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Widia Yunita
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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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Integrative Islamic Education for Organizational Cadre Formation: A Case Study of Muhammadiyah Boarding School in Trenggalek, Indonesia Ngumar, Ngumar; Tobroni, Tobroni; Romelah, Romelah; Ikhwan, Afiful
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): In Progress December
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i4.7834

Abstract

This study investigates the cadre development process within the Muhammadiyah organization through Islamic education at the Muhammadiyah Boarding School (MBS) in Trenggalek Regency. Cadre formation is a critical aspect of organizational sustainability, yet limited research has explored how Islamic educational institutions facilitate this process. Using a qualitative research design, data were collected through observation, in-depth interviews, and documentation to explore three key areas: the implementation of educational programs for cadre development, the integration of Islamic curriculum with leadership and organizational training, and the outcomes of these programs for Muhammadiyah's regeneration. The findings reveal that MBS Trenggalek systematically integrates Muhammadiyah values into both formal education and daily student life. Educational activities emphasize religious devotion, academic excellence, character development, and leadership training. These elements are embedded within a curriculum that balances spiritual instruction with practical organizational experience. Results indicate that MBS graduates exhibit strong religious commitment, scholastic achievement, and a deep sense of organizational loyalty. Many alumni actively participate in Muhammadiyah institutions, demonstrating leadership capacity and ideological alignment. This study underscores the role of integrative Islamic boarding school programs in shaping future organizational leaders. It contributes to the broader discourse on faith-based education by presenting MBS as a model for ideological regeneration within Islamic movements, addressing a gap in the literature on how education serves as a strategic tool for long-term cadre development.
Enhancing Elementary Students’ Conceptual Understanding and Interest in Numbers Through Role Play and Menu-Based Mathematics Activities Ariyani, Ana Ika; Cahyo, Havifah; Nisa, Ana Fitrotun; Cahyani, Berliana Henu
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): In Progress December
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i4.7587

Abstract

Mathematics is often perceived as a challenging and abstract subject, leading to low student engagement and understanding. To address this, innovative instructional strategies are needed. This study investigates the effectiveness of the mathematics menu and role-play method in enhancing fourth-grade students’ interest and conceptual understanding of number concepts. A quasi-experimental design was used, involving two groups: an experimental group taught using the mathematics menu and role-play method, and a control group taught using conventional methods. Participants were not randomly assigned. Pre-tests and post-tests were administered to both groups to measure outcomes in the affective (interest) and cognitive (understanding) domains. Multiple-choice assessments served as the primary data collection tools. Data analysis showed that students in the experimental group demonstrated significant improvement in both interest and understanding compared to the control group. The post-test scores of the experimental group were consistently higher across both domains, indicating the positive impact of the intervention. The findings suggest that incorporating the mathematics menu and role-play into instruction effectively fosters student motivation and engagement (affective domain), while also promoting deeper conceptual understanding (cognitive domain). The interactive nature of role-play activities and contextualized learning through the menu approach allowed students to connect abstract concepts to real-life scenarios, making learning more meaningful and enjoyable. This study supports the use of role-play and mathematics menus as effective, student-centered teaching strategies for elementary mathematics, particularly for improving interest and comprehension in number concepts.
Enhancing Students’ Concept Understanding Through The Problem-Based Learning Model: An Experimental Study Asbar, Rafinur; Hastuti, Woro; Sekar, Kawuryan; Ekantini, Anita; Marwan, Marwan
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): In Progress December
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i4.6771

Abstract

Improving students’ conceptual understanding in science remains a key challenge in higher education, particularly in teacher training programs. Problem-Based Learning (PBL) has been widely proposed as an effective model to foster deeper learning and critical thinking. This study investigates the effectiveness of the PBL model in enhancing students’ conceptual understanding in a fundamental science concepts course. A quasi-experimental design with a nonequivalent control group was employed. The study involved 78 fourth-semester students from the PGMI program at UIN Sunan Kalijaga, divided into an experimental group (PBL model) and a control group (cooperative model), each comprising 39 students. Pretest and posttest data were collected using validated essay-based instruments focused on the topic of static electricity. Data were analyzed using normality, homogeneity, and independent sample t-tests with SPSS 26. Both groups showed improvement, but the experimental class demonstrated significantly higher gains in conceptual understanding. The posttest mean score of the experimental group was 88.54 (Very High), compared to 78.72 (High) in the control group. Statistical analysis confirmed a significant difference between the groups (p = 0.00 0.05), indicating the effectiveness of the PBL model. The results support the use of PBL as a pedagogical approach to enhance science concept mastery. Given its impact, PBL is recommended for wider application in science education, though further research with diverse samples and long-term designs is suggested.
The Role of Teachers' Emotional Intelligence in Islamic Religious Education to Enhance Student Quality at Vocational High School Yanuarti, Eka; Aryati, Ani; Jaya, Riski Putra
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): In Progress December
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i4.6034

