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 Opportunities for Developing Students' Global Skills through Teaching Materials on International Cooperation in Social Science Learning in Minahasa ]]>
<![CDATA[Siti Fathimah]]>;
<![CDATA[Andi Tenri]]>;
<![CDATA[Yoseph Daniel Ari Santie]]>;
<![CDATA[Dewilna Helmi]]>;
<![CDATA[Hutri Rizki Amelia]]>
<![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.v16i2.4885
<![CDATA[Global skills are important in preparing students to face the demands of today's global society, which is a major concern in the educational context. This study investigates the implementation of social studies learning in Minahasa Regency, particularly in the theme of international cooperation for the development of students' global skills. Using mixed methods design with analysis techniques by Miles, Huberman, and Saldana (2014) and quantitative data analysis including validation and reliability tests and analysis of student response questionnaires. The findings show that currently, the condition of the global skills of grade IX junior high school students in Minahasa through social studies learning on the theme of international cooperation is in the low 50.5%, medium 34.3% and high 15.2% categories. The actual performance gap in the implementation of social studies learning is still not optimal, and it tends to focus on the subject matter and ignore aspects of global skills development. Teachers are more inclined to the traditional knowledge-oriented approach rather than efforts to improve students' global skills. The implications of these findings include the need for a more holistic social studies curriculum reform, intensive teacher training in learning approaches that support the development of global skills, as well as the provision of additional resources such as case-based teaching materials for global studies.]]>
<![CDATA[Implementation of the Creative Economy Curriculum in Economic Education of Islamic Boarding Schools ]]>
<![CDATA[Almira Keumala Ulfah]]>;
<![CDATA[Iskandar Iskandar]]>;
<![CDATA[Trie Nadilla]]>
<![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.v15i4.3875
<![CDATA[Indonesia, the world's largest Muslim nation, is developing a sharia economy. Creative economy is essential to Indonesia. This is called Sharia-based in the creative economy. Including a Sharia-based creative economy in public, madrasah, and Islamic boarding school curricula. Islamic boarding schools preach Islam and produce productive workers. The aim of this research is to examine how the application of modern and traditional Dayah curriculum standards can increase Sharia-based creative economic empowerment as well as the inhibiting and supporting factors for Sharia-based creative economic empowerment through the application of modern and traditional Dayah curriculum standards. This research at Sekolah Tinggi Ilmu Tarbiyah. Syamsuddhuha (STIT) (in the Modern Dayah category) and Dayah Raudhatul Ma'Arif Cot Trueng Muara Batu (in the Traditional Dayah category). Participatory Action Research (PAR) method. The two Dayah (Islamic boarding schools, ed.), the implementation of the creative economy curriculum in economic education at Islamic boarding schools has great potential to improve the quality of economic education at Islamic boarding schools. By using a creative and innovative approach, this curriculum can help improve students' skills and understanding of economic concepts and prepare them to face the world of work in the future. However, several inhibiting factors need to be considered in the implementation of the creative economy curriculum, such as the lack of support from the pesantren management and limited resources. Therefore, it takes strong commitment and support from all related parties so that the implementation of the creative economy curriculum can be successful and sustainable.]]>
<![CDATA[Developing Conflict Resolution Skills Through Scouting Activities at Elementary Schools ]]>
<![CDATA[Sa'odah Sa'odah]]>;
<![CDATA[Bunyamin Maftuh]]>;
<![CDATA[Elly Malihah]]>;
<![CDATA[Sapriya Sapriya]]>
<![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.v15i4.3628
<![CDATA[The ability to overcome and solve conflicts is a skill that everyone should have. This skill must be taught to students at every level of education in a systematic and structured manner. This study aimed to analyze the urgency of developing a scout activity-based conflict resolution model in elementary schools. This study used a descriptive qualitative approach. The data were collected through interviews conducted with teachers and students, as well as observations on scout activities in elementary schools and used a literature study to describe the application of the conflict resolution model based on several experts and supporting reference studies. The respondents were from 10 elementary schools in the Tangerang area that were selected by using a purposive random sampling technique with 10 Teachers and 30 students. The data were analyzed to determine the urgency of developing a scouting activity-based conflict resolution model in elementary schools. This study used a qualitative descriptive method and used a literature study. The results of the study showed that (1) Scouting activities have great potential to train conflict resolution skills, especially for students in elementary schools, (2) Scouting activities have not been optimized as a means of developing conflict resolution skills, (3) Developing conflict resolution skills also as a means in developing communication skills, self-confidence, adaptation, critical thinking, negotiation, and democracy. The results of this study are expected to provide alternative models of character education and increase students' capacities in overcoming and solving conflicts through scouting activities.]]>
<![CDATA[Enhancing Students' Reading Comprehension Skills through the RADEC Model: A Focus on Elementary Education ]]>
<![CDATA[Fatimah Fatimah]]>;
<![CDATA[Darmansyah Darmansyah]]>;
