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[PROGRESS Intervention: Increasing Prosocial and Respect to Prevent Bullying and Radicalism in Schools ]]>
<![CDATA[Muthia Aryuni]]>;
<![CDATA[I Nyoman Sudana Degeng]]>;
<![CDATA[Marthen Pali]]>;
<![CDATA[Imanuel Hitipeuw]]>
<![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.v16i2.5020
<![CDATA[Bullying and radicalism share common ground as forms of antisocial behavior characterized by violence. This study evaluates the effectiveness of the PROGRES intervention, designed to enhance prosocial and respectful attitudes and increase knowledge about bullying and radicalism among fifth-grade students. Employing a pre-posttest control group design with 150 students from urban elementary schools, this research utilized hypothesis testing through Independent Sample T-test and Paired Sample T-test. Results indicated that the PROGRES intervention significantly increased prosocial attitudes by 92.53%, respectful attitudes by 94.15%, and knowledge about bullying and radicalism by 98.12% and 97.01%, respectively (p 0.05 for all). These findings suggest that the PROGRES intervention could play a crucial role in educational strategies to combat bullying and radicalism, emphasizing its potential incorporation into school curricula nationwide.]]>
<![CDATA[The Effectiveness of The Multi-Way Question and Answer Method to Increase Student Activity in Online Lectures ]]>
<![CDATA[Mardeli Mardeli]]>;
<![CDATA[Lola Fadilah]]>;
<![CDATA[Karim Abdillah]]>
<![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.v15i4.3405
<![CDATA[The multi-directional question and answer method is one method that can be used to increase student activity in online lectures. The multi-way question and answer method is a way of presenting the material to be studied in the form of questions that must be answered. This research aims to determine the effectiveness of implementing the multi-directional question and answer method to increase student activity in online lectures in child and adolescent development psychology at UIN Surakarta. This research is qualitative in nature and to strengthen the findings descriptive statistical data was used. Data collection was carried out through three steps, namely interviews, observations, and questionnaires in form. The results obtained show that the application of the multi-directional question and answer method in the online lecture process of child and adolescent development psychology at a state islamic university in Surakarta can increase student activity. The indication can be seen from the number of students who asked and also answered questions, as evidenced by the results of the questionnaire, which showed that the indicators for visual activity, listening activity, writing activity and oral activity achieved a presentation above 75% which was in the very good category, while the mental activity indicator was very good. It shows results of 75%.]]>
<![CDATA[Analysis HOTS Problem Solving: Student Learning Outcomes from Student Facilitator and Explaining and Geogebra-Assisted Discovery Learning Models ]]>
<![CDATA[Linda Linda]]>;
<![CDATA[Abdillah Abdillah]]>;
<![CDATA[Vera Mandailina]]>;
<![CDATA[Syaharuddin Syaharuddin]]>
<![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.v16i1.4115
<![CDATA[Educators need to think about the difficulties that students often face when faced with high-order thinking skills in order to improve the teaching and learning system through the use of the right learning methods. This study aims to compare learning outcomes between using the Student Facilitator and Explaining the learning model with Discovery Learning powered by Geogebra to help students be critical, creative, and innovative in solving problems in the form of High Order Thinking Skills questions to think about in the context of science and everyday life. This experiment uses quantitative methods and is conducted in two classes XI with a total of 32 samples, namely 13 students of Experiment A and 19 students of Experiment B. This study uses instruments in the form of HOTS questions, consisting of 5 descriptive questions with pre-test and post-test designs so that the generated data is tested with JASP and SPSS software. In the Geogebra-powered Discovery Learning model, the p-value is 0.059 with an average of 20.000, while in the Geogebra-powered Student Facilitator and Explaining learning model, the p-value is 0.276 with an average of 52.947. Thus, the learning model suitable for the application of Geogebra software is Student Facilitator and Explaining based on the generated data and has a higher learning outcome value than the pre-test and post-test of the Discovery Learning learning model. This research can be a reference for education in education because of the need for proper technology to support the teaching and learning activities for students.]]>
<![CDATA[Character Building Through Tahfizul Qur'an: Assessing the Impact on Students at an Islamic High School Palu ]]>
<![CDATA[Muh Jabir]]>;
<![CDATA[Nabilah Safitri]]>;
<![CDATA[Nursyam Nursyam]]>
<![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.v16i2.4607
