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[Empowering Introvert Students: How Artificial Intelligence Applications Enhance Speaking Ability ]]>
<![CDATA[Liya Astarilla Dede Warman]]>;
<![CDATA[Susi Erlinda]]>;
<![CDATA[Tashid Tashid]]>;
<![CDATA[Karpen Karpen]]>;
<![CDATA[T Sy Eiva Fatdha]]>
<![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.v15i4.4435
<![CDATA[The rapid development of technology has increased the use of Artificial Intelligence (hereafter, AI) applications to improve students’ English skills, especially in speaking skill. This study aimed to investigate the effectiveness of AI applications to improve the introvert students’ speaking ability. Pre-experimental one group pre-test and post-test design was utilized in this study. This study conducted with 85 introvert students from two universities in Riau, Indonesia chosen by using MBTI test and purposive sampling technique. The data were collected through the questionnaire and speaking test. The data were analyzed by using SPSS 25th version to find out the descriptive statistic, normality test, and paired sample t-test. This finding shed light AI applications were effective in improving the introvert students’ speaking ability. It was proved that the t-test was higher than the t-table value (12.8231.663) with the level of significance p0.05. In short, there was significant difference on the students’ speaking ability before and after using AI applications for English speaking practiced. In conclusion, AI applications can be implemented to improve university students’ speaking ability.]]>
<![CDATA[The Heritage of Toraja Cultural Values in the Academic Context of a Higher Education in Toraja ]]>
<![CDATA[Oktavianus Pasoloran]]>;
<![CDATA[Markus Deli Girik Allo]]>;
<![CDATA[Perdy Karuru]]>;
<![CDATA[Theresyam Kabanga']]>;
<![CDATA[Daud Kaluring]]>
<![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.v16i2.5009
<![CDATA[The purpose of this study is to investigate how the implementation of the inheritance of Tongkonan Values in the academic context of UKI Toraja. This research uses a qualitative approach using a case study method that focuses on a university, namely the Indonesian Christian University of Toraja. The informants in this study were elements of the Toraja Church Synod Workers Board, Makale Christian College Foundation Board, University Management and UKI Toraja academic community, and Toraja community leaders. This research data was obtained through observation instruments and interviews. The data analysis technique used is thematic analysis through coding of interview transcripts or observation note. This study confirms that as a vibrant centre for social and intellectual activities, UKI Toraja is a vital hub for fostering community bonds, and as a community development centre, it plays a crucial role in driving positive change and contributing to the overall advancement of the Torajan community, exemplifying a holistic approach to societal well-being that preserves traditions while embracing progressive change.]]>
<![CDATA[Typologies of Pondok Pesantren in Indonesia and Malaysia: A Comparative Analysis ]]>
<![CDATA[Hendi Sugianto]]>;
<![CDATA[Syarof Nursyah Ismail]]>;
<![CDATA[Kusaeri Kusaeri]]>;
<![CDATA[Evi Fatimatur Rusydiyah]]>
<![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.v15i4.4684
<![CDATA[This research specifically examine the typology of pondok pesantren, both in Indonesia and Malaysia. This study is highly relevant because it provides an in-depth understanding of the typology of Islamic boarding schools in Indonesia and Malaysia, which can help in understanding the development and differences in culture and Islamic education in the two countries. The method used in this research is descriptive qualitative with the type of library research, using the Publish or Perish application as an instrument for identifying journal articles. At the initial stage, the number of articles obtained was 133, and they were reduced based on quality and novelty so that 85 articles remained. These articles were then filtered again based on the focus theme, leaving 44. These articles were read and eliminated again so that only 33 articles were obtained. The results of this study show that there are three typologies of Islamic boarding schools in Indonesia and Malaysia; salaf typology, modern typology, and convergence typology of salaf and modern.]]>
<![CDATA[Exploring the Proficiency of English Teachers in Digital Literacy ]]>
<![CDATA[Sri Arfani]]>;
<![CDATA[Yanti Rosalinah]]>;
<![CDATA[Ibnu Subroto]]>;
<![CDATA[Retno Rahayuningsih]]>;
<![CDATA[Rina Lestari]]>
<![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.v15i4.4154
<![CDATA[In the post-pandemic era, teachers must have digital literacy skills to effectively teach and engage with their students in a virtual or hybrid learning environment. One problem with digital literacy and teachers in the post-pandemic era is that not all teachers may have the necessary skills and training to use technology for teaching and learning effectively. Building on these findings, this study aimed to investigate the digital literacy competence of English teachers and address the problems and challenges they face in the post-pandemic era. This study was conducted using a qualitative method with a descriptive analysis approach. The study was conducted in Bogor city, with data collected through a questionnaire administered from 25 English teachers in several senior high schools. The results suggest that most teachers have a high level of digital literacy in using technology to support learning, possibly due to the increasing emphasis on technology integration in education and the availability of professional development opportunities. However, there is still room for improvement in areas such as digital assessment, identifying credible sources, and recognizing risks associated with using digital tools safely. The findings also suggest that teachers with different levels of digital literacy have varying levels of understanding in areas such as copyright laws and collaboration.]]>