<![CDATA[Marlina Marlina]]>;
<![CDATA[Melva Zaini]]>
<![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.v16i2.5224
<![CDATA[This study proposes the utilization of the RADEC (Read, Answer, Discuss, Explain, Create) learning model, a structured approach that incorporates independent reading, collaborative discussions, peer explanations, and creative activities, as an intervention to enhance reading comprehension skills. Its objective is to investigate the impact of the RADEC learning model on the enhancement of reading abilities among fourth-grade students learning Indonesian. This study employs a non-equivalent post-test only control group design, with the experimental class using the RADEC model and the control class employing conventional teaching methods. The study included all 78 fourth-grade students from SDN 20 Kurao Pagang, divided into two classes. Random sampling yielded 22 participants in the experimental group and 23 in the control group. Data collection was conducted using evaluation tests, and the average reading comprehension scores were 82.72 for the experimental class and 63.58 for the control group. Data analysis began with initial assessments, including normality and homogeneity tests, followed by hypothesis testing using the t-test. Findings revealed a noteworthy enhancement in reading comprehension scores within the experimental group in contrast to the control group, as evidenced by a significance value of (0.000.05), indicating a statistically significant difference between the two groups. The results of this study highlight the potential of the RADEC learning model as an innovative solution for increasing students' reading interest and reading comprehension skills at the basic education level. These findings inform curriculum development, teacher training programs, and educational policies in Indonesia to enhance reading comprehension outcomes.]]>
<![CDATA[Optimizing Teachers’ Potential as Youtubers to Face Merdeka Belajar ]]>
<![CDATA[Masni Masni]]>;
<![CDATA[Maya Agustina]]>;
<![CDATA[Khairuddin Hasan]]>
<![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.v16i2.4921
<![CDATA[The research aims to find out whether YouTuber teachers are able to face Merdeka Belajar, what variations of learning videos are produced by YouTuber teachers and to what extent YouTuber teachers are able to face Merdeka Belajar in Aceh Jaya. The research method uses the Asset Based Community Development method which has five stages, namely Discovery, Dream, Design, Define, and Destiny. The research subjects were 20 teachers who served in madrasas who were determined using purposive sampling techniques. Data collection uses interviews, observation, documentation and focus group discussions. Data analysis uses data reduction, data coding, data verification, and drawing conclusions. The results of the research showed that YouTuber teachers in Aceh Jaya were ready to face Merdeka Belajar. The teachers' willingness could be seen from the competence they had in designing learning videos as a distance learning tool. Distance learning was a form of independent learning. YouTuber teachers were also able to produce attractive learning videos, which were divided into four variations, namely voice note type videos, mixed voice videos, direct type videos, and semi-practical videos. The research results had implications for madrasah policy in Aceh Jaya in increasing the competence of other teachers in producing learning videos.]]>
<![CDATA[Competences Of Teachers: Differentiated Learning, Solutions In Diversity ]]>
<![CDATA[Yuyun Elizabeth Patras]]>;
<![CDATA[Khusnul Mubarok]]>;
<![CDATA[Gumgum Gumelar]]>;
<![CDATA[Erry Utomo]]>;
<![CDATA[Rais Hidayat]]>
<![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.v15i4.3732
<![CDATA[Teachers are a central part of the education process. Without teachers, education would not run smoothly. It is the most important asset in human resource development. Therefore, teachers' competencies need to be further improved to support their professional skills. The purpose of this study is to review and describe the results of research on differentiated learning in Indonesia, especially in the context of primary education in order to find new ways for education, especially in primary education. This research uses a qualitative approach with content analysis technique. Data analysis is carried out with the stages of concept examination, examination of critical matters. Teachers as one of the main actors in the implementation of education must certainly equip themselves with different skills and competencies in accordance with the times. In the learning process, teachers must use the right learning strategy, one of which is differentiated learning. There is a new way that teachers can take in improving teacher competence in accordance with what is regulated in the Teacher and Teacher Law, namely the fulfillment of four components in differentiated learning, namely content, process, product, and learning environment, to facilitate student learning activities according to their uniqueness and diversity. ]]>
<![CDATA[The Role of Islamic Educational Institutions as Rehabilitation Centers: A Case Study of Pesantren ]]>
<![CDATA[Hadis Purba]]>;
<![CDATA[Rahayu Fuji Astuti]]>
<![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.v15i4.4090
