Curriculum Education policy Learning Method Learning Material Assessment in Learning Formal Education Informal Education
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 34 Documents
 1   2   3   4 
Search results for , issue "Vol 17, No 3 (2025): In Progress September 2025" : 34 Documents clear
Inquiry Learning to Improve Critical Thinking Skills and Student Learning Outcomes Hirza, Bonita; Antari, Luvi; Rohman, Rohman
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 3 (2025): In Progress September 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i3.6687

Abstract

Developing students' critical thinking skills and improving cognitive learning outcomes remain essential goals in mathematics education. This study aimed to examine the implementation and effectiveness of the Inquiry Learning model in enhancing students' critical thinking abilities and understanding of prism and pyramid concepts. This research employed a Classroom Action Research (CAR) approach using the Kemmis and McTaggart (1988) spiral model, consisting of four stages: planning, acting, observing, and reflecting. The study was conducted in two cycles involving 27 students of class IX B at MTs Muqimus Sunnah Palembang. The learning process integrated inquiry-based instruction supported by Student Worksheets (LKPD). Findings indicated a significant improvement in students’ cognitive learning outcomes. By the end of the second cycle, 81.48% of students achieved the minimum mastery criteria, reflecting increased understanding of geometric concepts. Observational data also revealed enhanced student engagement and active participation. The Inquiry Learning model effectively promoted critical thinking through student-led problem exploration, hypothesis formulation, and data analysis. The success of the Inquiry Learning model was attributed to its student-centered approach, which encouraged active learning and deeper conceptual understanding. Students demonstrated improved reasoning and problem-solving skills as a result of engaging with real learning challenges. The application of the Inquiry Learning model, supported by structured worksheets, effectively improved both critical thinking skills and cognitive learning outcomes in geometry. This model is recommended for broader implementation in similar educational contexts.
Strategic Formulation for Accelerated Fast Track Programs : A Case Study Using SWOT – AHP at Universitas Brawijaya Putri, Fahmi Syafikah; Supriyono, Bambang; Wanusmawatie, Ike
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 3 (2025): In Progress September 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i3.7566

Abstract

Indonesia faces a low number of master’s graduates, partly due to implementation challenges in programs like the Fast Track at Universitas Brawijaya’s Faculty of Administrative Sciences. This research aims to evaluate the Fast Track program using SWOT (Strengths, Weaknesses, Opportunities, Threats) analysis and develop strategic plans using the Analytical Hierarchy Process (AHP). A mixed methods approach with a dominant-less dominant design was employed. Data were gathered through interviews with two Fast Track students, three master’s program heads, and the vice dean of academics. Thirteen Fast Track students completed questionnaires. Additionally, direct observations were conducted, and relevant university regulations were reviewed. Data analysis included interactive analysis, SWOT analysis, and AHP to formulate short-, medium-, and long-term strategies. Findings indicate that internal strengths are the primary drivers for program success. Short-term strategies should prioritize improving students’ time management and academic readiness. Medium-term strategies must focus on aligning thesis topics with suitable supervisors to facilitate academic progress. Long-term strategies should involve consistent monitoring and evaluation to ensure students complete the program within the designated five years. Strategic improvement relies on enhancing coordination between undergraduate and master’s programs. This alignment is essential not only for academic success but also for supporting students' mental well-being throughout the accelerated track.
Evaluating English Language Instruction Using the Smart Unilak System: A Student-Based Longitudinal Analysis (2018-2024) Muzdalifah, Indah; Toresa, Dafwen; Wiza, Fana; Indriyani, Vivi
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 3 (2025): In Progress September 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i3.7294

Abstract

Evaluation and assessment play vital roles in language acquisition and overall teaching effectiveness. Despite their importance, research on English language instruction evaluation in Indonesian universities remains scarce. Many lecturers resist classroom evaluation, often viewing teaching as merely delivering content without ongoing reflection or feedback mechanisms. This study uses a quantitative descriptive approach to analyze archival student feedback data collected through an e-learning platform’s questionnaire feature. The research focuses on one lecturer teaching the MKDU English course since 2016, involving 57 classes across 9 study programs from 4 faculties: Engineering, Agriculture, Business, and Law. The questionnaire, consisting of 26 items, served as a reliable instrument for evaluating classroom instruction. Over six years, the lecturer consistently received scores ranging from 4 to 5 on a Likert scale, translating to "very good." The average questionnaire results exceeded 80%, placing the lecturer in the “excellent” category based on the eligibility percentage formula (76%–100%). These findings highlight the effectiveness of structured student feedback in evaluating language instruction. The lecturer’s sustained high scores suggest strong teaching performance and effective engagement across multiple disciplines. This study confirms that student feedback via e-learning platforms can serve as a valid and reliable tool for evaluating English language instruction. The examined lecturer demonstrates consistently excellent performance over six years, reinforcing the value of systematic assessment in language education.
Enhancing Learning Outcomes in Physical Education through Project-Based Learning: A Quasi-Experimental Study on Butterfly Stroke Instruction Rusli, Kurnia; Sujarwo, Sujarwo; Jusmawati, Jusmawati; Ferawati, Ferawati; Ismail, Agus
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 3 (2025): In Progress September 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i3.7598

