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[Integrating Short Stories into English Language Teaching: What English Teacher Educators Say about It? ]]>
<![CDATA[Gina Oktaviana Oktaviana]]>;
<![CDATA[Sumardi Sumardi Sumardi]]>;
<![CDATA[Endang Setyaningsih Setyaningsih]]>
<![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.v14i4.2172
<![CDATA[Although prior studies have shown the pedagogical potential of short stories in language learning, only a few studies have investigated English teacher educators' perceptions and experiences with short stories in initial language teacher education courses. This narrative study aims to investigate how short stories are integrated into English language teaching in a teaching education institution. Empirical data were gathered through semi-structured interviews with three English teacher educators. This study used member-checking to ensure the validity of the data. Four steps were used to analyze the data in this study: 1) compiling, 2) disassembling, 3) reassembling, and 4) interpreting. Findings showed that the integration of short stories was carried out in two ways. First, short stories were used as teaching materials in extensive reading courses in the second semester. Second, short stories were used as the basis for creating learning activities. Eight classroom activities were identified from English teacher educators’ stories. Three challenges were encountered by English teacher educators in integrating short stories into English language learning, such as finding the “right” short stories, students' low interest in reading the short stories, and limited facilities and time to execute the planned activity. Generally, the findings imply that the selection of short stories appears to be an essential element, and if English teacher educators can successfully overcome the challenges they encounter, the integration process can be smoothly conducted. Hopefully, future studies will provide ways for teachers to select the right stories and develop learning activities based on the stories chosen.]]>
<![CDATA[Islamic Work Behavior: Antecedent Variables and Impact on Elementary School Teacher’s Performance in Banten ]]>
<![CDATA[Nur Afif]]>
<![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.v14i4.2792
<![CDATA[Education requires optimal work behaviour and performance from teachers and schools. Islamic schools that are starting to develop a lot are also required to develop the quality of education, including from the aspect of education personnel. The aims of s study were 1) to analyse the effect of motivation and job satisfaction on the performance of elementary school teachers in Banten; 2) to analyse the effect direct and indirect of job satisfaction on the work behaviour and performance of elementary school teachers in Banten as well as to analyse the effect of Islamic behaviour work on the performance of elementary school teachers in Banten. The research design was a quantitative method. The population were elementary school teachers in the Banten area. The selected sample was 105 teachers. The analysis technique was path analysis. Based on the study results, it can be concluded that motivation and job satisfaction had a positive effect on teachers' Islamic behaviour and performance in elementary school teachers in Banten. Islamic behaviour of teachers in elementary school teachers in Banten positively affected teacher performance in elementary school teachers in Banten. Motivation and job satisfaction indirectly affected elementary school teachers' performance in Banten through Islamic behaviour.]]>
<![CDATA[Strategies for Increasing Community Participation in Education Implementation in Madrasah Aliyah ]]>
<![CDATA[Lukman Hakim]]>
<![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.v14i4.2750
<![CDATA[The purpose of this study was to obtain strategies to increase community participation in the implementation of education in Madrasah Aliyah. This research used a descriptive qualitative research method. The nature of the researcher-respondent relationship was revealed by using this method. The research was conducted at Madrasah Aliyah Negeri 1 Mataram. The participants included school principals (N=1) and teachers (20). Data were collected through observation, documentation, and interviews. The data analysis used was Miles and Huberman model, namely data reduction, data presentation, conclusion drawing, and triangulation. The results of the data analysis concluded that Madrasah Aliyah Negeri 1 Mataram provided five strategies to increase community participation in the education process, namely; counselling clinic, academic and non-academic program, building a national-minded character, new student admission, giving equal responsibility to the community for the development of education process. Each strategy involves the participation of a different community. These strategies were designed to achieve educational goals. The results of this study have implications for an in-depth understanding of the principal as the top leader in the school to enable everyone in the school community to participate actively.]]>
<![CDATA[Cultural Discourse Statement as Teacher Belief in Intercultural Classes at Universities in Indonesia ]]>
<![CDATA[Muhammad Aulia]]>
