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[Exploring Integrative Islamic Religious Education and Learning Agility at Sekolah Alam Junior High School: A Phenomenological Approach to Education Innovation and Student Skill Development ]]>
<![CDATA[Ahsan Hakim]]>;
<![CDATA[Yus Mochamad Cholily]]>;
<![CDATA[Khozin Khozin]]>;
<![CDATA[M Arfan Muammar]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 16, No 3 (2024): AL-ISHLAH: JURNAL PENDIDIKAN ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v16i3.5250
<![CDATA[The aim of this research is to understand and discover the unique educational outcomes observed at SMP Sekolah Alam Insan Mulia (SAIM) due to the implementation of the integrative IRE model and learning agility. This research used qualitative methods and an interpretive research paradigm. This research approach used phenomenology, while the type of research was descriptive. Data collection through interviews, observations and documentation. Data analysis through data collection, data condensation, data presentation, and conclusions. This study found that SMP SAIM integrated Islamic Religious Education (PAI) into all learning to instill the foundation of Islamic values in every student's understanding and skills. The integration uses six models classified into two parts, namely the first, the shared model, the nested model, the sequenced model applied to regular learning in class. Second, the connected model, the webbed model, and the integrated model applied to large thematic projects. Furthermore, SMP SAIM carried out learning agility which was realized through project-based learning and student life skills, so that they are skilled in facing various challenges. The integrative PAI model and learning agility learning are very relevant from the flexible, active, creative, collaborative, and reflective aspects.]]>
<![CDATA[Integrated Quality Management Model of Learning Practices in Tourism Vocational Higher Education ]]>
<![CDATA[Deden Saepudin]]>;
<![CDATA[Udin Syaefudin Sa'ud]]>;
<![CDATA[Diding Nurdin]]>;
<![CDATA[Taufani Chusnul Kurniatun]]>
<![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.v15i4.3769
<![CDATA[This study aims to analyze tourism education activities, especially regarding the management of practical learning at vocational tertiary institutions in the field of tourism. The research method uses a qualitative approach with a case study type approach, mixed methods sequential exploratory design. Resource persons or research informants consist of. Directors, Heads of Study Programs, Lecturers, Practical Instructors, Heads of Internal Quality Assurance, and students at the two institutions that are the locus of research. The results of the study show that practical learning activities at vocational tourism colleges have not been managed optimally. Furthermore, this study offers a competency-based practical learning quality management hypothetical model that is integrated with industry as an alternative solution in managing practical learning activities to improve the quality of learning outcomes and produce graduates who have skills and competencies that meet industry standards and needs. This model carries university collaboration. tourism with the hospitality industry in organizing practical learning activities. This form of collaboration is realized by involving industrial practitioners in a number of learning activities, including 1) Curriculum development and alignment; 2) Formation of a Steering Committee; 3) Teaching practitioner program; 4) Implementation of fieldwork practice programs; 5) Sending students to work part-time (daily workers); and 6) Guest lectures from industry practitioners. Recommendations and implications of this research are the need to build good collaboration between universities and industry in managing practical learning activities that link and match.]]>
<![CDATA[Needs Analysis of Cross Cultural Understanding-Based English Materials for Senior High School Students: Teachers’ Perception ]]>
<![CDATA[Shella Monica]]>;
<![CDATA[Novita Sari]]>;
<![CDATA[Desy Seplyana]]>;
<![CDATA[Meilida Eka Sari]]>
<![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.v16i2.4739
