Al Ishlah Jurnal Pendidikan
This journal focuses on advancing scholarly research and critical discourse in the field of education. It publishes original research articles that address contemporary issues and emerging trends in curriculum development, instructional practices, learning processes, educational policy, and teacher preparation. The journal aims to contribute to the development of educational theory and practice in both national and international contexts. The journal also welcomes submissions related to environmental education and studies that examine learning through psychological, social, cultural, cognitive, and historical perspectives. Research that explores the interrelationships among teaching, knowledge construction, learner development, and educational contexts is particularly encouraged. Furthermore, the journal accepts research and academic discussions across a broad range of subject matter within education, including mathematics education, religious education, language pedagogy and English for Specific Purposes (ESP), natural sciences, social sciences, history, chemistry, and other related educational disciplines. The journal includes the following thematic sections: Learning: Theoretical and empirical investigations concerning learning processes and their development across diverse contexts. Issues and Trends: Analytical and interpretive essays addressing current educational, social, and philosophical issues. Learning in Everyday Life: Studies of learning experiences occurring outside formal academic settings, such as in homes, communities, digital environments, and cultural institutions. Teacher Education: Research on teacher preparation, professional development, and the broader conditions shaping the teaching profession. Education Policy: Critical analyses of educational policies, their principles, implementation, and effects on educational practice. Comments and Criticism: Scholarly dialogue aimed at clarifying, challenging, or expanding upon previously published works. Book Reviews: Reviews of recent publications relevant to the field of education. The Editorial Board invites manuscripts employing rigorous quantitative, qualitative, or mixed-method approaches that demonstrate academic originality and significant contribution to educational scholarship. All submissions must present a thorough review of relevant literature, articulate a clearly defined research problem or argument, and provide well-grounded conclusions addressing implications and limitations.
Articles
3,320 Documents
<![CDATA[Evaluation of the Implementation of Assessment in Higher Order Thinking Skills Oriented Learning 2013 Curriculum in Elementary Schools ]]>
<![CDATA[Rike Nur Rizki]]>;
<![CDATA[Ali Mustadi]]>;
<![CDATA[Muhammad Nur Wangid]]>
<![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.v14i3.757
<![CDATA[This research is evaluation research that aims to evaluate the effectiveness of the implementation of assessment in HOTS-oriented learning in learning in elementary schools in Depok DIY. The evaluation model used is the Stake Countenance Models evaluation model. Data collection was carried out using questionnaires, interviews and observation. The results of this study conclude that HOTS-oriented appraisal has not been fully achieved very well both from the appraisal planning, implementation of the appraisal, and management of HOTS-oriented appraisal results (1) for the implementation of the HOTS appraisal in the 2013 curriculum categorized as less good (2%); (2) the category is quite good (16%); (3) good category (68%); (4) very good category (14%). The results showed that not all components were said to be very good. Based on the quantitative analysis conducted, it is known that implementing the HOTS-oriented assessment on aspects of planning, implementation, and management of results is in a good category and must be increased to the outstanding category.]]>
<![CDATA[A Mindful Leader: Mindfulness Strengthens the Leadership Ability of the Leaders in Higher Education Institute ]]>
<![CDATA[Burmansah Burmansah]]>;
<![CDATA[Komang Sutawan]]>;
<![CDATA[Heldy Ramadhan Putra P]]>;
<![CDATA[Asep Ramadhan]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 14, No 4 (2022): AL-ISHLAH: Jurnal Pendidikan ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v14i4.2734
<![CDATA[The purpose of this study is to describe the practice of leader's mindfulness, which affects leadership ability. This research was conducted at Higher Education School in France. The study used the qualitative research method of a single case study. The data collection techniques used were observation, interviews, and documentation. The procedures in the study had six steps: plan, design, prepare, collection of the data, data analysis, and share. Analysis of the study was done with data validity testing using a data source, method, technique triangulations by pattern matching and used Nvivo 12 Plus. The result of the research shows that the leader develops mindfulness practice in his daily routine through mindfulness values and leadership actions. The training increases leadership's ability to develop concentration and decision-making by practising the formal and informal practice of mindfulness. The Practice brings the leadership ability to create relationships with the community and develop compassion and nonjudgmental attention in leadership activities. The research can benefit the practice of educational leadership to develop their leader's abilities to challenge the status quo in their workplace-based mindfulness. It is how the leader sets mindfulness practice on their leadership practice.]]>
<![CDATA[Islamic Boarding School Based Achievement Profiling in Pasuruan Regency ]]>
<![CDATA[Ahmad Fatah Yasin]]>;
<![CDATA[Muh. Hambali]]>;
<![CDATA[Moh. Wardi]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 14, No 4 (2022): AL-ISHLAH: Jurnal Pendidikan ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v14i4.1942