<![CDATA[Digital Literacy Skills of Elementary School Teachers on the North Coast of East Java ]]>
<![CDATA[Sa’idah Shibbriyah]]>;
<![CDATA[Ermawati Zulikhatin Nuroh]]>
<![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.v15i4.3871
<![CDATA[The purpose of this study was to assess the proficiency of teachers in the northern coastal region of East Java in the area of digital literacy. The researchers employed a qualitative research methodology, specifically utilising a phenomenological study design. Elementary school instructors are the target audience for studying digital literacy. The findings of this study concerning the digital literacy of primary school educators are highly favourable. The study found that there are eight indicators of digital literacy for teachers. These indicators include proficiency in operating digital media, creativity in digital spaces, collaboration in digital space, effective communication, information search and selection skills, critical thinking and content evaluation abilities, alignment of social and cultural understanding with digital spaces, and implementation of internet security measures.]]>
<![CDATA[Developing of Authentic Assessment Model Learning to Appreciate Drama Texts: A Pilot Test with Senior High School Students ]]>
<![CDATA[Nurizzati Nurizzati]]>;
<![CDATA[Ermawati Arief]]>;
<![CDATA[Ena Noveria]]>
<![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.v15i4.3253
<![CDATA[This research is motivated by a lack of teacher attention in managing literary appreciation learning with evidence of the lack of completeness of the assessment tools in the teacher's lesson plans. Therefore, the purpose of this study was to develop an authentic assessment model to measure the achievement of basic competence (KD) in learning the ability to appreciate literary texts (drama) for the class XI 2013 curriculum at the SMA/MA/SMK level, which focused on psychomotor and affective domains which were the focus of learning achievement on literary appreciation by first perform needs analysis, KD analysis, material analysis, and student analysis. To achieve the objectives of this study, the theory of assessment and authentic assessment was used; learning theory and development of learning device models; literary and educational theory; and learning theory of the ability to appreciate literary texts. The design implications for the development of this model refer to the 4-D model suggested by Thiagarajan, Semel and Semel (1974) which consists of 4 stages, namely define, design, develop and disseminate. The type of research is R D development research. The data of this research consists of two groups, namely qualitative data in the form of assessment model development tools, and quantitative data in the form of achievement scores of performance tasks with authentic instruments whose limited trials and dissemination were carried out in Senior High School in Padang city. The result of the research is an assessment model that is based on social cognitive learning theory, constructivism, and meaningful learning, learning syntax that focuses on students with representative assessment tools. The results of testing the assessment tool which consisted of 10 types of instruments were concluded to be able to measure the level and type of appreciation of students' literature with a "Good" qualification.]]>
<![CDATA[Cultivating Compassion: Assessing the Impact of Virtual Group Guidance and Modeling Techniques on Heightening Students' Charity Enthusiasm ]]>
<![CDATA[Zhila Jannati]]>;
<![CDATA[Abdullah Idi]]>;
<![CDATA[Dian Erlina]]>
<![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.v16i1.4793
<![CDATA[This research aims to analyze the effectiveness of virtual group guidance using modeling techniques to increase students' interest in giving alms in terms of input, output and implementation process. The research method used is mixed methods, namely embedded design. This research involved class X students using purposive sampling, namely ten students for the experimental group and the control group. Researchers used research instruments on the psychological scale of interest in giving alms, interviews, observation and documentation. The research results found that 1) virtual group guidance using modeling techniques was proven to be effective in increasing students' interest in giving alms in terms of input and output. This is based on the pre-test score obtained in the experimental group, namely 165 (61.34%) in the poor category. Meanwhile, the average post-test score was 213.9 (79.81%) in the medium category. The sig (2-tailed) value obtained is 0.002 where 0.002 0.05 from the results of the Paired Sampled T-Test. So, it is proven that there is a significant difference when compared before and after the treatment is applied. The Independent Sampled T-Test also shows that the sig (2-tailed) value is 0.008 where 0.008 0.05 so it can be said that the experimental group is different from the control group regarding their average interest in giving alms; and 2) virtual group guidance with modeling techniques has proven to be effective in increasing students' interest in giving alms in terms of the implementation process which can be seen from the aspects of communication, resources, disposition and bureaucratic structure, all of which are in the high category.]]>