<![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.v14i4.2291
<![CDATA[The present study analyses teacher narratives related to teacher belief toward intercultural EFL pedagogy. It aims to investigate cultural discourse statement by university teachers indicating teacher belief about culture. The gap between what the demand for EFL teaching and teacher belief is still understudies, which results in varied interpretations on how an intercultural classroom teaching should be managed. The qualitative design involved 6 university teachers from 3 different universities in Indonesia, representing the west, the central, and the east parts of the Indonesian archipelago. The data were obtained by two different sessions of interviews on each participant. The data were transcribed and transformed into text and analyzed by using discourse analysis with N-VIVO Software. The present study adopted narrative studies, focusing on teacher education and intercultural education. The results of the study revealed that the university teachers have shown their critical awareness towards the interaction between language teaching, culture, and sociocultural relations. They are critically aware of the complexity of culture. And finally, they have critical awareness of interrelated discourse building on identity, power, and other ideological aspects influencing their own teaching context. This study illuminates that cultural belief is one of the most important factors shaping the intercultural teaching and learning activities at university level. The present study needs to be replicated to gain broader outlook of intercultural EFL pedagogy in Indonesia. Future research needs to focus on how personal experiences including formal education can re-build teacher belief that elevates intercultural communicative competence of teacher.]]>
<![CDATA[The Effect of Compensation and Empowerment on Teacher and Staff’s Loyalty ]]>
<![CDATA[Nur Asni Gani]]>;
<![CDATA[Anita Kusumaningrum]]>;
<![CDATA[Nurul Kusuma Dewi]]>;
<![CDATA[Ari Kartiko]]>;
<![CDATA[Ainun Nisai Anuha]]>
<![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.v14i4.2133
<![CDATA[The goal of this study is to figure out how compensation affects loyalty by giving people more power. It does this by using a quantitative method called SEM (Structural Equation Modeling) analysis with the help of the SPSS 23 and Amos 24 programmes. The research instrument was put through tests to see if it was valid and if it could be trusted. In this study, 125 people answered a questionnaire. The data was collected using a saturated sampling method, meaning the whole population was used as a sample. Based on the results of this study, we know that the value of cr in H1 is 4.215.2. This means that it has significant results, which means that compensation variables significantly affect loyalty. Since H2 has a cr value of 2.860 2, we know that the empowerment variables have a big effect on loyalty. H3 has a value that says the total effect of pay on loyalty through empowerment is greater than the direct effect. This means that empowerment is an intervening variable that will help make teachers and staff more loyal.]]>
<![CDATA[Blended Learning Method in Enhancing Students' Critical Thinking Skills: Challenges and Opportunities ]]>
<![CDATA[Abdul Haris Sunubi]]>;
<![CDATA[Bachtiar Bachtiar]]>
<![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.v14i4.2163
<![CDATA[The aim of this study is to determine the challenges and opportunities of the blended learning method in improving students' critical thinking skills at Junior High Schools in South Sulawesi. This type of research is a case study research with a qualitative approach. This research was conducted in 2022 at Senior High School in South Sulawesi in English subjects with two principals, 2 English teachers, and 45 students as respondents. Data collection techniques using observation to see the condition of this school, both the facilities and the infrastructure, interviews for students and teachers to get information and data about blended learning, and documentation is students' scores from some subjects. The result of this study is the blended learning method can improve students' critical thinking skills. The conclusion is that teachers must be able to develop innovative and creative teaching materials.]]>
<![CDATA[The Implementation of Online Learning for Economic Education Students at the University ]]>
<![CDATA[Nanik Hindaryatiningsih]]>;
<![CDATA[Hartina Hartina]]>;
<![CDATA[Ramly Ramly]]>;
<![CDATA[Edy Karno]]>
<![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.v14i4.2770