<![CDATA[The purpose of this study was to analyze the pattern of madrasas that imaged achievement based on pesantren. The method used is a case study qualitative method. The data collection technique is done through interviews, observation and documentation. The data analysis technique used consists of three stages of activities that occur simultaneously, namely; data reduction, data presentation, conclusion drawing/verification. The results showed that; Madrasa philosophy is able to personify the vision and mission that is side by side with the pesantren pattern which is the forerunner to the development of Madrasah Aliyah. The sustainable learning ecosystem of students after being in the madrasa is continued in the boarding school dormitory (pondokan). Its governance is supported by integrated management by aligning the madrasa curriculum with the pesantren curriculum based on the agreement of the two education managers. The implication of this research is that it can be used as input for the government, stakeholders, leaders, teachers, in making policies, so that the quality of education is more qualified and able to compete with other countries.]]>
<![CDATA[Development of Character-Based Student Worksheets in Online Learning in Geography Subjects ]]>
<![CDATA[Anugrah Isromi]]>;
<![CDATA[Abdul Malik]]>;
<![CDATA[Rosmini Maru]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 14, No 4 (2022): AL-ISHLAH: Jurnal Pendidikan ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v14i4.1915
<![CDATA[This research is a Research and Development which aims to develop and determine the feasibility of character-based student worksheets in the subject of Geography. The development model applied is a 4-D model which is modified into 3-D consisting of define, design, and develop. Data collection techniques were carried out using observation, interviews, documentation, and questionnaires. The results of research and development show that first, character-based student worksheets have been able to be developed and declared very valid based on the results of the questionnaire obtained from the assessment and responses by validators, namely material experts at 90.52 %, linguistic experts at 95.00 %, and teaching materials experts at 84.00 %. Second, character-based worksheets are considered very practical based on the results of the teacher's response questionnaire of 91.30 % and students of 86.60 %. The character-based student worksheets that have been produced have only been tested on a limited group, so it is necessary to conduct extensive trials in order to further confirm the effectiveness of the student worksheets made. In addition, the character-based student worksheets produced is only limited to one Basic Competence, therefore further development can be carried out with other Basic Competencies so that the process of strengthening character values can be carried out more deeply.]]>
<![CDATA[Developing Task Based Learning Materials Model for Translation Course ]]>
<![CDATA[Yanuarti Apsari]]>;
<![CDATA[Setya Resmini]]>;
<![CDATA[Yana Yana]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 14, No 4 (2022): AL-ISHLAH: Jurnal Pendidikan ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v14i4.1926
<![CDATA[This research was a pilot study which intended to develop Task based learning materials model for the Translation course. The study employed Research and Development. The research procedure of this study was adapted from Borg and Gall (1983). There are only three out of ten steps were employed: research and information collecting, planning, and developing preliminary form of product. The respondents of this research were two lecturers and third-semester students of the English education study program in a university in Cimahi. The data was taken from questionnaire and interviews. The research findings show that (1) from the analysis result, most of respondents wanted the learning materials that suits their need and interest. Thus, the pilot product covered eight topics such as translation process, a good translation, translation method, idiomatic translation, figurative language, simile and metaphor, direct technique and indirect technique; (2) the design used task-based learning model and was made based on three sessions namely pre-task, task cycle and language focus; (3) The translation material in pre activity consists of brainstorming and introducing the topics. While, translation materials in task cycle involves translating various sources such as newspaper, novel, poem, song lyric, film review and abstract. The last, teaching materials in language focus deal with grammar session. Since this research is pilot study, thus, the results need to be validated by expert judgement. Furthermore, it is recommended to apply the product in the real class.]]>
<![CDATA[Collaboration-Based Learning in the Era of the 4.0 Industrial Revolution ]]>
<![CDATA[Imam Mujahid]]>
<![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.v14i3.1638
<![CDATA[The purpose of this study is to describe collaboration-based learning in elementary schools. This type of research is qualitative research with a phenomenological approach. The speakers in this study were teachers and principals. Collecting data through observation, in-depth interviews, and documentation study. The validity of the data used was the triangulation of methods and sources. Data analysis in this study used data reduction, data presentation, and conclusion drawing. The results of the study show in 2 ways: 1). Collaborative learning where students do more learning through class discussions and completing assignments in groups. The implementation of this collaborative learning is carried out to create child-friendly schools that always involve students in real activities. teachers who teach learning in both high and low classes orientate their students to always communicate and interact in the teaching and learning process. 2). The implementation of the outing class is carried out programmatically by each class teacher to suit the theme being studied. This activity is carried out in places that have a value following the theme being studied for the achievement of student attitudes. This activity has been programmed in all classes with the scheduling system for each class.]]>
<![CDATA[The Effect of University Students Readiness in Online Science Learning toward Learning Motivation ]]>
<![CDATA[Rizki Wahyuningsih]]>;
