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[The Effectiveness of Learning Strategy based on "SETARA DARING" Application at Equivalency Education in Community Learning Center in Jakarta ]]>
<![CDATA[Ahmad Suryadi]]>;
<![CDATA[Ansharullah Ansharullah]]>;
<![CDATA[Lilik Subaryanto]]>;
<![CDATA[Zainal Arif]]>
<![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.v15i4.2762
<![CDATA[The equivalency education programme (EEP) gives people who failed basic and secondary school a second chance. “Paket A” represents primary education (SD), “Paket B” junior secondary (SMP), and “Paket C” senior secondary (SMA) in EEP. In 2017, the Ministry of Education and Culture created "SETARA DARING" to boost EPP learning. The purpose of this research is to examine the effectiveness of online-based learning strategies through the application of SETARA DARING on equality education organized by the Community Learning Center (PKBM) in DKI Jakarta. The research method uses the CIPP (Context, Input, Process, Product) technique developed by Stufflebeam. PKBM, which practices SETARA DARING in DKI Jakarta, hosted the research. This study found the following. The context evaluation found that SETARA DARING met ICT-based and online learning challenges. Many equity education students are older and working. The input evaluation of SETARA DARING's application included prepared components and distance learning. The Ministry of Education and Culture provides sufficient resources, facilities, and funds for SETARA DARING. In process evaluation, the SETARA DARING application is still not working successfully since the non-formal education programme has not gotten support, technical direction, capacity building, facilities and equipment assistance, or data access. Product evaluation shows that SETARA DARING application development and use have not met expectations. The Directorate General of Early Childhood Education and Community Education cannot support SETARA DARING. Developing and using SETARA DARING requires technical assistance and capacity building for infrastructure and human resources, as well as financial support for equality education providers in PKBM, SKB, and homeschooling. Thus, the Directorate of Education and Special Education must execute and build the SETARA DARING application, which has a noble objective to provide alternative education services through non-formal education in PKBM, especially in Jakarta.]]>
<![CDATA[Curriculum Design for the Islamic Religious Education Study Program in the Era of the Industrial Revolution 4.0 ]]>
<![CDATA[Syarnubi Syarnubi]]>;
<![CDATA[Ahmad Syarifuddin]]>;
<![CDATA[Sukirman Sukirman]]>
<![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.v15i4.3421
<![CDATA[The aim of this research is to investigate the curriculum of the Islamic Religious Education Study Programme, which is designed based on cultural principles. This curriculum design focuses on preparing graduates who possess a strong cultural background. Cultured refers to the ability of each graduate to exhibit conduct that aligns with the societal values that evolve within human communities. This study employs a descriptive qualitative research methodology, utilising a case study technique. The research was carried out in the Islamic Education Study Programme, Faculty of Tarbiyah and Teacher Training, Raden Fatah State Islamic University Palembang. The study's findings indicate that the development of a curriculum based on culture effectively promotes character education. The process of cultivating the character of students in the Islamic Education Study Programme through classroom-based teaching and learning activities. Character education is implemented by incorporating it into classroom instruction and learning activities, which foster the development of moral knowledge, moral emotions, and moral behaviours. Ultimately, the outcome of teaching and learning activities in the classroom is the cultivation of character in graduating students.]]>
<![CDATA[Teachers' Multiple Representations on Teaching Fractions at Elementary School: A Commognitive Framework ]]>
<![CDATA[Ria Norfika Yuliandari]]>;
<![CDATA[Cholis Sa'dijah]]>;
<![CDATA[Susiswo Susiswo]]>;
<![CDATA[Purnomo Purnomo]]>
<![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.v16i2.5048
<![CDATA[This research explores how teachers utilize verbal, symbolic, pictorial, and real-life representations using a commognitive framework to support student learning. This research uses a qualitative approach with an exploratory descriptive design. The selection of research subjects was carried out through purposive sampling which was modified to achieve the research objectives. The research focuses on elementary school teachers who have education diplomas and more than 15 years of teaching experience. In this research, our data is in the form of learning video recording data. The collected data was analyzed using the cognition framework and the Lesh Model of multiple representations. The results of this research show two representations that teachers always apply to each commognitive component, namely symbolic representation and real-life representation. Symbolic representations are often used by teachers to solve mathematical problems, especially word problems. Likewise, real life representations are often used because they apply events or occurrences in everyday life. The use of diverse representations has the potential to increase students' understanding and ability to apply fraction concepts in real life.]]>
<![CDATA[Development of Piety Through Community-Based Islamic Religious Education ]]>
<![CDATA[Muhammad Muhson]]>;
<![CDATA[Tobroni Tobroni]]>;
<![CDATA[Faridi Faridi]]>;
<![CDATA[Muhammad Nurhakim]]>
