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[Strengthening the Understanding of Religious Moderation at Islamic University ]]>
<![CDATA[Muh Mawangir]]>;
<![CDATA[Anica Anica]]>
<![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.v15i4.4308
<![CDATA[Religion may solve all human life problems, including violence, oppression, radicalism, terrorism, intolerance, fanaticism, and excessive behaviour in all areas of life, including education. Islamic higher education provides intellectual, social, and religious education to the community. Students, as the younger generation, lead civilization and show mature attitudes towards social issues, including rising religious issues and religious moderation. This study seeks to enhance the comprehension of religious moderation at Islamic University. This study employed a qualitative approach, utilising descriptive data analysis. Information was gathered through interviews and documents. This study included a sample of 45 students enrolled in the Islamic Education program. The results suggested that implementing Islamic education centred on religious moderation to enhance students' comprehension of religious moderation in the Islamic Religious Education programme should be achieved through instructional approaches during lectures and mutual support from the academic community, professors, and students. Therefore, enhancing comprehension of religious moderation can foster a more profound understanding of adopting a peaceful, harmonious, non-anarchic, non-fanatical, non-arrogant, courteous, and respectful approach towards differing opinions while upholding the value of unity among students in the Islamic Religious Education programme at the University.]]>
<![CDATA[Reviving Islamic Religious Education: A Transformative Journey in Banten's High Schools ]]>
<![CDATA[Ali Nurdin]]>;
<![CDATA[Samudi Samudi]]>
<![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.v15i4.4078
<![CDATA[Given the persisting issues among high school students in Banten about their inadequate comprehension of Islamic religious education content, particularly in relation to corpse management, it is imperative to revise and enhance the Islamic religious education curriculum in these schools. The objective of this study is to investigate and assess the changes, approaches, and assessment of Islamic religious education instruction in high schools in Banten. The research findings indicate that Islamic religious education material in Senior High Schools can be renewed by incorporating corpse management material and guide tutorial modules. This renewal can also involve adopting the Blended Learning method, which combines traditional teaching methods with online resources such as package books, assignments, and tutorials accessed through e-learning platforms like 'Sipintar', Quizzizz, and Google Classroom. Additionally, the evaluation of Islamic religious education in high schools can be enhanced by implementing evaluation instruments that focus on online corpse management material. These evaluations can be conducted using the 'Sipintar', Quizzizz, and Google Classroom applications.]]>
<![CDATA[Empowering Virtuous Citizenship: A Curriculum-Driven Initiative for Community Good Character by Madrasah Aliyah Teachers ]]>
<![CDATA[Mariatul Hikmah]]>
<![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.v16i2.4788
<![CDATA[Madrasah Aliyah has shifted from traditional competitive academic models to an independent curriculum that emphasizes holistic development and cooperation. This qualitative study, involving interviews, observations, and document analysis, assessed the curriculum's implementation and impact, involving stakeholders like educators, the madrasa head, and ministry officials. The findings indicate that the curriculum substantially supports individual growth, ethical character development, and community involvement. The madrasa head plays a pivotal role by integrating character values into daily practices, fostering an ethical and respectful community. Educators actively participate in developing and executing the curriculum, tailored to meet diverse student needs. This curriculum enhances essential life skills—respect, honesty, and justice—through practical applications, aligning with broader educational objectives of preparing well-rounded individuals for societal challenges. However, the study’s limitation to one institution may affect the generalizability of the findings. Future research should expand to multiple institutions to verify these outcomes and explore the curriculum's broader applicability. Madrasah Aliyah Nurulfalah Airmolek’s innovative approach provides a model for other schools to incorporate character education into their frameworks, underscoring the importance of leadership in fostering significant educational and social transformations.]]>
<![CDATA[The Influence of the Political System on Education Curriculum Policy in Indonesia ]]>
<![CDATA[Agustina Haryani Putri]]>;
<![CDATA[Suhardi Suhardi]]>
<![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.v15i4.3184
<![CDATA[This research aims to describe the literature review on the influence of politics on changes in education curriculum policy in Indonesia from 2004-2013. This research method employs a qualitative approach with a literature review framework. The research process entails gathering articles, filtering them, presenting them, engaging in discussions, and drawing findings. The primary sources of research data include books, journals, and national articles published during the past seven years. The findings indicated that out of ten articles, four were relevant to the topic of discussion. The curriculum underwent several revisions following the reform era in 1998. These changes included the implementation of the Competency-Based Curriculum in 2004, the introduction of the Education Unit curriculum in 2006, and the adoption of the 2013 curriculum. Curriculum revisions in Indonesia are frequently influenced by the prevailing political system as a way to demonstrate leadership authority during that period. Therefore, curriculum modifications are not grounded on educational requirements.]]>
