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[Islamic Religious Education Learning Outcomes Evaluation: Implementation of Steps, Concepts and Solutions in Public Elementary School ]]>
<![CDATA[Adiyono Adiyono]]>;
<![CDATA[Awalina Fadhilatunnisa]]>;
<![CDATA[Nofri Ahmadi Rahmat]]>;
<![CDATA[Nurul Munawarroh]]>
<![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.v15i4.4384
<![CDATA[Evaluation activities can be employed as a means to optimise the attainment of learning objectives and learning outcomes. Understanding student performance as a foundation for fostering student potential. This study focuses on the implementation of the evaluation of Islamic Education (PAI) learning outcomes, encompassing the planning process, objectives, types, and implementation strategies. It also examines the challenges faced by educators during the implementation and proposes potential solutions. This qualitative study acquired data through interviews and literature review. Data collection is the initial and essential stage in a study. The researchers employ various data collection approaches. Researchers performed a question-and-answer session with the PAI Teacher at a public elementary school in Kuaro. In field research, narratives or accounts of heard and felt occurrences are analysed in detail to remain natural and accurately depict field phenomena. Planning for PAI learning outcome evaluation, including setting clear goals, identifying components, selecting procedures, collecting data, confirming data, and constructing assessment measuring instruments. Evaluation types: formative and summative. Evaluation methods—tests and non-tests. Evaluation limitations, short study hours, and poor infrastructure. According to the research above, PAI learning outcome evaluations are implemented using prior evaluation planning to maximise efficiency and effectiveness. PAI learning outcomes are evaluated utilising cognitive, emotional, and psychomotor assessments.]]>
<![CDATA[Digital Literacy- Based Case Method Lecture Model for Strengthening Student Critical Thinking ]]>
<![CDATA[Filma Alia Sari]]>;
<![CDATA[Fenny Fenny Trisnawati]]>;
<![CDATA[Supentri Supentri]]>;
<![CDATA[M. Yogi Riyantama Isjoni]]>
<![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.v16i1.4576
<![CDATA[The change in the learning paradigm from traditional learning models to digital literacy-based case methods involves several changes in habits, which ultimately require each individual to adapt and complete all activities from time to time. Therefore, digital competence is important in the learning process. Using good reading skills can support successful learning. Interest in reading books has decreased because it has been replaced by a new method, screen-based reading behavior. This has aroused researchers' interest in discussing the importance of digital literacy. The case method is the learning model that can support students' digital competence in participating in learning and improving critical thinking. This study employs a 4-D development paradigm (Four-D Models) to create cutting-edge goods in the shape of digital literacy-focused case study lecture model project modules. The produced product's feasibility is confirmed through the validation procedure and implementation test to ensure the creation of the final product. The study took place in Pekanbaru, Riau Province, between March and June 2023. The data analysis methods utilised included observation, documentation studies, interviews, FGDs, data reduction, analysis, data interpretation, and data triangulation. Conclusions can be derived from the outcomes of the data analysis. This digital literacy-based case method lecture innovation, initially designed for monetary economics lectures, can be applied across all courses to enhance critical thinking skills in other scientific disciplines and facets of life. We anticipate that this marks the commencement of advancements in lecture innovation and development.]]>
<![CDATA[Audio Visual Material for Safety Briefing Learning for Students in School Laboratories ]]>
<![CDATA[Wina Puspita Sari]]>;
<![CDATA[Asep Soegiarto]]>;
<![CDATA[Muria Putriana]]>
<![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.v16i2.5407
<![CDATA[This study aims to explore the perceptions of students and teachers regarding the effectiveness of audio-visual teaching materials in enhancing the understanding of occupational health and safety in school laboratories. The study employs a qualitative approach, utilizing descriptive methods to gather and analyze data. The research was carried out at Al-Ittihad Cianjur Vocational School, a technical and vocational education institution. The informants for this research were the Head of the Laboratory Program, the Person in Charge of the Laboratory, the School Principal, 7 teachers who taught in the laboratory, and 100 students. Data were collected through various techniques, including observations, document analysis, interviews, and focus group discussions (FGDs). To determine the level of reliability or trustworthiness of data, this research uses credibility, transferability, dependability, and confirmability. The data analysis technique uses qualitative data which includes stages of data reduction, data presentation, and conclusion. The research results concluded that the provision of audio-visual teaching materials in the form of videos was very good and had a positive impact on learning. The students have quite good attitudes when carrying out learning activities, especially regarding their work safety in the laboratory. These findings also provide awareness about the importance of increasing digital competence so that teachers can be more creative and innovative in creating learning resources.]]>
<![CDATA[Self-motivated Learning Analysis: Study of Comparative Learning in Students Study Program Guidance for Islamic Counseling of UIN Suska Riau and UIN Imam Bonjol ]]>
<![CDATA[Suhaimi Suhaimi]]>;
<![CDATA[Mifathuddin Mifathuddin]]>;
<![CDATA[Nurwita Nurwita]]>;
<![CDATA[M. Fahli Zatrahadi]]>;
<![CDATA[Darmawati Darmawati]]>;
<![CDATA[Istiqomah Istiqomah]]>
<![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.v15i4.4265