Abstract

The butterfly stroke is widely regarded as the most technically and physically demanding swimming style, often posing challenges for physical education students due to its complex coordination of arm movements, leg kicks, and breathing techniques. Project-Based Learning (PjBL) has shown promise in enhancing student engagement, collaboration, and reflective learning in physical education settings. This quasi-experimental study aimed to evaluate the effectiveness of PjBL in improving students’ learning outcomes for the butterfly stroke. Two groups participated: an experimental group exposed to PjBL methods and a control group that received traditional instruction. The intervention was conducted over a designated instructional period within a swimming course. Statistical analysis revealed a significant difference in learning outcomes between the two groups. The experimental group achieved a mean gain score 10.83% higher than the control group, with a t(70) = 8.102, p .001. The 95% confidence interval for the mean difference ranged from 8.17% to 13.50%, indicating a consistent and substantial improvement in performance attributed to the PjBL approach. Findings suggest that PjBL fosters improved psychomotor, cognitive, and affective domain development in students learning the butterfly stroke. Enhanced student motivation, teamwork, and reflective engagement appear to be key factors contributing to the learning gains observed. Project-Based Learning significantly enhances learning outcomes in swimming lessons focused on the butterfly stroke. This pedagogical approach can effectively support the development of complex motor skills in physical education.
Teaching Pedagogical Approaches to Teaching the Pa'gellu' Dance to International Students in the BIPA Program Lolotandung, Reni; Trivena, Trivena; Hakpantria, Hakpantria; Tadius, Tadius; Patintingan, Mersilina Luther; Dari, Irnes Bulan; Sharma, Bhakti; Prall, Eliza
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 3 (2025): In Progress September 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i3.5901

Abstract

The Indonesian Language for Foreign Speakers (BIPA) program at the Christian University of Indonesia Toraja (UKI Toraja) not only facilitates Indonesian language acquisition for international students but also introduces them to local culture. One key element of this cultural immersion is the Pa’gellu’ dance—a traditional performance of the Toraja people. This study employed a descriptive qualitative approach to examine the instructional strategies used in teaching the Pa’gellu’ dance to 17 international students from the University of Western Australia, Denpasar campus. Data were collected through structured observations, focusing on students’ engagement across seven instructional stages: Introduction and Theory, Basic Practice, Technique Refinement, Costume and Performance, Cultural Integration, Evaluation, and Staging. Findings reveal that international students successfully met the learning objectives. They demonstrated the ability to recognize, practice, and perform the Pa’gellu’ dance in a culminating presentation. Although the teaching structure mirrored that used for local students, the content was simplified for non-native participants. Instructional methods included lectures, demonstrations, guided practice, drills, simulations, and performance exercises. Despite linguistic and cultural barriers, students were able to grasp the core techniques of the Pa’gellu’ dance. The study suggests that immersive, performance-based pedagogy can effectively bridge cultural and linguistic gaps in arts education for foreign learners.
Optimizing Collaborative Learning of Islamic Religious Education Through Social Media Suriana, Suriana; Wahyuni, Teti; Jannah, Misbahul
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 3 (2025): In Progress September 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i3.6706

Abstract

Digital native students increasingly require learning environments that are collaborative and digitally integrated. Islamic education (PAI) must adapt by leveraging social media to meet these demands. This study investigates how educators optimize collaborative PAI learning through the strategic use of social media platforms. This research employed a literature review methodology. Relevant academic articles were collected from databases including Google Scholar, SINTA, GARUDA, Connected Papers, Open Knowledge Maps, Semantic Scholar, and OhioLINK. Inclusion criteria focused on peer-reviewed studies published between 2018 and 2024 that discussed the use of social media to enhance collaborative PAI learning. Articles not directly related to the subject were excluded. The selected literature was categorized and analyzed using thematic content analysis. The findings reveal that educators are actively improving their social media literacy to facilitate collaborative learning. Three key efforts emerged: enhancing competence in digital platforms, integrating Islamic values into online interactions, and modeling appropriate social media behavior. These efforts contribute to creating dynamic, innovative, and student-centered learning environments. This review underscores the importance of educators maintaining up-to-date digital competencies to foster effective collaborative learning. The strategic use of social media not only enhances student engagement but also promotes the integration of religious values in modern learning contexts.
Integrating Sharia Values into Education in Aceh: A Qualitative Case Study of Policy, Curriculum, and Pedagogical Practice Irwandi, Irwandi; Nurmalina, Nurmalina; Rijal, Fakhrul
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 3 (2025): In Progress September 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i3.7849