<![CDATA[Quality Analysis of PDCA-Based Edupreneurship in 21st-Century Higher Education ]]>
<![CDATA[Rifaatussalwa Hayati]]>;
<![CDATA[Diding Nurdin]]>;
<![CDATA[Eka Prihatin]]>;
<![CDATA[Cepi Triatna]]>
<![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.v16i1.4171
<![CDATA[The objective of this qualitative descriptive study is to evaluate the effectiveness of the PDCA (Plan, Do, Check, Act) cycle in enhancing the quality of entrepreneurship education, or "edupreneurship," within universities, with a focus on Tangerang Raya University. This research engaged key stakeholders from the university, including the Vice-Rector for Academic and Student Affairs, deans and vice deans of the Faculty of Economics, Business and Humanities, the Faculty of Teacher Training and Education, and the Faculty of Engineering, as well as coordinators of study programs and students participating in edupreneurship initiatives. The findings indicate that the PDCA cycle significantly contributes to the improvement of edupreneurship quality and achievements at Tangerang Raya University. By facilitating the identification of weaknesses, the PDCA cycle enables continuous enhancements in the entrepreneurial education process. Despite its effectiveness, the implementation of the PDCA cycle in edupreneur programs encounters several challenges. These include constraints such as limited resources (budgets, teaching staff, and facilities), implementation hurdles, varying levels of engagement among members, shifting priorities, challenges in identifying opportunities, time limitations, difficulties in impact assessment, collaboration challenges, member turnover, and environmental uncertainties.This study underscores the PDCA cycle's potential in fostering edupreneurship within universities. However, it also highlights the necessity for addressing the aforementioned obstacles to fully leverage the PDCA cycle's capabilities in enhancing the quality of edupreneurship education. Addressing these challenges is essential for the sustained success and effectiveness of edupreneur programs driven by the PDCA quality management cycle.]]>
<![CDATA[Private Universities Survive and Thrive: From a Leadership and Human Resource Perspective ]]>
<![CDATA[Eric Hermawan]]>;
<![CDATA[Antoni Ludfi Arifin]]>;
<![CDATA[Yulianto Yulianto]]>;
<![CDATA[Taufan Maulamin]]>;
<![CDATA[Dian Wahyudin]]>
<![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.v15i4.4612
<![CDATA[Private higher education institutions have encountered challenges in adapting to the dynamic landscape of change, prompting them to implement diverse tactics in order to ensure their survival. This study used a library research methodology to examine the techniques employed by private institutions in response to disruptive circumstances from leadership and human resource perspective, with a focus on their ability to adapt and thrive. The data collecting process adheres to the five stages of the historical method, which include the selection of a topic and the acquisition of relevant evidence, the examination of the sources from which the evidence is derived, the assessment of the evidence itself, the analysis and interpretation of the gathered evidence, and the presentation of the evidence together with a concluding statement. A comprehensive examination of the techniques implemented by the private university has yielded a typology consisting of four primary strategies: survival, synchronising, stretching, and supremacy. The four techniques exhibit interrelation and potential overlap in some instances. Nevertheless, survival is indicative of a strategy centred around survival. The act of stretching and synchronising contributes to the enhancement of survival and the potential for growth. Additionally, the implementation of a supremacy strategy has the ability to establish a favourable long-term image and foster positive connections with important stakeholders. These techniques have the potential to support the survival and further growth of private higher education in the current period of change.]]>
<![CDATA[Collaborative Learning Integrated Pancasila Profile Based on Cultural Diversity to Improve Critical Thinking Ability ]]>
<![CDATA[Risky Putri Yani]]>;
<![CDATA[Feri Tirtoni]]>
<![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.v16i2.5149
