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[Lecturer's Teaching Strategy in Improving Higher- Order Thinking Ability of Islamic Education Students ]]>
<![CDATA[Asri Karolina]]>;
<![CDATA[Reni Melawati]]>;
<![CDATA[Idi Warsah]]>;
<![CDATA[Eka Yanuarti]]>;
<![CDATA[Eka Apriani]]>
<![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.v15i4.1967
<![CDATA[Lecture activities as processes and requirements exist, following academic rules and curriculum in a study program. It suggests how much basic knowledge students are required to have. The aim is to help students cope with the growing growth of science and technology. For this, Mamou's thinking ability achieves the educational goal, which is for students able to solve problems with high levels of thinking. The research aims to find out and analyze the lecturers' strategy used in increasing the efficacy of higher-order thinking, as well as the inhibitor and support factors in increasing higher-order ability. The study involves qualitative methods. The subjects were lecturers of the study program for Islamic education. The data collection techniques used in this study are observation, interviews, and documentation. The data-analysis techniques used are data reduction, data display, and verification. The results show the lecturers' strategy used in perpetuating students' ability to higher-order thinking with active learning strategies, incubation, suspected problems, and BBL. While the retard factors of a student's low thinking ability are lack of reading and the way lecturers should always guide students. As for the supporting factors are Internet access, library, and curiosity.]]>
<![CDATA[Comparative Study of Inclusive Education Programs for Women in Indonesia and Malaysia ]]>
<![CDATA[Supianto Supianto]]>;
<![CDATA[Sri Marmoah]]>;
<![CDATA[Jenny Indrastoeti Siti Poerwanti]]>;
<![CDATA[Siti Istiyati]]>;
<![CDATA[Sukarno Sukarno]]>;
<![CDATA[Hasan Mahfud]]>
<![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.v16i2.4477
<![CDATA[Education constitutes a fundamental right for all individuals, irrespective of gender. Despite this, gender-based educational disparities persist globally. This study conducts a comparative analysis of inclusive education programs for women in Indonesia and Malaysia, aiming to elucidate gender challenges in educational access and participation. Employing a qualitative methodology and comparative analysis, this research scrutinizes inclusive policies and initiatives within these nations, delineating their distinctions and commonalities. Data were collected through document reviews, observations, and interviews and subsequently subjected to comparative descriptive analysis. The findings reveal both countries' dedication to enhancing female educational participation. Nonetheless, obstacles such as restricted rural educational access, prevalent gender stereotypes in certain academic disciplines, discrepancies in STEM proficiency, and economic constraints continue to impede progress. To surmount these gender challenges in education, it is imperative to eradicate gender stereotypes, fortify gender-specific policies, broaden educational access, and provide tailored support for women with unique needs. Through collaborative efforts across multiple stakeholders, this study advocates for the establishment of an inclusive, equitable, and gender-fair educational milieu.]]>
<![CDATA[Kiai's Transformative Leadership in Developing an Organizational Culture of Islamic Boarding Schools: Multicase Study ]]>
<![CDATA[Samsul Arifin]]>;
<![CDATA[Moch. Chotib]]>;
<![CDATA[Nurul Widyawati Islami Rahayu]]>;
<![CDATA[Hosaini Hosaini]]>;
<![CDATA[Wedi Samsudi]]>
<![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.v16i2.5325
<![CDATA[This research aims to analyze the transformative leadership of kiai in developing Islamic boarding school organizational culture. The research method used is qualitative with a case study approach. Data collection uses interviews, observation and documentation. Meanwhile, data analysis uses data reduction, data display, and conclusion/verification. The research results show that the leadership role of the Kiai in the Leadership Transformation is related to changes in roles and responsibilities within the Islamic boarding school and the ever-changing society while maintaining the organizational culture of the Islamic boarding school refers to efforts to maintain and develop existing traditions and distinctive identities. In the Islamic boarding school environment Transformative Kiai Leadership at that the Pondok Pesantren Al-Mashduqiah and the Pondok Pesantren Nurul Wafa Besuki, both Islamic boarding schools may stand out by having a clear and strong vision of the desired direction for the Islamic boarding school. This vision may not only be limited to the religious aspect, but also includes personal development, education, and social contribution. These kiai may convey collaborative leadership, and open communication, and be role models for the students in terms of integrity and Exemplary. This cultural development has had a positive impact on cultural development in the two Islamic boarding schools. Fostering a progressive educational culture, Islamic boarding schools become dynamic and relevant learning centers, preparing students to become skilled, knowledgeable individuals and contribute positively to society.]]>
<![CDATA[Student Perceptions About Using Google Classroom and Its Effect on Student Learning Motivation ]]>
<![CDATA[Siska Mulyana]]>;
<![CDATA[Rr Srikartikowati]]>;
