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[Improving Social Skills Using Pop-Up Media for Elementary School Students ]]>
<![CDATA[Amir Pada]]>;
<![CDATA[Faizal Amir]]>
<![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.v15i4.3521
<![CDATA[Students' social skills can be honed with various teaching techniques, including using learning media. The use of pop-up media is an option to help students develop social skills that are responsive to environmental issues. Thus, this study aims to analyze social skills using pop-up media in elementary schools. This study used a nonequivalent control group design and a quasi-experimental approach, treating the experimental and control groups differently. All 48 participants in this study were fourth graders, constituting the study population. The sample of this research is 48 people and based on the saturated sample technique. The data collection technique for this study used a closed questionnaire and observation. Descriptive and inferential data analysis methods include homogeneity, normality, and hypothesis analysis. Analysis of descriptive data on the influence of pop-up media on children's social skills development in social studies learning determined that the value of P = 0.005 is more diminutive than = 0.05. So, using pop-up media impacts how students build their social skills. Therefore, pop-up media can improve students' social skills in elementary schools, especially in responding to environmental issues and can be used as an alternative teaching technique for developing students' social skills.]]>
<![CDATA[Primary Education in Southeast Asia: A Comparative Analysis between Indonesia and Philippines School Curriculum ]]>
<![CDATA[Aulia Ihza Cahya]]>;
<![CDATA[Elizar Elizar]]>;
<![CDATA[Badawi Badawi]]>;
<![CDATA[Masitoh Masitoh]]>;
<![CDATA[Meutia Rachmatia]]>;
<![CDATA[Berta Apriza]]>
<![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.v16i2.4817
<![CDATA[This study aims to compare the implementation of elementary curricula in the Philippines and Indonesia, focusing on ten key aspects: Curriculum Function, Curriculum Vision, Aims and Objectives, Values and Principles, Philosophy of Teaching and Learning, Curriculum Architecture, The Importance of Competency, Areas of Learning, Teaching Methodology and Strategies, and Assessment. The objective is to describe and analyze the differences between the curricula of these two countries. A qualitative approach with a multi-site case study design was employed, involving elementary schools in both Indonesia and the Philippines. Data collection methods included surveys, in-depth interviews with staff from six schools in each country, lesson observations, and document analysis. Informants were selected using purposive sampling to ensure the inclusion of experienced individuals from the Education office, school principals, and teachers, totaling 12 informants from both Indonesia and the Philippines. The findings reveal notable differences in the curricula across the ten aspects studied. The Indonesian education curriculum emphasizes the development of character, morals, and social skills, whereas the Philippine education curriculum prioritizes the enhancement of students' cognitive abilities.]]>
<![CDATA[LOTS vs HOTS: Evaluation of History Textbooks for Class XII Senior High School ]]>
<![CDATA[Najuah Najuah]]>;
<![CDATA[Sari Madani Rangkuti]]>;
<![CDATA[Ricu Sidiq]]>;
<![CDATA[Pristi Suhendro Lukitoyo]]>;
<![CDATA[Arfan Diansyah]]>
<![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.v16i2.4547
<![CDATA[This study evaluates the prevalence of Lower Order Thinking Skills (LOTS) and Higher Order Thinking Skills (HOTS) questions in Indonesian History textbooks for twelfth-grade students. Utilizing a quantitative research methodology, the study analyzes the first-semester evaluation questions from textbooks published by the Ministry of Education and Culture, Erlangga, and Grafindo. Employing descriptive statistical techniques, the analysis reveals distinct disparities in the balance of LOTS and HOTS questions. Specifically, the Erlangga textbook contains 82.6% LOTS and 17.4% HOTS questions, while the Grafindo textbook shows a distribution of 96.7% LOTS and 3.3% HOTS questions. Furthermore, a comparative assessment of descriptive questions shows that the Ministry of Education and Culture’s textbook exhibits a ratio of 38.9% LOTS to 61.2% HOTS, Erlangga has 73.4% LOTS to 26.6% HOTS, and Grafindo features 90% LOTS to 10% HOTS. The findings indicate a significant underrepresentation of HOTS-based questions in the analyzed textbooks, suggesting a potential gap in fostering higher-level cognitive skills among students.]]>
<![CDATA[The Integration of Local Cultures in English Teaching Materials in Promoting Culturally Responsive Teaching ]]>
<![CDATA[Lathifa Azhary]]>;
<![CDATA[Sitti Fatimah]]>
<![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.v16i2.4998
<![CDATA[Integrating local cultures in English teaching materials is crucial for promoting cultural diversity, cultural sensitivity, and enhancing their language learning experience. By incorporating local elements, teachers can make the learning content more relatable and engaging for students, ultimately leading to a more inclusive and effective educational environment. The purpose of this study was to find out the integration of local cultures in English teaching materials designed by the pre-service English teachers. The research participants were ten pre-service English teachers (PPG students 2022) from West Sumatera, Jambi, West Kalimantan, South Kalimantan, and South Sulawesi. The teaching materials as a source of the data were collected from their teaching experiences during PPG programs. Furthermore, the researcher found the participants through various social media platforms (Instagram, Telegram, and WhatsApp). Through social media, the researcher got the materials. The data was analyzed by using a document checklist based on Moran’s theory. The research showed that local cultures were incorporated in teaching materials designed by pre-service English teachers in three dimensions: product, practices and perspectives dimension.]]>
