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[Religious Education Based Of Local Wisdom “Satu Tungku Tiga Batu” In Fak-Fak Community West Papua ]]>
<![CDATA[Indria Nur]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 14, No 4 (2022): AL-ISHLAH: Jurnal Pendidikan ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v14i4.2267
<![CDATA[This article examines one of the strategic efforts to prevent the spread of ideology of radicalism and terrorism, even conflict through religious education based on local cultural values as an effort to instill tolerant citizenship attitudes and uphold religious, national and state identities so that they remain inherent among the younger generation. Based on the result of the phenomenological qualitative research as well as interview data and observation on the indigenous peoples of Fakfak regency of west Papua, the local wisdom of “Satu Tungku Tiga Batu” in the multi etnic and multi religious Fakfak indigenous communities is able to internalize its cultural values into cohesive and reflecting values in the character of its strong citizens. Local wisdom “Satu Tungku Tiga Batu” in addition to functioning to maintain harmony and brotherhood, the concept of a three stone furnace also functions as a fakfak community identity that has a tolerant attitude, prioritizes the public interest rather than personal interest, honestly, does not like to interfere in the affairs of others and love one another. Local wisdom based religious education is presented not only in school educational, but also in family and community settings. This is evident from the existence of the people of Fakfak of west Papua who are very tolerant of one another, so that harmony in religious and social life is maintained, even interethnic and interfaith conflicts can be said to never occur]]>
<![CDATA[The Impact of Storytelling-Based Teaching Material Module Toward Folklore Writing Skills ]]>
<![CDATA[Dessy Wardiah]]>;
<![CDATA[Hetilaniar Hetilaniar]]>;
<![CDATA[Dian Nuzulia Armariena]]>;
<![CDATA[Liza Murniviyanti]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 14, No 4 (2022): AL-ISHLAH: Jurnal Pendidikan ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v14i4.2733
<![CDATA[The purpose of this study was to see how the storytelling-based teaching material module affected the ability to write folklore. The research method used is a posttest control design, which means that there is treatment in both the control and experimental classes. The study was carried out at the Indonesian Language Education Study Program, Faculty of Teacher Training and Education, PGRI Palembang University. To assess students' writing abilities, data was collected using an essay test. A t-test was used to analyze the data. According to the calculations, the Paired Sample t-test = 0.029 Significant Level = 0.05. As a result, it is known that the group of students (control class) who did not receive the learning treatment with the storytelling-based writing teaching materials module had a lower mean value than the group of students who used the storytelling-based writing teaching module during the learning process. Meanwhile, the experimental class had a Paired Sample t-test value of 0.188 Significant Level = 0.05. As a result, it is known that the group of students (control class) who did not receive learning treatment with the storytelling-based writing module scored higher on average than the group of students who did not use the storytelling-based writing module in class.]]>
<![CDATA[The Implementation of Character Education Design through Integrated Curriculum at Islamic University ]]>
<![CDATA[Usiono Usiono]]>;
<![CDATA[Syarifah Widya Ulfa]]>;
<![CDATA[Khairuddin Tambusai]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 14, No 4 (2022): AL-ISHLAH: Jurnal Pendidikan ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v14i4.2135
<![CDATA[This study aimed to determine the design of character education implementation through an integrated curriculum at a state Islamic university in Medan. This research conducted a qualitative case study method. The research informants are eight people, consisting of 4 main informants and 4 supporting informants. The data is collected through observation and focus group discussion. Data objectivity is achieved through the triangulation of data sources. The data is analysed using ATLAS.Ti 22 software version 8. The data is presented in the form of images, tables, and descriptions. The research results show that character development begins with the implementation of character education in the educational environment so that it becomes a habit that shapes character. The strength of the factors that helped or held someone back had an effect on how they grew and changed. It can be said that lecturers can be the most important role models on campus when it comes to character education.]]>
<![CDATA[Optimisation of the WhatsApp Application in Learning Taḥsīn al-Qur'ān To Improve Students Reading al-Qur'ān Ability ]]>
<![CDATA[Suwarno Suwarno]]>;
<![CDATA[Ismet Nur]]>;
<![CDATA[Rahmanita Zakaria]]>;
<![CDATA[Evanirosa Evanirosa]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 14, No 4 (2022): AL-ISHLAH: Jurnal Pendidikan ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v14i4.2068
