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[Designing Teaching Material based-Animation Video for Teaching English language at the Elementary Level ]]>
<![CDATA[Arimuliani Ahmad]]>;
<![CDATA[Johari Afrizal]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 15, No 3 (2023): AL-ISHLAH: JURNAL PENDIDIKAN ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v15i3.3505
<![CDATA[Enhancing teaching and learning experience in elementary school is considered rucial effort nowadays. Animation videos can be an alternative to engage students in learning, encouraging their cognitive and active learning. This study aimed to show the result of validation design for animation videos as supplementary teaching material. It described the animation video design and also the validation process from experts. The instrument used was a questionnaire. The validation questionnaire was distributed to two experts, and its validation was presented by CVI (content validation Index). The result shows that the animation video was designed through five different chapters: Here My Bedroom, My Mother is a Nurse, What Day Today?, My Bike, and Let Us Do Something. Therefore, the validation result shows 0,91 CVI for Cognitive Load for a very valid category, 0,97 CVI for Students Engaging for a very valid category, and 0,82 CVI for medium validity. It assumed that these animation videos were valid to be adopted in teaching and learning English Subjects for Elementary students.]]>
<![CDATA[The Effect of Entrepreneurship Education on University Students’ Entrepreneurial Intention ]]>
<![CDATA[Reni Dwi Astuti]]>;
<![CDATA[Nurul Fadhilla Anindya Putri]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 15, No 3 (2023): AL-ISHLAH: JURNAL PENDIDIKAN ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v15i3.3152
<![CDATA[This research was conducted to determine the effect of entrepreneurship education on the entrepreneurial intentions of university students, both directly and through the Theory of Planned Behavior component. The variables in the study include entrepreneurship education, attitudes, perceived behavioral control, subjective norms, and intentions. The research begins with the preparation of a questionnaire to measure all variables. The population consists of Faculty of Economics and Business Ahmad Dahlan University undergraduate students who have taken entrepreneurship courses, with 243 respondents. The method used is multiple linear regression and path analysis. The tests carried out included reliability and validity tests; regression coefficient calculations; and testing the significance of the influence of each variable, both directly and indirectly. The study results showed that entrepreneurship education has a positive and significant direct effect on entrepreneurial intentions and indirectly affects entrepreneurial intentions through perceived behavioral control variables. Thus, the quality of learning needs to be improved so that students' entrepreneurial intentions also increase.]]>
<![CDATA[Religious Moderation in Inter-Ethnic Interaction of Higher Education Students in Aceh ]]>
<![CDATA[Silahuddin Silahuddin]]>;
<![CDATA[Fakhrul Rijal]]>;
<![CDATA[Lismijar Lismijar]]>;
<![CDATA[Masrizal Masrizal]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 15, No 3 (2023): AL-ISHLAH: JURNAL PENDIDIKAN ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v15i3.3642
<![CDATA[Higher education in Aceh has students who are diverse in race, ethnicity, culture, and language. Differences often make it difficult to interact and communicate between students, leading to misunderstandings. The research focuses on the discussion of religious moderation in interactions between ethnic students and efforts made to strengthen religious moderation in interactions between ethnicities within the scope of Aceh universities. This study used a qualitative descriptive method and purposive sampling by selecting lecturers and students at tertiary institutions in Aceh as research subjects. Data collection techniques use observation, interviews, and documentation. The results of this study show that student interaction between ethnicities has a positive relationship. This is evidenced by the use of Indonesian for daily interaction so as not to cause misunderstandings. Efforts to build religious moderation to interact with each other between ethnic students are a shared responsibility and duty. Efforts to strengthen religious moderation through religious approaches and humanitarian principles Concrete efforts to strengthen religious moderation through curriculum adjustments related to issues related to religious moderation and the opening of a wide discussion space for students.]]>
<![CDATA[The Principal's Strategy in Implementing the Tahfidzul Qur'an Program ]]>
<![CDATA[Miftahul Jannah]]>;
<![CDATA[Yusrizal Yusrizal]]>;
<![CDATA[Khairuddin Khairuddin]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 15, No 3 (2023): AL-ISHLAH: JURNAL PENDIDIKAN ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v15i3.2495
