Pub Date : 2024-03-25DOI: 10.35445/alishlah.v16i1.4140
Fiska Wahyuni Siregar, Henny Indrawati, N. Hermita
In the modern era of digitalization, teachers serve as a pivotal element in the educational process, instrumental in shaping future human resources. Students, particularly in the field of economics, are encountering increasingly competitive challenges, underscored by the rapid evolution of knowledge and technology. Independent learning emerges as a critical response to these challenges, aligning with the requisites of 21st-century education through the augmentation of technology-mediated learning environments. This study proposes the development of economic e-modules based on generative learning, aiming to furnish a valid and practical learning tool. The investigation enlisted a sample comprising 107 students and three educators across three schools. Employing the Research and Development (RD) ADDIE Model—comprising stages of Analysis, Design, Development, Implementation, and Evaluation—the study scrutinized the efficacy and validity of the proposed e-modules. The findings reveal that the e-modules exhibit high validity, with scores of 0.975 and 0.987 for the e-modules and their content, respectively. Practicality assessments conducted across School 1, School 2, and School 3 in Pekanbaru yielded percentages of 94.29%, 91.42%, and 100%, respectively, demonstrating the modules' applicability and utility in the context of economic instruction. Economic e-modules rooted in generative learning principles not only enhance the enjoyment of the learning process but also significantly improve students' conceptual understanding and active engagement. This research underscores the potential of such e-modules to revolutionize economics education, catering to the evolving demands of both students and the educational paradigm of the 21st century.
{"title":"Development of Economic Based Generative Learning to Facilitate Students' Concept Understanding Ability","authors":"Fiska Wahyuni Siregar, Henny Indrawati, N. Hermita","doi":"10.35445/alishlah.v16i1.4140","DOIUrl":"https://doi.org/10.35445/alishlah.v16i1.4140","url":null,"abstract":"In the modern era of digitalization, teachers serve as a pivotal element in the educational process, instrumental in shaping future human resources. Students, particularly in the field of economics, are encountering increasingly competitive challenges, underscored by the rapid evolution of knowledge and technology. Independent learning emerges as a critical response to these challenges, aligning with the requisites of 21st-century education through the augmentation of technology-mediated learning environments. This study proposes the development of economic e-modules based on generative learning, aiming to furnish a valid and practical learning tool. The investigation enlisted a sample comprising 107 students and three educators across three schools. Employing the Research and Development (RD) ADDIE Model—comprising stages of Analysis, Design, Development, Implementation, and Evaluation—the study scrutinized the efficacy and validity of the proposed e-modules. The findings reveal that the e-modules exhibit high validity, with scores of 0.975 and 0.987 for the e-modules and their content, respectively. Practicality assessments conducted across School 1, School 2, and School 3 in Pekanbaru yielded percentages of 94.29%, 91.42%, and 100%, respectively, demonstrating the modules' applicability and utility in the context of economic instruction. Economic e-modules rooted in generative learning principles not only enhance the enjoyment of the learning process but also significantly improve students' conceptual understanding and active engagement. This research underscores the potential of such e-modules to revolutionize economics education, catering to the evolving demands of both students and the educational paradigm of the 21st century.","PeriodicalId":515926,"journal":{"name":"AL-ISHLAH: Jurnal Pendidikan","volume":" 45","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140384991","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The objective of this qualitative descriptive study is to evaluate the effectiveness of the PDCA (Plan, Do, Check, Act) cycle in enhancing the quality of entrepreneurship education, or "edupreneurship," within universities, with a focus on Tangerang Raya University. This research engaged key stakeholders from the university, including the Vice-Rector for Academic and Student Affairs, deans and vice deans of the Faculty of Economics, Business and Humanities, the Faculty of Teacher Training and Education, and the Faculty of Engineering, as well as coordinators of study programs and students participating in edupreneurship initiatives. The findings indicate that the PDCA cycle significantly contributes to the improvement of edupreneurship quality and achievements at Tangerang Raya University. By facilitating the identification of weaknesses, the PDCA cycle enables continuous enhancements in the entrepreneurial education process. Despite its effectiveness, the implementation of the PDCA cycle in edupreneur programs encounters several challenges. These include constraints such as limited resources (budgets, teaching staff, and facilities), implementation hurdles, varying levels of engagement among members, shifting priorities, challenges in identifying opportunities, time limitations, difficulties in impact assessment, collaboration challenges, member turnover, and environmental uncertainties.This study underscores the PDCA cycle's potential in fostering edupreneurship within universities. However, it also highlights the necessity for addressing the aforementioned obstacles to fully leverage the PDCA cycle's capabilities in enhancing the quality of edupreneurship education. Addressing these challenges is essential for the sustained success and effectiveness of edupreneur programs driven by the PDCA quality management cycle.
