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 Effect of Principal’s Managerial Competence and Teacher Work Culture on Teacher Competence at Junior High Schools in Cilacap ]]>
<![CDATA[Maman Herman]]>;
<![CDATA[Siti Andiriah]]>;
<![CDATA[Asep Budi Tauhid]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 14, No 3 (2022): AL-ISHLAH: Jurnal Pendidikan ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v14i3.1472
<![CDATA[This study aimed to determine: 1) the effect of the principal's managerial ability on teacher competence; 2) The influence of teacher work culture on teacher competence; 3) The influence of the principal's managerial ability and teacher's work culture on teacher competence. This research was descriptive with a quantitative approach. The data were collected by distributing questionnaires to 71 respondents—statistical data processing using SPSS 17.0. The study results that: 1) The managerial ability of principals at Junior High Schools in Central Cilacap Subdistrict was generally in the answer always with quite high criteria. The hypothesis test results indicate that the principal's managerial ability positively affects teacher competence. It means that the higher the managerial ability of the principal, the greater the teacher’s competence; 2) The work culture of teachers in junior high schools in the Central Cilacap sub-district, in general, is in the frequent answers with quite high criteria. The hypothesis test results show that the teacher's work culture positively affects teacher competence. One means that the higher the teacher's work culture, the higher the teacher's competence; 3) The competence of teachers in junior high schools in Central Cilacap Subistrict is generally in the answer always with quite high criteria. The results of hypothesis testing indicate that the principal's managerial ability and teacher work culture positively affect teacher competence. It means that the higher the principal's managerial ability and the higher the teacher's work culture, the higher its competence.]]>
<![CDATA[Implementation of the Islamic Religious Education Learning Methods Innovation in the New Normal Era ]]>
<![CDATA[Minhaji Minhaji]]>;
<![CDATA[Moh. Nawafil]]>;
<![CDATA[Abd. Muqit]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 14, No 2 (2022): AL-ISHLAH: Jurnal Pendidikan ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v14i2.1900
<![CDATA[This study aims to analyse and describes the implementation of PAI (Islamic religious education) learning method innovation and the procedures of creating innovative learning methods in the new normal era. This study uses a qualitative case study approach. The researcher tries to reveal learning method innovation and the procedures in the unstable era of the COVID-19 pandemic. The researcher conducted interviews, observations, and documentation to obtain information about the themes studied. Data analysis was carried out circularly, starting with data presentation, data reduction, and concluding. The results showed that PAI learning method innovation in the new normal era is running effectively through the integration of various learning methods, consists of three kinds, the first is the home visit method integrated with project-based learning, the second is the online method integrated with blended learning, and the third is the offline method integrated with inquiry learning. Identification, development and evaluation are the three procedures of creating integrated PAI learning method innovation in the new normal era.]]>
<![CDATA[An Academic Self-Efficacy as a Predicator of Senior High School Students’ Participation in English Debate Club ]]>
<![CDATA[Anggun Mukti Prima Bakti]]>;
<![CDATA[Diah Kristina]]>;
<![CDATA[Sumardi Sumardi]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 14, No 3 (2022): AL-ISHLAH: Jurnal Pendidikan ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v14i3.1771
<![CDATA[Self-efficacy (SE) is defined as public belief in their capacity to attain intended goals via their actions. Within an academic setting, SE is frequently referred to as Academic Self-Efficacy (ASE), which impacts learner judgments about one's ability to effectively achieve educational goals. To succeed in an academic context, students must complete several academic tasks in a variety of subjects. Fear of public speaking is one of the most major challenges that students face. In an EFL context, where learners have few opportunities to practice public speaking in real-life circumstances, debate helps them to use the language to communicate their viewpoints coherently. This study is important to identify students' levels of academic self-efficacy and how they function as a predictor of academic achievement. The qualitative case study is used to explore the problem in-depth in natural setting. The data were collected from open-questionnaire and semi structured interview. The participants of the study were included nine senior high school students who are the members of Debate Club. According to the findings of this study, Academic self-efficacy influences students' motivation to join the debate club. Prior debate club experience of members became the most essential consideration for students who joined the debate club. Vicarious experience is the second most crucial aspect in students' decision to join the debate club. Then there's social persuasion, which is crucial since it serves as a role model for students. Seniors or peers who have accomplished a lot may use their success to encourage other students to join them. Another outcome is that members have strong emotional well-being, so even if they fail or have difficulties participating, they do not abandon all debate club activities. Another study was planned to involve more debate club members and to examine the teacher's role as debate supervisor.]]>
<![CDATA[Enculturation of Students Discipline Character Education in the New Normal at Elementary School ]]>
<![CDATA[Yoni Ernawanto]]>;
<![CDATA[Sutama Sutama]]>;
<![CDATA[Minsih Minsih]]>;
<![CDATA[Yeny Prastiwi]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 14, No 3 (2022): AL-ISHLAH: Jurnal Pendidikan ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v14i3.1969
