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
3,441 Documents
<![CDATA[Exploring Pre-service English Teachers’ Self-Efficacy in the Practice of Online English Classroom ]]>
<![CDATA[Nito Majid Mujtahid]]>;
<![CDATA[Ngadiso Ngadiso]]>;
<![CDATA[Slamet Supriyadi]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 15, No 4 (2023): AL-ISHLAH: JURNAL PENDIDIKAN ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v15i4.2555
<![CDATA[This study focused on the concerns regarding pre-service teachers' experience of how to integrate technology into classroom teaching and the appropriate approaches to apply educational technologies for their students in the online classroom. The qualitative case study was used to get an in-depth analysis of pre-service teachers’ self-efficacy. Moreover, this study used the self-efficacy theory proposed by Bandura to explore pre-service teachers’ self-efficacy when using technology on purpose to teach in online ways. There were 10 participants from the private university in Indonesia with the English education department as their major. The data were collected in the form of observation, written interviews and in-depth interviews. The study revealed that there are some factors that would increase pre-service teachers' self-efficacy including their experience with technology, such as observing role models, social persuasion toward integrating technology, and physiological and emotional states of the pre-service teacher. However, the number of individuals and the area included in this study limit the scope of this investigation. As a result, more research is likely to address a broader range of topics, as well as viewpoints from in-service teachers.]]>
<![CDATA[Examining the Impact of Compensation and Competency on Elementary School Teacher Performance ]]>
<![CDATA[Zainal Arifin]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 16, No 2 (2024): AL-ISHLAH: JURNAL PENDIDIKAN ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v16i2.5207
<![CDATA[Teacher competence in schools is still not optimal because the average teacher competence is below 50%, especially in pedagogical, personal, and social competence. The compensation given to teachers who teach is still not optimal; the average amount offered does not meet the principles of justice. The average basic salary is 42.4%, and allowances are 57.6%, which consists of primary, functional, teaching, and transport allowances. This research analyzes the relationship between competence, compensation, and teacher performance in elementary schools. The research method uses a quantitative approach with a non-experimental correlational design. There were 40 respondents (non-permanent teachers) in the research using a non-probability sampling method. The data collection technique uses a survey method with closed questionnaire tools. Data analysis was carried out using validity tests, reliability tests, descriptive analysis, and multiple linear regression analysis. The research results show that the regression coefficient analysis of the competency variable (0.018) and compensation variable (0.025) significantly affects performance. Research results: The better the teacher's competence, the more the teacher's performance will increase. The implication is that the competency of elementary school teachers needs to continue to be improved in various ways, one of which is through continuous teacher professional development programs, both independently and with managerial encouragement from school principals.]]>
<![CDATA[In-service Novice EFL Teachers’ Perception on Self-Initiated Professional Development: A Narrative Inquiry ]]>
<![CDATA[Sekar Ayu Wardhani]]>;
<![CDATA[Endang Fauziati]]>;
<![CDATA[Dewi Rochsantiningsih]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 16, No 2 (2024): AL-ISHLAH: JURNAL PENDIDIKAN ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v16i2.4785
<![CDATA[Top-down teacher professional development in Indonesia prevents teachers from choosing and determining programs or activities that suit their interests, goals, and needs; however, some activities can assist teachers in developing it, known as self-initiated professional development (SiPD). SiPD demonstrates that people who take the initiative learn more and better than those who are passively taught with or without the assistance of others. This research investigated novice EFL teachers’ perceptions and the types of SiPD they engaged in. This study employed a narrative inquiry approach using semi-structured interviews as data collection. The study involved three EFL teachers selected through purposive sampling. Thematic analysis was employed to analyze the collected data. The findings of this study are that novice EFL teachers regard and comprehend self-initiated professional development positively as responsible professionals seeking to acquire new skills, knowledge, and pedagogy to better prepare for their profession’s obstacles and improve their student’s performance and achievement. They became proactive learners, taking control of their education and taking the initiative to develop their teaching abilities. Furthermore, self-initiated professional development ensured that EFL teachers were current on the newest teaching trends, techniques, and resources.]]>
<![CDATA[Strategy for Developing Lecturers' Integrity and Competence Through the WCU Model to Meet International Standards ]]>
<![CDATA[Abubakar Ditruna]]>;
<![CDATA[Sumarto Sumarto]]>;
<![CDATA[Asep Suryana]]>;
<![CDATA[Eka Surachman]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 15, No 4 (2023): AL-ISHLAH: JURNAL PENDIDIKAN ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v15i4.3236