{"title":"Quality Analysis of PDCA-Based Edupreneurship in 21st-Century Higher Education","authors":"Rifaatussalwa Hayati, Diding Nurdin, Eka Prihatin, Cepi Triatna","doi":"10.35445/alishlah.v16i1.4171","DOIUrl":"https://doi.org/10.35445/alishlah.v16i1.4171","url":null,"abstract":"The objective of this qualitative descriptive study is to evaluate the effectiveness of the PDCA (Plan, Do, Check, Act) cycle in enhancing the quality of entrepreneurship education, or \"edupreneurship,\" within universities, with a focus on Tangerang Raya University. This research engaged key stakeholders from the university, including the Vice-Rector for Academic and Student Affairs, deans and vice deans of the Faculty of Economics, Business and Humanities, the Faculty of Teacher Training and Education, and the Faculty of Engineering, as well as coordinators of study programs and students participating in edupreneurship initiatives. The findings indicate that the PDCA cycle significantly contributes to the improvement of edupreneurship quality and achievements at Tangerang Raya University. By facilitating the identification of weaknesses, the PDCA cycle enables continuous enhancements in the entrepreneurial education process. Despite its effectiveness, the implementation of the PDCA cycle in edupreneur programs encounters several challenges. These include constraints such as limited resources (budgets, teaching staff, and facilities), implementation hurdles, varying levels of engagement among members, shifting priorities, challenges in identifying opportunities, time limitations, difficulties in impact assessment, collaboration challenges, member turnover, and environmental uncertainties.This study underscores the PDCA cycle's potential in fostering edupreneurship within universities. However, it also highlights the necessity for addressing the aforementioned obstacles to fully leverage the PDCA cycle's capabilities in enhancing the quality of edupreneurship education. Addressing these challenges is essential for the sustained success and effectiveness of edupreneur programs driven by the PDCA quality management cycle.","PeriodicalId":515926,"journal":{"name":"AL-ISHLAH: Jurnal Pendidikan","volume":" 49","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140384355","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-25DOI: 10.35445/alishlah.v16i1.4398
Fitri Salsabila Ayu Andriani, Siti Inganah, Arif Hidayatul Khusna
Mathematical connection is a crucial skill for students, as it reduces the need to memorize numerous concepts and procedures independently. This study explores the variance in mathematical connection abilities among students with different intelligence types, specifically intrapersonal and interpersonal, in the context of solving algebraic problems on the AKM (Minimum Competency Assessment) test. Utilizing a qualitative descriptive methodology, this research focused on four students from class VIII-B at an Islamic Junior High School in Blitar. Data were gathered through questionnaires assessing intrapersonal and interpersonal intelligence, followed by the AKM Algebra test and interviews with selected students—two from each intelligence category. The findings reveal that students with interpersonal intelligence demonstrated superior mathematical connection abilities compared to their intrapersonal counterparts. Individuals with interpersonal intelligence met all indicators of mathematical connections, whereas intrapersonal intelligence subjects varied, with some meeting only one or two. This discrepancy underscores that students of the same intelligence type can exhibit differing levels of mathematical connection abilities, influenced by various factors such as mathematical skills, development of geometric thinking, and reasoning abilities.