<![CDATA[Identify Student Learning Styles in the New Normal Era : Study on Prospective Biology Teachers ]]>
<![CDATA[Syamsu Rijal]]>;
<![CDATA[Ahmad Yani]]>;
<![CDATA[Siti Darwa Suryani]]>;
<![CDATA[Ambo Upe]]>
<![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.v15i4.2618
<![CDATA[The diversity of students results in various learning styles and routines. This definitely calls for lecturers to be flexible with students' learning preferences, as preferences play a significant role in the learning process in the midst of a pandemic. This study intens to identify and analyze the learning preferences of prospective biology teachers at Puangrimaggalatung University's Faculty of Teacher Training and Education. Additionally, efficient teaching options in the new normal period The total sample was 102 students, using the total sampling technique. The research was carried out in the even semester of the 2021/2022 academic year. The instrument used is a learning style questionnaire. The data obtained are analyzed descriptively. The results showed that most learning styles of prospective Biology teachers at Puangrimaggalatung University, dominated by visual learning styles by 60%, kinesthetic by 19%, followed by auditory by 14% and the last one was a combination type by 7%. It can be concluded that the learning style of prospective biology teachers in the new normal era is a visual learning style, so it is necessary to develop learning tools or strategies that are able to accommodate student learning styles visually. The research sample is only present on one campus; additional sites and research samples may be included in larger studies. Given that the new normal needs learning new things, certain tactics are necessary. Therefore, further study is required to create learning models that can take into account different student learning preferences.]]>
<![CDATA[Development of Multiple Representation-Based E-Modules Utilizing Augmented Reality in the Material of Molecular Shapes and Inter-Molecular Interactions ]]>
<![CDATA[Sherly Aulia]]>;
<![CDATA[Lenny Anwar S]]>;
<![CDATA[Roza Linda]]>
<![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.v15i4.3668
<![CDATA[The goal of this research was to create an e-module based on multiple representations in the material of molecular shapes and interactions between molecules using augmented reality technology. The method used is the Research and Development (RD) method with the ADDIE model, which consists of 5 phases: the analysis phase, the design phase, the development phase, the implementation phase, and the evaluation phase. Data collection techniques include interviews, student questionnaires, validation sheets, and user response questionnaires. Two methods were used in small-scale trials: one-on-one testing and user response. The one-on-one test involves three students with high, medium, and low abilities. The data obtained from the interviews are in the form of supporting questions related to opinions on the use of teaching materials, followed by assessments of questionnaire sheets and validation sheets in the form of scales. The type of scale used is a Likert scale with a score of 1-4. User response assessment involved three teachers and 30 students. The results showed that the developed e-module obtained an average percentage of material experts (95.7%) and media experts (92.2%), with very valid criteria; a one-on-one test to get students' comments for e-module components that must be repaired; and user responses, (namely teachers and students), with percentages of 93.1% and 93.7%, with very good criteria.]]>
<![CDATA[Implementation of a Multicultural Value System in the Islamic Religious Education Curriculum at Muassasah Mahad Ats-Tsaqofah Al-Islamiyah, Poming Pattani, Thailand ]]>
<![CDATA[Abdul Basyit]]>;
<![CDATA[Muh Turizal Husein]]>;
<![CDATA[Nasrulloh Nasrulloh]]>;
<![CDATA[J Anhar Rabi Hamsah Tis’ah]]>;
<![CDATA[Achmad Fauzi]]>;
<![CDATA[M. Dahlan R.]]>
<![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.v15i4.3102
<![CDATA[This study aims to analyze, identify, and validate the implementation of a multicultural value system within the Islamic religious education curriculum at Muassasah Mahad Ats-Tsaqofah Al-Islamiyah, Poming Pattani, Thailand. Conducted as field research with a qualitative approach, the study utilizes methods that are inherently naturalistic, collecting and analyzing qualitative data from both primary and secondary sources. Primary data were gathered through direct field observations, interviews with school principals, Islamic Religious Education (PAI) teachers, and deputy heads of curriculum, and documentation of the institution’s history, profiles, and educational practices. Secondary data supplemented these findings with existing literature, documents, photographs, and statistics. The research setting includes detailed observations of the geographical location and physical conditions of the institution, learning activities aimed at instilling multicultural values, and the available educational facilities and infrastructure. The data analysis process involved reducing data to identify key themes, presenting the data through various formats, verifying findings through techniques like source and technical triangulation, and extension of observations. The results indicate that Muassasah Mahad Ats-Tsaqofah Al-Islamiyah has effectively integrated multicultural education into its Islamic religious education curriculum by embedding multicultural values into existing materials and activities. This integration has been thorough and deep, promoting values of tolerance, equality, and unity among students, contributing to a more inclusive and harmonious educational environment.]]>