Abstract

This study investigates the role of teachers' emotional intelligence in Islamic Religious Education (PAI) learning at SMKN 4 Rejang Lebong. Emotional intelligence is essential for fostering effective learning environments and achieving educational goals, particularly in character-based education such as PAI. A qualitative descriptive approach was employed, involving the Principal, PAI teachers, and students as research participants. Data were gathered through observations, interviews, and documentation, followed by thematic analysis to explore the influence of teachers' emotional intelligence on the learning process. Findings reveal that teachers’ emotional intelligence significantly impacts students’ self-development and learning engagement. Teachers who effectively recognize and regulate emotions, manage stress, empathize, and build constructive relationships create more supportive and motivating classroom environments. This, in turn, enhances students’ academic involvement, motivation, and emotional well-being. The study underscores that emotionally intelligent teachers contribute to the formation of students’ positive character traits such as perseverance, self-confidence, and resilience. These qualities not only support academic achievement but also equip students to handle broader life challenges. The findings suggest that fostering emotional intelligence among educators is a key strategy in strengthening both student learning outcomes and character formation in Islamic education contexts.
Exploring the Impact of Discovery Learning and Self-Efficacy on Students' Critical Thinking Skills Bachtiar, Abdul Hamid; Pribadi, Nukhan Wicaksana; Khasanah, Fitria
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): In Progress December
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i4.7134

Abstract

Critical thinking is a crucial skill for academic and lifelong success, requiring educational strategies that actively engage students. The Discovery Learning model, rooted in constructivist theory, has been widely recognized for promoting higher-order thinking. This study investigates the effects of the Discovery Learning model and students’ self-efficacy on critical thinking skills, including the interaction between these variables. A quasi-experimental design was employed involving 60 first-semester students from the Indonesian Language Department. Participants were assigned to either an experimental group (Discovery Learning) or a control group (Problem-Based Learning). Self-efficacy levels were measured using a validated questionnaire, while critical thinking was assessed through a standardized test. Data were analyzed using two-way Analysis of Variance (ANOVA). The results showed that the Discovery Learning model significantly improved students’ critical thinking skills (F = 27.409, p 0.001). Self-efficacy also had a significant main effect on critical thinking performance (F = 46.780, p = 0.010). Additionally, a significant interaction was found between the instructional model and self-efficacy (F = 5.187, p = 0.027), indicating that the impact of Discovery Learning was stronger among students with higher self-efficacy. These findings highlight the combined importance of instructional strategies and learner beliefs. Discovery Learning not only enhances critical thinking but also synergizes with self-efficacy to optimize student performance. Educators are encouraged to implement learner-centered approaches that foster both cognitive skills and student confidence.
Contextualizing Indonesian Language Instruction through Language Ecology: A Case Study in Tourism Vocational Schools in East Lombok Al Pansori, Muh. Jaelani; Zaka, Istifatun; Nursaly, Baiq Rismarini
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): In Progress December
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i4.7956

Abstract

This study explores the contextual needs of Indonesian language instruction in tourism vocational high schools (SMK Pariwisata) in East Lombok by aligning the Merdeka Curriculum with the principles of language ecology. Generic instructional models often fail to address the ecological, cultural, and occupational realities faced by students in vocational settings. An exploratory qualitative approach was employed using a language ecology framework. Data were collected through observations, interviews, document analysis, focus group discussions (FGDs), and questionnaires across three ecological zones: urban (Mataram City), coastal (Senggigi), and mountainous (Sembalun). Thematic analysis and data triangulation were conducted to identify region-specific linguistic demands. Findings revealed significant variation in learning needs across ecological zones. In coastal areas, 88% of students required practical spoken language for tourism communication. In urban areas, 82% prioritized formal and professional Indonesian for business and bureaucratic contexts. Meanwhile, 91% of students in mountainous regions expressed a preference for materials rooted in local folklore and cultural heritage. Teacher responses (above 85% in all regions) affirmed the importance of integrating local context into instructional content. Effective strategies identified included simulation-based learning, project-based activities, and the development of culturally relevant texts. These results suggest that Indonesian language instruction in SMK Pariwisata should be differentiated based on ecological contexts and grounded in local cultural and professional practices. The study recommends teacher training in ecolinguistics, curriculum adaptation, and cross-sector collaboration with tourism stakeholders to ensure linguistically relevant and workforce-aligned education.
Exploring the Impact of Affixation, Vocabulary Mastery, and Reading Interest on Students' Comprehension of Authentic Texts: A Study of Third-Semester English Students at University Pertiwi, Indah; Jufrizal, Jufrizal
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): In Progress December
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i4.6948