<![CDATA[The purpose of this study was to find out teachers’ perceptions toward the needs of Cross Cultural Understanding (CCU) based English materials for senior high schools students in South Sumatra, Indonesia. This needs analysis was conducted through survey with descriptive-analytical approach. Of 67 teachers were purposively selected to be the participants, only 6 teachers were given interviews. Questionnaire was distributed to all participants through Googleform on MGMP WA group. The percentages of teachers’ answer were automatically shown by Googleform results. Semi-structured interviews were given to 6 selected teachers by online and offline meetings. The results of interview were analyzed using Mile and Humberman’s steps of technique analysis namely data collection, data reduction, data presentation and conclusion. A triangulation technique was used to ensure the validity of the collected data. From the findings, it was recognized that lack of students’ knowledge of cultural diversity and inadequate CCU-based materials becomes the the biggest challenges faced by high school teachers in South sumatra. All teachers (100%) agree that CCU-based materials are needed in ELT, 66.7% of total respondents thought that the product could be used as media in promoting Indonesian culture to the next generation, while 33.3% thought that it could be used as media in increasing student’s reading interest. The findings lead to the conclusion that newly CCU-based material is highly needed for senior high schools. It can be the best alternative in increasing students’ knowledge of cultural diversity, reading interest and achiving the target of Indonesian cultural promotion.]]>
<![CDATA[The Representation of Global Competence in a Senior High School English Textbook in Indonesia ]]>
<![CDATA[Sharizan, Sharizan]]>;
<![CDATA[Yulia, Yuyun]]>;
<![CDATA[Handayani, Riris]]>;
<![CDATA[Titania, Fani Nabila]]>;
<![CDATA[Thamrin, Andi Hidayat]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 16, No 3 (2024): AL-ISHLAH: JURNAL PENDIDIKAN ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v16i3.5299
<![CDATA[Global competence (GC) helps to overcome multidimensional problems that should be learned in education. The integration of it can be done through the English for Change textbook which is the current and latest English textbook applying the Merdeka Curriculum. This research investigates the representation of GC in the English for Change textbook for 11th-grade Indonesian senior high school students. This qualitative research employed Critical Discourse Analysis (CDA) to evaluate and analyze the representation of GC in the 'English for Change’ textbook, which follows the Merdeka Curriculum. The analysis was started by reading and codifying some parts of the textbook to four dimensions of GC from OECD PISA, which are examining the local, global, and intercultural problems; understanding and appreciating various perspectives from others; engaging in open, appropriate, and effective multicultural interaction; and taking action for the development and sustainability of well-being. The finding reveals that GC is represented sufficiently which can be found in 59 pages in the book. The most dimension used is to take action for collective well-being and sustainable development with a percentage of 42.37%. However, examining local, international, and intercultural problem dimensions should be exposed more in the book with a percentage of only 11.86%. Therefore, teachers and students need to learn GC through the English for Change textbook and expand additional insights about multidimensional problems through other learning resources besides the English for Change textbook.]]>
<![CDATA[Islamic Boarding Education Management Reform: Transformation Strategies to Improve Competitiveness and Relevance ]]>
<![CDATA[Mochamad Arif Faizin]]>
<![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.v16i2.4462
<![CDATA[This study explores the reform of Islamic boarding school (pesantren) education management and transformation strategies aimed at enhancing competitiveness and relevance in the context of globalization and modern educational challenges. The focus is on understanding how pesantren can adapt and thrive in the evolving educational landscape. Utilizing a qualitative approach, this literature review examines various sources related to pesantren education management reforms and transformation strategies implemented in several Indonesian pesantren. The study systematically analyzes existing literature to identify key themes and insights. The findings reveal significant challenges faced by pesantren, including outdated management practices, limited resources, and resistance to change. However, several pesantren have successfully implemented transformation strategies such as curriculum modernization, the integration of technology in teaching, and the development of partnerships with external educational institutions. These strategies have significantly improved the competitiveness and relevance of these institutions. The study highlights the critical role of stakeholders, including educators, administrators, and policymakers, in driving the reform process. Effective leadership, community involvement, and continuous professional development are identified as crucial factors in achieving successful transformations. The insights gained underscore the importance of adaptive and innovative approaches in education management to meet contemporary demands. This research provides valuable insights into the strategies and challenges of reforming pesantren education management. The successful implementation of transformation strategies can enhance the competitiveness and relevance of pesantren, enabling them to meet the demands of modern education and globalization. Future research should focus on longitudinal studies to assess the long-term impact of these reforms and explore additional strategies to further improve pesantren education management.]]>