Abstract

Aceh, the only province in Indonesia with special autonomy to enforce Islamic law, offers a unique context for examining the integration of Sharia values into public education. This study explores how Islamic principles are embedded into educational policy, curriculum, and teaching practices within the region. A qualitative case study approach was employed, involving in-depth interviews with government officials, school principals, and teachers. Data collection also included analysis of regional policy documents, school curricula, and instructional materials to understand how Sharia values are implemented. Findings reveal that Sharia values are formally institutionalized in regional education policies, which require the incorporation of Islamic teachings not only in religious subjects but across secular disciplines. Pedagogical approaches emphasize character building, discipline, and the internalization of Islamic ethics, with educators expected to model moral behavior. However, implementation is uneven. Challenges include inconsistent teacher understanding of Sharia-based education, insufficient curricular resources, and tension between local religious expectations and national education standards. Despite these challenges, stakeholders perceive the integration as a valuable means of preserving Acehnese Islamic identity while promoting moral education within the broader national curriculum. The study underscores the nuanced balance required to align regional religious norms with national educational objectives. This research contributes to discussions on religion and education by highlighting both the promise and complexity of embedding localized religious values into public schooling within an autonomous framework.
Rebuilding Affective Competence in Post-Pandemic Education : A Mixed-Methods Study of Prospective Islamic Religious Teachers in Indonesia Muslihah, Eneng; Qodir, Abdul; Mohamed Hashim, Abdul Talib bin; Mubarok, Mochamad Gilang Ardela
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 3 (2025): In Progress September 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i3.7398

Abstract

The return to face-to-face learning after the COVID-19 pandemic presents new challenges in developing the affective domain among prospective Islamic Religious Education (PAI) teachers. This study investigates how direct classroom interaction influences affective competence and identifies obstacles lecturers face in enhancing this domain. A qualitative approach was used, involving 52 PAI students and eight lecturers from two state Islamic higher education institutions in Banten. Data collection methods included questionnaires, semi-structured interviews, and document analysis. The data were examined using thematic analysis supported by simple descriptive statistics. Findings reveal that 81% of student participants experienced increased motivation and emotional engagement due to direct interaction with lecturers. This interaction fostered core affective qualities such as empathy, respect, and appreciation. Despite these positive outcomes, the study identified inconsistencies in lecturers’ application of affective-based teaching strategies, highlighting a gap in pedagogical effectiveness. The results underscore the importance of face-to-face interaction in supporting emotional and value-based learning. However, the variability in instructional delivery indicates a need for structured efforts to equip lecturers with strategies for affective education. To strengthen the affective domain in post-pandemic education, targeted professional development programs are essential. Enhancing lecturers’ competencies in affective pedagogy will better prepare PAI students to become empathetic and emotionally intelligent educators.
Exploring Students’ Attitudes and Motivation Toward Project-Based Learning in Speaking Classes: A Study of Third-Semester English Education Students at a University Hsb, Jamiatul Khoiriah; Zaim, M.
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 3 (2025): In Progress September 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i3.6902

Abstract

This study investigates the attitudes and motivations of third-semester students in the English Education Study Program at FKIP Universitas Islam Riau (UIR) towards the implementation of Project-Based Learning (PBL) in speaking classes. As PBL becomes an increasingly popular pedagogical method, understanding students' responses is crucial for optimizing its application. A descriptive research design was employed, using questionnaires and interviews to collect data. The study focused on three dimensions of attitude—cognitive, affective, and behavioral—and examined both intrinsic and extrinsic motivational factors. The findings reveal that students generally hold positive attitudes toward PBL. Cognitive attitude received the highest average score (78.77%), followed by affective (77.87%) and behavioral components (75.03%). Motivation levels were also high, with extrinsic motivation (79.40%) slightly exceeding intrinsic motivation (75.97%). These results indicate that PBL fosters both student engagement and motivation in speaking classes. The positive reception suggests that PBL effectively promotes self-regulated learning, collaboration, and practical language use. However, the study also identified challenges, particularly in time management and the need for continuous instructor support. Project-Based Learning is well-received among UIR English Education students and contributes positively to speaking skill development. Future research should include other institutions to enhance the generalizability of findings.
Developing an Applied English Teaching Module for Culinary Vocational Students in the Merdeka Curriculum Sudirman, Sudirman; Muskhir, Mukhlidi; Elida, Elida; Yuliana, Yuliana; Luthfi, Afdal
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 3 (2025): In Progress September 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i3.7236