<![CDATA[The objective of this study was to establish a lecturer development model that enhances the global competitiveness of higher education by focusing on integrity and competence, in accordance with international norms. This study employed a hybrid methodology, consisting of two distinct stages: quantitative and qualitative. The structural equation modelling (SEM) analysis reveals that the direct relationship between integrity and competence is 0.458. Furthermore, the impact of integrity on performance is 0.446, while the effect of competence on performance is 0.460. It can be inferred that everything is in a state of moderation. One of the aspects that affects the worldwide competitiveness of higher education is the calibre of instructors. Proficient instructors possess exceptional honesty and expertise, enabling them to generate superior scientific works that are pertinent to societal demands. An important criterion for assessing the proficiency of a lecturer is their aptitude for publishing scholarly research in esteemed international publications, particularly those that are accredited by Scopus. Utilising Scopus publications can enhance the integrity and competence of teachers. The integrity of a lecturer can be assessed based on the calibre of their scientific output, whereas the competency of a lecturer can be evaluated by the extent to which their scientific work aligns with worldwide norms.]]>
<![CDATA[Designing an ESP Syllabus for International Relations: Insights from a Needs Analysis Study ]]>
<![CDATA[Yuni Hariyanti]]>;
<![CDATA[Junita Duwi Purwandari]]>;
<![CDATA[Endang Setyaningsih]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 16, No 2 (2024): AL-ISHLAH: JURNAL PENDIDIKAN ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v16i2.4996
<![CDATA[The distinct research of ESP (English for Specific Purposes) for International Relations (IR) students is rarely explored despite the growing need of ESP for this particular group of students. These students must demonstrate proficiency in specific language competences for a variety of purposes, including arguing, negotiating, and participating in IR-related debates. Facilitating students' ownership of the necessary capabilities is critical to ensuring that they acquire them successfully.This study aims to depict the important use of needs analysis in syllabus making for EFIR (English for International Relations). A decent preparation of the syllabus contributes to the success of the ESP implementation. In this study, the researcher involved students and expert practitioners’ intuitions as the sources of the needs analysis. The participants of this research were 108 IR students and two expert practitioners. These students were asked to filled out a questionnaire while some more-detailed interviews were conducted by involving nine stand out students that represent high, middle and low-achiever students. In addition, the four expert practitioners that consist of two lecturers and two IR graduates were interviewed to enrich the needs analysis data. All of the data were analyzed using quantitative and qualitative analysis. The finding of this study is the syllabus that can be applied for universities that provide the same ESP program for its students. The syllabus that was constructed by considering the stakeholders' needs analysis hopefully could be a useful guidance for EFIR implementation.]]>
<![CDATA[Cooperative Integrated Reading and Composition (CIRC) Implementation to Enhance Student Learning Outcomes ]]>
<![CDATA[Anwar Sewang]]>;
<![CDATA[Muhammad Aswad]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 15, No 4 (2023): AL-ISHLAH: JURNAL PENDIDIKAN ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v15i4.4591
<![CDATA[This study aims to determine the increase in learning results of Islamic Education in reading material using the Cooperative Integrated Reading and Composition (CIRC) learning model. This research is Classroom Action Research involves planning, implementing, observing, and reflecting. This Class Action Research procedure is planned for cycles I and II. Cycle I consists of four meetings, and cycle II consists of four sessions. Meetings 1 to 3 carried out the teaching and learning process and meeting four carried out learning outcomes tests through descriptive data analysis. This research is designed using the CIRC learning model. The results showed that the average value of students' learning outcomes of grade VII Bilingual 1 SMP Negeri 6 Sengkang increased from cycle I to cycle II, i.e., from 78.30 to 83.96. In process one, the complete student is 73,91% or 17 students. While in cycle II, the percentage of student mastery increased to 95.65% or 22 students. Based on the result of the research, it can be concluded that using the CIRC learning model can improve the learning result of PAI of the law reading material. CICR models can help the learning process more optimally because it is able to increase the activeness of student learning outcomes as cognitive and affective terms. In the process of learning pleasant classroom conditions able to support students in receiving material lessons and models of CIRC with gift-giving can be used as one of the learning models in learning reading comprehension.]]>
<![CDATA[The Development of Teaching Materials of Reading Comprehension Using the Big Question Strategy at Indonesian Language and Literature Students ]]>
<![CDATA[Eddy Pahar Harahap]]>;
<![CDATA[Andiopenta Purba]]>;
<![CDATA[Yusra D]]>;
<![CDATA[Dudu Mawarida Sembiring]]>;
<![CDATA[Akhyaruddin Akhyaruddin]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 15, No 4 (2023): AL-ISHLAH: JURNAL PENDIDIKAN ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v15i4.3877