<![CDATA[Teacher’s Strategy in Dealing with Disruptive Behavior from a Student’s Perspective ]]>
<![CDATA[Bekti Ningsih]]>;
<![CDATA[Endang Fauziati]]>;
<![CDATA[Yeny Prastiwi]]>;
<![CDATA[Laili Etika Rahmawati]]>
<![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.v15i4.3173
<![CDATA[Schools provide understanding to students to avoid disruptive behavior. Teachers have strategies to deal with disruptive student behavior in the classroom. This study aims to describe teacher strategies in dealing with student disruptive behavior and reveal students' preferences for teacher strategies in dealing with disruptive behavior of the first grade at a public elementary school in Baki. This type of research is qualitative using a case study approach in an elementary school so that the subject of the study is teachers and students. This research data are information about teacher strategies in dealing with student disruptive behavior and students’ preferences toward teacher strategies in dealing with disruptive behavior in the classroom. The data sources used are students and teachers. Data collection techniques used were observation and interviews. Meanwhile, the data were analyzed using Miles, Huberman, and Saldana’s model consisting of data collection, data reduction, data presentation, and drawing conclusions. The results showed that teachers used several strategies to deal with students' disruptive behaviour, including classroom management, taking individual approaches, behavior management, understanding student characteristics, and teaching social skills. The strategies that students prefer are classroom management, individual approach, and behavior management. Disruptive behavior of students during learning can be reduced if the teacher has an effective strategy and that strategy becomes the student's preference.]]>
<![CDATA[Examining the Implementation of the Independent Learning Curriculum in English Language Material at Vocational High Schools ]]>
<![CDATA[Purwo Haryono]]>
<![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.v16i1.4449
<![CDATA[The teacher's task in the Merdeka Belajar curriculum is to prepare learning plans, materials, and methods, and assess them. However, out of 50 students, there were 32 people whose mean score was below the standard of 75, namely 28.30. Another point, 40% cannot complete the English material test. It is urgent to research because there are gaps in theory, expectations, and reality in the field to find out the results of the analysis of obstacles and difficulties in implementing the independent learning curriculum on English language material. Mixed methods research method. The subjects were 120 vocational high school students. Data collection techniques use surveys and interviews. Instruments are arranged based on indicators. Instruments are shared via a Google Form link. Interviews were conducted to strengthen the survey results. The analysis technique uses SPSS version 26.0. Interview data was analyzed by collecting data, reducing, and drawing conclusions. The results showed that 39.17% of teachers had prepared learning plans, only 31.68% were able to deliver the material, only 44.12% were able to assess, only 39.17% of students experienced changes in behavior and 49.18% evaluated the English curriculum material. Freedom to learn. Consistent with the interview data, the survey confirms that instructors are still struggling to put the curriculum into practice. Many of those who took the survey are looking forward to receiving instruction on how to use the Merdeka curriculum to teach English, as well as how to evaluate and assess previously taught courses.]]>
<![CDATA[Self-Acceptance for Students Through Reality Counseling Containing Local Wisdom ]]>
<![CDATA[Rita Kartika Sari]]>;
<![CDATA[Musyarrafah Sulaiman Kurdi]]>;
<![CDATA[Muqarranah Sulaiman Kurdi]]>;
<![CDATA[Eunike Rose Mita Lukiani]]>;
<![CDATA[Pandu Adi Cakranegara]]>
<![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.v15i4.4617
<![CDATA[This research aims to analyze the effectiveness of reality counseling containing local wisdom in increasing students' self-acceptance. The research method used is quantitative. The sample in this study was 33 students in class VII.1 of junior high school. The data collection method uses a questionnaire. Then, the data was analyzed using the Mann-Whitney test (U-test). The results of the research found that the average student's self-acceptance score before being given the Reality Counseling intervention with Local Wisdom Content (pretest) was 138.1. Then the average student self-acceptance score after being given the intervention (posttest) was 110.56. There was a decrease in scores before and after the intervention of Reality Counseling activities containing Local Wisdom by 27.54. Then, after being analyzed using the nonparametric statistical test Mann Whitney U Test, the Asymp.Sig (2-tailed) was 0.034. Thus, it can be concluded that Reality Counseling activities containing Local Wisdom have a significant influence in reducing students' low self-acceptance. Reality counseling containing local wisdom can be an alternative in increasing students' self-acceptance so that they become students who are confident, enthusiastic and independent.]]>