<![CDATA[Hendripides Hendripides]]>
<![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.v15i4.2826
<![CDATA[This study is based in the context of online learning, which has led to students experiencing delays in assignment completion and reduced cooperation in discussion groups. The objective of this study is to ascertain student perspectives on the utilisation of Google Classroom and to assess the impact of its use on the learning motivation of students majoring in Economics Education. The sampling technique employed was random sampling, specifically with a sample size of 53 respondents. This study employs quantitative descriptive methodologies, utilising data analysis techniques such as normality tests, linearity tests, f tests, and simple linear regression tests. The research findings indicate a statistically significant value of 147,272 4.03, demonstrating a strong correlation between the utilisation of Google Classroom and student motivation for learning. The coefficient of determination is 0.743, indicating a strong positive link. This suggests that there is a major influence.]]>
<![CDATA[Development of Research-Based Learning IPAS E-Module Using the Book Creator Application in the Merdeka Curriculum ]]>
<![CDATA[Estuhono Estuhono]]>;
<![CDATA[Raimon Efendi]]>
<![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.v16i1.4643
<![CDATA[Students struggled to understand science learning content about the forms of substances and their changes due to the usage of printed teaching materials that only provided information in outline format. The research aims to develop a credible, practical, and effective e-module for scientific learners utilising a bookmaker application and research-based learning. The research and development (RD) approach is utilised. The Plomp model consists of three stages: preliminary study, prototype stage, and assessment phase, and is the development process used. The assessment portion of the research yielded an average of 88.7% in the highly valid category during the validity test. The homeroom teachers of classes I and IV found that the teacher response questionnaire research resulted in an average score of 82% in the highly practical category. The one-to-one evaluation experiment yielded an average of 92% in the highly practical category, while the small group evaluation trial achieved an average of 85% in the same area. The study of effectiveness data from three categories (knowledge, attitudes, and abilities) yielded an average of 81.36%, falling under the "very effective" group.]]>
<![CDATA[The role of the Kepong Guidance Center in shaping the character of students and fostering a noble Islamic generation ]]>
<![CDATA[Meitania Affandi]]>;
<![CDATA[Ikhwan Fauzi Nasution]]>;
<![CDATA[Ardhana Januar Mahardhani]]>;
<![CDATA[Hadi Cahyono]]>;
<![CDATA[Sunarto Sunarto]]>
<![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.v15i4.3507
<![CDATA[Noble character is very important for students, and this research will see how each student's character develops. Kepong Guidance Center is a place of study for undocumented Indonesian students living in Malaysia. This consultancy studio supports the teaching of Indonesian students in Malaysia. This article is structured as follows: 1) Religious education is very important to develop students' morally upright character. However, because everyone's temperament varied greatly, it was common for students to get along badly, 2) The aim of this study is to investigate the role of the Kepong Guidance Center in shaping the character of students. 3) This study used qualitative approach and the method of the data collection was using observations and interviews. 4) engage in activities that help children develop their character and adopt noble attitudes, such as placing them in groups to plan lessons and encourage sharing. 5) Based on the findings above, it can be concluded that the teachers at Kepong Guidance Center play a crucial role in shaping the character of students and fostering a noble Islamic generation. The study showed that the students' character improved swiftly and that they found it easy to understand and practice what had been taught and guided. However, many students still require additional instruction to further develop their admirable character traits, and many pupils at the Kepong Guidance Center face challenges in their homes.]]>
<![CDATA[The Implementation of Electronic Portfolio Assessment in Learning Chemistry through Google Classroom to Increase Students’ Critical Thinking Skills ]]>
<![CDATA[Nuryanto Nuryanto]]>;
<![CDATA[Nahadi Nahadi]]>;
<![CDATA[Galuh Yuliani]]>
<![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.v16i2.4744
<![CDATA[Assessment is crucial in evaluating the success of learning and student competencies. Among the essential 21st-century skills is critical thinking. Furthermore, technological advancements necessitate the integration of digital media in education, including assessment processes. One such digital assessment method is the electronic portfolio assessment using Google Classroom. This study aimed to examine the implementation of electronic portfolio assessment via Google Classroom to enhance students' critical thinking skills. The research employed a literature review approach, drawing data from books and online journals. Data collection involved gathering information from several books and online journals pertinent to the research topic. Primary data sources included articles published in national and international journals from 2012 to 2023. Content analysis was used to analyze the data. The study's findings indicate that electronic portfolio assessment, coupled with feedback, can enhance students' critical thinking skills. Additionally, the features integrated into Google Classroom can further stimulate students' critical thinking during the learning process. Therefore, it can be concluded that electronic portfolio assessment through Google Classroom effectively enhances students' critical thinking skills.]]>
