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[Assessment Techniques for Aqidah Akhlak Subjects at Madrasa of Tsanawiyah ]]>
<![CDATA[Nurmawati Nurmawati]]>;
<![CDATA[As'ad As'ad]]>;
<![CDATA[Diana Prasti]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 15, No 1 (2023): AL-ISHLAH: Jurnal Pendidikan ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v15i1.2951
<![CDATA[Evaluation of learning is not complete without an assessment. This research aimed to go deeper into the teacher assessment approach of Aqidah Akhlak in class VIII of a madrasah of tsanawiyah in Bulan-Bulan. Three questions are posed: (1) who plans teachers' judgements, (2) how teachers' judgements are put into practice each month, and (3) what variables help and hinder teachers' application of judgement to questions of aqidah ethics. A descriptive qualitative approach was used for this investigation. For this study, we used observation, interviews, and documentation. According to the findings, (1) teachers should be responsible for determining the attitude assessment objectives, the attitude assessment techniques and instruments, and the form of assessment, techniques, and instruments in class VIII aqidah morals lessons (with the exception of 9 aspects that will be assessed), and (2) the implementation of the attitude assessment is not yet optimal due to a discrepancy between the implementation. The lack of lesson repetition, the diversity of the student body, and the limited amount of time available are all variables that work against the teacher. Hence, the assessment method has contemporary consequences, such as making it simpler for educators to evaluate student progress.]]>
<![CDATA[Parents-School Strategic Collaborations in Early Childhood School From-Home Learning During the Pandemic ]]>
<![CDATA[Sri Nurhayati]]>;
<![CDATA[Nur Asiyah Qudsi]]>;
<![CDATA[Nandang Rukanda]]>;
<![CDATA[Anggi Fitri]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 15, No 1 (2023): AL-ISHLAH: Jurnal Pendidikan ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v15i1.2605
<![CDATA[This study examines parents-school strategic collaboration in early childhood school-from-home learning in Sukasari District, Bandung City, during the COVID-19 pandemic. The participants in this study were ten parents of kindergarten students, one ECCE headmaster, and 3 teachers. In this study, descriptive qualitative methodology was employed. Interviews, observations, and documentation studies were data collection methods. According to the study's findings, parents-school strategic collaborations include 1) school held school-sponsored parenting programs to improve parents capacity in fulfilling their responsibilities as learning motivators for children, 2) teachers supporting parents to play and keep intensive contact with the children to make sure parents can assist childrens’ learning effectively, 3)teachers maintained good communication channels to discuss parents challenges and difficulties in assisting childrens’ learning. It can be concluded that the strategic collaborations between parents and schools in Sukasari District run smoothly and can contribute effectively to children’s learning. This research recommends a sustainable parenting program to help parents improve their parenting capacity to assist childrens’ learning at home.]]>
<![CDATA[High School Students' Mathematical Skills in Addressing Minimum Competency Assessment Problems using Working Backward Strategy ]]>
<![CDATA[Siti Inganah]]>;
<![CDATA[Annisa Nurina Vidyastuti]]>;
<![CDATA[Retno Wahyu Arian Sah]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 15, No 1 (2023): AL-ISHLAH: Jurnal Pendidikan ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v15i1.2454
<![CDATA[Strategy problem-solving is a technique or method for finding answers to problems. Students' different maths skills can affect how they use and figure out ways to solve problems. This type of research is descriptive and uses a qualitative approach. Its goal is to find out and analyse how the backward working strategy is used to solve the Minimum Competency Assessment (AKM) questions on the spatial structure in terms of students' maths skills. After giving people a test of their maths skills and giving them problems to solve, they were interviewed. Students with high, medium, and low maths skills are taking part in this study. Data analysis used is data reduction, data presentation, and data retrieval. The results were based on the six students who participated in the research. Students could use Polya problem-solving steps with high and moderate maths skills, but they didn't work well for students with low maths skills. Working backwards is not a method used by everyone. The first student with good maths skills can use the strategy of working backwards from the correct answer. The second student with good maths skills can't do that. The backward plan makes few mistakes. The answer is wrong for the first student with average maths skills because they do not have a backwards strategy. The second student with average maths skills can use the backward working strategy, but they make a lot of mistakes. The first and second students with low maths have not used the backward working strategy, even though the mathematically able student has. The first low can show that the statement is true.]]>
<![CDATA[Teachers’ Perceptions: The Benefits and Weaknesses of Local and Foreign Cultural Representation in English Textbooks in Indonesia ]]>