<![CDATA[Ika Maryani]]>;
<![CDATA[Pratiwi Pujiastuti]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 14, No 4 (2022): AL-ISHLAH: Jurnal Pendidikan ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v14i4.821
<![CDATA[The purpose of this study was to determine the effect of student readiness in online class on learning motivation. The population in this study were all 4th semester students with a sample of 80 students who were taken purposively. This research was conducted at Ahmad Dahlan University (UAD) in Yogyakarta. The time of this research was carried out for four months, namely from March to June 2021. The method used in this study was quantitative with a survey research design. The results of this study explain that the UAD PGSD Department students are ready to participate in online science learning during this pandemic, but it still has an impact on their enthusiasm or motivation to learn so that improvements are still needed from all parties to create a better online learning atmosphere. Improvements that can be made are in the form of providing online training or workshops for lecturers and students, improving e-learning management, providing education and motivation from lecturers to students regarding the positive side of e-learning, as well as increasing lecturer innovation so that e-learning implemented is more attractive to students. In addition, in the implementation of online-based learning, it is necessary to pay attention to the principles of learning, both for content and other activities prepared for online learning must be able to represent learning in the classroom, so that it becomes a challenge for lecturers in preparing online learning.]]>
<![CDATA[Experiential Learning through Field Trips: An Overview ]]>
<![CDATA[Rugaiyah Rugaiyah]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 14, No 4 (2022): AL-ISHLAH: Jurnal Pendidikan ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v14i4.1972
<![CDATA[The research aimed to describe teachers' and students' views in relation to the Field Trip Strategy on effect field trip in increasing students’ writing descriptive text. The respondents of this study were the students and English teachers of both government and private schools. The ideas and views of teachers and students were sought out regarding the benefits of educational field trips at jenior and senior schools level. To achieve the purpose of study two questionnaires were designed as research tools separately for teachers and students. One hundred and sixty respondents including 20 of English teachers and 140 students, were randomly selected. The questionnaire was used as a research instrument which was consisted of 25 items, collected data was analyzed by using the simple percentage method. The findings for each statement were made. Majority of the respondents had a view that educational Field Trip Strategy is helpful to explore their learning experience, The vast majority of respondents thought educational field trips helped students deal with advanced learning. According to a large majority of respondents' viewpoints, educational field trips help to provide a practical approach to the curriculum and help pupils acquire a greater interest in studying]]>
<![CDATA[Active Learning Materials for English Online Classes Based on Genre-Based Approach ]]>
<![CDATA[Amira Deani]]>;
<![CDATA[Dwiyanto Djoko Pranowo]]>
<![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.v14i3.2150
<![CDATA[The COVID-19 pandemic has impacted all aspects, including education. This phenomenon has drastically changed the teaching and learning interactions in schools. This change shocked teachers and students unprepared for competence, subject matter, and technology, including psychology. For that constraint, the authors are interested in contributing their ideas/thoughts in the form of developing active learning materials for English online classes based on a genre-based approach for VIII grade junior high school students. The researchers developed the product through development research (RD) involving a sample of 114 VIII grade junior high school students and 3 English teachers. Through needs analysis of respondents, researchers can map the objectives and learning materials needed by respondents. Researchers use this need analysis to develop online-based learning materials. The final product is a supplementary online book consisting of 6 units with different themes. From the results of field trials, it is known that this book is very well received by the user, in this case, the VIII grade students and English teachers of SMP/MTs.]]>
<![CDATA[Teachers’ Challenges in Teaching English to Young Learners in Rural Area ]]>
<![CDATA[Nadhilla Sekar Pramesty]]>;
<![CDATA[Ana Maghfiroh]]>;
<![CDATA[Diyah Atiek Mustikawati]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 14, No 4 (2022): AL-ISHLAH: Jurnal Pendidikan ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v14i4.1517
<![CDATA[It is believed that rural education has unique challenges compared to urban and suburban areas, particularly in teaching English to young learners. Problems that often occur are related to educational inequality for those who live in rural areas, such as unqualified teachers, limited educational facilities, or lack of parental support. This study aims to identify the challenges faced by English teachers and their strategies in teaching English to young students in rural areas. This qualitative research used direct observation in the classroom and interviews with the English teacher an elementary school in Ponorogo. The findings showed that (1) learning English in remote areas was constrained by the status of English as a local content that created less supportive conditions for teachers to teach English; (2) most of the teachers came from non-English educational backgrounds, which affected their competence; (3) the learning curriculum was not in accordance with the existing learning conditions; and (4) the socioeconomic status of parents had a significant effect on students' motivation and achievement in learning English. Therefore, English teachers in rural areas need to use various strategies to address the mentioned problems.]]>