Abstract

Reading comprehension of authentic texts is influenced by various linguistic and motivational factors. This study investigated the contributions of affixation mastery, vocabulary mastery, and reading interest to the reading comprehension of third-semester English students. A correlational research design with multiple regression analysis was employed. The participants were 55 third-semester English students at STAIN Mandailing Natal. Data were collected using objective tests to assess affixation and vocabulary mastery, and a questionnaire to measure reading interest. Descriptive and inferential statistics, including hypothesis testing and regression analysis, were conducted using Minitab version 22. The analysis revealed that affixation mastery significantly contributed to students’ reading comprehension (p = 0.002). Vocabulary mastery (p = 0.001) and reading interest (p = 0.000) also showed significant positive contributions. Collectively, the three variables accounted for 43.53% of the variance in reading comprehension, indicating a substantial combined influence. The remaining 56.47% of the variance was attributed to other unexamined factors. These findings suggest that both linguistic competencies and motivational aspects are critical in enhancing students' comprehension of authentic texts. The study emphasizes the need for instructional strategies that support morphological awareness, vocabulary development, and the cultivation of reading interest to improve reading outcomes in EFL contexts.  
Family-School Partnership Counselling for Student Educational Resilience: Islamic Perspectives and the Sustainable Development Goals Hidayat, Hidayat; Zuhriyah, Indah Aminatuz; Karimah, Anik Niswatul; Astuti, Ruli; Prihadi, Kususanto Ditto
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): In Progress December
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i4.7775

Abstract

The educational resilience of students in rural madrasahs, particularly within vulnerable socio-economic contexts, is a strategic concern that requires a collaborative and value-driven framework. This study addresses the need for a contextual model that integrates Islamic values to support student development. A descriptive qualitative method was employed to explore the dynamics of an educational partnership among families, schools, psychosocial support systems, and communities. Data were collected through in-depth interviews, participatory observations, and documentation involving key stakeholders, including guidance and counseling (BK) teachers, madrasah principals, parents, students, and community leaders at MAS Nurul Islam Bades Pasirian, Lumajang. Findings reveal that madrasahs serve as socio-religious mediators, aligning the roles of schools, families, and communities through Islamic values such as amanah (trustworthiness), justice, and deliberation. BK teachers provide counseling grounded in empathy, patience, and sincerity, while community support is reflected in the distribution of zakat, infak, and various social solidarity programs. The proposed Family–School–Psychosocial–Community (FSPC) model fosters student resilience by embedding a participatory and transcendental approach into educational practices. The FSPC model proves structurally and spiritually effective in enhancing students’ educational resilience. It underscores the importance of incorporating Islamic values into madrasah partnership policies and calls for strengthening BK teachers’ capacity through training rooted in Islamic spirituality.
Spiritual Leadership and Teacher Performance in Early Childhood Education: A Case Study of Al-Farizi Playgroup Rachman, Lucki Hersya; Nurdin, Diding; Bakar, Abu; Dikdik, Asep
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): In Progress December
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i4.7702

Abstract

Spiritual leadership is increasingly recognized as essential in early childhood education (ECE) for fostering holistic and meaningful learning environments. However, existing leadership models often lack alignment with the cultural and spiritual values of specific contexts, such as Indonesia. This study addresses the gap by developing a spiritual leadership model grounded in Indonesian local wisdom. A qualitative, single-case study was conducted at KB Al-Farizi, Bandung. Participants included one principal and eight teachers selected through purposive sampling. Data were collected via in-depth interviews, participatory observations, and document analysis. Thematic analysis was conducted using NVivo 12 Plus software. The study developed a “Pancasila-based Spiritual Leadership Model for PAUD,” incorporating core Indonesian values such as cooperation, consensus, and local wisdom. Implementation of this model demonstrated positive impacts on teacher performance, including increased motivation (average job satisfaction score of 4.2 out of 5.0), enhanced innovation in teaching practices, and improved interpersonal relationships within the school community. This research contributes to the theoretical development of context-specific spiritual leadership in ECE by embedding Indonesian cultural principles. Practically, it offers a replicable framework for ECE institutions seeking to enhance teacher performance and school culture through culturally rooted leadership practices.
The Effect of Using Duolingo Application on Students’ Speaking Skill in Higher Education Rahayu, Pipit; Eripuddin, Eripuddin; Yu Jin, Ng; Dinata, Bayu Arya
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): In Progress December
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i4.7635

Abstract

Speaking skill remains a core component of English language proficiency, yet many EFL learners struggle to develop it effectively through conventional instruction alone. This study investigates whether the use of the Duolingo application can enhance the speaking skills of fourth-semester students in the English Department at Pasir Pengaraian University. A quantitative, pre-experimental design was employed using a one-group pretest-posttest model. The participants consisted of 24 fourth-semester students selected through cluster total sampling. Students’ speaking skills were assessed before and after a treatment period involving the use of Duolingo as a supplementary learning tool. The findings revealed a notable improvement in students' speaking performance following the intervention. The average pretest score was 63.96 with a standard deviation of 18.11, which increased to 82.92 in the post-test with a standard deviation of 11.60. This improvement suggests a positive effect of Duolingo on students' speaking proficiency. The results indicate that mobile-assisted language learning applications such as Duolingo may serve as effective supplementary tools in higher education contexts. While the findings demonstrate short-term gains, further longitudinal research is necessary to evaluate the sustainability and broader applicability of these outcomes. Nonetheless, this study supports the integration of digital learning platforms into English language instruction to foster more engaging and autonomous learning experiences.

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