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Widia Yunita
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jurnalpendidikanalishlah@gmail.com
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INDONESIA
AL ISHLAH Jurnal Pendidikan
Published by STAI Hubbulwathan Duri
ISSN : 20879490     EISSN : 2597940X     DOI : https://doi.org/10.35445/alishlah
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
Education Curriculum Education policy Learning Method Learning Material Assessment in Learning Formal Education Informal Education
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 2,350 Documents
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AI-Driven Educational Transformation in Indonesia: From Learning Personalization to Institutional Management Haetami, Haetami
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 2 (2025): In Progress
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i2.7448

Abstract

The integration of Artificial Intelligence (AI) in Indonesia’s education sector is transforming personalized learning and institutional management, offering improvements in student engagement, administrative efficiency, and data-driven decision-making. However, widespread adoption remains limited due to technological disparities, algorithmic bias, data privacy concerns, and low AI literacy among educators, especially in rural and under-resourced areas. This study aims to explore the role of AI in Indonesian education, identify key implementation challenges, and propose strategic approaches for ethical and inclusive integration. Using a qualitative descriptive analysis, the research synthesizes data from academic literature, policy documents, and case studies to evaluate the current landscape of AI-driven educational transformation. Findings reveal critical gaps in digital infrastructure, regulatory policy, and educator readiness, which restrict the scalability and effectiveness of AI applications. While adaptive learning technologies have enhanced individualized instruction, their deployment is uneven, exacerbated by regional inequalities. AI also supports educational administration, yet unresolved concerns about data transparency and privacy persist. This study concludes by proposing a multi-stakeholder approach for sustainable and equitable AI integration within Indonesia’s educational context. Recommendations include targeted infrastructure development, AI literacy initiatives for educators, robust data governance frameworks, and culturally responsive AI solutions. These insights contribute to ongoing efforts to bridge the digital divide and optimize AI's potential in education.
Enhancing Elementary Science Learning: Development of Animated Video Media for Water Cycle Education Arni, Yusni; Anan, Muhammad Khoirul; Wijaya, Imam; Abdillah, Muhammad Ichsanudin
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 2 (2025): JUNE 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i2.6786

Abstract

Technological advancements significantly impact the learning process, requiring teachers to develop interactive and engaging educational media. This study aims to create an animated video about the water cycle to enhance students' understanding and make learning more appealing. The research employed the ADDIE development model, which consisted of the analysis, design, development, implementation, and evaluation phases. Validation of the media and material was conducted using a Likert scale instrument through feedback from a teacher at SDN 226 Palembang. The assessment scaled from 2.0 (not feasible) to 3.5 (very feasible). The animated video received a media validation score of 3.6 and a material validation score of 3.7, both categorized as feasible for educational use. The findings indicate that the animated water cycle video is highly suitable for elementary school applications. It effectively supports teachers by visually presenting the water cycle process, enhances student comprehension, and contributes to a more dynamic and engaging learning environment.
Inquiry Learning to Improve Critical Thinking Skills and Student Learning Outcomes Hirza, Bonita; Antari, Luvi; Rohman, Rohman
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 3 (2025): In Progress September 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i3.6687

Abstract

Developing students' critical thinking skills and improving cognitive learning outcomes remain essential goals in mathematics education. This study aimed to examine the implementation and effectiveness of the Inquiry Learning model in enhancing students' critical thinking abilities and understanding of prism and pyramid concepts. This research employed a Classroom Action Research (CAR) approach using the Kemmis and McTaggart (1988) spiral model, consisting of four stages: planning, acting, observing, and reflecting. The study was conducted in two cycles involving 27 students of class IX B at MTs Muqimus Sunnah Palembang. The learning process integrated inquiry-based instruction supported by Student Worksheets (LKPD). Findings indicated a significant improvement in students’ cognitive learning outcomes. By the end of the second cycle, 81.48% of students achieved the minimum mastery criteria, reflecting increased understanding of geometric concepts. Observational data also revealed enhanced student engagement and active participation. The Inquiry Learning model effectively promoted critical thinking through student-led problem exploration, hypothesis formulation, and data analysis. The success of the Inquiry Learning model was attributed to its student-centered approach, which encouraged active learning and deeper conceptual understanding. Students demonstrated improved reasoning and problem-solving skills as a result of engaging with real learning challenges. The application of the Inquiry Learning model, supported by structured worksheets, effectively improved both critical thinking skills and cognitive learning outcomes in geometry. This model is recommended for broader implementation in similar educational contexts.
Strategic Formulation for Accelerated Fast Track Programs : A Case Study Using SWOT – AHP at Universitas Brawijaya Putri, Fahmi Syafikah; Supriyono, Bambang; Wanusmawatie, Ike
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 3 (2025): In Progress September 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i3.7566