<![CDATA[Impact of Differentiated Learning Management on Enhancing Students' Creative Thinking in Mathematics ]]>
<![CDATA[Laili, Azmil]]>;
<![CDATA[Istikomah, Istikomah]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 16, No 3 (2024): AL-ISHLAH: JURNAL PENDIDIKAN ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v16i3.4807
<![CDATA[In the era of globalization, innovation in education is essential, particularly in fostering students' creative thinking abilities. Mathematics, as a core subject, requires teaching strategies that stimulate creativity. This study explores the influence of differentiated learning management in mathematics on students' creative thinking at MIN 1 Sidoarjo. A quasi-experimental design with a quantitative approach was used. The research population included all students at MIN 1 Sidoarjo, with the sample drawn from class VI students. Data were collected using pre-tests, post-tests, and questionnaires, and analyzed using t-tests to assess the impact of the differentiated learning approach on creative thinking. The findings reveal that differentiated learning management significantly enhances students' creative thinking in mathematics. The experimental group, which received differentiated instruction, showed greater improvements in creative thinking compared to the control group, which followed a traditional teaching approach. The results highlight the positive influence of differentiated learning strategies in promoting creativity within mathematics education. The experimental group's superior performance underscores the need for more innovative teaching practices to meet the demands of modern education. Differentiated learning management in mathematics has a significant positive effect on students' creative thinking. These findings offer important insights for educators seeking to enhance creativity through tailored instructional methods.]]>
<![CDATA[Bridging the Gap: Empowering Lecturers through Effective Quality Management Practices in Higher Education ]]>
<![CDATA[Lusy Tunik Muharlisiani]]>;
<![CDATA[Kaswadi Kaswadi]]>;
<![CDATA[Widyatmike Gede Mulawarman]]>;
<![CDATA[Nugrahini Susantinah Wisnujati]]>;
<![CDATA[Pratiwi Dwi Karjati]]>;
<![CDATA[Azlina Idris]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 16, No 3 (2024): AL-ISHLAH: JURNAL PENDIDIKAN ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v16i3.5609
<![CDATA[This paper aims to identify the factors affecting self-esteem and confidence among educators and how these factors influence their teaching effectiveness. The study employs a qualitative approach to explore self-esteem and lecturer performance. Data were collected through interviews and analyzed both concurrently and post-collection to ensure comprehensive understanding and immediate adjustment of interview questions as needed. The findings revealed that lecturers with low self-esteem and confidence often struggle with managing emotions and maintaining a balanced psychological state. The most significant contributor to low confidence was found to be an individual's personality, specifically their ability to control emotions. The study demonstrated that the primary driver of self-esteem is not stress, but an imbalance in mental processes. Additionally, this research developed a scale to measure self-esteem using two dimensions: acute fatigue and cognitive distortion. For confidence, the scale includes the dimensions of certainty and the reduction of certainty. These scales provide valuable tools for assessing and addressing issues of self-esteem and confidence among educators, ultimately contributing to improved teaching effectiveness and educational quality. The study contributes to the existing literature by highlighting the role of personality traits and emotional regulation in lecturer burnout and self-esteem, emphasizing the need for a holistic approach in addressing these issues in higher education.]]>
<![CDATA[Enhancing Autonomous Learning and Vocabulary Mastery through the Effective Utilization of Online Resources and Word Wall Activities ]]>
<![CDATA[Dhaifi, Ilzam]]>;
<![CDATA[Setyosari, Punaji]]>;
<![CDATA[Widiati, Utami]]>;
<![CDATA[Ulfa, Saida]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 16, No 3 (2024): AL-ISHLAH: JURNAL PENDIDIKAN ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v16i3.5690