<![CDATA[Critical thinking is the ability to analyze, interpret and evaluate information objectively and rationally needed in the 21st century to face future challenges through innovative approaches in order to take advantage of opportunities in the digital and global era. Critical thinking skills at the elementary school level are still low and need to be improved through collaborative learning according to the implementation of the independent curriculum. The profile of Pancasila students is the skills that Indonesian students must have based on the noble values of Pancasila. This study aims to test the application of collaborative learning integrated with the Pancasila student profile based on cultural diversity with the Project Based Learning learning method to improve critical thinking skills. This study uses quantitative research pre-experiment method of one group pretest-posttest design. The subjects of this study involved 18 grade 4 students who were divided into small groups and calculated using the N-Gain test. The N-Gain test is a measuring technique to determine the effectiveness of a treatment before and after learning. The results of this study found the overall average N-Gain results showed moderate criteria between 0.3≤g≤0.7 and quite effective at a percentage between 56-75. Another result of this study, by doing collaborative learning students can become peer tutors and innovate to complete projects given by teachers from the development of an independent curriculum integrated with the Pancasila learner profile. Therefore, collaborative learning integrated with the Pancasila learner profile is concluded to improve critical thinking skills.]]>
<![CDATA[Students' Perception About Merdeka Belajar Kampus Merdeka in Strengthening Their Skills ]]>
<![CDATA[Rifari Baron]]>;
<![CDATA[Diana Purwati]]>;
<![CDATA[Heru Suparman]]>;
<![CDATA[Rinovian Rais]]>;
<![CDATA[Nurdin Nurdin]]>
<![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.v15i4.4757
<![CDATA[This research aims to get students' perspectives on the independent campus learning policy in strengthening their skills. The approach used is qualitative with a descriptive qualitative case study method. The process of collecting data used interviews, observations and group discussions. The informant is a postgraduate student at Indraprasta University, Jakarta, in the 2022-2023 academic year. The number of participants was 100 students. Data analysis uses stages of data reduction, data presentation, and conclusion. The results of the data analysis conclude that from a student perspective, implementing the independent campus learning policy requires adjustments that align with student needs and the global context. By implementing this policy, students become more independent to continue to improve their skills or potential. Apart from that, students can also develop 6C skills that are relevant to the educational needs of the 21st century. The results of this research have implications for the understanding of stakeholders in higher education institutions regarding the importance of understanding student perspectives in implementing independent campus learning curriculum policies.]]>
<![CDATA[Habituation of Moderate Learning in Islamic Religious Education at Elementary School ]]>
<![CDATA[Faisal Faisal]]>
<![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.v15i4.3411
<![CDATA[This research aims to describe and analyze moderate learning habituation in Islamic Religious Education at a public elementary school in Palembang, along with the challenges and opportunities for its implementation. This research uses a qualitative approach by collecting data through interviews and observations of the Headmaster and Teachers. Data were analyzed using the Miles and Huberman method. This research found that habituation of moderate learning is carried out through preliminary, core, and closing activities in Islamic Religious Education learning. Teachers facilitate discussions and debates, avoiding overemphasis on certain aspects that can lead to extremes in understanding. The use of technology is an opportunity to increase the accessibility and attractiveness of learning. The main challenge lies in the varying levels of religious understanding among students and the limited time and materials for learning. Teachers are trying to overcome this challenge with innovation in learning approaches. The use of technology, support from community organizations, and innovation in learning methods are opportunities to form an inclusive environment that supports moderate learning habituation.]]>
<![CDATA[Embracing Diversity: Implementing Inclusion-Based Islamic Education at SMALB Semarang to Meet Diverse Student Needs ]]>
<![CDATA[Erry Nurdianzah]]>
<![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.v16i2.5126
<![CDATA[Learning for children with disabilities necessitates specialized approaches to ensure the attainment of educational objectives. However, the heterogeneity of students with special needs within a single educational institution presents unique challenges in addressing their diverse educational requirements. This study aims to explore inclusion-based Islamic education at SMALB Semarang. Employing a qualitative research methodology with a case study approach, data was collected through interviews with the school principal, three teachers, ten students, and ten student guardians. Observations focused on the learning process and the interaction between students and teachers, while documentation provided insights into school records. Data analysis involved categorizing, coding, and identifying themes relevant to the research topic. The findings revealed that students at SMALB Semarang were classified into two categories: C (mentally retarded) and D (physically impaired). The learning process was tailored to the needs of students, who were grouped into several classes based on criteria such as religion and type of disability. Addressing the diversity in Islamic education involved curriculum adjustments and the formation of specific study groups. The Islamic learning process utilized various tools, including embossed media, visual aids, and hearing devices. For students with type C disabilities, the Islamic education process frequently involved repetition of learning materials. Embracing student diversity based on disability type and religion is crucial for effectively conveying and ensuring the acceptance of Islamic teachings among the appropriate student groups.]]>