Abstract

Indonesia faces a low number of master’s graduates, partly due to implementation challenges in programs like the Fast Track at Universitas Brawijaya’s Faculty of Administrative Sciences. This research aims to evaluate the Fast Track program using SWOT (Strengths, Weaknesses, Opportunities, Threats) analysis and develop strategic plans using the Analytical Hierarchy Process (AHP). A mixed methods approach with a dominant-less dominant design was employed. Data were gathered through interviews with two Fast Track students, three master’s program heads, and the vice dean of academics. Thirteen Fast Track students completed questionnaires. Additionally, direct observations were conducted, and relevant university regulations were reviewed. Data analysis included interactive analysis, SWOT analysis, and AHP to formulate short-, medium-, and long-term strategies. Findings indicate that internal strengths are the primary drivers for program success. Short-term strategies should prioritize improving students’ time management and academic readiness. Medium-term strategies must focus on aligning thesis topics with suitable supervisors to facilitate academic progress. Long-term strategies should involve consistent monitoring and evaluation to ensure students complete the program within the designated five years. Strategic improvement relies on enhancing coordination between undergraduate and master’s programs. This alignment is essential not only for academic success but also for supporting students' mental well-being throughout the accelerated track.
Evaluating English Language Instruction Using the Smart Unilak System: A Student-Based Longitudinal Analysis (2018-2024) Muzdalifah, Indah; Toresa, Dafwen; Wiza, Fana; Indriyani, Vivi
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 3 (2025): In Progress September 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i3.7294

Abstract

Evaluation and assessment play vital roles in language acquisition and overall teaching effectiveness. Despite their importance, research on English language instruction evaluation in Indonesian universities remains scarce. Many lecturers resist classroom evaluation, often viewing teaching as merely delivering content without ongoing reflection or feedback mechanisms. This study uses a quantitative descriptive approach to analyze archival student feedback data collected through an e-learning platform’s questionnaire feature. The research focuses on one lecturer teaching the MKDU English course since 2016, involving 57 classes across 9 study programs from 4 faculties: Engineering, Agriculture, Business, and Law. The questionnaire, consisting of 26 items, served as a reliable instrument for evaluating classroom instruction. Over six years, the lecturer consistently received scores ranging from 4 to 5 on a Likert scale, translating to "very good." The average questionnaire results exceeded 80%, placing the lecturer in the “excellent” category based on the eligibility percentage formula (76%–100%). These findings highlight the effectiveness of structured student feedback in evaluating language instruction. The lecturer’s sustained high scores suggest strong teaching performance and effective engagement across multiple disciplines. This study confirms that student feedback via e-learning platforms can serve as a valid and reliable tool for evaluating English language instruction. The examined lecturer demonstrates consistently excellent performance over six years, reinforcing the value of systematic assessment in language education.
Enhancing Learning Outcomes in Physical Education through Project-Based Learning: A Quasi-Experimental Study on Butterfly Stroke Instruction Rusli, Kurnia; Sujarwo, Sujarwo; Jusmawati, Jusmawati; Ferawati, Ferawati; Ismail, Agus
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 3 (2025): In Progress September 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i3.7598

Abstract

The butterfly stroke is widely regarded as the most technically and physically demanding swimming style, often posing challenges for physical education students due to its complex coordination of arm movements, leg kicks, and breathing techniques. Project-Based Learning (PjBL) has shown promise in enhancing student engagement, collaboration, and reflective learning in physical education settings. This quasi-experimental study aimed to evaluate the effectiveness of PjBL in improving students’ learning outcomes for the butterfly stroke. Two groups participated: an experimental group exposed to PjBL methods and a control group that received traditional instruction. The intervention was conducted over a designated instructional period within a swimming course. Statistical analysis revealed a significant difference in learning outcomes between the two groups. The experimental group achieved a mean gain score 10.83% higher than the control group, with a t(70) = 8.102, p .001. The 95% confidence interval for the mean difference ranged from 8.17% to 13.50%, indicating a consistent and substantial improvement in performance attributed to the PjBL approach. Findings suggest that PjBL fosters improved psychomotor, cognitive, and affective domain development in students learning the butterfly stroke. Enhanced student motivation, teamwork, and reflective engagement appear to be key factors contributing to the learning gains observed. Project-Based Learning significantly enhances learning outcomes in swimming lessons focused on the butterfly stroke. This pedagogical approach can effectively support the development of complex motor skills in physical education.
Teaching Pedagogical Approaches to Teaching the Pa'gellu' Dance to International Students in the BIPA Program Lolotandung, Reni; Trivena, Trivena; Hakpantria, Hakpantria; Tadius, Tadius; Patintingan, Mersilina Luther; Dari, Irnes Bulan; Sharma, Bhakti; Prall, Eliza
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 3 (2025): In Progress September 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i3.5901