<![CDATA[This study explores the substantial advantages of utilizing the Internet as a learning tool, focusing on its integration with self-directed learning strategies to enhance vocabulary acquisition. Employing a quasi-experimental approach, the research involved two groups of students subjected to different treatments. The experimental group utilized internet-based reading materials selected according to their interests, recorded key points in worksheets, and engaged in word wall activities. In contrast, the control group followed traditional vocabulary learning methods. Post-test results indicated a 15% increase in vocabulary mastery for the experimental group compared to the control group. Furthermore, students in the experimental group with higher levels of self-directed learning demonstrated superior outcomes compared to those with lower levels of self-directed learning. The study concludes that reading internet-based short stories selected according to student interests significantly enhances vocabulary acquisition. Students with high self-directed learning tendencies are more likely to explore vocabulary through these stories. Effective use of the internet stimulates student interest and improves vocabulary acquisition through word wall activities, addressing the common issue of boredom in language classrooms. This study contributes to the growing body of evidence supporting the integration of digital resources in language learning curricula, particularly in fostering student autonomy and engagement.]]>
<![CDATA[The Mediating Role of Self-Esteem in the Relationship Between Self-Efficacy and Socio-Cultural Adaptation: A Case Study of AuPair Program Alumni ]]>
<![CDATA[Prasetyono, Hendro]]>;
<![CDATA[Nurdin, Nurdin]]>;
<![CDATA[Pratiwi, Elisabet Yudith Dian]]>;
<![CDATA[Ramdayana, Ira Pratiwi]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 16, No 3 (2024): AL-ISHLAH: JURNAL PENDIDIKAN ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v16i3.5273
<![CDATA[This research has a purpose to determine the direct and indirect influence of self-efficacy on sociocultural adaptation through the self-esteem of Indonesian students who take part in the AuPair program in Germany. The research sample was 53 Indonesian students who had participated in the Au Pair program in Germany. Not many alumni of the Au Pair program come from Indonesia. In 5 years (2017-2022) only 53 young people from Indonesia have participated in this program. The research instrument uses a questionnaire compiled from developing indicators for each variable. Data analysis techniques use description analysis, normality test, multiple regression, correlation coefficient analysis, and hypothesis testing using the SPSS 25 application. Research results: self-efficacy can be a good predictor for sociocultural adaptation variables and self-esteem. However, self-esteem cannot be a mediating variable for self-efficacy on sociocultural adaptation. Self-efficacy and self-esteem are both independent variables that can contribute to socio-cultural adaptation. The implication is that every Indonesian student who wants to continue their studies abroad must increase their self-efficacy and self-esteem through various training or mentoring programs regarding the culture of the country they are going to and the skills needed by prospective students abroad. There needs to be further research involving a larger sample which might produce different results and analyze the factors causing why self-efficacy does not have an indirect effect on socio-cultural adaptation through self-esteem.]]>
<![CDATA[Interdisciplinary-Based Learning Approach in Producing Competitive Human Resources at State Islamic University ]]>
<![CDATA[Zulvia Trinova]]>;
<![CDATA[Wahyuli Lius Zen]]>;
<![CDATA[Ilpi Zukdi]]>;
<![CDATA[Hadeli Hadeli]]>;
<![CDATA[Hidayat Al Azmi]]>
<![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.v15i4.3610
<![CDATA[The aim of this research is to determine the interdisciplinary approach in higher education so that it can make education more efficient and functional in producing competent human resources. The research method used is field research with a descriptive quantitative approach. The data source, referred to as the respondent, is Semester VII, a state Islamic university in Padang in 2021/2022 as many as 98 students. The form of questionnaire used is a Likert Scale in the form of a continuum consisting of four categories, namely Strongly Agree (SS), Agree (S), Disagree (KS) and Disagree (TS). The results of research on interdisciplinary approaches (educational approaches, curriculum approaches, leadership, economic approaches, and vision approaches) in learning have been able to make students competitive at state Islamic University because they are inspired to learn so that they have broad and complex knowledge needed in this era of globalization, able to solve problems because problems in the era of globalization are not solved with only one knowledge, improve the ability and skills to use information technology. Without these abilities and skills, it is difficult for students to compete with others.]]>