<![CDATA[Assessing the Preparedness of English as a Foreign Language (EFL) Teachers in Implementing the 2022 National Curriculum at Senior High Schools ]]>
<![CDATA[Kurnia Saputri]]>;
<![CDATA[Urip Sulistiyo]]>;
<![CDATA[Mukhlash Abrar]]>
<![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.v16i2.4765
<![CDATA[This research aimed to assess the preparedness of EFL teachers for implementing the IKM at senior high schools in Palembang City. The research used mixed methods. Both of the data were collected concurrently. When self-developed and validated questionnaires were distributed and filled in, to know the general overview of the EFL teachers in implementing the IKM. For data triangulation, the interview data was supported by a teaching document in the form of a lesson plan (RPP). The overall result of quantitative data analysis showed that the EFL teachers of SHSs were highly ready in terms of competencies, assessment methods, mindset/attitude, commitment, and teaching resources to implement the IKM. Meanwhile, the analysis of qualitative data indicated that EFL teachers had not yet demonstrated their readiness to implement IKM according to the process standards of IKM teaching. This less-readiness was caused by the provided training, and the workshop was only able to enhance their cognitive aspects, not the practical knowledge required to implement the IKM properly. The findings of this research shed light on policymakers and leaders about the EFL teachers' readiness toward the IKM implementation in Palembang City.]]>
<![CDATA[The Implementation Integrating Science and Religion in Curriculum Implementation at State Islamic University in North Sumatra ]]>
<![CDATA[Makmur Syukri]]>;
<![CDATA[Neliwati Neliwati]]>;
<![CDATA[Qomaruddin Lubis]]>
<![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.v15i4.3590
<![CDATA[This study aims to explore the concept of integration of science and religion based on wahdhatl ulum, explore the development of the integration of science in curriculum development, and explore the development of the integration of science and religion based on wahdhatl ulum in the implementation of the curriculum at the Faculty of Tarbiyah and Teacher Training a state Islamic university in North Sumatera. This research conducted a qualitative method with a phenomenological approach. The instruments used in this research are observation, interviews, and documentation studies. The data is analyzed using inductive and interim analysis. The results show the concept of integrating science and religion based on wahdhatul ulum in leaders’ of FITK UINSU Medan view is a concept of incorporating knowledge by obviating the dichotomy or separating between general sciences and religious sciences. Preparing the curriculum begins by forming Lecture Plans (RPS) in lecture activities. Despite of, the integration of science and religion in curriculum implementation has been carried out through the process of lectures, research, and community service; however, not all lecturers have the same perception in its understanding and implementation, so there are variations in their learning activities.]]>
<![CDATA[Integration of AI Chatbots in Islamic Religious Education: Potential and Challenges from a Doctoral Student Perspective ]]>
<![CDATA[Mohammad Sholeh]]>;
<![CDATA[Evi Fatimatur Rusydiyah]]>;
<![CDATA[M. Yunus Abu Bakar]]>
<![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.v16i2.5409
<![CDATA[This article examines the application of artificial intelligence (AI), particularly chatbot technology such as ChatGPT, in higher education, with a specific focus on Islamic religious learning. The study involved 27 doctoral students from Sunan Ampel State Islamic University, Surabaya, using a survey method to explore their perceptions of ChatGPT in Islamic religious learning. Data was obtained via Google Forms using purposive and convenience sampling techniques. The survey contains 28 questions covering various aspects of ChatGPT's uses, benefits, limitations, and ethical issues. Data analysis using SPSS software, including frequency analysis, mean, and reliability. The results show a high level of reliability and reveal that using ChatGPT can improve productivity, learning quality, and personalization. However, there are limitations such as a lack of context understanding, limited personalization capabilities, and the potential to hinder human-to-human interactions. In addition, students also raised concerns about ethical issues such as plagiarism, assessment fairness, data privacy, dependency, and information bias. This article provides insights into the use of ChatGPT in higher education and emphasises the importance of considering ethical aspects in its implementation. To mitigate the ethical risks that may arise from the use of ChatGPT in educational settings, it is recommended that institutions develop policies, provide education, and ensure the availability of adequate resources. The article also emphasises the need for ethical risk mitigation measures associated with the use of ChatGPT in the educational environment.]]>