数学联系是学生的一项重要技能，因为它可以减少学生独立记忆大量概念和程序的需要。本研究以解决 AKM（最低能力评估）测试中的代数问题为背景，探讨了不同智力类型（特别是个人和人际）的学生在数学联系能力方面的差异。本研究采用定性描述方法，重点研究了布利塔一所伊斯兰初级中学八年级 B 班的四名学生。通过对个人智能和人际智能的问卷调查收集数据，然后进行 AKM 代数测试，并对所选学生进行访谈--每个智能类别选两名学生。研究结果表明，与人际智能型学生相比，人际智能型学生的数学联系能力更强。具有人际智能的学生达到了数学联系的所有指标，而具有人际智能的学生则各不相同，有的只达到了一个或两个指标。这种差异突出表明，受数学技能、几何思维发展和推理能力等各种因素的影响，同一智力类型的学生可以表现出不同程度的数学联系能力。
{"title":"Analysis of Mathematical Connection Ability in Minimum Competency Assessment Algebra Test Viewed From Students’ Intrapersonal and Interpersonal Intelligence","authors":"Fitri Salsabila Ayu Andriani, Siti Inganah, Arif Hidayatul Khusna","doi":"10.35445/alishlah.v16i1.4398","DOIUrl":"https://doi.org/10.35445/alishlah.v16i1.4398","url":null,"abstract":"Mathematical connection is a crucial skill for students, as it reduces the need to memorize numerous concepts and procedures independently. This study explores the variance in mathematical connection abilities among students with different intelligence types, specifically intrapersonal and interpersonal, in the context of solving algebraic problems on the AKM (Minimum Competency Assessment) test. Utilizing a qualitative descriptive methodology, this research focused on four students from class VIII-B at an Islamic Junior High School in Blitar. Data were gathered through questionnaires assessing intrapersonal and interpersonal intelligence, followed by the AKM Algebra test and interviews with selected students—two from each intelligence category. The findings reveal that students with interpersonal intelligence demonstrated superior mathematical connection abilities compared to their intrapersonal counterparts. Individuals with interpersonal intelligence met all indicators of mathematical connections, whereas intrapersonal intelligence subjects varied, with some meeting only one or two. This discrepancy underscores that students of the same intelligence type can exhibit differing levels of mathematical connection abilities, influenced by various factors such as mathematical skills, development of geometric thinking, and reasoning abilities.","PeriodicalId":515926,"journal":{"name":"AL-ISHLAH: Jurnal Pendidikan","volume":" 21","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140385123","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-25DOI: 10.35445/alishlah.v16i1.4393
Marnayana Marnayana, Muhammad Zuhri Abu Nawas, Baderiah Baderiah, Muhammad Guntur
One aspect that has yet to receive much attention in the era of Education 4.0 is character education for students. For this reason, innovation is needed in developing a character education management model based on the whole school development approach. This study aims to develop a model of character education management for vocational school students. Using an RD design, this study involved teachers at vocational schools and validators in Palopo City, South Sulawesi, Indonesia. Data were collected using questionnaires, interviews, validation sheets, and observation sheets and were analyzed qualitatively and quantitatively. The study results show that the whole school development approach-based character education management model is valid, practical, and effective in developing student character. With these findings, it is hoped that vocational school teachers can develop a character education management model according to the needs of their respective schools so as to develop into better individuals in all aspects of life.
{"title":"Management Model of Character Education Based Whole School Development Approach: A Research and Development","authors":"Marnayana Marnayana, Muhammad Zuhri Abu Nawas, Baderiah Baderiah, Muhammad Guntur","doi":"10.35445/alishlah.v16i1.4393","DOIUrl":"https://doi.org/10.35445/alishlah.v16i1.4393","url":null,"abstract":"One aspect that has yet to receive much attention in the era of Education 4.0 is character education for students. For this reason, innovation is needed in developing a character education management model based on the whole school development approach. This study aims to develop a model of character education management for vocational school students. Using an RD design, this study involved teachers at vocational schools and validators in Palopo City, South Sulawesi, Indonesia. Data were collected using questionnaires, interviews, validation sheets, and observation sheets and were analyzed qualitatively and quantitatively. The study results show that the whole school development approach-based character education management model is valid, practical, and effective in developing student character. With these findings, it is hoped that vocational school teachers can develop a character education management model according to the needs of their respective schools so as to develop into better individuals in all aspects of life.","PeriodicalId":515926,"journal":{"name":"AL-ISHLAH: Jurnal Pendidikan","volume":"11 16","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140381535","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-25DOI: 10.35445/alishlah.v16i1.4736
Zulkarnain Zulkarnain, N. W. S. Darmayanti, L. S. Utami, J. Sabaryati, M. Isnaini
The lecture method that is often applied by the teacher in class can also cause the learning experience of students to not be optimal; as a result, students only understand the theory and concept of projectile motion. One method that can be used to learn physics is the experimental method. This study aims to produce a projectile motion tracker application project and describe the effect of applying this application project in the physics learning process, especially related to students' laboratory skills. The research method used is research and development (RD), using the 4-D development model (Define, Design, Develop, and Disseminate). Pre- and post-test results were obtained from 74 high school students to assess their laboratory skills before and after treatment. The instruments used were questionnaires and tests. The results show that the projectile motion tracker application project can be employed as a tool for physics education, based on expert test results with very good categories in language, visual appearance, and software engineering. In addition, based on the results of the practicality test for teachers and students, the test results were in the very practical category, respectively, from the aspects of ease of use, attractiveness, efficiency, and usefulness. The results of students' pre- and post-test on their laboratory skills show that the projectile motion tracker application project can enhance students' laboratory skills. The projectile motion tracker application project can be used as an alternative by teachers, lecturers, or education practitioners to support teaching and learning activities.