<![CDATA[Islamic boarding schools are a typical wealth of Indonesian Islamic cultural treasures that have at least three elements, namely kiai, santri, and mosque. This research uses a qualitative descriptive approach with a case study method, where researchers try to understand the express and implied meaning behind the phenomena obtained through in-depth interviews, observations, supporting documents, and the results of theoretical studies from various authoritative written sources. This data analysis is carried out circularly by starting with data collection, data presentation, data reduction to conclusions. The results of this study showed that the condition of drug addicts and mental issues at Al-Qodir Islamic Boarding School experienced acute dependence and generally had weak religious knowledge. Islamic religious education materials applied at Al-Qodir Islamic Boarding School are faith education, moral education, and worship education using various varied methods and relevant repression techniques so that students who are addicted to drugs and mental issues can understand and live Islamic religious education comprehensively. The conclusion of this study shows that Islamic religious education has a very important role in the rehabilitation process gradually, systematically and planned by integrating medical, psychological, social and spiritual sciences for the realization of positive changes displayed by drug addicts and mental issues through the level of faith, forging akhlakul karimah, and habituation of worship. The research has implications for the importance of Kyai's role as a leader in managing the dynamics of internal and external changes in pesantren.]]>
<![CDATA[Knowledge Transfer and Entrepreneurial Interest in the Perspective of Informal Economic Education in Urban Farming Family Business ]]>
<![CDATA[Muhammad Hasan]]>;
<![CDATA[Citra Ayni Kamaruddin]]>;
<![CDATA[Nurdiana Nurdiana]]>;
<![CDATA[Nurjannah Nurjannah]]>;
<![CDATA[Nur Arisah]]>
<![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.v15i4.2464
<![CDATA[The role of entrepreneurship in a country's economy, especially in poverty alleviation and employment, needs to be supported by economic education that takes place in the family. This study aims to explore the informal economy education process of knowledge transfer and its relation to entrepreneurial interest. This research is a research with a qualitative approach with the unit of analysis in the urban farmer family business. Informants from this research are children or the next generation in urban farming family businesses. The determination of informants in this study was carried out with certain considerations in accordance with the research objectives. Data collection techniques used are interviews and observations. The data analysis technique used in this study is a qualitative data analysis technique using the Miles and Huberman model. The findings of this study indicate that informal economic education which is implemented through knowledge transfer within the family is carried out by directly involving children as successors in business activities. Parents as the previous generation transfer knowledge verbally and provide examples to successors. The successor receives and absorbs the knowledge given by the predecessor and then applies that knowledge in running the business. The successor applies the knowledge provided by the predecessor by adding creativity and innovation.]]>
<![CDATA[The Influence of Illustrated Folklore on Elementary School Students' Reading Interests ]]>
<![CDATA[Mirda Indriani]]>;
<![CDATA[Otang Kurniaman]]>;
<![CDATA[Syahrilfuddin Syahrilfuddin]]>
<![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.v15i4.3150
<![CDATA[This study intends to evaluate the differences in the increase in reading interest of students who receive learning treatment using illustrated folklore books and students who study using books used in traditional learning. This research employed a quasi-experimental strategy using a matched-pairs control group. The 2022–2023 academic year's odd semester Indonesian language class was the setting for this study. Questions like "what," "who," "where," "when," "why," and "how" are used in the information-gathering material. The subjects in this study were 5th grade students consisting of 5 B and 5 C classes, where 5 C was the experimental class and 5 B was the class control. In this study, data were collected using pre-tests and post-tests given to the experimental class and control class, totaling 25 statement items. As a prerequisite test before testing the hypothesis, normality and homogeneity tests were carried out, which were processed using the SPSS 22 program. Based on the results of the hypothesis testing, a significance value (2-tailed) was obtained of 0.000 0.05 with an average experimental group having an average value of 79 .74 while the control group obtained an average value of 68.95. So that it can be reduced to 14.19%. Thus it can be concluded that there is an influence of pictorial folklore on reading interest of fifth-grade elementary school students.]]>
<![CDATA[Unveiling Engagement in Asynchronous Writing: A Comprehensive Exploration of Approaches and Indicators – A Systematic Literature Review ]]>
<![CDATA[Nur Arifah Drajati]]>;
<![CDATA[Dewi Rochsantiningsih]]>;
<![CDATA[Martono Martono]]>;
<![CDATA[Dewi Cahyaningrum]]>;
<![CDATA[Elisa Indriyani PH]]>;
<![CDATA[Agustina Tyarakanita]]>
<![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.v16i1.4579
<![CDATA[In developing the learners’ language competence, many educational institutions altered teachers to integrate computer-mediated communication (CMC) synchronously and asynchronously. However, the issue of engagement becomes another issue to be handled. Accordingly, in this literature review of 20 qualitative, 7 quantitative, and 8 mixed-method studies published in the high-ranked database from 2000-2021, we aim to examine the approaches to evaluate and indicators to facilitate the learners’ engagement, specifically on writing asynchronously. Asynchronous CMC became the concern of this study as it supports the learners to follow the simultaneous discussion and supports multiple learning styles. The reviewed studies were identified using behavior, cognition, and emotion approaches to evaluate the learners’ engagement. Thus, the types of indicators to facilitate the learners’ engagement are input, process, and outcomes. Finally, this review suggests it is useful to design writing courses that effectively conceptualize evaluation approaches and indicators to facilitate the learners’ engagement.]]>