<![CDATA[This study has the potential to contribute significantly to understanding motivation in both institutions through a better understanding of self-motivated learning among students of the Islamic Counseling Guidance Study Program. Previous studies have explored the concept of self-motivated learning, but there are still research gaps that require further investigation by conducting comparative studies in two institutions. The purpose of this study is to answer how self-motivated learning is for students in the two institutions in the Islamic counseling guidance study program. Research methods use descriptive and qualitative methods. Analysis of data using Nvivo software The sample in this study was 22 people, including 2 lecturers and 20 other students from Uin Imam Bonjol and Uin Sultan Syarif Kasim. The research findings indicate that there is a shared comprehension among high-achieving students originating from renowned colleges in West Sumatra and Riau. The choice of counselling advice majors typically stems from parental influence, input from school teachers, or familial considerations. When it comes to developing self-motivation in learning, several factors should be taken into consideration. These include having well-defined objectives, being in a supportive atmosphere, following structured learning strategies, utilising effective learning techniques, ensuring adequate rest, fostering internal drive, maintaining a balance between different aspects of life, and seeking social support.]]>
<![CDATA[Effectiveness of Using Quizizz Media as an Evaluation of Explanatory Text Learning for Students in Junior High School ]]>
<![CDATA[Rifa Aulia]]>;
<![CDATA[Hasnah Faizah]]>;
<![CDATA[Charlina Charlina]]>
<![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.v15i4.3559
<![CDATA[The objective of this study is to assess the efficacy of employing Quizizz as a learning tool in enhancing the engagement and academic performance of eighth-grade students in comprehending explanatory texts. This research used quasi-experimental methodologies, specifically utilising a pre-test and post-test non-equivalent control group design. The study's population consisted of all pupils in the eighth grade. This study employed purposive sampling procedures to choose a total of 44 students from grade seventh in junior high school. The results of the study showed that the use of the Quizizz platform in evaluation activities was in the very good criteria (SB) of 55.91%, and student responses to evaluation activities were in the good category (B) of 44.01%. In the learning outcomes, students showed that the experimental class pretest data got an average of 65.05 and a posttest score of 82.10. In the control class, the pretest results got an average of 62.57, and the posttest results were 76.98. This shows that the average value result of the experimental class is higher than that of the control class. In calculating the hypothesis test sig 0.032 0.05, the hypothesis (H0) was rejected and (Ha) accepted. Based on the n-gain test results 56.7% which was included in the effective category. It can be concluded that the application of Quizizz media is effective in increasing interest and learning outcomes in evaluation activities for students.]]>
<![CDATA[Multisensory Approach in Memorizing the Al-Quran for Early Childhood: Integration of the Tradition of Memorizing the Al-Quran with Digital Technology ]]>
<![CDATA[Achmad Faqihuddin]]>;
<![CDATA[Mokh Iman Firmansyah]]>;
<![CDATA[Abdillah Muflih]]>
<![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.v16i2.5326
<![CDATA[Introducing the Quran to early childhood is a crucial foundation for developing their character and spirituality. In the modern technological era, adopting an effective learning approach is essential. This article reviews the significance of a multisensory approach in Quran memorization for early childhood. This study employed a mixed-methods approach, involving a survey of 50 parents selected through convenience sampling who participated in the tahfidz program. In addition, in-depth interviews were conducted with seven parents and three early childhood tahfidz teachers, complemented by direct observation of interactions in the memorization process. Data analysis was performed descriptively using MS Excel 2013 for quantitative data and NVivo 12 for qualitative data, based on the Miles and Huberman approach. The results indicate that the tradition of Quran memorization remains strong in Muslim families and is increasingly applied to early childhood. Methods involving multiple senses—such as hearing, sight, and touch—are preferred to enhance memorization. The integration of technology, combining audio, visual, and kinesthetic elements, creates an engaging memorization experience. This study confirms that a multisensory approach, along with technology integration and the active involvement of parents and teachers, enhances children's engagement and memory retention. It also provides a robust foundation for developing an effective religious education curriculum.]]>
<![CDATA[Collective Leadership of Islamic Boarding Schools on the Element of Educators ]]>
<![CDATA[Abdul Basit]]>;
<![CDATA[Diah Mutiara]]>;
<![CDATA[Ummah Karimah]]>;
<![CDATA[Thahirah Nur Adilla]]>;
<![CDATA[Azizah Istiqomah]]>
<![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.v15i4.2987
<![CDATA[This study intends to learn the leadership and management techniques used by Edward Sallis, the TQM champion at Darunnajah Boarding School, to gauge learners' level of contentment and then contribution of thinking to the following researchers. Case studies and other qualitative methods were used in this investigation. Darunnajah Islamic Boarding School in South Jakarta employs a purely qualitative phenomenalogy design in their daily operations. Use data was collected by observation methods, in-depth interviews, and documentation in this study. Triangulating the data, or comparing the written data with the findings of interviews and existing observations, is one method for validating data. Data collection that has been done and data analysis process, this research found that the role of external consultants in schools at the duties of the South Jakarta Darunnajah Islamic Boarding School is to give assignments to educators and education staff during a certain temp, monitor and evaluate the performance of teachers who do not achieve learning objectives, provide additional hours, and impose sanctions for those who violate based on the management of Darunnajah. In improving the scientific competence of teachers, Islamic boarding schools provide opportunities for teachers to continue their studies from the Bachelor level to a higher level, such as Masters Two and Three. The results of this research have not been optimally carried out due to time constraints and so many problems that have been obtained. Because researchers hope that other researchers will continue so that the results are more comprehensive as what the researchers wrote about the benefits of research. Collective leadership produces excellent graduates, professional teachers, infrastructure, laboratories, canteens, student skills. ]]>