<![CDATA[AbstractAccording to the Ministry of Education, Culture, Research and Technology circular, learning for the academic year 2021/2022 can be carried out face-to-face. However, at IAIN Takengon, face-to-face learning is only held for new students, while students still carry out lectures boldly. In learning challenges, many media are used by lecturers, one of which is the WhatsApp application. Including the Taḥsīn al-Qur'ān course using the WhatsApp application. This study aims to determine the optimisation and effectiveness of the use of the WhatsApp application in Taḥsīn al-Qur'ān learning to improve students' reading Qur'an ability.This research uses mixed research methods (mixed methods study). The data collection technique was carried out using interview and observation techniques with students through zoom meetings and google meet to find qualitative data. In contrast, quantitative data were collected through documentation techniques. Analysis of the data used is also qualitative data analysis and quantitative analysis; qualitative analysis is used to analyse data from interviews and observations of optimising WhatsApp applications in bold learning, while quantitative data analysis is used to analyse the analysis of students' reading ability of the Qur'ān related to the use of the WhatsApp application. in learning Taḥsīn al-Qur'ān.The study results in optimising the WhatsApp application were carried out by maximising the use of features or menus in the WhatsApp application. The use of the WhatsApp application in Taḥsīn al-Qur'ān learning to improve students' reading of the Qur'ān is quite effective based on the results of the t-test of the pretest and post-test scores where the value of t table with a significant degree of 0.05 and df=16 is obtained t_count=9.419. Because t_countt_table (9,141,746]]>
<![CDATA[Strategic Management in Improving the Quality of Education in Boarding School ]]>
<![CDATA[Ade Iskandar]]>;
<![CDATA[Ibnu Rusydi]]>;
<![CDATA[Husna Amin]]>;
<![CDATA[Muhammad Nur Hakim]]>;
<![CDATA[Habyb Amirul Haqq]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 14, No 4 (2022): AL-ISHLAH: Jurnal Pendidikan ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v14i4.2075
<![CDATA[This article was descriptive qualitative research. The data is collected through interviews, observation, triangulation, documentation, and analyzed by descriptive analysis. This article aims to determine the process of planning, implementing, and evaluating strategic management in improving the quality of education at a Boarding School. This article on strategic management in improving the quality of education at Boarding School shows that: (1) Strategic planning at Boarding School includes four activities, namely developing the school's vision, mission, and goals, short-term planning, long-term planning, and medium term, identification of internal and external factors, and strategy formulation. (2) The implementation of strategic management includes four activities determining school policies, motivating education staff and educators, allocating human resources appropriately, and developing a strategic culture. (3) Evaluation of strategic management includes three activities: monitoring from planning to implementation, measuring individual and madrasa performance, and taking corrective steps.]]>
<![CDATA[The Role of Islamic Religion Teachers in Improving Student Discipline during the Pandemic ]]>
<![CDATA[Yayat Suharyat]]>;
<![CDATA[Karsuhanah Karsuhanah]]>;
<![CDATA[Nomin Nomin]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 14, No 4 (2022): AL-ISHLAH: Jurnal Pendidikan ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v14i4.1148
<![CDATA[The purpose of this study is to identify the efforts of Islamic teachers and Budi Pekerti to instil disciplined attitudes in their students. This study focused on primary school and used qualitative research, case study methods, and research processes that generate descriptive data in the form of written or verbal data from people and observable behaviour as research subjects. It is concluded that the efforts of Islamic religious education and morality teachers to train students include maximizing the teacher's role both within the curriculum and in extracurricular activities. During the initial awareness of learning, disciplining students by keeping them focused on learning, disciplining students by providing guidance, and motivating teaching by inviting enthusiastic students to learn. In a co-curricular framework, this is done by assigning additional assignments and assessments after home visits for learning (post-testing). Supportive factors come from inside and outside the school. Barrier factors include minimal facilities, limited teachers, technical stuttering, low student motivation, the economic level of the community, and a limited school budget. Teachers and other stakeholders are expected to support various school programs to build discipline.]]>
<![CDATA[The Effect of KineMaster Learning Videos and Learning Styles on the Results of Learning to Write Negotiation Texts for Senior High School Students ]]>
<![CDATA[Ernawati Ernawati]]>;
<![CDATA[Atmazaki Atmazaki]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 14, No 4 (2022): AL-ISHLAH: Jurnal Pendidikan ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v14i4.2166
<![CDATA[The purpose of this study was to explain and analyse the effect of KineMaster learning videos and learning styles on the learning outcomes of writing negotiating texts for the tenth grade of state Madrasah Aliyah in Lima Puluh Kota. This type of research is a quantitative research using a quasi-experimental method with a factorial design or factorial design (2x2). Data collection techniques were writing tests of negotiating texts. The research sample was taken using a purposive sampling technique. Data analysis was carried out descriptively by testing normality, homogeneity, and hypothesis testing. The results showed 3 things. First, learning through KineMaster learning videos is better than teaching through videos sourced from Youtube. Second, there is a significant difference between the results of learning to write negotiating texts between students who are grouped with learning styles and students who are not grouped with learning styles. Third, there is a significant interaction between KineMaster learning videos and learning styles on the results of writing negotiating texts. Therefore, it can be concluded that KineMaster learning videos and learning styles affect students' learning outcomes in writing negotiating texts.]]>