{"title":"Development of a 2-D Motion Tracker Application Project Assisted By Computer Vision to Enhance Student’s Laboratory Skills","authors":"Zulkarnain Zulkarnain, N. W. S. Darmayanti, L. S. Utami, J. Sabaryati, M. Isnaini","doi":"10.35445/alishlah.v16i1.4736","DOIUrl":"https://doi.org/10.35445/alishlah.v16i1.4736","url":null,"abstract":"The lecture method that is often applied by the teacher in class can also cause the learning experience of students to not be optimal; as a result, students only understand the theory and concept of projectile motion. One method that can be used to learn physics is the experimental method. This study aims to produce a projectile motion tracker application project and describe the effect of applying this application project in the physics learning process, especially related to students' laboratory skills. The research method used is research and development (RD), using the 4-D development model (Define, Design, Develop, and Disseminate). Pre- and post-test results were obtained from 74 high school students to assess their laboratory skills before and after treatment. The instruments used were questionnaires and tests. The results show that the projectile motion tracker application project can be employed as a tool for physics education, based on expert test results with very good categories in language, visual appearance, and software engineering. In addition, based on the results of the practicality test for teachers and students, the test results were in the very practical category, respectively, from the aspects of ease of use, attractiveness, efficiency, and usefulness. The results of students' pre- and post-test on their laboratory skills show that the projectile motion tracker application project can enhance students' laboratory skills. The projectile motion tracker application project can be used as an alternative by teachers, lecturers, or education practitioners to support teaching and learning activities.","PeriodicalId":515926,"journal":{"name":"AL-ISHLAH: Jurnal Pendidikan","volume":" 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140382110","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-24DOI: 10.35445/alishlah.v16i1.4023
Zarah Amelia, Sriati Usman, Abdul Kamaruddin, Wahyudin Wahyudin
This study investigates the process of acquiring English speaking skills, emphasizing the indispensable role of grammar, vocabulary, and pronunciation in facilitating effective communication between speakers and listeners. Acknowledging the critical need for learners to command these core components of the English language, this research specifically targets students residing in rural locales. Utilizing a qualitative methodology, the investigation centred on eighth-grade students from a Private Madrasah Tsanawiyah, chosen via convenience sampling. Data were garnered through observations, interviews, and questionnaires, revealing that issues related to practical application of skills were more pronounced than theoretical knowledge gaps. Notably, the findings indicate that a lack of confidence significantly impedes skill development, with 80% of challenges linked to this factor, compared to 72% associated with knowledge deficiencies in language production. In light of these insights, the research underscores the paramount problem of inadequate skill factors among students. Consequently, it advocates for English teachers to exhibit superior pedagogical competence, highlighting the necessity for educators to deploy effective teaching methodologies within the instructional framework.
{"title":"Problems Faced by Rural Area Students at Madrasah Tsanawiyah in Learning English Speaking","authors":"Zarah Amelia, Sriati Usman, Abdul Kamaruddin, Wahyudin Wahyudin","doi":"10.35445/alishlah.v16i1.4023","DOIUrl":"https://doi.org/10.35445/alishlah.v16i1.4023","url":null,"abstract":"This study investigates the process of acquiring English speaking skills, emphasizing the indispensable role of grammar, vocabulary, and pronunciation in facilitating effective communication between speakers and listeners. Acknowledging the critical need for learners to command these core components of the English language, this research specifically targets students residing in rural locales. Utilizing a qualitative methodology, the investigation centred on eighth-grade students from a Private Madrasah Tsanawiyah, chosen via convenience sampling. Data were garnered through observations, interviews, and questionnaires, revealing that issues related to practical application of skills were more pronounced than theoretical knowledge gaps. Notably, the findings indicate that a lack of confidence significantly impedes skill development, with 80% of challenges linked to this factor, compared to 72% associated with knowledge deficiencies in language production. In light of these insights, the research underscores the paramount problem of inadequate skill factors among students. Consequently, it advocates for English teachers to exhibit superior pedagogical competence, highlighting the necessity for educators to deploy effective teaching methodologies within the instructional framework.","PeriodicalId":515926,"journal":{"name":"AL-ISHLAH: Jurnal Pendidikan","volume":" 40","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140385926","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-23DOI: 10.35445/alishlah.v16i1.4495
Sri Purwaningsih, Rahma Dani, Edi Yuversa
Students show a low level of activity when attending modern physics lectures at the Department of Physics Education due to inadequate lecture facilities. Classes are teacher-centered, and the Zoom app, which students use to study online, is ineffective. Accordingly, the purpose of this research is to design a virtual lab-based learning module that is integrated with project-based learning to increase student activity in modern physics learning. This study uses a development method with a 4D model. The research subjects were two expert validators to assess the feasibility of the product and students for small group trials. The validators were given a questionnaire to assess the feasibility of the book, while the students were given a questionnaire to see the student's response to the book. The analysis was carried out by reducing the validation results and student responses. based on research results show that our virtual lab-based learning module which is integrated with project-based learning for modern physics can increase student activity.
