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
3,441 Documents
<![CDATA[Student’s Self-Regulated Learning in Online Class Design Based on Reflective Learning ]]>
<![CDATA[Darmiany Darmiany]]>;
<![CDATA[Siti Istiningsih]]>;
<![CDATA[Iva Nurmawanti]]>;
<![CDATA[Nurwahidah Nurwahidah]]>;
<![CDATA[Mohammad Archi Mauldya]]>
<![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.v16i1.3947
<![CDATA[This study explored the connection between Self-Regulated Learning (SRL) strategies and student learning outcomes, alongside detailing the SRL strategies students employ in reflective learning contexts. Conducted as a quantitative descriptive with 53 student participants, the research utilized correlation analysis to examine the interrelationships between various SRL strategies and employed a three-stage qualitative analysis process: data reduction, data presentation, and conclusion drawing. The findings reveal significant positive correlations among SRL strategies, notably between learning responsibility and environmental structuring (r = 0.706), memory strategy and goal setting (r = 0.717), and goal setting and self-evaluation (r = 0.722). The least positive correlation was found between self-evaluation and organizing (r = 0.437). Additional positive relationships were identified between memory strategy and perceived value (r = 0.668), goal setting and value (r = 0.762), self-evaluation and value (r = 0.669), seeking assistance and value (r = 0.763), environmental structuring and value (r = 0.825), learning responsibility and value (r = 0.795), and organizing and value (r = 0.645). Reflective learning stages—comprising the forethought phase, the performance phase as evidenced by students presenting their experiences, and the self-reflection phase during evaluation—highlight the intricate dynamics of students' SRL strategies. This study underscores the positive impact of SRL strategies on learning outcomes, offering insights into the effective application of reflective learning in educational settings.]]>
<![CDATA[Development of Social Science Teaching Modules in the Implementation of the Independent Curriculum at the Junior High School Level in Pekanbaru ]]>
<![CDATA[Walni Fitri]]>;
<![CDATA[Mahdum Mahdum]]>;
<![CDATA[Henny Indrawati]]>
<![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.v15i4.3576
<![CDATA[The Indonesian Education and Culture Ministry's autonomous curriculum teaching modules were used to construct social studies teaching modules. Because the Ministry only provides general examples, richer modules tailored to schools and students were developed. Class VII modules were produced using ADDIE model RD. The first step was a needs and empirical study of SMP Pekanbaru social studies teaching modules involving student and teacher observations and interviews. The modules were designed and developed using Canva Education and e-modules. Six experts validated the module's practicality. Other Pekanbaru junior high social studies teachers discussed the module. Qualitative analysis of validation questionnaire data. After the material was approved, SMP Pekanbaru social studies educators adopted it. Twenty students were given a learning motivation questionnaire to test the curriculum. Teachers who implemented the module received practical surveys and module usefulness at the end of the activity. Motivational and practical surveys were quantitatively analysed, and the Wilcoxon difference test was used to compare learning motivation before and after the module. The module enhanced student learning motivation; 100% of students were high and sufficient after using it, up from 90% before. The teachers also liked the module and thought it was practical and valuable.]]>
<![CDATA[Blended Learning in Inclusive Education: Experienced Teacher's Voices ]]>
<![CDATA[Tri Retna Astari]]>;
<![CDATA[Nur Hidayanto Pancoro Setyo Putro]]>
<![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.v15i4.3264
<![CDATA[Since the COVID-19 pandemic, many schools have implemented blended learning, where learning is held online and offline. The use of blended learning is considered effective but the application of blended learning will still be the same when applied to inclusive classes where there are not only regular students but also students with special education needs (SEN). The purpose of this research is to better understand teachers' perspectives on blended learning activities in English classrooms, as well as perceived barriers and problems, also in this research, was to tell a story. To know how EFL teacher experiences when teaching in an inclusive classroom the researcher interviewed an EFL secondary school teacher. The findings suggest that the effectiveness of inclusive education implementation is dependent on teachers' instructional approaches, learning resources, and institutional and governmental support. Her perspectives on inclusive education were critical in teaching people about special education students and changing attitudes while dealing with both regularly developing and disabled students. The financial position of the student's families is one of her ongoing difficulties as she tries to adopt blended learning in the inclusive classroom. She had vowed to investigate blended learning and find methods to include it in regular courses or inclusive classes.]]>
<![CDATA[The Development of a Scientific-based Academic Supervision Management Model ]]>
<![CDATA[Rokhman Rokhman]]>;
<![CDATA[Nirva Diana]]>;
<![CDATA[Yurnalis Etek]]>;
<![CDATA[Koderi Koderi]]>;
<![CDATA[Muhammad Sufian]]>
<![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.v16i2.4626
