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[Exploring the Ex-Hoogere Kweekschool Purworejo as a Historical Learning Resource for High School Students in Purworejo Regency ]]>
<![CDATA[Ranita Nazara]]>;
<![CDATA[Aman Aman]]>;
<![CDATA[Amirul Syafiq]]>
<![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.v16i2.4924
<![CDATA[This study investigates the educational potential of the Ex Hoogere Kweekschool (HKS) Purworejo heritage site as an interactive and contextual resource for high school history education in Purworejo Regency. Employing a qualitative approach with descriptive analysis, the research integrates observation, interviews, and document review methods. Observations evaluate the site's use in educational settings, while interviews with teachers, students, and site managers offer insights into its application in history lessons. Document reviews provide a historical context and outline prior educational uses of the site. Findings reveal that the Ex HKS Purworejo, built in 1915 by architect BOW J.Th. van Hoytema, significantly enhances students' learning experiences. The site's architecture and historical significance facilitate contextual history education, enabling students to engage directly with the historical environment. Despite its potential to accommodate up to 75 students and teachers and its preservation of 17 buildings in the Indies architectural style along with other authentic elements like ancient garden lamps, the site's use in history education at SMA Negeri 7 Purworejo and throughout the district remains suboptimal. The study emphasizes the importance of incorporating authentic historical resources like Ex HKS Purworejo into the history curriculum. This approach is vital for educators and policymakers in Purworejo Regency to develop strategies that optimize the use of cultural heritage sites in education. Enhancing the use of Ex HKS Purworejo and similar sites can enrich learning materials and offer students dynamic, meaningful learning experiences, fostering a deeper appreciation for their local cultural heritage.]]>
<![CDATA[Oral Proficiency in Higher Education: A Comprehensive Examination of Task-Based Language Teaching (TBLT) for ESP Students ]]>
<![CDATA[Yulini Rinantanti]]>;
<![CDATA[Maximus L. Nemo]]>;
<![CDATA[Andi Asrifan]]>;
<![CDATA[Sunarlia Limbong]]>
<![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.v16i2.4813
<![CDATA[There have been various conceptualizations about the implementation of task-based language teaching (TBLT) in the context of English language teaching. TBLT has been proposed as a potentially efficacious approach for instructing English as a second language (ESL) in Asian settings, such as Indonesia. The present study aimed to investigate the optimal implementation of TBLT for higher education students in ESP classrooms. A cohort comprising seventy ESP students pursuing a degree in the Accounting Study Program participated as research subjects. This research used a descriptive quantitative research method. The results show that the implementation of TBLT into the teaching of speaking skills resulted in beneficial result concerning students in ESP classrooms. The findings of this study indicate a statistically significant increase in the mean scores of oral English proficiencies among students enrolled in English for Specific Purposes (ESP) courses, as seen by the comparison between pretest and post-test scores. This study can be implemented by providing opportunities for students to engage in spoken language practice rather than learning sessions primarily focused on the explicit instruction of grammatical rules and ESP students’ comprehensibility. This study can be applied in TBLT approach in the ESP classroom setting for comprehensibility in EFL students' oral English.]]>
<![CDATA[Guru Penggerak and Continuous Professional Development: A Case Study of English Teachers in Palembang ]]>
<![CDATA[Lusiana Dian Retnowati]]>;
<![CDATA[Ismail Petrus]]>;
<![CDATA[Rita Inderawati]]>
<![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.v15i4.3751
<![CDATA[The study aimed to determine the significance of Guru Penggerak (GP) in developing the Continuous Professional Development (CPD) of English teachers. This was done by investigating the need for GP among English teachers to enhance their CPD and identifying the components or parts of Guru Penggerak that support their continuous professional development. A qualitative research method was used to investigate the phenomena, with two English teachers who joined Guru Penggerak Batch 1 in Palembang, South Sumatra, Indonesia as participants. Triangulation and member checks were conducted to ensure the dependability of the data obtained from interviews and documentation. The data were described and interpreted using codification, checklists, and thematic analysis. The findings of the study show that it is necessary for teachers of English to join Guru Penggerak to enhance their continuous professional development. After joining the program, English teachers were able to improve three components of their professional development: Self-Development, Scientific Publication, and Innovative Works. It was also found that GP mostly encouraged teachers of English in their pedagogical competencies, but less so in their proficiencies. However, GP provided English teachers with the eagerness to improve their English proficiency individually. Additionally, the study proved that Guru Penggerak (GP) helped advance English teachers’ careers, with some appointed as school principals and assessors of GP in subsequent Batches.]]>
<![CDATA[Exploring the Impact of Rabbani Character Values on Learning Outcomes in Prospective Elementary Education Teachers ]]>
<![CDATA[Suriana Suriana]]>;
<![CDATA[Nuraini Nuraini]]>;
<![CDATA[Lisa Lisa]]>
<![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.v16i2.5280