<![CDATA[Reading comprehension is one of the important activities to gain knowledge, information, or to get entertainment. The research aims to produce teaching materials for reading comprehension skills that are valid, practical, and effective. This type of research is development research with the Plomp development model developed by Tjeerd Plomp, 2010. The research subjects were 48 fifth semester students. The results showed that reading comprehension teaching materials used the big question strategy for Indonesian language and literature education students with valid, practical, and effective categories with a percentage of 90%. It is concluded that the use of teaching materials for reading comprehension skills using the big question strategy is feasible to use.]]>
<![CDATA[Beliefs of English Language Instruction by Indonesian Elementary School Teachers: Exploring the Influence of Environment and Educational Background ]]>
<![CDATA[Alpino Susanto]]>;
<![CDATA[Sri Langgeng Ratnasari]]>;
<![CDATA[Ervin Nora Susanti]]>;
<![CDATA[Suswanto Ismadi Megah]]>;
<![CDATA[Eka Wilany]]>;
<![CDATA[Sri Yuliani]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 16, No 1 (2024): AL-ISHLAH: JURNAL PENDIDIKAN ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v16i1.4434
<![CDATA[One of the reasons for the success of the teaching and learning process in the classroom is the teacher's belief system. Belief guides one’s thinking, action, and understanding of events. The level of beliefs in the teaching process needs to be probed before teachers critically manifest their teaching practices and facilitate outcome changes. In Indonesia, the independent curriculum (Kurikulum Merdeka), which was regulated in 2022, directs the teaching English since elementary school. The present study aims to assess the teachers' belief system in teaching English to elementary school students as the “Kurikulum Merdeka”implementation spirit. The study involved 32 English teachers. The questionnaire assessed the teachers' beliefs about teaching English to elementary school students in 3 areas: the nature of children's English development, methods and techniques, and self-efficacy. There was also 1 open-ended question addressed to teachers to investigate their level of beliefs in teaching English among elementary school students. Data analysis is described in the form of descriptive statistics, independent t-test analysis, and content analysis. The results of this study indicate that the international school environment has a better level of belief than the national-plus school. Meanwhile, there was no difference in the level of belief in teaching among teachers with different educational backgrounds when they were in college.]]>
<![CDATA[Developing an Integrated Mathematics and Science Module with Merdeka Curriculum for Elementary School ]]>
<![CDATA[Kharisma Eka Putri]]>;
<![CDATA[Mumun Nurmilawati]]>;
<![CDATA[Farida Nurlaila Zunaidah]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 15, No 4 (2023): AL-ISHLAH: JURNAL PENDIDIKAN ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v15i4.3681
<![CDATA[This study aims to develop mathematics and science modules that is intended for prospective elementary school teacher or PGSD Study Program students, to determine the validity of the STEM teaching modules that have been developed, and to find out the practicality of the STEM modules that have been developed. The method was a research and development model using the 4D development model, including the following Define, Design, Develop, and Disseminate. The tryout was carried out on PGSD UNP Kediri students. The data analysis techniques were qualitative and quantitative, embraced with expert and user validation instruments. The results of this study indicate that the STEM teaching modules developed is stated to be very valid or very good and can be used with a score of 3.62 based on the result of validating the math and science modules. To find out the practicality of the teaching modules, validation was carried out on users and tryout. The result shows that the teaching modules developed can be used with a score of 3.50.]]>
<![CDATA[Teacher Experience to Employ Technological Pedagogical Knowledge in Teaching English: An Autobiographical Narrative ]]>
<![CDATA[Rahmadilla Kurniasari]]>;
<![CDATA[Diah Kristina]]>;
<![CDATA[Sumardi Sumardi]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 16, No 2 (2024): AL-ISHLAH: JURNAL PENDIDIKAN ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v16i2.4823
<![CDATA[Previous studies have discussed TPACK's constructions in the last decade, which focus on teacher professional development, survey TPACK’s (Technology, Pedagogy, and Content Knowledge) enactment, experimental, and teacher TPACK’s profile. A few studies are focused on the subdomains of TPACK, TPK (Technological Pedagogical Knowledge), which discusses how teachers' experiences practice TPK. It has become a new scope of exploration in Indonesia. The present study aims to narrate my meaningful story by employing technological and pedagogical in teaching English to Vocational High Schools. It will focus on how I practice TPK as a novice teacher in Indonesia's private Vocational High School. The data was collected through my teaching diary and supported with students' artifacts. This research is grounded in an autobiographical narrative, which explores the meaningful story of the narrator. The finding of this study reveals that the researcher, as a novice teacher, can employ TPK in teaching English by joining professional teacher development and self-awareness to make innovations in using technology and provide different learning activities using technologies. The present study might bring future research contributions for preparing TPK, reflecting TPK, and evaluating TPK in teaching English for Foreign Language (EFL).]]>
