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Widia Yunita
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widiayunita136@gmail.com
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jurnalpendidikanalishlah@gmail.com
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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
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Search results for , issue "Vol 17, No 3 (2025): In Progress September 2025" : 34 Documents clear
Design and Implementation of TPACK-Based Differentiated Interactive Multimedia for Enhancing Pancasila Education in Elementary Schools Aulia, Bunga; Dharma, Surya; Sriadhi, Sriadhi
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.v17i3.7161

Abstract

This study aimed to develop and evaluate TPACK-based interactive differentiated multimedia for Pancasila Education in Grade V elementary schools. The goal was to enhance students' understanding of the application of Pancasila values within family and school environments. Employing a Research and Development (RD) approach, the study followed the ADDIE model—Analysis, Design, Development, Implementation, and Evaluation. Participants included content, language, and media experts; teachers of classes V-A and V-C; and 33 fifth-grade students at Alwashliyah Private Elementary School Rentang 80. The result of the development process was an interactive learning application based on TPACK principles and differentiated instruction. This multimedia resource could be accessed via laptops or smartphones, both online and offline. Expert validation confirmed its feasibility, with material experts rating it at 90.6%, language experts at 85%, and media experts at 95%, all categorized as "Very Appropriate." Practicality assessments by classroom teachers yielded an average score of 94.95%, while student responses averaged 96.88%, both rated as "Very Practical." These findings indicate that the multimedia is both effective and practical for classroom use. It not only facilitates the teaching of Pancasila values but also serves as a valuable reference for the integration of TPACK and differentiated instruction in the development of future educational media.
Integrating Philosophy of Science into Islamic Education: Enhancing Relevance and Effectiveness in the Fourth Industrial Revolution Era Dian, Dian; Fadilah, Syafira; Halimah, Nenden Ahadiah; Sopiyulloh, Oop
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.v17i3.7743

Abstract

The Industrial Revolution 4.0 has created unprecedented challenges and opportunities for educational systems, including Islamic education. In this context, re-evaluating foundational frameworks becomes crucial. This study explores the role of the philosophy of science in enhancing the effectiveness of Islamic education management amidst technological transformation. A qualitative-descriptive approach was employed using literature research. The study analyzed existing scholarly works on the philosophy of science, Islamic education management, and the implications of the Industrial Revolution 4.0. The findings reveal that the philosophy of science serves as a rational epistemological foundation for modernizing Islamic education. It supports adaptive curriculum development, facilitates the integration of Islamic values with technological advancements, and promotes hybrid learning models that blend traditional pedagogy with digital tools. These elements contribute to institutional effectiveness in the digital era. Applying the philosophy of science in Islamic education management enables strategic decision-making, leadership development, and technology integration aligned with Islamic pedagogical principles. It acts as an intellectual compass guiding Islamic education toward societal welfare and sustainable progress.
Cultural Integration and Collaborative Pedagogy in Qur’anic Literacy: The Tahsin Program's Innovative Model Nurhayati, Sri; Vitariani, Eva; Taufikin, Taufikin
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.v17i3.6919

Abstract

This study explores the transformative impact of the Tahsin Program on advancing Qur’anic literacy by integrating culturally responsive pedagogy with contextually grounded instructional design. Addressing the gap in inclusive, community-rooted religious education, the program aims to foster both linguistic proficiency and cultural identity. A qualitative case study approach was employed at a community-based learning center in Cimahi, Indonesia. Data were gathered through semi-structured interviews, focus group discussions, direct classroom observations, and document analysis. This multi-method strategy ensured a comprehensive understanding of the program’s design and outcomes. Findings revealed that over 80% of learners improved their Tajweed proficiency within three months. The program’s unique integration of modular curriculum progression, localized content, intergenerational mentorship, and embedded formative feedback contributed significantly to learner success. Culturally embedded practices—particularly the inclusion of elders—enhanced communal learning and reinforced cultural identity. Peer mentoring and dialogic group discussions fostered interpretive depth and active engagement, while ongoing feedback supported differentiated instruction and learner autonomy. The Tahsin Program exemplifies how pedagogical models that blend tradition with innovation can enhance religious education. By grounding the curriculum in social constructivist theory, the program accommodates diverse learner profiles and promotes sustainable community involvement. This study highlights the effectiveness of context-sensitive, culturally grounded Qur’anic education. Future research should explore how digital tools can scale such models for broader urban and online application.
Implementing AI in Arabic Language Learning: Challenges and Insights from Islamic Higher Education Adawiyah, Rabiatul
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.v17i3.7390