<![CDATA[Instilling Rabbani character values in prospective Madrasah Ibtidaiyah teachers is crucial, as it ensures that they not only possess cognitive intelligence but also excel in the affective domain, fostering profound spiritual intelligence. This holistic development can be achieved through the learning process, including mathematics education. This study utilized a mixed-method approach with a sequential explanatory design and was conducted at IAIN Lhokseumawe and IAIN Langsa. These institutions, located in the northern and eastern parts of Aceh Province near North Sumatra, exhibit differences in religious values, culture, and character. The sample consisted of 81 respondents, including 38 students from IAIN Lhokseumawe and 41 students from IAIN Langsa. Data collection methods included learning outcomes tests and questionnaires to assess the Rabbani character values of students. Data analysis was performed using the Rank-Spearman correlation with SPSS 26, yielding a significance value (2-tailed) of 0.0000.05. The regression analysis results indicated that Rabbani character values accounted for 12.8% of the variance in learning outcomes. This finding underscores the significant impact of these character values on enhancing the mathematics learning outcomes of prospective Madrasah Ibtidaiyah teachers.]]>
<![CDATA[Development of Quick Response Code-Based Teaching Material for Educational Statistics Courses ]]>
<![CDATA[Nurjannah Nurjannah]]>;
<![CDATA[Anggy Heriyanti]]>;
<![CDATA[Andi Baso Kaswar]]>;
<![CDATA[A. Mutahharah]]>
<![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.v15i4.3658
<![CDATA[This study aimed to develop interactive teaching materials based on Quick Response (QR) codes for the Education Statistics Course at a State Islamic Institute in Sinjai. The ADDIE model (Analysis, Design, Development, Implementation, Evaluation) was used to ensure the teaching materials' validity, practicality, and effectiveness. The teaching materials and learning videos underwent a validity test, which found that all aspects were valid, scoring 3.58. The media validation was very valid, with an average validator score of 3.68. The developed teaching materials were practical, with an average respondent rating of 92.07%. Respondents also found the teaching materials effective, with a proportion of 89.63%. These teaching materials will provide students with the knowledge and skills required for their final projects, including proposal preparation, research, data analysis, and thesis compilation. The hope is that these materials will improve the quality of education statistics learning and research, making students more competitive. In conclusion, this research successfully developed interactive teaching materials based on QR codes for the Education Statistics Course, which were found to be valid, practical, and effective.]]>
<![CDATA[Exploring the Nexus of Self-Efficacy, Family Support, and Educational Environment on University Pursuit Motivation ]]>
<![CDATA[Muhammad Safri]]>;
<![CDATA[Eka Hendi Andriansyah]]>;
<![CDATA[Mohamad Arif Rafsanjani]]>;
<![CDATA[Wapodo Tjipto Subroto]]>
<![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.v16i1.4485
<![CDATA[This study aims to investigate the correlation between a student's self-efficacy, family environment, and school environment, and their inclination towards pursuing higher education post high school. The research methodology employed is associative research utilising a quantitative technique. The study included a population of 280 students from all State Senior High Schools in the Menganti Subdistrict. The sampling strategy employed was purposive sampling to select class 12 state senior high schools in the city of Menganti as the sample, consisting of 198 students. Data collecting methods involve the use of questionnaires and are analysed by multiple regression with the assistance of the SPSS software. The results of the F test indicate a significant value of 0.000 0.05 and a calculated F value of 39.128 F table 2.26, suggesting that the independent variable has a significant influence on the dependent variable. The t-test results indicate that the tcount value is 3.317, exceeding the t table value of 1.65259 with a significance level of 0.001 0.05 for the self-efficacy variable. Additionally, the t count value of 4.359 surpasses the t table value of 1.65259 with a significance level of 0.000 0.05 for the family environment variable. The t count value is 0.526, which is less than the t table value of 1.65259, resulting in a significance value of 0.599, which is greater than 0.05 for the school environment variable. The T-test results indicate that each independent variable has a partial impact on the dependent variable.]]>
<![CDATA[Evaluating Curriculum at Madrasah Aliyah: Applying the Context, Input, Process, Product (CIPP) Model ]]>
<![CDATA[Muhlil Musolin]]>;
<![CDATA[Fauzi Fauzi]]>;
<![CDATA[Hizbul Muflihin]]>
<![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.v15i4.2516
<![CDATA[This research aims to evaluate the implementation of the An-Nawawi Sarwodadi Curriculum using the CIPP (Context, Input, Process, Product) model. A qualitative research approach was employed, conducted at Madrasah Aliyah An-Nawawi Sarwodadi in Wonosobo from September to October 2023. Primary data were collected through interviews with school principals, heads of curriculum departments, and teachers, while secondary data included curriculum guidance documents and archives. Data verification was achieved through extended observations, source triangulation, and technical triangulation. Data analysis followed the steps of data collection, data reduction, data display, and drawing conclusions. The results indicate that the context evaluation shows a supportive environment and a good understanding of the curriculum by teachers. Input evaluation revealed that while documents and manuals for teachers and students are available, they remain incomplete. Human resource qualifications and the standardization of facilities and infrastructure are satisfactorily met. Process evaluation demonstrated that teachers effectively implemented the curriculum, including organizing learning administration, conducting classroom activities (initial, core, and final), and performing assessment activities such as daily tests and mid-semester and final semester exams. Product evaluation showed good student learning outcomes, and most teachers efficiently input grades. Overall, the curriculum implementation is considered good. However, to further improve the quality of education, it is necessary to enhance the completeness of facilities and infrastructure, increase student participation in learning, and boost teacher competency through training and workshops.]]>