<![CDATA[Strategy in education is the basic framework for an action to be taken. This strategy acts as a controller in carrying out his duties and responsibilities as school principal. The objective of this study was to ascertain the principal's strategic approach, evaluate the outcomes of the tahfizh programme, and identify the elements that either facilitated or hindered the program's implementation. The employed methodology is a qualitative approach, utilising data collection approaches such as observation, interviews, and documentation analysis. The research subjects were the principal, tahfizh coordinator, tahfizh teachers and students. The data analysis technique used is descriptive qualitative analysis with data reduction techniques, data presentation, and drawing conclusions. The results of the study show that: The principal's strategy in implementing the tahfizh program is by arranging programs that involve tahfizh learning schedules, tahfizh learning materials, determining the qualifications of tahfizh teachers to be recruited, determining memorization targets and determining the methods needed to run the program. The results of the implementation of the tahfizh program are increasing student interest in becoming a hafizh, increasing student enthusiasm for learning both in the field of tahfizh lessons and other lessons, increasing noble character which is reflected in social interactions between students, teachers and parents. The implementation of the tahfizh program also won several awards in the Qur'an tahfizh competition. The supporting factor for the tahfizh program is that the program is well structured, both in scheduling, providing facilities and infrastructure and choosing methods. The inhibiting factor is that it occurs when there are students who have not been able to read the Qur'an properly. It can slow down the process of memorizing other students because of the time needed by students who have not been able to have more.]]>
<![CDATA[The Professionalism Competency of Islamic Cultural History Teachers in Classroom Management ]]>
<![CDATA[Junaidi Arsyad]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 15, No 3 (2023): AL-ISHLAH: JURNAL PENDIDIKAN ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v15i3.2935
<![CDATA[This study aims to determine the professional competence of Islamic cultural history teachers in managing the class during the teaching and learning process. The participants in this study were the Deputy Head of the Madrasah for Curriculum, 2 Islamic Cultural History teachers and two students. This study uses primary data and secondary data as data sources. While the data collection tools are through interviews, observation and documentation. Data analysis techniques used are data reduction, data presentation, and drawing conclusions. In order to assess the credibility of the data, it is important to employ several techniques such as prolonging the duration of observation, employing triangulation, exercising meticulous observation, and conducting member checks. These measures ensure that the information acquired can be effectively utilised in research, aligning with the intended meaning conveyed by the informant. The findings of the study indicate that class management strategies were used in two separate manners. Specifically, one teacher of Islamic Cultural History employed a technique aimed at establishing a positive atmosphere by means of ice-breaking activities, while the other teacher utilised a different ice-breaking technique. The instructor of Islamic Cultural History employs effective classroom management strategies, notably through the implementation of dynamic discussion groups characterised by enthusiastic and lively debates.]]>
<![CDATA[Local Wisdom-Based Character Building Empowerment at Junior High Schools In Indonesia ]]>
<![CDATA[Niken Rahmawati]]>;
<![CDATA[Fatah Syukur]]>;
<![CDATA[Darmu'in Darmu'in]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 15, No 3 (2023): AL-ISHLAH: JURNAL PENDIDIKAN ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v15i3.3207
<![CDATA[Adolescent moral abnormalities are caused by several circumstances, including the weak grasp of religion in a culture where science can accomplish everything. Character education in schools is difficult because student character issues persist. The amount of moral crisis cases suggests that educational institutions are failing to transform student character. This study aimed to determine the implementation of character education policies in schools, the role of teachers in character education, and the role of parents in character education, character education models. This research was conducted using quantitative research using the one-group pretest-posttest design method. In the research, the sampling was carried out by means of saturated sampling. The sample of this study were 30 students of grade seven in junior high school. Based on the results of this study, the results of hypothesis testing using the non-parametric Smirnov test using SPSS 21 can be concluded that (tcount ttable) with tcount = 10.30 ttable = 2.035. Then Ha is accepted, and Ho is rejected so that it can be concluded that the application of character education based on local wisdom is an implication of character conditions that are reduced by various impacts of current scientific and technological advances. The importance of character education based on local wisdom in schools is to remind and cultivate the noble values of the Indonesian nation.]]>
<![CDATA[Perspectives on Practical Pedagogy for Teachers in Islamic Boarding Schools ]]>
<![CDATA[Ummah Karimah]]>;
<![CDATA[Wiwied Widiyanti]]>;
<![CDATA[Hendriadi Hendriadi]]>;
<![CDATA[Sadari Sadari]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 15, No 3 (2023): AL-ISHLAH: JURNAL PENDIDIKAN ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v15i3.2634
<![CDATA[Islamic boarding schools are genuine educational institutions where students are taught about character education through Islamic boarding schools. This research aims to take a closer look at the pedagogic practice of teachers who lead us to reflect on the function of genuine national education in Islamic boarding schools. The method used is qualitative by collecting data through interviews and observation of teachers who teach at schools located in Islamic boarding schools with the aim of obtaining development and new knowledge. The results of this study suggest that Islamic boarding schools in society are not only for fulfilling group interests. Community groups constitute the majority of the Indonesian nation and are multicultural and have cultural wealth, and in the future, as the main social capital and cultural capital in dealing with various global societal problems in the development of a glorious Indonesia through practical education for Islamic boarding school teachers as applied in education in Islamic boarding schools.]]>