Abstract

The Indonesian Language for Foreign Speakers (BIPA) program at the Christian University of Indonesia Toraja (UKI Toraja) not only facilitates Indonesian language acquisition for international students but also introduces them to local culture. One key element of this cultural immersion is the Pa’gellu’ dance—a traditional performance of the Toraja people. This study employed a descriptive qualitative approach to examine the instructional strategies used in teaching the Pa’gellu’ dance to 17 international students from the University of Western Australia, Denpasar campus. Data were collected through structured observations, focusing on students’ engagement across seven instructional stages: Introduction and Theory, Basic Practice, Technique Refinement, Costume and Performance, Cultural Integration, Evaluation, and Staging. Findings reveal that international students successfully met the learning objectives. They demonstrated the ability to recognize, practice, and perform the Pa’gellu’ dance in a culminating presentation. Although the teaching structure mirrored that used for local students, the content was simplified for non-native participants. Instructional methods included lectures, demonstrations, guided practice, drills, simulations, and performance exercises. Despite linguistic and cultural barriers, students were able to grasp the core techniques of the Pa’gellu’ dance. The study suggests that immersive, performance-based pedagogy can effectively bridge cultural and linguistic gaps in arts education for foreign learners.
Optimizing Collaborative Learning of Islamic Religious Education Through Social Media Suriana, Suriana; Wahyuni, Teti; Jannah, Misbahul
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 3 (2025): In Progress September 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i3.6706

Abstract

Digital native students increasingly require learning environments that are collaborative and digitally integrated. Islamic education (PAI) must adapt by leveraging social media to meet these demands. This study investigates how educators optimize collaborative PAI learning through the strategic use of social media platforms. This research employed a literature review methodology. Relevant academic articles were collected from databases including Google Scholar, SINTA, GARUDA, Connected Papers, Open Knowledge Maps, Semantic Scholar, and OhioLINK. Inclusion criteria focused on peer-reviewed studies published between 2018 and 2024 that discussed the use of social media to enhance collaborative PAI learning. Articles not directly related to the subject were excluded. The selected literature was categorized and analyzed using thematic content analysis. The findings reveal that educators are actively improving their social media literacy to facilitate collaborative learning. Three key efforts emerged: enhancing competence in digital platforms, integrating Islamic values into online interactions, and modeling appropriate social media behavior. These efforts contribute to creating dynamic, innovative, and student-centered learning environments. This review underscores the importance of educators maintaining up-to-date digital competencies to foster effective collaborative learning. The strategic use of social media not only enhances student engagement but also promotes the integration of religious values in modern learning contexts.
News and Media Literacy for Speaking Practice Idayani, Andi; Sailun, Betty; Yuliani, Sri
AL-ISHLAH: Jurnal Pendidikan Vol 14, No 2 (2022): AL-ISHLAH: Jurnal Pendidikan
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v14i2.1002

Abstract

Speaking is a significant and fundamental skill that may help students enhance their ability to communicate with their classmates verbally. Henceforth, instructors or teachers need to incorporate some educating media which can develop the students’ English speaking competence. Therefore, this study aims to discover the viability of news and media literacy for speaking practice at an advanced education level. The researchers used experimental research and took two groups as the sample of this study. There were experimental groups in class 4b and a control group in 4a class that comprised 35 students for each class. Moreover, the speaking test, mainly pre-test and post-test in both experimental class and control class, was also used as gathering information of the research. This research found that the difference between pre-test and post-test average speaking practice results was -24.540 to -17,689, with a 95 percent confidence range of -24.540 to -17,689 for this finding. Finally, this study discovered an average difference in students' speaking practice between the pre-test and post-test. Therefore, enhancing students use of news and media literacy is necessary for speaking practice and teachers need to encourage students’ use of technology to find out online sources as media literacy in learning the second language. They have various kinds of information from media sources and improve the advanced vocabulary that they used while practising speaking with their classmates. To summarize, integrating news and media literacy has a substantial impact on enhancing students' speaking skills among four-semester students of English Language Education in Pekanbaru.
Integrating Sharia Values into Education in Aceh: A Qualitative Case Study of Policy, Curriculum, and Pedagogical Practice Irwandi, Irwandi; Nurmalina, Nurmalina; Rijal, Fakhrul
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 3 (2025): In Progress September 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i3.7849

Abstract

Aceh, the only province in Indonesia with special autonomy to enforce Islamic law, offers a unique context for examining the integration of Sharia values into public education. This study explores how Islamic principles are embedded into educational policy, curriculum, and teaching practices within the region. A qualitative case study approach was employed, involving in-depth interviews with government officials, school principals, and teachers. Data collection also included analysis of regional policy documents, school curricula, and instructional materials to understand how Sharia values are implemented. Findings reveal that Sharia values are formally institutionalized in regional education policies, which require the incorporation of Islamic teachings not only in religious subjects but across secular disciplines. Pedagogical approaches emphasize character building, discipline, and the internalization of Islamic ethics, with educators expected to model moral behavior. However, implementation is uneven. Challenges include inconsistent teacher understanding of Sharia-based education, insufficient curricular resources, and tension between local religious expectations and national education standards. Despite these challenges, stakeholders perceive the integration as a valuable means of preserving Acehnese Islamic identity while promoting moral education within the broader national curriculum. The study underscores the nuanced balance required to align regional religious norms with national educational objectives. This research contributes to discussions on religion and education by highlighting both the promise and complexity of embedding localized religious values into public schooling within an autonomous framework.

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