<![CDATA[Need Analysis for Development of a Role Playing Learning Model to Increase Student's Learning Motivation in Social Pathology Course ]]>
<![CDATA[Ria Rizkia Alvi]]>;
<![CDATA[Muhammad Jaiz]]>;
<![CDATA[Said Suhil Achmad]]>;
<![CDATA[Khairiyah Khadijah]]>;
<![CDATA[Willasari Arien]]>;
<![CDATA[Wilson Wilson]]>
<![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.v15i4.3630
<![CDATA[This study aims to (1) determine the needs of students regarding learning media that can help students improve learning outcomes and motivation; (2) the implementation of Social Pathology learning. It is research and development that is being done here. The Borg Gall development model—which includes preliminary and development studies, expert validation, model updates, hypothetical models derived from validation results, and model testing—is the one that is employed. According to Borg and Gall, the two primary goals of research and development procedures are product development and feasibility testing. Nevertheless, the scope of this research is restricted to the analytical phase, specifically examining the necessity of developing a role-playing learning model in social pathology courses to enhance the desire of students to learn. The participants in this research were third-semester social pathology students. 37 individuals made up the samples using the non-probability sampling method (saturated sample). A modified Likert scale was utilized to create the needs questionnaire, which had four response options: strongly agree, agree, disagree, and disagree strongly. Students and lecturers need a role-playing model. Students and lecturers in the Community Education Study Program need a role-playing model. This is demonstrated by the percentage that was found while examining the financial requirements of the student responses—90% of which were classified as strongly agreeing. Applying the role-playing learning paradigm can boost students' motivation and enhance their academic performance. This needs analysis can be used as the basis of learning innovations that will be applied to have an impact positive learning, which can improve learning motivation students significantly.]]>
<![CDATA[Revolutionizing Elementary Education: The Family Literacy Module - Boosting Reading Interest and Skills ]]>
<![CDATA[Wahyu Laraswati]]>;
<![CDATA[Aprilia Tina Lidyasari]]>
<![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.v16i2.4699
<![CDATA[Literacy is a crucial indicator of educational success. Despite its importance, literacy skills in Indonesia remain suboptimal, as evidenced by various studies and surveys. This research aims to develop a family literacy module designed to enhance elementary school students' interest and reading skills. This study employed the Research and Development (RD) framework using the Borg Gall ten-stage model. Participants included 69 parents and 28 students. Data were collected through observations, questionnaires, and tests to evaluate the module's effectiveness. The developed family literacy module significantly improved students' reading interests and abilities, demonstrating its effectiveness as an educational tool. The study's findings indicate that the family literacy module provides a practical solution for addressing low literacy levels among elementary school students. By engaging both students and parents, the module fosters a supportive reading environment, which is essential for literacy improvement. The family literacy module effectively enhances elementary school students' reading interests and skills, offering a promising strategy for literacy development in Indonesia. Future research should investigate the broader application of this module and assess its long-term impacts on literacy enhancement.]]>
<![CDATA[The Teaching-Learning Process in Madrasah Multigrade Classes During the Pandemic: A Phenomenological Investigation ]]>
<![CDATA[Salma Butig Redocto]]>;
<![CDATA[Gideon Sindad Sumayo]]>
<![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.v16i1.5110
<![CDATA[This qualitative study, employing a phenomenological approach, seeks to illuminate the experiences, challenges, and coping mechanisms of Madrasah multigrade teachers during the pandemic. The study involved 14 participants in in-depth interviews and 8 participants in a focus-group discussion. Thematic analysis was applied to analyze the responses. The research uncovered three fundamental themes in their lived experiences, focusing on establishing flexible teaching practices, adaptive instruction, and continuous assessment for enhanced learning. It also unveiled challenges at different levels, notably the three essential themes: Azatids-related challenges, Madrasah-level challenges, and Kalangkapan-level challenges. Despite these hurdles, the participants demonstrated their resilience through coping mechanisms, including spending own money, religious obligations, displaying positive attitude, praying, and self-reward. The study's conclusion underscores the profound impact of the COVID-19 pandemic on Madrasah multigrade teachers, emphasizing their ability to persist, adapt, and effectively cope with unprecedented changes.]]>