<![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.v16i2.5091
<![CDATA[This study aims to describe and discover the uniqueness of piety through community-based Islamic Religious Education. Piety in this context is defined as human steadfastness in faith and its implementation, namely diligence in actualizing Islamic principles in life. This research is a qualitative study with a phenomenological approach. Data was collected through non-participant observation, semi-structured interviews, documentation, and literature review. The data analysis steps began with concrete description, experiencing the whole, creating units of meaning, transforming and reducing, creating constituents and structures, conveying findings, and interpreting findings. The collected data were tested for validity through source and technique triangulation. This study found that the religious experiences of the research subjects do not always come from family education. The religious community they belong to, the environment they live in, and demographic data also significantly contribute to their piety. Inner and spiritual experiences are dominant factors in the piety of research subjects. The development of piety among research subjects is influenced by their diverse experiences. For the research subjects, piety is interpreted as a principle of life. The true meaning of piety will give birth to a perspective and attitude of sincere devotion as a form of manifestation of true piety.]]>
<![CDATA[Unraveling the Veil of Speaking Anxiety: A Comprehensive Study of Indonesian EFL Learners at the Undergraduate Level ]]>
<![CDATA[Nikita Putri Mahardika]]>;
<![CDATA[Agus Widyantoro]]>
<![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.v16i1.4103
<![CDATA[This study aimed to examine students’ anxiety in speaking: the students’ anxiety level, the differences between genders, and the factors contributing to it. It was a quantitative study that employed survey method. Descriptive analysis was used to evaluate the data, which were obtained using a closed-ended questionnaire disseminated using Google Forms. The finding revealed that most of the third-semester students of the English Department at a state university had speaking anxiety at a moderate level. Furthermore, it was reported that the anxiety that female and male students experienced did not significantly differ. However, male students were more anxious compared to female students. In addition, it was also found that the factor contributing the most was communication apprehension. In conclusion, the study has identified that students experienced anxious feelings in speaking class. Therefore, lecturers must be able to select teaching techniques that work effectively and create a safe space where students feel comfortable to speak.]]>
<![CDATA[Enhancing Educational Courses through A Collaborative Learning Management System: A Study on Effectiveness ]]>
<![CDATA[Tukiyo Tukiyo]]>
<![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.v16i2.4091
<![CDATA[This study evaluates the effectiveness of a collaborative learning model integrated with a learning management system in diverse educational contexts. The issue of suboptimal student learning outcomes is often attributed to deficiencies in the development of instructional models and media. The critical role of instructional media in achieving successful learning outcomes necessitates research to bridge the gaps between actual knowledge, theoretical expectations, and practical applications. This study aims to enhance educational models and materials by employing the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) framework for Research and Development. It involved 35 education students and adopted methods such as expert validation, lecturer feedback, and pre-and post-test evaluations for data collection. The analysis covered design, development, testing, and evaluation stages, confirming the developed model's efficacy and functionality. Evaluations by experts in technology and learning models, alongside peer assessments, supported the model's high effectiveness. Preliminary experiments achieved an average score of 88.]]>
<![CDATA[RME Learning Model in Urban And Rural Elementary Schools: A Comparative Study ]]>
<![CDATA[Yunita Miftahul Jannah]]>;
<![CDATA[Vinta Angela Tiarani]]>
<![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.v15i4.3583
<![CDATA[This study aims to (1) determine the application of Realistic Mathematics Education (RME) learning model in urban and rural elementary schools, (2) describe the comparison of the application of RME learning model in urban and rural elementary schools. The research was conducted at urban and rural elementary schools. The research participants were school principals, class teachers, and students. Data collection techniques were participatory observation, interviews, and document analysis. The validity of the data in this study was carried out by testing the credibility, transferability test, dependability test and confirmability test. Data analysis uses the Miles and Huberman models. The results showed that the application of the RME learning model at urban and rural elementary schools applied almost the same aspects. The difference is that urban elementary schools emphasize the principle of guided discovery, and rural elementary schools put forward the principle of connecting informal knowledge to formal mathematical knowledge. The implementation characteristics of the RME learning paradigm were similar in both Elementary Schools. Those elementary schools underwent the same four stages during the implementation phase. The application element exhibited the most notable disparity. The urban primary school extensively utilised contemporary and readily available media, equipment, and teaching resources. Meanwhile, the rural primary school implemented environment-based media and other instructional materials. The mathematics learning outcomes in both elementary schools were equitable. The RME learning concept is applicable in both urban and rural schools.]]>