Abstract

Vocational education in Indonesia, particularly in the Culinary Expertise Program at SMK Negeri 1 Luak District, struggles to deliver English instruction that aligns with industry demands. Given English's role as a global language in the culinary sector, there is an urgent need for a contextualized, industry-relevant English curriculum. This study employed a Research and Development (RD) approach using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). Four expert validators, one English teacher, and 50 tenth-grade culinary students participated. Instruments included questionnaires, interviews, validation sheets, observation tools, and pre- and post-tests. Expert validation results indicated high content validity, with Aiken’s V values ranging from 0.83 to 0.95. The practicality test demonstrated that the module was highly usable in classroom settings. Moreover, students’ English proficiency in culinary contexts improved significantly, as reflected by N-Gain scores in the medium to high range. These findings suggest that the developed module effectively supports contextual English learning relevant to vocational culinary needs. Its high validity and practicality support its potential integration into the Merdeka Curriculum. The applied English module tailored to the culinary industry’s needs offers a practical and effective solution to enhance students' English skills, equipping SMK graduates with competencies essential for global workforce readiness.

Page 1 of 4 | Total Record : 34

 1   2   3   4 

Filter by Year

2025 2025


Reset
Filter By Issues
All Issue Vol 17, No 3 (2025): In Progress September 2025 Vol 17, No 2 (2025): JUNE 2025 Vol 17, No 2 (2025): In Progress Vol 17, No 1 (2025): In Progress Vol 16, No 3 (2024): AL-ISHLAH: JURNAL PENDIDIKAN Vol 16, No 2 (2024): AL-ISHLAH: JURNAL PENDIDIKAN Vol 16, No 1 (2024): AL-ISHLAH: JURNAL PENDIDIKAN Vol 15, No 4 (2023): In Progress Vol 15, No 4 (2023): AL-ISHLAH: JURNAL PENDIDIKAN Vol 15, No 3 (2023): AL-ISHLAH: JURNAL PENDIDIKAN Vol 15, No 2 (2023): Issue In Press Vol 15, No 2 (2023): AL-ISHLAH: Jurnal Pendidikan Vol 15, No 1 (2023): AL-ISHLAH: Jurnal Pendidikan Vol 14, No 4 (2022): Issue in Press Vol 14, No 4 (2022): AL-ISHLAH: Jurnal Pendidikan Vol 14, No 3 (2022): ISSUE IN PRESS Vol 14, No 3 (2022): AL-ISHLAH: Jurnal Pendidikan Vol 14, No 2 (2022): AL-ISHLAH: Jurnal Pendidikan Vol 14, No 1 (2022): AL-ISHLAH: Jurnal Pendidikan Vol 13, No 3 (2021): AL-ISHLAH: Jurnal Pendidikan Vol 13, No 2 (2021): AL-ISHLAH: JURNAL PENDIDIKAN Vol 13, No 1 (2021): AL-ISHLAH: JURNAL PENDIDIKAN Vol 12, No 2 (2020): AL-ISHLAH: JURNAL PENDIDIKAN Vol 12, No 1 (2020): AL-ISHLAH: JURNAL PENDIDIKAN Vol 11, No 2 (2019): AL-ISHLAH: JURNAL PENDIDIKAN Vol 11, No 1 (2019): AL-ISHLAH: JURNAL PENDIDIKAN Vol 11, No 1 (2019): AL-ISHLAH: JURNAL PENDIDIKAN Vol 10, No 2 (2018): AL-ISHLAH: Jurnal Pendidikan Vol 10, No 2 (2018): AL-ISHLAH: Jurnal Pendidikan Vol 10, No 1 (2018): AL-ISHLAH: Jurnal Pendidikan Vol 10, No 1 (2018): AL-ISHLAH: Jurnal Pendidikan Vol 9, No 2 (2017): AL-ISHLAH: Jurnal Pendidikan Vol 9, No 2 (2017): AL-ISHLAH: Jurnal Pendidikan Vol 9, No 1 (2017): AL-ISHLAH: Jurnal Pendidikan Vol 9, No 1 (2017): AL-ISHLAH: Jurnal Pendidikan Vol 8, No 2 (2016): AL-ISHLAH: Jurnal Pendidikan Vol 8, No 2 (2016): AL-ISHLAH: Jurnal Pendidikan Vol 8, No 1 (2016): AL-ISHLAH: Jurnal Pendidikan Vol 8, No 1 (2016): AL-ISHLAH: Jurnal Pendidikan Vol 7, No 2 (2015): AL-ISHLAH: Jurnal Pendidikan Vol 7, No 2 (2015): AL-ISHLAH: Jurnal Pendidikan More Issue