<![CDATA[The role of supervision in education is crucial for fostering teacher professionalism, necessitating a supervision model tailored to teachers' needs. The current supervision models often fall short of meeting these needs and lack efficacy and efficiency. This study aimed to devise a scientific-based academic supervision management model, evaluate its viability, and determine its impact on supervisor competency in terms of effectiveness and efficiency. Using the ADDIE model, a scientific-based academic supervision management model was crafted. Data were gathered through observation, questionnaires, and documentation, involving principals and supervisors in Tulang Bawang Regency. A mixed-methods approach was applied for data analysis. The developed model, encapsulating the principles of Observing, Questioning, Experimenting, Associating, and Communicating (OQEAC), underwent evaluation by experts in content, language, and media, and was found suitable for field testing. Subsequent trials with principals and supervisors in both small and large groups affirmed the model's high effectiveness and its capability to enhance supervisor competence. This research corroborates that the OQEAC model, grounded in scientific principles, significantly improves education supervisors' skills, thereby elevating teaching and learning quality. The OQEAC-based academic supervision represents a potent strategy for augmenting educational quality and empowering teachers to lead learning outcome improvements.]]>
<![CDATA[Improving The Practice Of Teacher Learning Reflection Through Digital Technology-Based Lesson Study ]]>
<![CDATA[Iman Subasman]]>
<![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.v16i2.4905
<![CDATA[This research explores the development of a lesson study model integrated with digital strategies, aiming to enhance collaborative learning among teachers. Using qualitative methodology, the study involved teachers from different disciplines in secondary schools. Data collection included surveys, interviews, and analyses of teaching practices. The main focus was on implementing digital tools such as online learning platforms, discussion forums, and collaborative learning among teachers. Data analysis uses Interpretive Phenomenological Analysis (IPA), which aims to determine the phenomenon that is the focus of the research. The results showed significant improvements in engagement, reflection, and exchange of teaching practices. Further analysis revealed that integrating digital technologies enriched the lesson study experience by providing wider access to resources and learning communities while facilitating more efficient data collection and analysis. However, challenges related to technology training and the integration of digital resources in the curriculum were also identified. This research provides new insights into the potential of digital technology in enhancing lesson study and suggests the need for a structured approach to technology integration in teacher professional development. The findings have the potential to make significant contributions to teacher professional development literature and educational practice, particularly in adapting digital technologies for effective collaborative learning.]]>
<![CDATA[Fostering Social Harmony: A Peace-building Approach to Conflict Resolution and Enhanced Social Skills ]]>
<![CDATA[Tetep Tetep]]>;
<![CDATA[Alni Dahlena]]>
<![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.v16i2.4687
<![CDATA[Education is the best means of resolving every conflict that arises in human life. Despite the frequent occurrence of conflict and violence among students, it is still regarded as a norm, posing significant danger if left unaddressed. This acceptance can contribute to the development of a deteriorating culture, perpetuating hostility, intolerance, intergenerational violence, and diminishing social character values, particularly within student communities. This study formulates a peace-building-based conflict resolution learning model to instill the values of students' social skills, which is carried out on students through the non-equivalent control group design. Data were collected and processed using experimental procedures. Data analysis techniques were analyzed using design models processed through VOSviewer design software and the SEM (Structural Equation Model) method. Structural Equation Modeling, better known as SEM, has several other names, such as covariance structure analysis), analysis of latent variables, analysis of confirmatory factors and analysis of linear structure relationships. The results of the research show that the peace-building model of conflict resolution learning is effective in improving students' social skills, this is evidenced by the increased students' understanding of conflict resolution and violence that they experience directly or indirectly. Increased collaboration between students in finding solutions to the cases studied shows a better understanding of differences of opinion among students. Increased solidarity in solving problems within the group. Based on this, peacebuilding-based conflict resolution learning is sufficient to make a good contribution to cultivating the values of social skills that can be applied in students' daily lives.]]>
<![CDATA[Efforts to Improve the Quality of Schools Based on the Analysis of Educational Reports ]]>
<![CDATA[Sundakir Sundakir]]>;
<![CDATA[Makhdalena Makhdalena]]>;
<![CDATA[Hambali Hambali]]>
<![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.v15i4.3714