<![CDATA[Students’ Perceived Challenges and Learning Strategies of English Medium of Instruction in the International Nursing Program – A Descriptive Quantitative Study ]]>
<![CDATA[Komilie Situmorang]]>;
<![CDATA[Santa Maya Pramusita]]>
<![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.v16i1.4246
<![CDATA[Achieving international recognition has motivated the universities in Indonesia to shift to international programs. An unmistakable and notable initiative is the adoption of English as the Medium of Instruction (EMI), which has elicited both positive and negative responses. This study investigates the obstacles and educational approaches of nursing students when utilising EMI. The study aims to examine students' perceived problems related to language and learning in an EMI context, as well as the techniques they use. The participants of this study are 176 Indonesian students majoring in Nursing. The participants were asked to fill in the survey questionnaires on the challenges they face and the strategies they use in EMI learning. The collected data were analysed using SPSS quantitatively. The major findings are that most students encountered a moderate level of language and learning challenges and sought L2 support strategies in coping with their language and learning challenges. There is less pressure on the students’ side as no native-speaker teacher is involved in establishing the EMI program. This study concludes that the students are ready for the EMI program. The study further suggests the potential of supporting the students through the concurrent support model by Macaro’s language support model.]]>
<![CDATA[Exploring the Effective Model of Teaching English Speaking Practiced at University ]]>
<![CDATA[Roni La'biran]]>
<![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.v15i4.3962
<![CDATA[Model applied by the lecturer depends on the student's ability to accept the subjects being taught and the student's ability, so it takes the phases of the model used to influence students to be able to speak English well. The purposes of the research are to discover model of teaching speaking practiced at university, students’ perceptions toward the model, the impact of the model, and kinds of interaction used in model of teaching speaking. The researcher employed qualitative methods for the study. The data resources for the research chosen through random sampling was used lecturer from Bosowa University of Makassar, which also included observation and interviews. The result of this study confirms that the model of teaching speaking practiced in Bosowa university was the mastery learning model. This model can be divided into five phases namely: Orientation, Presentation, Structures Practice, Guided Practice, and Independent Practice. The impacts of speaking model are active responsive such as students active to practice their English, students hard working to practice their speaking such as personality practice and group discussion, students have high motivation to practice their English such as prepare core point of speaking exercises, students have good self –confident such as the students are not shy to practice their English, and student have speaking fluency in practicing speaking. Types of classroom interaction used lectures in teaching speaking are closeness interaction, virtual interaction. The impact of the teaching speaking model is active responses, high student motivation, self-confidence, and speaking fluency.]]>
<![CDATA[Climber, Camper, and Quitter: How Solve Ethnomathematics Based Mathematics Problem ]]>
<![CDATA[Plavantiano Labiodonta Aviko Veola]]>;
<![CDATA[Nuqthy Faiziyah]]>
<![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.v15i4.2339
<![CDATA[Problem-solving ability is the capacity to think critically and determine solutions for specific problems. This study aims to assess the problem-solving skills of students in tackling High Order Thinking Skills (HOTS) problems, focusing on students with different Adversity Quotient (AQ) types: quitter, camper, and climber. A qualitative descriptive method was employed to evaluate the students' abilities in solving Systems of Linear Equations in Two Variables (SPLDV) problems. The subjects of this study were students categorized into quitter, camper, and climber AQ types. Data collection methods included: 1) written tests to evaluate problem-solving skills, 2) questionnaires to assess AQ levels, and 3) interviews to clarify students' confidence levels. The results indicated that students with the quitter AQ type could only complete one stage of problem-solving. Those with the camper AQ type managed to complete two stages, while students with the climber AQ type were able to successfully complete all four stages of problem-solving, despite encountering minor errors in the process.]]>
