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[Challenges and Responses to Islamic Education in the Technology Era 4.0 ]]>
<![CDATA[Zubairi Zubairi]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 15, No 2 (2023): Issue In Press ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v15i2.3235
<![CDATA[Islamic religious education as a process of growing and developing the intellectual, spiritual, physical, social, ethical, aesthetic and moral (moral) potential of students. So that it can grow and be nurtured optimally, by nurturing, nurturing, caring for, repairing and developing it in a planned, systematic, methodological and sustainable manner.The Industrial Revolution 4.0, which is full of super-fast technology, will bring significant changes, one of which is the education system in Indonesia. Changes in the education system have an impact on the role of teachers as educators. In facing the Revolution 4.0 era, the world of education plays an important role in improving the quality of human resources. Students are expected to have 21st century life skills known as 4C, namely creativity, critical thinking, communication, and collaboration. Therefore there are three things that educators must take advantage of in the era of society 5.0, including: the Internet of things in the world of Education (IoT), Virtual/Augmented reality in the world of education, and the use of Artificial Intelligence (AI) to find out and identify learning needs that are needed by students]]>
<![CDATA[Implementation of Tutoring Services through Ratu Santa's Strategy in English Vocabulary Mastery for Deaf Students ]]>
<![CDATA[Kartika Hajati]]>;
<![CDATA[Muhammad Aswad]]>;
<![CDATA[Masrwati Masrawati]]>
<![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.v15i2.3467
<![CDATA[This study aims to analyze the implementation of tutoring with the Ratu Santa strategy as one of the guidance and counseling services by English teachers to encourage the optimization of student learning in vocabulary mastery. This study uses a qualitative method. The subjects of this research were an English teacher and 5 grade VIII students. Obtaining data is done through observation, interviews and documentation. Data analysis uses data condensation, data display, and conclusion drawing verifying. This study concludes first, there are four strategies used by English teachers in teaching vocabulary to deaf students, namely: sign language, body language (gestures), written language, and tadoma (Ratu Santa). And second, the teacher implemented the strategies by combining all of them. The teacher showed the material such as explanation and vocabularies to students by wrote it on the whiteboard. Next, the teacher explains the material to the students by using sign language also gesture, when the students could not read lips language the teacher taught using tadoma strategy.]]>
<![CDATA[The Values of Character Education in the Tradition of The Batu Urip Community ]]>
<![CDATA[Drajat Friansah]]>;
<![CDATA[Dwi Yanti]]>;
<![CDATA[Sarkowi Sarkowi]]>
<![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.v15i2.2852
<![CDATA[This study aims to explore the cultural character values contained in the potential of Batu Urip. This study used a qualitative descriptive method with data sources in the form of a literature review, observation, and interviews. Data analysis techniques used in this study include transcripts of interview results, data reduction, analysis, data interpretation and triangulation from the results of data analysis, which are then concluded. The technique used in selecting the sample is non-probability sampling by means of purposive sampling, while the correspondents from this study amounted to 2 people who were traditional stakeholders and local youth leaders from Batu Urip. The results of this study were 3 potentials that contain the values of cultural characters in Batu Urip, namely: 1) Kasai Bathing with the character values of cooperation, responsibility, religion, and love for the homeland 2) Sedekah Rami with Values of the characters contained in the rami alms ceremony are religious, democratic, disciplined, social care, tolerance, love for the homeland, and the spirit of nationalism, and 3) Nnyoknyen traditional games with religious character values, independent, responsible, peace-loving, hard work, honest, democratic, and disciplined, and love the homeland.]]>
<![CDATA[Profile of the Use of Mathematics Learning Media for Strengthening Numerical Learning in Senior High Schools in Kendari City ]]>
<![CDATA[La Misu]]>;
<![CDATA[Salim Salim]]>;
<![CDATA[Hendra Nelva Saputra]]>
<![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.v15i1.2804
<![CDATA[The purpose of this study is to describe the profile of the use of mathematics learning media to strengthen numeracy learning in senior high schools in Kendari City. This type of research is exploratory with a qualitative approach. The subjects of this study were high school mathematics teachers in Kendari City. Data collection techniques in this study using interview techniques. The data analysis technique follows the Miles, Huberman, and Saldana analysis model, which consists of three activities that coincide: data compaction, data presentation, and concluding/verification. Based on the research results and discussion, it can be concluded that the learning media used by teachers in learning mathematics still uses PowerPoint media, textbooks, zoom applications, and WhatsApp. Package books and power points are still the primary media for learning mathematics. There are no android-based mathematics learning media used by teachers. The provision of practice questions and evaluation of learning related to algebraic material, data and uncertainty, as well as geometry, is first given an initial test, and then an increase in the level of difficulty of the exercises is carried out. Students' numeracy skills are still very low because the learning process has not yet been implemented to support students' numeracy abilities. Students' numeracy skills are only facilitated by solving problems such as fractions. Numerical ability has not been associated with the problems students usually face daily.]]>