<![CDATA[Shella Monica]]>;
<![CDATA[Sudarwan Danim]]>;
<![CDATA[Muhammad Kristiawan]]>;
<![CDATA[Azizatul Khairi]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 15, No 1 (2023): AL-ISHLAH: Jurnal Pendidikan ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v15i1.2723
<![CDATA[Language and culture cannot be separated. Cultural integration in ELT now becomes the focus of many researchers and trends in recent years. Unfortunately, so far, there has been no in-depth investigation that focused on Indonesian teachers' perceptions of local and foreign cultural presentations in high school English textbooks. To fill the gap, this study aims to investigate the teachers' perception of the benefits and weaknesses of local and foreign cultural representation (LCFR) in the ELT textbook they used. This study uses a qualitative approach with a descriptive method. The nine senior high school teachers representing the city, district, and province in South Sumatra, Indonesia, were purposely involved as the participant in this study. A semi-structured interview supporting documentation was conducted and analysed following the interactive model of data analysis proposed by Miles and Huberman. Based on the findings, there are three main benefits of LCFR in ELT textbooks; first, LFCR helps teachers stimulate or catch students’ attention at the beginning of the teaching process. Second, it improves students’ intercultural knowledge, be aware of a different cultures from other countries, and avoids culture shock. Next, it also increases students’ curiosity and critical thinking, making the learning process more active and meaningful. Moreover, the weaknesses are dealing with the imbalanced portion of cultural representation and inadequate information on cross-cultural understanding which cause misunderstanding and confusion for the students.]]>
<![CDATA[Challenges of Indigenous Students in Overcoming Difficulties in Learning Algebra: A Problematic Perspective of Ethnomathematical ]]>
<![CDATA[Rani Darmayanti]]>;
<![CDATA[Dwi Priyo Utomo]]>;
<![CDATA[Kamilia Rahmah]]>;
<![CDATA[M. Ruskhan Fauza]]>;
<![CDATA[Alfi Rachma Nisfi Laila]]>;
<![CDATA[Choirudin Choirudin]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 15, No 2 (2023): AL-ISHLAH: Jurnal Pendidikan ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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<![CDATA[This study aims to explain the position of ethnomathematical learning in a space that involves the challenges and problems of indigenous students in overcoming difficulties in learning algebraic material with qualitative descriptive research. Information was collected by finding out the sample from this study, which was conducted using a multi-stage sampling technique. The theme chosen was one grade VII student and one grade VIII student at the Pasuruan ALC Foundation, where both students were indigenous students with problems with algebra material. Ethnomathematics learning with a cultural context at the historical site of Candi Jawi is expected to overcome the difficulties of learning pure mathematics for indigenous students at the Assyfa Learning Center Foundation in Pasuruan.]]>
<![CDATA[Diagnosis of Maths Teaching Efficacy Beliefs Using Expert System ]]>
<![CDATA[Idha Novianti]]>;
<![CDATA[Joko Soebagyo]]>;
<![CDATA[Wildan Toyib]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 15, No 1 (2023): AL-ISHLAH: Jurnal Pendidikan ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v15i1.2996
<![CDATA[Research on the design of an expert system to diagnose Mathematics Teaching Efficacy Beliefs (MTEB) using the Certainty Factor method was the first to be developed. The MTEB instrument was first initiated by Enoch and transformed into an expert system application using the paradigm of modified waterfall software development to sequential or sequential testing steps, ranging from analysis, design, coding, and testing. Data calculation and analysis using the certainty factor method assumes the user's choice is not exact and is at a certain interval. The weighting of expert values from MTEB items is carried out by two experts in the field of mathematics education. Meanwhile, the weight of user consultation uses five approval options, namely strongly agree, agree, simply agree, disagree, and disagree, successively represented by -0.2, -0.1, 0, 0.1, and 0.2. The results of the study gave success to each page of the diagnosis application, and the accuracy rate of the MTEB diagnosis was about 98%. The implication of this research is recommendations for related stakeholders to be followed up so that the MTEB of mathematics teachers becomes even better.]]>
<![CDATA[Quizizz Gamification of Student Learning Attention and Motivation ]]>
<![CDATA[Suwarni Suwarni]]>;
<![CDATA[Lubna Lubna]]>;
<![CDATA[Hasrat A Aimang]]>;
<![CDATA[Pandu Adi Cakranegara]]>;
<![CDATA[Dendi Pratama]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 15, No 2 (2023): AL-ISHLAH: Jurnal Pendidikan ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v15i2.3215