<![CDATA[Application of Inquiry Learning Model Assisted Interactive Media on Material Shape and Energy Change to Improve Critical Thinking Skills of Elementary School Students ]]>
<![CDATA[Afrida L Simanjuntak]]>;
<![CDATA[Neni Hermita]]>;
<![CDATA[Zetra Hainul Putra]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 14, No 4 (2022): AL-ISHLAH: Jurnal Pendidikan ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v14i4.2054
<![CDATA[An ability to think critically is to comprehend, apply, and analyse the truth of a given problem. There is a need for an efficient pedagogical framework that can help students develop critical thinking abilities while studying science. The goal of this research was to analyse the efficacy of an interactive media-assisted inquiry learning methodology applied to the topic of form and energy change in developing students' critical thinking skills. This study involved two fourth-grade classes at a Pekanbaru elementary school and took offline over two months (February and March 2022). There were 16 female and 9 male students in the experimental class and 14 female and 11 male students in the control class, respectively, who made up the research sample. In all, fifty students took part in the research. Information gleaned from before and after an experiment. The research approach is Quasi-experimental, utilising the Nonequivalent Control Group Design as the research shape. The t-test, a method for testing hypotheses, was used to assess the data. As can be seen from the data, the significance level for hypothesis testing was 0.032 (2-tailed). When this number is less than 0.05, H0 is rejected, and Ha is approved. Students' ability to think critically has improved as a result of using the media-assisted inquiry learning approach applied to the transformations of matter and energy, as shown by the results of this study.]]>
<![CDATA[E-Module Development of Line and Angle Materials Assisted by Learning Videos for Junior High School Students ]]>
<![CDATA[Kartini Kartini]]>;
<![CDATA[Rukiah Magdalena Hutabarat]]>;
<![CDATA[Elfis Suanto]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 14, No 4 (2022): AL-ISHLAH: Jurnal Pendidikan ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v14i4.1539
<![CDATA[This study aimed to develop an E-Module on Line and Angle material with learning videos to facilitate the mathematical understanding ability of seventh-grade junior high school students that meets the aspects of validity and practicality requirements. This study was a research and development method with a 4D development model consisting of the define, design, develop, and disseminate stages. The small group trial subjects were nine students of grade VII at a Junior High School in Pekanbaru. The data collection instrument in this study consisted of a validity instrument in the form of a validation sheet and a practical instrument in the form of a student response questionnaire sheet. Based on the analysis of the validation sheet data and student response questionnaire sheets, the average E-Module validation was 3.6 with a very valid category, and the E-Module practicality average was 3.3 with a very practical category. Thus, it can be concluded that the developed E-Module is valid and practical.]]>
<![CDATA[The New Way Improve Mathematical Literacy in Elementary School: Ethnomathematics Module with Realistic Mathematics Education ]]>
<![CDATA[Yuliana Yuliana]]>;
<![CDATA[Budi Usodo]]>;
<![CDATA[Riyadi Riyadi]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 15, No 1 (2023): AL-ISHLAH: Jurnal Pendidikan ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v15i1.2591
<![CDATA[Mathematical literacy is the basis for students to fully understand learning in the 21st-century era. The low mathematical literacy ability of students in elementary schools reduces the quality of education and participation of students in everyday life. Therefore, there is a need to develop learning modules to increase student literacy. Using an ethnomathematics-based teaching module with the RME approach is one solution. The goal of this development research is to create teaching modules that can improve the mathematical literacy of fifth-grade s elementary school students. The research subjects were students and teachers of fifth-grade elementary schools in Petanahan District. Observation, interviews, questionnaires, documentation, and tests are used as data collection methods. Both qualitative descriptive analysis and quantitative analysis were used to process the data. The results showed that the validation was rated as very good category by linguists 93.8%, material 94%, and design experts 92%. According to students responses, the practicality level falls within the 87.65% very good category. The effectiveness of the teaching module on mathematical literacy can be seen from the significance level 0.000 0.05, teaching module has a positive effect on improving mathematical literacy of fifth-grade students in elementary school. So, the ethnomathematics-based teaching module with a realistic mathematics education approach to improve mathematical literacy is valid, practical, and effective. Research and development of this ethnomathematics-based teaching module has been proven effective only in Petanahan District, it needs to be tested for effectiveness in a wider population so that it can be used more widely. Other researchers can develop similar teaching modules by taking ethnomathematics in other areas.]]>