<![CDATA[There are three purposes of this study, they are describe 1) enculturation of students discipline character education in the new normal before learning 2) enculturation of students discipline character education in the new normal during learning 3) enculturation of students discipline character education in the new normal after learning. There are many studies on character education, but there are still few that discuss character education for student discipline in the new normal. This research uses a qualitative research. The design of this research is ethnographic. This research was conducted in the fourth grade of SD Negeri 1 Wonogiri in 2021/2022 academic year. Sources of data in this study are principals, teachers and students. In this study, the data collection techniques used were observation and interview techniques. In this research, the researcher uses triangulation to test the validity of the data, namely technique triangulation and source triangulation. The results showed that enculturation of students discipline character education in the new normal before learning was carried out by implementing Health protocols, coming to school before 07.00 and praying. Enculturation of students discipline character education in the new normal during learning, namely students focusing on learning materials, group discussions, and questions and answers. Enculturation of students discipline character education in the new normal after learning, namely by making conclusions, following up, and praying at the end of learning. The results of this study are used as a source of input and reflection material for schools about cultivating moral students throught discipline character education in elementary schools and as material for self-evaluation to contribute in an effort to shape the character of discipline in students.]]>
<![CDATA[Model of Teaching English Speaking Practiced for English Department Students at IAIN Palopo ]]>
<![CDATA[Roni La'biran]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 14, No 2 (2022): AL-ISHLAH: Jurnal Pendidikan ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v14i2.1085
<![CDATA[The objectives of the research are to discover models of teaching speaking practiced at IAKN Palopo, students’ perceptions of teaching models, teaching speaking models to students’ speaking achievement.The researcher employed qualitative methods for the study. The data resources for the research chosen through random sampling lectures at IAIN Palopo. The instruments for the research consist of observations, interviews in analyzing the data, the researcher employed a qualitative method.The results show that the models of teaching speaking practiced at IAKN Palopo is presentation, practice, production model (PPP) the model divided into three phases as follow: Presentation, refers to new topic and contextualizing, teaching Demonstration (cookies activities), teaching English based on classroom situation. Practice refers to learners practice the structure using accurate reproduction techniques including choral and individual repetition and cue-response drills, students did demonstration based on lecturer’s instruction and Students’ perception toward the model is good, there is positive indicator perception because almost students said, happy, lecturer as a good figure in teaching speaking, simple material. ]]>
<![CDATA[Implementation Indonesian Language Learning through Critical Discourse Analysis of Verbal Abuse in the 2019 Presidential Election ]]>
<![CDATA[Jumadi Jumadi]]>;
<![CDATA[Muhammad Rafiek]]>;
<![CDATA[Rusma Noortyani]]>;
<![CDATA[Mutiani Mutiani]]>;
<![CDATA[Ersis Warmansyah Abbas]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 14, No 2 (2022): AL-ISHLAH: Jurnal Pendidikan ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v14i2.1658
<![CDATA[This study aims to describe the sources of critical discourse analysis of verbal abuse through social media during the 2019 presidential election of the Republic of Indonesia into Indonesian language learning. This is intended so that students have space to improve critical thinking skills. A qualitative approach with phenomenological methods is used in describing the results of the study. This research has two stages, namely: first, analyzing critical discourse on social media during the 2019 presidential election, and researchers implementing it in Indonesian language learning in universities. Collecting data using observation, interview, and documentation techniques. The results of the study describe that 2019 was a big event for Indonesia. As for the Indonesian presidential candidates in 2019, there are two people, namely; Ir. Joko Widodo (sequence 1) and Prabowo Subianto (sequence number 2). Social media is busy spreading news without any filtering of the information. Based on the reduction of documentation data, it was found that verbal abuse that occurred during the 2019 presidential election of the Republic of Indonesia, namely; a) insulting; b) condescending; c) accusing; and d) expel/dismiss. The practice of learning critical discourse analysis in verbal abuse in the 2019 Indonesian republican elections was held on 7 and 14 October 2021. The topic of learning was reading and writing literacy. Learning is presented by applying the cooperative learning model to see how students are able to express opinions]]>
<![CDATA[Research in Pesantren-based Higher Education: Exploring The Factors Improving Lecture's Research Performace ]]>
<![CDATA[Abdu Alifah]]>;
<![CDATA[M. Syamsul Maarif]]>;
<![CDATA[I Made Sumertajaya]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 14, No 2 (2022): AL-ISHLAH: Jurnal Pendidikan ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v14i2.1590