<![CDATA[Student attention and motivation are one of the factors that support student success. Therefore, teachers need to use various efforts, such as using learning media, so that learning becomes fun and students are interested in learning. This study aims to examine the effectiveness of Quizizz on students' attention and motivation. The research method used is quantitative. The population and sample in this study are grade 7.1 junior high schools in Palembang City for the 2022/2023 academic year, with a total of 31 students (one-shot case study). The data was obtained through a questionnaire, and the data analysis technique used was to determine the effectiveness with a percentage. This study concluded that the average percentage of the effectiveness of the Quizizz application on student attention was 70.1% or quite effective, while Quizizz on student learning motivation was 70.3% or quite effective. Thus, Quizizz is effective in increasing students' attention and learning motivation. If Quizizz is used by the teacher in learning, it will increase student attention and motivation.]]>
<![CDATA[Influence of Competency and Soft Skill on Teachers' Performance through Teachers' Creativity ]]>
<![CDATA[Serlin Serang]]>;
<![CDATA[Roslina Alam]]>;
<![CDATA[Aryati Arfah]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 15, No 2 (2023): AL-ISHLAH: Jurnal Pendidikan ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v15i2.2855
<![CDATA[This study aims to determine and analyze the effect of competence and soft skills on teacher performance through teacher creativity at MAN Malakaji Gowa. The research approach used a quantitative approach. The researcher used a saturated sampling technique sample, with a sample size of 60 teachers. Sources of data used in this study are primary data and secondary data. The data was obtained using a questionnaire distributed directly to the respondents. Analysis and processing of data in this study using descriptive analysis using SPSS. This research concluded that the results of the partial test of competence and soft skills had a positive and significant effect on teacher creativity. Competence and Soft Skills contribute to teachers' creativity by 60.40%. Partially competence, soft skills, and creativity of teachers positively and significantly affect teacher performance. The contribution of competence, soft skills, and teacher creativity to teacher creativity is 70.4%. In addition, teacher creativity also has a positive and significant effect on teacher performance. Furthermore, from the results of the indirect influence research, competence and soft skills have a positive and significant effect on teacher performance which is mediated by teacher creativity.]]>
<![CDATA[Lecturers' Perspective of E-Counseling Service During Online Learning ]]>
<![CDATA[Asriyanti Rosmalina]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 15, No 1 (2023): AL-ISHLAH: Jurnal Pendidikan ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v15i1.3217
<![CDATA[The goal of this study was to find out what the lecturers thought about e-counseling services in online learning. The difference between this research and previous research can be seen in how lecturers understand e-counselling. As a counsellor in the classroom, the lecturer must have professional knowledge about their role in the classroom. This study took a qualitative approach and used descriptive methods. Thirty lecturers from a State Islamic Institute in Cirebon took part in the study. When sampling, purposeful sampling was used. Data were collected using observation techniques, documents and questionnaires. The stages of data analysis are data reduction, data presentation, and drawing a conclusion. The results showed that the lecturers' attitudes towards e-counselling in online learning were positive. A lecturer in the class helps students understand the material and acts as a counsellor inside and outside of the classroom to help students who are having trouble learning. The results of this study have implications for and help higher education institutions improve the role of teachers in the classroom as both learning facilitators and counsellors, the quality of mastering digital technology, and understanding how to help students.]]>
<![CDATA[New Paradigm of Merdeka Belajar Curriculum in Schools ]]>
<![CDATA[Abdul Hadi]]>;
<![CDATA[Marniati Marniati]]>;
<![CDATA[Rispa Ngindana]]>;
<![CDATA[Musyarrafah Sulaiman Kurdi]]>;
<![CDATA[Muqarranah Sulaiman Kurdi]]>;
<![CDATA[Fauziah Fauziah]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 15, No 2 (2023): AL-ISHLAH: Jurnal Pendidikan ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v15i2.3126
<![CDATA[Responding to changing times and evaluating the 2013 Curriculum, the Government implemented the Merdeka Belajar to improve human resources and the quality of education. This study aims to describe the Merdeka Belajar Curriculum at school. The research method used is Systematic Literature Review (SLR) with metal synthetic data analysis techniques. This study concludes that the change from the 2013 Curriculum to the Merdeka Belajar Curriculum was caused by several factors, including the quality of human resources, changing times, and the evaluation results of the 2013 Curriculum. Furthermore, the framework for designing the Merdeka Belajar Curriculum is one of the four curriculum options that can be adopted by educational units in the context of learning recovery. The need for implementing this curriculum is due to several advantages, including being simpler and more in-depth, more independent; and more relevant and interactive. However, in implementation, several obstacles were encountered, namely, the teacher's understanding of the curriculum and teacher competence in using technology.]]>