<![CDATA[An important issue facing the Indonesian nation today is a moral crisis. Educational institutions, which are expected to be at the forefront of shaping student character, have not been effectively fulfilling this role. This study aims to assess the character building in Al-Azhar Mandiri High School Palu through the Tahfizul Qur'an program and its implications. This research employs a qualitative approach with a descriptive methodology. Data sources include primary data, collected from the principal, tahfidz teachers, and Al-Azhar Mandiri High School Palu students, and secondary data, obtained through relevant literature. The data analysis technique used is qualitative data analysis with an interactive model. The results indicate that the Tahfizul Qur'an learning at Al-Azhar Mandiri High School Palu is conducted through activities such as muroja'ah (review), tilawati (recitation), verse connection, and memorization deposits. Several factors hinder the tahfidz activities, including unachieved memorization targets, lack of motivation to participate in tahfizul Qur'an learning, quick forgetfulness of memorized verses, and insufficient parental support and motivation. The tahfidz program at Al-Azhar Mandiri High School Palu has significant implications for the formation of religious character and responsibility among students. However, challenges such as motivation and parental support need to be addressed to enhance the program's effectiveness. The study concludes that while the Tahfizul Qur'an program at Al-Azhar Mandiri High School Palu positively impacts student character development, notable challenges must be overcome to optimize its benefits.]]>
<![CDATA[Advancing English Proficiency: A Development of the CESDEA Model in Distance Learning ]]>
<![CDATA[Roni La'biran]]>
<![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.v16i2.4900
<![CDATA[This study explores the evolution and implementation of the CESDEA model (Contraction, Stimulation, Explanation, Demonstration and Assessment.) an approach designed to enhance distance learning in English speaking. The model is meticulously crafted to address the challenges posed by remote education and aims to provide an effective platform for English language acquisition. The research delves into the theoretical foundations, design principles, and pedagogical strategies underlying CESDEA. Drawing on advancements in technology and educational psychology, the model integrates interactive tools, multimedia resources, and adaptive learning techniques to create an immersive. The study also investigates the impact of the CESDEA model on student performance, motivation, and overall learning experience. Through a comprehensive analysis of data collected from participants, the research seeks to contribute valuable insights into the efficacy of the CESDEA model in fostering English proficiency in a distance learning context. The findings of this study have implications for the broader field of education and the ongoing discourse on innovative approaches to language learning in digital learning. The noteworthy shift from a pre-test score of 54 to 84.76 signifies a substantial enhancement in speaking skills through the application of the CESDEA model. This impressive quantitative result suggests that the model effectively contributes to the development of English-speaking proficiency. The substantial increase in scores implies a positive impact on learners' linguistic abilities, highlighting the efficacy of the CESDEA model in distance learning. Consequently, these findings underscore the potential of incorporating the CESDEA model into language education programs, emphasizing its role in fostering meaningful improvements in English speaking proficiency.]]>
<![CDATA[Assessing the Financial Literacy of Madrasah Principals in Formulating Revenue and Expenditure Budget Plans ]]>
<![CDATA[Abdul Haris]]>;
<![CDATA[Mulyadi Mulyadi]]>;
<![CDATA[Sutiah Sutiah]]>
<![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.v16i2.4964
<![CDATA[This research aims to analyze and understand the level of financial literacy of Madrasah Principals in preparing the Madrasah Revenue and Expenditure Budget Plan (RAPBM) in Raudlatul Athfal (RA) Pasuruan Regency, East Java. The formulation of the problem in this research is whether there is an influence on the financial literacy of Madrasah Principals in preparing the Madrasah Revenue and Expenditure Budget Plan (RAPBM). This research uses a quantitative approach. The data source comes from Madrasah Principals. With data collection techniques through questionnaires and documentation. Then tested with simple linear regression analysis. The results found the regression coefficient value of 0.18 (positive), the correlation value was 0.029, the R square value was 0.116 (11.6%), and the significance value was 0.029 0.05, meaning that there was an effect of the financial literacy level of the Madrasah Principals in develop a Madrasah Revenue and Expenditure Budget Plan (RAPBM) in Raudlatul Athfal (RA) of East Java Pasuruan Regency. Thus, the better financial literacy, the better the preparation of the RAPBM.]]>
<![CDATA[Development of Electronic Test Instruments Through Vinesa to Improve Statistical Reasoning Ability on Tendency Central Materials ]]>
<![CDATA[Hari Setyaedhi]]>;
<![CDATA[Rusijono Rusijono]]>;
<![CDATA[Hirnanda Pranada]]>
<![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.v16i2.4717
<![CDATA[This study aims to assess the feasibility of developing an e-test instrument for statistics courses on central tendency material so that student learning outcomes can increase. The analysis used in this research is quantitative and descriptive. This research method uses 20 students. Methods of data collection using tests, observations, interviews, and questionnaires The procedures carried out in developing the test instrument are: 1) compiling test specifications; 2) writing test questions; 3) reviewing the item items; 4) conducting test trials; 5) analyzing the item items; 6) revising the test; 7) compiling the test; 8) carrying out the test; and 9) interpreting the test results. The ADDIE model is used in this development research. The results of the feasibility of developing electronic test instruments were stated to be valid with: a) the results of validating the material were very feasible (96%); b) the results of validating learning media were very feasible (94%). If c) the results of validating learning designs were very feasible (94%), d) the results of individual trials were very feasible (81%), and e) the results of small group trials were very feasible (82%), then the development of electronic test instruments is very feasible for use in statistical learning.]]>