<![CDATA[Integrating two different systems between higher education and pesantren (Islamic boarding schools), Pesantren-based Higher Education (PTBP) is alleged as an ideal Islamic higher education model considering its critical role in the process of integration-interconnection of science and Islamic teaching. Like other Islamic higher educations in Indonesia, PTBP represents poor organizational performance, particularly in research productivity and quality. Since research performance has the most considerable portion in the higher education performance evaluation both nationally and internationally, this study attempted to explore the factors that possibly improve lecturers' research performance at PTBP, categorized into the level of the individual, institutional and resource factors. This study involved 84 lecturers at 7 PTBP in Bogor, Indonesia, selected based on the stratified random sampling and voluntary sampling method. The collected data was analyzed using Structural Equation Modeling-Partial Least Square (SEM-PLS). The results showed that only research competence positively affected research performance at the individual level, but not for work motivation and time management. Research culture and academic leadership insignificantly affected research performance. However, only high-performance work practice (HPWP) at the institutional level positively affected research performance. Meanwhile, collaboration networks at the resource level positively affected research performance, but not for university research funding. The managerial implications are further discussed in this study.]]>
<![CDATA[An Analysis of Psychomotor Assessment Levels Based on Anderson and Krathwohl's Taxonomy in Integrated Thematic Books ]]>
<![CDATA[Sajidan Sajidan]]>;
<![CDATA[Fadhil Purnama Adi]]>;
<![CDATA[Roy Ardiansyah]]>;
<![CDATA[Idam Ragil Widianto Atmojo]]>;
<![CDATA[Dwi Yuniasih Saputri]]>;
<![CDATA[Gilang Mahendrati]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 14, No 3 (2022): AL-ISHLAH: Jurnal Pendidikan ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v14i3.2168
<![CDATA[This study aims to analyze the psychomotor assessment levels based on Anderson and Krathwohl's taxonomy in the integrated thematic book for grade VI, theme 5, entrepreneurship. Methods: This content analysis research used a descriptive qualitative approach. The form of research data was a distribution of psychomotor assessments, categorized according to Anderson and Krathwohl’s taxonomy. The instrument validity used was the Gregory formula. Data validity employed was increased persistence and source triangulation. Sources were obtained from the teacher's book and coursebook. Data collection techniques utilized were document studies. The data analysis technique in this study applied an interactive analysis model from Miles and Huberman. Findings: The results showed that the distribution of psychomotor assessment levels at the imitation level (P1) was 23.33%, the manipulation level (P2) was 6.67%, the precision level (P3) was 36.67%, the articulation level (P4) was 30%, and the naturalization level (P5) was 3.33%. Conclusion: Therefore, it can be concluded that the precision level of psychomotor assessment is the most common because it follows the motor development of elementary school students who are expected to do things independently.]]>
<![CDATA[Diagnosis of Student Character Education Through the Contribution of Principal Interpersonal Communication and Teacher Performance ]]>
<![CDATA[Hanafiah Hanafiah]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 14, No 2 (2022): AL-ISHLAH: Jurnal Pendidikan ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v14i2.1219
<![CDATA[This study aims to investigate the principal's interpersonal communication and teachers' performance, the relationship of the principal's interpersonal communication to students' character education, the relationship of teachers' performance to students' character education, and the mutual relationship between the principal's interpersonal communication and teachers' performance on character education of high school students in Langsa. This study utilized a quantitative approach, using a cross-sectional survey method. The population and samples in this study were five senior high schools in Langsa. This study found that three principals scored 56.83%, meaning that the principal possessed good interpersonal communication, and two principals scored 43.17%, implying that the principal had excellent interpersonal communication. Furthermore, 35 of 92 teachers scored 38.04% in the good category, and 57 teachers scored 61.96% in the excellent category. Then, the partial test results obtained a relationship between the principal's interpersonal communication on students' character education (0.041), and there was a relationship between teachers' performance and students' character education (0.029). Furthermore, simultaneous test results obtained that there was a jointly significant relationship between the principal's interpersonal communication and teacher's performance on students' character education (0.01), where X1 variable (Principal interpersonal communication) and X2 variable (Teacher performance) influenced for 58.8% on Y variable (students' character education). In comparison, other variables influenced 41.2% of high school students’ character education in Langsa.]]>
<![CDATA[Implementing of Limited Face-to-Face Learning Policy in Schools ]]>
<![CDATA[Sugiarto Sugiarto]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 14, No 2 (2022): AL-ISHLAH: Jurnal Pendidikan ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v14i2.1961
<![CDATA[The purpose of the study was to determine the application of limited face-to-face learning policies in schools in the DKI Jakarta area. This policy emerged through a study of the impact of online learning and also the reduction in the transmission rate of the Covid-19 virus. So, the gap in this research is the understanding of the concept of implementing government policies regarding face-to-face learning is limited. The research method used is qualitative through a survey. The object of observation to examine this limited face-to-face learning is from Early Childhood Education to Senior High School. Data collection techniques using observation, interviews, and documents. data analysis technique consists of stages of data collection, data reduction, data presentation, and concluding. The validity of the data consists of credibility, transferability, dependability, and confirmability. The results showed that the implementation of the limited face-to-face learning policy was by the results of the study of the condition of the spread of the covid-19 virus, the results of discussions with schools, and also the results of input from parents. The implementation of limited face-to-face learning is carried out with careful planning, directed, and routinely evaluating learning activities by minimizing the obstacles experienced during limited learning activities.]]>