<![CDATA[Analysis of University Student Satisfaction Levels with the Learning Process on Five Dimensions of Service Quality (SERVQUAL) ]]>
<![CDATA[Rahmawati Rahmawati]]>;
<![CDATA[Johar Permana]]>;
<![CDATA[Diding Nurdin]]>;
<![CDATA[Cepi Triatna]]>;
<![CDATA[Fadhli Fadhli]]>
<![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.v15i2.2355
<![CDATA[Each academic course must conduct a self-evaluation, one method of which is a survey of students' attitudes towards the teaching and learning they experienced. Service quality affects how satisfied students are with the institution. There are five service quality dimensions (SERVQUAL): Reliability, Responsiveness, Assurance, Empathy, and Tangible. The purpose of the study was to analyze students' level of satisfaction with the learning process on the 5 SERVQUAL Dimensions and evaluate which dimension had the highest level of satisfaction. The object of research is the active students of Almuslim University in the Odd Semester of the Academic Year 2021/2022 totalling 1,023 people. Quantitative research approach with the type of survey research. Data was collected using a Google form questionnaire which was distributed online. Analysis of the data by calculating the Percentage of Respondents' Achievement Level (RAL) followed by calculating the Community Satisfaction Index (CSI). The results showed that the highest RAL was in the Assurance Dimension, the average score was 3.23, and the RAL was 80.65% (excellent category), while the lowest RAL was in the Tangible Dimension, the average core was 3.06, and the RAL was 76.44% (excellent category). Analytical findings on a per-item basis There are five areas that need tweaking: The incorporation of e-learning technology and instructor feedback into the classroom setting. Hotspot facilities, as well as learning facilities in the lecture room, are readily available to accommodate the lecturers' high availability for academic consultations and/or Final Project discussions. The Assurance Dimension received the greatest CSI score (3.23), and the highest CSI conversion score (80.65), while the Tangible aspect received the lowest CSI score (2.94), and the lowest CSI conversion value (73.38). Overall, we received a CSI conversion score of 79.45, for a grand total of 3.18 (good).]]>
<![CDATA[The Development of Networked-Based Teaching Materials Using Sevima Edlink in Elementary School ]]>
<![CDATA[Marsen C]]>;
<![CDATA[Risda Amini]]>
<![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.v15i2.2176
<![CDATA[This research aims to develop a teaching material Based Networked using Sevima Edlink In Elementary School theme heat and its transfer. Data analysis shows that teaching materials based on Networked using Sevima Edlink in Grade V Elementary School theme heat and its transfer effective and attractive in learning. This research method is Research and Development with the ADDIE model. Validity results teaching materials based networked using application Sevima Edlinks, theme heat and its transfer and their displacement show criteria very valid after validation by material, media, and language validating with average value 87 percent with the category very valid. Practical results of teaching materials based networked using Sevima Edlinks theme heat and its transfer show practical criteria after evaluation practicality by students with an average value 95 percent with category very practical. The effectiveness test results showed the pretest value is 69.6, and at the time posttest increased to 80.6 percent after using product teaching materials based networked application Sevima Edlinks, theme heat and its transfer in learning thematic integrated. This shows presence enhancement results study students after using developed teaching materials.]]>
<![CDATA[Differences in Productivity of Student Questions in Online and Offline Learning in Post-Pandemic E-Learning State Islamic Religious Institute Ponorogo Regency ]]>
<![CDATA[Nurul Malikah]]>
<![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.v15i2.3359
<![CDATA[The pandemic period provides free communication space through cyberspace, including students expressing their abilities by submitting questions during lectures through e-learning applications. When students study online with various daily behaviors that are carried out, they are still connected to online lecture activities. Concentration, learning behaviors, communication, virtual world literacy delivered, and interactions with other students or lecturers seem semi-formal. Several research facts about the ability to interact in language and collaborate which are supported by good learning processes and strategies will and good student behavior and good attitudes during online learning so that the level of saturation is minimal, it is suspected that students have progressed in the number of asking questions through e-learning. This data will be explored through a questionnaire from IAIN PONOROGO students who use e-learning during online learning. The questionnaire was conducted for students doing offline learning. Different test analyses to see the difference in the productivity of online and offline learning questions. The results show that the difference in question productivity is more significant in online learning. Further research is suggested to discuss the relevance of the questions between the themes discussed and the uniqueness of the field facts.]]>