<![CDATA[The Comparison of Effectiveness of PjBL and PBL Models on Students’ Cognitive Learning Outcomes ]]>
<![CDATA[Anik Suryani]]>;
<![CDATA[Irma Setiawan]]>;
<![CDATA[Syafruddin Muhdar]]>;
<![CDATA[Fatmala Sari Oktaviani]]>
<![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.v16i1.4094
<![CDATA[In the autonomous curriculum, problem-based and PjBL paradigms are given priority. In terms of cognitive learning outcomes, this study aimed to evaluate the efficacy of PjBL and PBL models. This study employs a nonequivalent control group design and quantitative methodologies. Two groups are used in this study design: the control group employs the PBL model, while the experiment group uses the PjBL model. Forty fifth-grade children from a state elementary school in Cakranegara served as the study sample. A multiple-choice exam with 20 items was employed as the data gathering method. The experiment group's average score on the pre-test was 65.75 and their post-test was 81.25, while the control group's average score on the pre-test was 65.75 and their post-test was 75.50. The normality test revealed that the two groups' pre-test scores were identical, at 0.222, and their post-test scores were 0.109 and 0.063, respectively. These data analysis techniques include descriptive analysis tests. In order to achieve the findings of the precondition test of data testing using the SPSS 25 for Windows program, the homogeneity test was derived from the results based on a mean of 1.000. The data was homogenous and had a normal distribution, according to the findings. A significant value (2-tailed) of 0.0370.05 was shown by the data. In order to achieve the findings of the precondition test of data testing using the SPSS 25 for Windows program, the homogeneity test was derived from the results based on a mean of 1.000. The data was homogenous and had a normal distribution, according to the findings. A significant value (2-tailed) of 0.0370.05 was shown by the data. The experiment group and control group showed different cognitive learning results. Following treatment, the experiment group's average value was 81.25 whereas the control group's was 75.50. The experiment group (PjBL) is, therefore, more effective than the control group (PBL), it may be inferred. It has been demonstrated that utilizing both learning models enhances learning results.]]>
<![CDATA[Shaping Resilient Futures: The Effect of PAI-Based Anti-Drug Learning Devices in Riau Province's Junior High Schools ]]>
<![CDATA[Musa Thahir]]>;
<![CDATA[Munzir Hitami]]>;
<![CDATA[Zaitun Zaitun]]>
<![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.v15i4.4646
<![CDATA[This study investigates the impact of using anti-drug learning tools based on Islamic Religious Education (PAI) in Junior High Schools in Riau Province. Through a quasi-experimental research design, two groups of students, namely the experimental group who received PAI-based anti-drug learning tools and the control group who did not receive similar treatment, were compared to measure changes in their understanding of the dangers of drugs, attitudes towards drugs, and strengthening of values. religion. Based on the results of a questionnaire distributed to 7 (seven) State Middle Schools in Riau Province, an average percentage of 74,504% was obtained in the "Good" category. These results show that PAI-based learning tools are effective in increasing students' understanding of the dangers of drugs, changing their attitudes towards drugs, and strengthening their religious values. This research provides a strong foundation for the development of similar anti-drug education programs at higher education levels and emphasizes the importance of education in efforts to prevent drug abuse among the next generation.TRANSLATE with x EnglishArabicHebrewPolishBulgarianHindiPortugueseCatalanHmong DawRomanianChinese SimplifiedHungarianRussianChinese TraditionalIndonesianSlovakCzechItalianSlovenianDanishJapaneseSpanishDutchKlingonSwedishEnglishKoreanThaiEstonianLatvianTurkishFinnishLithuanianUkrainianFrenchMalayUrduGermanMalteseVietnameseGreekNorwegianWelshHaitian CreolePersian // TRANSLATE with COPY THE URL BELOW Back EMBED THE SNIPPET BELOW IN YOUR SITE Enable collaborative features and customize widget: Bing Webmaster PortalBack//]]>
<![CDATA[Critical Thinking and Cognitive Engagement in Social Sciences: A Collaborative Experiential Model within a Seamless Learning Ecosystem ]]>
<![CDATA[Bety D.S. Hetharion]]>
<![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.v15i4.2778
<![CDATA[Students' low thinking ability impacts their interpretation, analysis, and integration of new information. The 2018 international student assessment program indicates Indonesian students are at a minimum literacy level, ranking at PISA level 2. This study employs a combination of the Collaborative Experiential Model and the Seamless Learning Ecosystem model to enhance learning effectiveness and efficiency, leveraging technology to improve student abilities. An experimental method was used, incorporating face-to-face and online learning modalities. The analysis revealed significant validity (p ≤ 0.05) across 24 question items, with Cronbach's alpha values of 0.781 and 0.762, indicating high reliability. Both pre-test and post-test activities utilized these valid and reliable questions. Homogeneity tests showed significance values of 0.869 and 0.757 for cognitive participation and critical thinking variables, respectively. Consequently, the seamless learning ecosystem model demonstrably enhances critical thinking skills and learning outcomes.]]>