<![CDATA[The purpose of this study was to determine and analyze the implementation of online learning on university students majoring in economic education at Halu Oleo University, Kendari. This type of research was a case study research. The informants in this study consisted of Economic Education students who were taken using the Purposive Sampling technique (n=100 students). The data were collected through questionnaires, interviews and documentation. The data analysis used data reduction, data presentation, and conclusion. Test the validity of the data using triangulation techniques. The findings of this study were the implementation of online learning for Economic Education students was as follows: the learning applications most often used by Economic Education students were zoom meetings, WhatsApp groups and google classroom. Regarding the availability of learning time, students felt that it was enough, although it cannot be denied that sometimes it was also not enough. To access online learning, Economics Education students used a private packet connection type with less stable network quality. Economic education students' learning readiness was quite good, but the concentration and involvement of students were not good and the ability to understand learning materials is also still lacking. This study concluded that online learning in university could be used a variation of device technology which was designed by a teacher or used from the internet.]]>
<![CDATA[Collaborative Problem Based Learning to Improve Metacognitive of Chemistry Students: Systematic Literature Review ]]>
<![CDATA[Rusly Hidayah]]>;
<![CDATA[Fauziatul Fajaroh]]>;
<![CDATA[Parlan Parlan]]>;
<![CDATA[I Wayan Dasna]]>
<![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.v14i4.1172
<![CDATA[While collaborative problem-based learning (PBL), particularly in Western nations, has been researched and shown to be beneficial in enhancing students' metacognitive skills, it is still sparingly used in Asian nations like Indonesia. This study's goal was to learn more about the potential benefits of cooperative PBL on students' metacognitive skills. The systematic literature review (SLR) research design was used for this study, and the requirements were full text, journal articles, open access, accredited national and international publications between 2010 and 2020, and articles on the role of collaborative PBL in chemistry students' metacognitive development. The findings of the SLR used in this study show that PBL enhances students' metacognitive skills, particularly in chemistry students. The majority of research, however, continues to employ unreliable, nonstandard methods. Therefore, it is believed that this research may be used as supplemental data to acquire in-depth PBL findings.]]>
<![CDATA[The Influence of Discovery Learning Method and Reading Interest on Explanatory Text Writing Skills ]]>
<![CDATA[Putri Kartika Oktiana]]>;
<![CDATA[Erizal Gani Gani]]>
<![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.v14i4.2204
<![CDATA[The purpose of this research is to provide a detailed account of how discovery learning affects students' capacity to write explanatory texts and how this capacity interacts with students' overall reading interests. Competence with texting and writing. Quantitative research with a quasi-experimental design is the approach of selection. The participants in this analysis were all eighth graders. Purposeful sampling was employed (Class VIII.1 as the experimental class, 30 students and class VIII.2 as the control class, 30 students). A reading interest questionnaire and an evaluation of the participant's ability to write explanatory texts served as the research instruments. Explanatory text writing ability in the experimental group was found to be greater than that of the control group (Fcount(k) = 4.91 Ft(k) = 4.20). Students in both the experimental and control groups who reported a high level of interest in reading produced better explanatory texts than those in the low-interest group (Fcount (b) = 11.47 Ftable = 4.20). Writing explanatory texts is not moderated by a combination of discovery learning and reading interest (Fcount = 0.33 Ftable 4.20).]]>
<![CDATA[Comparative Studies of Employability in Higher Education: Private University and Public University ]]>
<![CDATA[Anissa Lestari Kadiyono]]>;
<![CDATA[Nisrina Budiana Putri]]>
<![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.v14i4.2617
<![CDATA[This study aims to compare the employability of final-year students at public universities and private universities so that it can provide an overview to prospective students or the Ministry of Education on the quality of graduates as future worker generations. The research design used is non-experimental quantitative, with 92 students from public universities and 93 students from private universities as the subject. The study used a two-stage cluster random sampling data collection technique. Data were collected based on the employability theory of Dacre Pool (2007). A comparison of employability was calculated using a t-independent test for two independent samples. The results show no significant difference in employability between final-year students at public and private universities. As many as 77% of final-year students in public universities and 76% of final-year students in private universities have employability which tends to be high, which means they tend to have the knowledge, understanding, skills, and personal attributes that can make them feel satisfied and successful in his work. However, there are differences in work readiness patterns, where state university students have the lowest score on the experience dimension, while private university students get the lowest score on the degree subject knowledge dimension. This study requires further explanation on this matter in order to obtain further answers regarding the work readiness of university graduates.]]>