<![CDATA[A Correlational Study on Representational Abilities and Mathematical Connections in Junior High School ]]>
<![CDATA[Fredi Ganda Putra]]>;
<![CDATA[Sunyono Sunyono]]>;
<![CDATA[Een Yayah Haenilah]]>;
<![CDATA[Hasan Hariri]]>;
<![CDATA[Dewi Lengkana]]>;
<![CDATA[Nurhanurawati Nurhanurawati]]>
<![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.v15i2.2321
<![CDATA[Mathematical representation and connection ability are part of the student's ability. Because of their low ability, educators will find it difficult to determine learning tools in the classroom. Therefore, finding a link between the two abilities is necessary to make it easier for teachers to prepare lessons. This study aims to determine the relationship between representational abilities and students' mathematical connections. The population in this study were all grade eight students at a state junior high school in Merbau Mataram, with a total sample of 34 selected using a class random sampling technique. The research instrument was a mathematical representation test and a connection ability test with a total of six questions. Data analysis used the correlation coefficient test of the Pearson/Product Moment formula. The results showed a significant relationship between students' mathematical representation ability and the overall connection. This means that the ability of mathematical representation is directly proportional to the ability of mathematical connections. The higher the student's mathematical representation ability, the higher the student's connection ability, and vice versa. Teachers can focus on preparing learning tools for one of these two abilities.]]>
<![CDATA[Poda Na Lima: Value of Education and Social Society Order Based on Local Wisdom ]]>
<![CDATA[Eka Susanti]]>
<![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.v15i2.2508
<![CDATA[Poda na lima are five pieces of advice that are firmly held as the foundation of the Angkola-Mandailing community. This advice includes local wisdom that underlies the social order and contains educational value regarding efforts to cleanse the heart, soul, mind, body, and environment. This study aims to analyze the value of education and the community's social structure based on local wisdom. The focus of the local wisdom studied is Poda na Lima in the Angkola-Mandailing community. This research approach uses a qualitative type of literature study method. Sources of data and analysis materials for research studies use scientific literature obtained from credible websites (Sinta, DOAJ, Scient Direct, Routledge/Tandfonline, Scimago JR). The scientific literature in question includes; articles, proceedings, books, and final student assignments (thesis, theses, dissertations) relevant to the research theme. The results of this study indicate that poda na lima has an extension as a philosophy in the life of the Angkola-Mandailing community. This local wisdom contains an educational value (education for children) in social arrangements based on the purity of intention, physical cleanliness, and public order. The five pieces of advice in local wisdom include paias rohamu (heart/soul), Pematangmu (physical), parabitonmu (clothing), bagasmu (house), and pakaranganmu (environment).]]>
<![CDATA[Scrutinizing Middle School Teachers’ Knowledge and Perception on the Integration of Science and Religion ]]>
<![CDATA[Elbina Mamla Sa'idah]]>;
<![CDATA[Murhayati Sri]]>;
<![CDATA[Edison Edison]]>
<![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.v15i2.3312
<![CDATA[Discussion about the integration between science and religion is no longer a new topic, but nowadays it is being raised again. Many researchers believe that both of them are independent entities, but many researchers also argue that there is potential for combining the two. This study aimed to investigate the knowledge and skills as well as the perception of teachers on how to integrate science and religion. This qualitative study was conducted in Bengkalis Regency. Thirty-one in-service teachers from four different junior high schools were recruited as the participants of this study. The data were collected by administering open ended questionnaires and interviews to the participants. To analyze the data, the researcher used the three stages in qualitative data analysis, namely data reduction, data verification, and data display. The findings reported that teachers’ competence on the integration of science and religion is quite good and comprehensive because they were able to explain the importance of this integration and how to implement the combination of the two in their own area of teaching subjects, even develop the teaching materials as the implication for the practice in junior high school contexts. However, the findings also indicated the drawbacks of some teachers who found the difficulties in applying the science-religion integration in the subjects due to several reasons. In conclusion, combining science and religion is not an impossible action as long as teachers have a strong belief, wide knowledge, and a harmonious view between the two, also the ability to apply it. Therefore, equipping teachers with knowledge and skills through particular training is really crucial.]]>