Abstract

Artificial Intelligence (AI) is increasingly influencing educational practices, including Arabic language instruction in Islamic higher education. Despite its potential, AI integration encounters technical, pedagogical, and cultural obstacles. This qualitative study employed a case study design at the State Islamic University of Mataram. Data were gathered through in-depth interviews with six Arabic language lecturers actively using AI in their teaching, classroom observations of AI-assisted learning, and document analysis. Thematic analysis was used to identify key patterns and challenges. Findings indicate that lecturers generally view AI positively, recognizing its potential to enhance instructional effectiveness and student understanding while still emphasizing the essential roles of teachers and learners. However, several barriers hinder full integration. These include inadequate technological infrastructure, limited student preparedness, difficulty among lecturers in adapting to digital tools, scarcity of Arabic-specific AI datasets, and technical limitations of AI applications. Although lecturers acknowledge the value of AI in Arabic language education, its practical application is constrained by infrastructural and human resource limitations. Addressing these issues is vital to realize the benefits of AI-enhanced learning environments. This study provides valuable insights into the challenges of AI implementation in Arabic language teaching. It highlights the need for strategic, inclusive approaches by educators, institutions, and developers to ensure effective and sustainable AI integration in Islamic higher education.
Design and Evaluation of a Digital Learning Media Module Based on Alur Merdeka for Prospective Teachers Nisa, Khairun; Syafitri, Ely; Rahmadani, Elfira; Hasibuan, Syarinah Junianti; Purba, Dewi Susanti
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.v17i3.7440

Abstract

The integration of technology in education necessitates that future teachers acquire the skills to design and implement effective digital learning media. The Merdeka Curriculum, particularly through its Alur Merdeka framework, emphasizes flexible and independent learning, aligning with this need. This study aimed to develop and evaluate a Digital Learning Media module grounded in the Alur Merdeka approach to improve student competencies in educational technology. A Research and Development (RD) methodology was applied, guided by the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). Module validity was assessed by expert reviewers. Practicality was gauged through student response questionnaires, and effectiveness was measured using N-Gain Scores from pretest and posttest results. The module demonstrated high validity (87.6%) and strong practicality (84%) based on expert evaluations and student feedback. Effectiveness testing showed a significant improvement in students’ competencies, with an N-Gain Score of 0.72, categorized as high. The findings confirm that the Alur Merdeka-based module is a valid, practical, and effective tool for supporting independent learning in teacher education. Its implementation can enhance prospective teachers’ ability to develop technology-driven instructional media. This study contributes to the development of flexible, competency-based digital learning resources in alignment with the Merdeka Curriculum, supporting the broader integration of technology in teacher education programs.
Development of an Integrated Discovery Learning E-Book on Tabuik to Improve Students' Critical Thinking Abilities and Collaborative Attitudes Syaifullah, Rahmat; Prasetyo, Zuhdan Kun
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.v17i3.6824

Abstract

This study aims to evaluate the validity, readability, practicality, and effectiveness of an Integrated Discovery Learning E-Book based on the Tabuik cultural tradition to enhance students’ critical thinking skills and collaborative attitudes. The research followed the 4D development model (Define, Design, Develop, Disseminate) and was implemented at SMP Negeri 25 Padang. The validity of the e-book was assessed by three expert lecturers. Readability and practicality were evaluated by 31 students and 3 teachers. To test effectiveness, 93 students participated. Data from the validity, readability, and practicality tests were analyzed using standard rating scales. Effectiveness data were analyzed using the General Linear Model (GLM), specifically MANOVA. The e-book received a validity score of 76 (very high), a readability score of 63.35 (good), and a practicality score of 19.33 (very good). The GLM test showed a significance value 0.05, indicating a statistically significant improvement. Students’ critical thinking and collaborative attitudes improved, with N-gain scores of 0.73 and 0.71, respectively—both categorized as high. The findings confirm that the developed e-book is not only educationally sound but also culturally relevant and engaging, promoting higher-order thinking and social skills among students. The Tabuik-based e-book is valid, readable, practical, and effective in enhancing critical thinking and collaboration. Future studies should explore incorporating a broader range of cultural elements for more generalized outcomes.
Implementation of Character Education: The Role of Teachers in Fostering a Hard-Working Attitude in Students Sutikno, Sutikno; Mudofir, Mudofir; Rifa’i, Andi Arif
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.v17i3.7213