<![CDATA[Designing a PMRI Electronic Pocketbook for Enhanced Algebra Conceptual Understanding and Learning Interest in Junior High School Students ]]>
<![CDATA[Atikah Fitriani]]>;
<![CDATA[Jailani Jailani]]>
<![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.v16i2.4827
<![CDATA[This study aims to develop electronic pocketbooks based on PMRI (the Indonesian adaptation of realistic mathematics education) tailored to enhance concept comprehension and stimulate interest in learning algebra among seventh-grade students. The pocketbooks are designed to meet the standards of validity, practicality, effectiveness, and feasibility for use in educational settings. The research follows the ADDIE development model, which includes stages of analysis, design, development, implementation, and evaluation. The study was conducted with 32 seventh-grade students at a junior high school in Yogyakarta. Data collection methods included tests and questionnaires. The findings indicate that the electronic pocketbooks are highly valid, practical, and effective. Therefore, it can be concluded that the PMRI electronic pocketbooks, oriented towards improving conceptual understanding and learning interest in junior high school students, satisfy the criteria of being valid, practical, effective, and feasible for educational use. Consequently, these pocketbooks have the potential to significantly enhance mathematics education by accommodating individual learning styles, promoting a deeper understanding of algebra, and improving overall academic performance among junior high school students.]]>
<![CDATA[Challenges in Learning Japanese Language in Riau: A Comprehensive Analysis ]]>
<![CDATA[Nana Rahayu]]>;
<![CDATA[L.N. Firdaus]]>;
<![CDATA[Hadriana Hadriana]]>;
<![CDATA[Sumarno Sumarno]]>
<![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.v15i4.2393
<![CDATA[The Japanese high school curriculum is the same in Riau as in other regions; it is part of the specialty. Consequently, learning Japanese will take much less time. It is challenging for Japanese language teachers to meet learning objectives because of the required minimum hours of instruction. Therefore, this study aimed to outline the challenges Japanese high school teachers in Riau had when trying to learn Japanese. 36 Japanese instructors in Riau were polled for this study. Japanese language teachers and other issues like infrastructure and facilities present difficulties for students learning the language. According to this survey, high school students who struggled to read Hiragana faced the five most common forms of challenges learning Japanese: (1) Students who had difficulty reading Hiragana and Katakana, (2) Students who had a problem writing Hiragana and Katakana, (3) Students who had trouble pronouncing Japanese words correctly, (4) Some teachers still used traditional teaching methods, and (5) Students had little interest in speaking Japanese. The findings showed that the process of boosting students' motivation to talk to Japanese presented the most challenge. The majority of the 22 (61.1%) Japanese high school instructors in Riau concurred that the cause of the students was still low. Of course, this may be avoided by encouraging instructors to be more inventive when creating relevant teaching materials, engaging learning media, and putting the needs of the students first.]]>
<![CDATA[A Case Study of Differentiated Instruction at Elementary School ]]>
<![CDATA[Siti Aminuriyah]]>;
<![CDATA[Ali Imron Al Ma'ruf]]>;
<![CDATA[Anatri Destya]]>;
<![CDATA[Minsih Minsih]]>
<![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.v15i4.3860
<![CDATA[The objective of this research is to determine whether there is improvement in learning through the use of product differentiation learning. The research was carried out at a private elementary school in Surakarta during the academic year 2022/2023. This is a sekolah penggerak that utilises varied learning methods. Starting in the 2022/2023 academic year, the practice of differentiated learning will be introduced in grades 1 and 4. This study employs a qualitative research approach, specifically utilising a case study methodology. The data in this study consisted of documentation, field notes obtained through direct participant observation, and excerpts from interviews. Interviews were carried out with school principals, instructors in first and fourth grades, and students in first and fourth grades. The Simultaneous Inductive analysis technique was employed to analyse the data, which involved three distinct stages: data reduction, data reading, and data interpretation. The findings of this study suggest that the implementation of differentiated instruction, in conjunction with a thorough comprehension of differentiated learning by the teacher, can effectively yield the intended positive learning outcomes. The learning conducted caters to the diverse learning demands of every students, encompassing their readiness, profiles, and interests. The use of differentiated learning has yielded positive outcomes, as evidenced by increased student enthusiasm, active participation, and enhanced innovation in every session. Success indicators are evident in the process and learning outcomes. Students exhibit a sense of ease in their learning experience, while demonstrating growth in both hard and soft skills. Additionally, students are capable of self-reflection through the creation of diverse learning products.]]>