<![CDATA[The Development of Teaching Materials of Learning Evaluation Based on Whole Language Learning for Students at the Indonesian Language and Literature Education Study Program ]]>
<![CDATA[Andiopenta Andiopenta]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 15, No 3 (2023): AL-ISHLAH: JURNAL PENDIDIKAN ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v15i3.3059
<![CDATA[This study aims to foster teaching materials for the evaluation of Indonesian language learning based on the Whole Language. The research applied the research and development (RD) method from Borg Gall. The test subjects were 2021/2022 semester students, as many as 25 people for the experimental and 25 for control classes. Data analysis techniques in this study included analysis of data validity by experts, including material content experts, graphic design experts, and linguists, who were analyzed using descriptive statistics to obtain percentages and average figures. As for the difference test between before and after using teaching materials through the t-test. The triangulation technique used is technique, source, and theory triangulation. The research results on syllabus alignment with student needs show an average of 94% to 100% appropriate. The results of the validation of the content of the material averaged 4.33 in the good category, the average graphic design was 4.61 in the good category, and the elements of language were 4.31 in the good category. The results of product trials before use averaged 5.35. After use it became 6.01. The second stage of trials, before using teaching materials was 5.60, after using 6.01. The third stage trial was before using 5.85 and after 6.14. The difference test between before and after using teaching materials shows a significant difference between the t-test and t-table, through the t-test namely on learning motivation 6,717 1,686 learning creativity 6,886 1,686 and learning outcomes 6,747 1,686, indicating there is a significant difference. Thus, the hypothesis is accepted, this means that the use of study material books has a significant effect on students in learning Indonesian language learning evaluation courses.]]>
<![CDATA[Gamified VS Non-gamified Speaking Assessment for EFL in Higher Education ]]>
<![CDATA[Yudi Basuki]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 15, No 3 (2023): AL-ISHLAH: JURNAL PENDIDIKAN ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v15i3.3672
<![CDATA[Students of the eighth basic level must have an A1 level. After developing their speaking skills, a speaking assessment needs to be given to students in the class to know how good their speaking skills are. This research aimed to compare the gamified and non-gamified speaking assessments to the speaking scores of students. This research used an experimental design with a quantitative approach. The participants of this research were the students of STKIP PGRI Trenggalek English Language Learning Students chosen by purposive sampling technique. The instrument of this research used pre and post-test to determine the increase and difference between the two groups. The data collected were analyzed using SPSS software. The results showed that when the students’ speaking skill was assessed utilizing gamified speaking assessment, it was easier for students to increase their score. This research result could provide a contribution to the basic literature on utilizing gamified speaking assessments to motivate students. Thus, they can enhance their speaking skill, leading to an increased speaking score.]]>
<![CDATA[The Impact of SAVI Learning Model on Students' Speaking Skills for Elementary Levels ]]>
<![CDATA[Andi Hamsiah]]>;
<![CDATA[Asdar Asdar]]>;
<![CDATA[St. Haliah Batau]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 15, No 3 (2023): AL-ISHLAH: JURNAL PENDIDIKAN ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v15i3.3045
<![CDATA[The field of education in modern times has advanced quickly. Learning is made easier by educators and school infrastructure. Every student's potential is still being maximized through ongoing design improvements in the teaching and learning process. This research investigates the effectiveness of the SAVI (Somatic, Auditory, Visual, Intellectual) model on the students' speaking skills. The research employs true experimental with a pretest-posttest control group design, which gives a test before and after the treatment using the SAVI model. The sample of this study is two classes, namely class VA as the experimental class, totaling 30 students, and class VB as the control class, totaling 34 students. The data collection techniques used in this study are observation, test, and documentation, which are analyzed with descriptive statistics. The data is analyzed using the inferential test formula (t-test). The results showed that the SAVI model was effectively used in learning students' speaking skills. It can be seen from the results of the hypothesis, namely the value of t_count 2.47 and 2.00 so that the results are accepted and rejected. Thus, it can be concluded that there is a positive impact of the SAVI learning model on students' speaking skills. The teacher can apply this model in teaching the students whose grades are below the class average so that this method can be used in learning students' speaking skills in Indonesian subjects.]]>