<![CDATA[Exploring the Impact of Mindfulness on Work Engagement in the Education Sector ]]>
<![CDATA[Nida Hasanati]]>;
<![CDATA[Shabiq Azizatul Anisa]]>
<![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.v16i1.5105
<![CDATA[The research aims to investigate how mindfulness impacts work engagement through the lens of meaningfulness at work. The research aims to be beneficial for the scientific field of organisational psychology and can serve as a valuable resource for organisations looking to manage human resources from a positive psychology standpoint. This research uses a quantitative approach with a non-experimental research design, and is a type of correlational research. This study is about human resources professionals who work in the education field. Quota sampling is the method used for the sample. Also, subjects were chosen from teachers at all levels, from elementary to high school, with as many topics as possible coming from 150 teachers. The Mindful Attention Awareness Scale (MAAS), the Utrecht Work Engagement Scale (UWES), and the Work and Meaning Inventory (WAMI) scale are the three types of study tools that have been shown to be valid and reliable. A study of 150 teachers in East Java found that mindfulness had a significant negative effect on work participation through meaningful mediation. This effect was 47.8%. When the teacher's mindfulness is low, work engagement will be high, and when it's high, mindfulness will be low, work engagement will be high. There are a lot of things that can change the effects of these three variables. Some of these are teacher welfare, which includes benefits, salary, and job security, and teaching experience, which is linked to the number of years worked as a teacher.]]>
<![CDATA[The Leadership Role of Tuan Teachers in Developing Islamic Boarding Schools in Lombok ]]>
<![CDATA[Badrun Badrun]]>
<![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.v15i4.3431
<![CDATA[The leadership of teachers in Islamic boarding schools is something that is important to do in order to become a quality Islamic boarding school. This research aims to reveal and elaborate three things, namely: the concept of master teacher leadership in developing Islamic boarding schools, strategies in developing Islamic boarding schools and the benefits that Islamic boarding schools and the surrounding community gain from developing Islamic boarding schools. The results of data analysis show that the teacher's concept in developing Islamic boarding schools is collective-collegial, democratic-participatory and consultative-authoritative. Meanwhile, the strategy carried out by the teacher is to build and maintain trust, empowerment, synergy, innovation, flexible policies and forming solid cooperation. The benefits from the results of Islamic boarding school development are felt and enjoyed by various parties, namely: first, the availability of basic necessities for students, alumni, guardians of students, Islamic boarding school institutions and the surrounding community. Second, the opening of new job opportunities for the community, especially residents around the Islamic boarding school. Third, Islamic boarding schools have economic independence so they have authority and independence in regulating and managing Islamic boarding school institutions. The research has implications for the development of Islamic boarding schools in the field of entrepreneurship based on religious values]]>
<![CDATA[Islamic Teacher's Ethical Behavior, Identity Formation, and Writing Assessment: A Phenomenological Inquiry ]]>
<![CDATA[Desi Sukenti]]>;
<![CDATA[Syahraini Tambak]]>
<![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.v15i4.4570
<![CDATA[The development of students' academic achievement in the field of Indonesian language is very urgent and for that, a writing assessment is needed. This study uses a phenomenological approach to explore the involvement of Islamic behavior and the identity attribution of Indonesian language teachers in developing writing assessments. Involving twenty Indonesian teachers and conducting in-depth interviews to reveal the narrative of teachers' practices in developing writing assessments. Thematic analysis of two-group interviews with 20 teachers shows that the teacher's Islamic behavior provides a religiously motivated narrative framework that facilitates the interpretation of one's experiences. The involvement of personal morality and religiosity, attribution of identity when assessing, plays a role in the development of writing assessment in the Indonesian language and literature. The application of Islamic behavior principles is the main link in the development of writing assessment, in addition to the attribution of the identity of God-given personality to the assessment of writing Indonesian language and literature. The creativity and writing assessment abilities of Indonesian language teachers develop with various variants, and students' skills and mastery of material also develop in improving literacy, as well as their academic achievements. In conclusion, the results of this exploratory study show that Islamic behavior and personal identity attribution can develop writing assessment in the Indonesian language field. In the future, large-scale research may provide further evidence to reconsider the role of Islamic behavior and attribution of personal identity in teacher training as important factors in the development of Indonesian language teacher writing assessments.]]>