Abstract

This study investigates the role of teachers in fostering the character of hard work among students at SMP Nurul Islam Ngemplak. Emphasizing the importance of character education in schools, it explores how principals and teachers collaboratively support students' work ethic through instructional and environmental strategies. A qualitative case study approach was employed to gain in-depth insights. Data were collected through observations, in-depth interviews with school stakeholders, and document analysis. This triangulation ensured a comprehensive understanding of the practices used to develop students’ hard-working character. Findings indicate that teachers play a pivotal role in promoting a strong work ethic. They act as role models, incorporate the value of hard work into classroom activities, and cultivate a supportive learning environment. Additionally, the use of motivation and rewards strengthens students’ commitment to learning. These practices are consistent with existing character education theories, highlighting teachers as both facilitators and motivators. The study underscores the necessity of a school-wide commitment to character development. Successful reinforcement of a hard-working ethos relies on strategic integration of values into teaching methods and school culture. To enhance students' character, especially the value of hard work, schools should adopt comprehensive policies that include teacher training, curriculum adjustments, and structured reward systems. These efforts can cultivate a consistent and effective culture of diligence across the educational environment.
Entrepreneurship Management in Higher Education: Fostering Student Creativity and Independence at the University of Palangka Raya Indrajaya, Kusnida
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.v17i3.7216

Abstract

This study examines the effectiveness of entrepreneurship program management in fostering student creativity and independence through student cooperatives at the University of Palangka Raya. The research aims to analyze how program policies impact the development of entrepreneurial knowledge, skills, and job creation. A qualitative approach was used, involving observations, interviews with program participants, and documentation analysis from November 2024 to early 2025. Data were analyzed using interactive model techniques through reduction, presentation, and conclusion drawing. The findings show that student cooperatives serve as an effective entrepreneurial learning environment, enhancing students' creativity in product development, marketing strategies, and digital business ventures. While the program has successfully developed entrepreneurial competencies, challenges such as capital limitations and lack of risk-taking confidence remain. These results contribute to the understanding of student entrepreneurship development and offer insights for improving similar programs in higher education institutions.
Understanding by Design (UbD): An Effective Way to Design Elementary School Science Learning for the Competencies of Teacher Professional Education Students Hastuti, Woro Sri; Widyaningtyas, Febrina Siska; Wati, Unik Ambar; Kusumah, Sandy Abdi
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.v17i3.6893

Abstract

Many pre-service teachers in Teacher Professional Education (PPG) programs lack the competence to develop effective teaching materials aligned with curriculum goals. Understanding by Design (UbD) offers a structured approach to support this development through backward design. This study employed a quantitative research design using purposive sampling to select 116 PPG students as respondents. Data were collected via an online questionnaire distributed through Google Forms. The collected data were analyzed using descriptive statistical methods. Findings reveal that UbD effectively supports the development of Subject Specific Pedagogy (SSP) through its three core stages: identifying desired learning outcomes, designing appropriate assessments and tasks, and planning targeted learning activities. Respondents demonstrated increased competence in aligning instructional strategies with learning objectives through this framework. The results suggest that UbD provides a practical model for guiding teachers in curriculum-aligned material development. The structured approach helps educators better understand learning goals and translate them into classroom practice. UbD is an effective framework for improving PPG students’ mastery of Subject Specific Pedagogy. It is recommended that teacher training programs integrate UbD principles into their instructional models. Teachers are also encouraged to continuously refine their teaching strategies in line with evolving curriculum demands.
Exploring Fifth Graders’ Learning Obstacles in Multiplication and Division of Fractions Lestari, Puji; Ambarwati, Unik; Purnomo, Yoppy Wahyu; Pangestu, Kinanti
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.v17i3.6907

Abstract

Fractions serve as a critical foundation in mathematics education, preparing students for more advanced topics such as algebra and probability. Despite their importance, fractions are often difficult for elementary school students to grasp due to their abstract nature, especially when not taught within meaningful contexts. This study investigates the learning obstacles faced by fifth-grade students in understanding the multiplication and division of fractions. Utilizing a qualitative case study approach, data were collected through tests, interviews, classroom observations, and documentation at Lempuyangwangi Elementary School in Yogyakarta. The analysis revealed three primary categories of learning obstacles: (1) Ontogenic obstacles, including students’ inability to simplify fractions correctly, frequent computational errors, and low motivation in learning mathematics; (2) Didactical obstacles, such as difficulties in interpreting word problems and applying appropriate procedures; and (3) Epistemological obstacles, particularly in understanding and applying the inverse concept required for dividing fractions. These findings highlight the need for more contextually relevant and cognitively aligned instructional strategies. Addressing these obstacles can support the development of more effective teaching approaches to enhance students’ conceptual understanding of fraction operations.

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