<![CDATA[The objective of this study was to examine school quality report cards in order to enhance the standard of education. This study employs descriptive qualitative methodologies, which involve analysing data or documentation, doing observations, and conducting interviews. Data collecting methods encompassed interviews, observation, and documentation. The participants in this study included the principal, vice principal, school treasurer, three teachers, and five studentss, who provided information. In addition, the employed data analysis technique is comprised of data reduction, data collecting, data display, and conclusion. The findings of this study suggest that the implementation of school report cards or education report cards can enhance the overall quality of schools. The indicators on the quality report card that can enhance the quality of school education include the quality and pertinence of student learning outcomes, which are categorised as satisfactory and progressing in relation to students' reading skills, numeracy abilities, and character dimensions. Consequently, there is a positive correlation between pupils' proficiency in literacy and the overall quality of education, including numeracy and character development. The school's quality is directly proportional to the pupils' level of numeracy skills and character. Schools must consistently aim for high-quality student learning outcomes, necessitating changes in all areas that contribute to student achievement.]]>
<![CDATA[Exploring the Implementation of the Religious Education System in Vocational High Schools: Strategies and Outcomes ]]>
<![CDATA[Eka Mustika Riantina]]>;
<![CDATA[Abdullah Idi]]>;
<![CDATA[Mardiah Astuti]]>
<![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.v16i2.5097
<![CDATA[This study evaluates the enactment of the Minister of Religion Regulation Number 16 of 2010, focusing on the management of religious education in schools, specifically at SMK Yadika Baturaja. Employing a descriptive qualitative methodology, data collection involved observation, interviews, and documentation review. The data underwent stages of reduction, display, and conclusion drawing. The findings reveal compliance with the Regulation, notably article 4, paragraphs (3) and (4), which mandate religious education based on the number of students sharing the same faith. According to these paragraphs, a minimum of 15 students sharing a religion necessitates the provision of religious education at the school, whereas fewer than 15 require collaboration with nearby schools or religious institutions. The study identifies significant obstacles, including the lack of a dedicated Religious Education Laboratory and adequate worship facilities for non-Muslim faiths. Although the implementation of religious education aligns with regulatory requirements, enhancing facilities is essential to better serve each religious community.]]>
<![CDATA[Challenges and Supports for Enhancing Teacher Professionalism in Private High Schools of Malang: A Qualitative Study ]]>
<![CDATA[Ralaivao Hanginiaina Emynorane]]>;
<![CDATA[Muhammad Huda]]>;
<![CDATA[I Nyoman Sudana Degeng]]>;
<![CDATA[Achmad Supriyanto]]>;
<![CDATA[Yudin Citriadin]]>
<![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.v16i2.5215
<![CDATA[This study aims to identify the key constraints that undermine teacher professionalism in private high schools in Malang, as well as the support provided by school foundations to address these issues. This study uses a descriptive-qualitative method and involves 18 teachers from three private high schools in Malang. Data were collected through field observations, in-depth interviews, and documentation and analyzed in two phases: individual and cross-case analysis, ensuring validation through a member check stage. Findings reveal that teacher constraints include issues related to school policies, bureaucracy, learning process inefficiencies, and inadequate welfare. Conversely, support mechanisms from school foundations include enhanced learning facilities, professional development opportunities, scholarship provisions, and improved social welfare benefits. These findings suggest that addressing both institutional constraints and support systems is crucial in fostering an environment conducive to professional development and efficacy among teachers.]]>
<![CDATA[Inclusive Islamic Education: The Role of Religious Moderation in Transformation of Islamic Education Institutions in Riau ]]>
<![CDATA[Juni Erpida Nasution]]>;
<![CDATA[Novri Suparman]]>;
<![CDATA[Bela Nurhayati]]>
<![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.v16i2.5188
<![CDATA[The transformation of Islamic Higher Education Institutions (hereafter, PTKIS) towards quality education with a religious moderation approach in the Indragiri Hulu District, Riau Province, is crucial for meeting contemporary challenges and fostering socio-economic development. This article explores the integration of religious moderation within the PTKIS environment in the Indragiri Hulu District and the developmental direction of private PTKIS in the region adopting a religious moderation approach. Research outcomes emphasize key transformational aspects, including curriculum adjustments to incorporate religious moderation content into every lecture. This aligns with moderate Islamic values and reflects the latest developments in science and technology, aiming to enhance accessibility and educational quality, creating an innovative learning environment. PTKIS in the Indragiri Hulu District is dedicated to creating an inclusive campus that respects diversity, promotes critical thinking, and instills tolerance. Emphasizing the improvement of teaching and research quality involves applying religious moderation values in all academic activities. Modernizing campus facilities, including digital libraries and state-of-the-art laboratories, is prioritized to meet contemporary educational standards. A hidden curriculum is implemented for broad student participation. Additionally, PTKIS collaborates with local governments, communities, and the industrial sector to establish close links between education and employment, preparing graduates with practical skills for a competitive job market. The transformation of PTKIS in the Indragiri Hulu District establishes a holistic, modern educational foundation aligned with religious moderation values, contributing positively to character formation, intellectual development, and active engagement in a diverse society.]]>