{"title":"Designing a Virtual Lab-based Learning Module Integrated with Project-based Learning for Modern Physics","authors":"Sri Purwaningsih, Rahma Dani, Edi Yuversa","doi":"10.35445/alishlah.v16i1.4495","DOIUrl":"https://doi.org/10.35445/alishlah.v16i1.4495","url":null,"abstract":"Students show a low level of activity when attending modern physics lectures at the Department of Physics Education due to inadequate lecture facilities. Classes are teacher-centered, and the Zoom app, which students use to study online, is ineffective. Accordingly, the purpose of this research is to design a virtual lab-based learning module that is integrated with project-based learning to increase student activity in modern physics learning. This study uses a development method with a 4D model. The research subjects were two expert validators to assess the feasibility of the product and students for small group trials. The validators were given a questionnaire to assess the feasibility of the book, while the students were given a questionnaire to see the student's response to the book. The analysis was carried out by reducing the validation results and student responses. based on research results show that our virtual lab-based learning module which is integrated with project-based learning for modern physics can increase student activity.","PeriodicalId":515926,"journal":{"name":"AL-ISHLAH: Jurnal Pendidikan","volume":" 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140386599","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-23DOI: 10.35445/alishlah.v16i1.3354
A. Setiawan, Annida Hafizah, Della Sapitri
The purpose of this study was to determine the role of entrepreneurship education (EE), perceived behavior control (PBC) and entrepreneurial self-efficacy (ESE) on the entrepreneurial intentions of students of the Faculty of Teacher Training and Education, Universitas Lambung Mangkurat. This study used a quantitative method with the help of SEM-PLS to determine the effect of the model under study. Research data was collected through a questionnaire via e-form, which was distributed to Universitas Lambung Mangkurat students from September to December 2022. The instrument was filled with 239 students. The participants were teacher training students at Universitas Lambung Mangkurat who were chosen through a random selection process. The study's findings demonstrated that entrepreneurship education positively influences self-control and self-efficacy. Self-discipline and belief in one's ability to succeed benefit the desire to start a business. Entrepreneurship education does not influence entrepreneurial intentions. Entrepreneurship education was found to influence entrepreneurial self-efficacy and perceived behaviour control positively. Entrepreneurial self-efficacy and perceived behaviour control positively influence entrepreneurial intentions, but entrepreneurship education does not significantly benefit entrepreneurial intents.
{"title":"The Impact of Entrepreneurship Education, Perceived Behavior Control, and Entrepreneurial Self-Efficacy on Pre-Service Teacher Candidates’ Entrepreneurial Intention","authors":"A. Setiawan, Annida Hafizah, Della Sapitri","doi":"10.35445/alishlah.v16i1.3354","DOIUrl":"https://doi.org/10.35445/alishlah.v16i1.3354","url":null,"abstract":"The purpose of this study was to determine the role of entrepreneurship education (EE), perceived behavior control (PBC) and entrepreneurial self-efficacy (ESE) on the entrepreneurial intentions of students of the Faculty of Teacher Training and Education, Universitas Lambung Mangkurat. This study used a quantitative method with the help of SEM-PLS to determine the effect of the model under study. Research data was collected through a questionnaire via e-form, which was distributed to Universitas Lambung Mangkurat students from September to December 2022. The instrument was filled with 239 students. The participants were teacher training students at Universitas Lambung Mangkurat who were chosen through a random selection process. The study's findings demonstrated that entrepreneurship education positively influences self-control and self-efficacy. Self-discipline and belief in one's ability to succeed benefit the desire to start a business. Entrepreneurship education does not influence entrepreneurial intentions. Entrepreneurship education was found to influence entrepreneurial self-efficacy and perceived behaviour control positively. Entrepreneurial self-efficacy and perceived behaviour control positively influence entrepreneurial intentions, but entrepreneurship education does not significantly benefit entrepreneurial intents.","PeriodicalId":515926,"journal":{"name":"AL-ISHLAH: Jurnal Pendidikan","volume":" 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140386751","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The importance of integrating gender approaches into inclusive sexuality education is prominent in creating a safe, supportive educational environment as well as providing a holistic understanding of sexual and gender issues. This study aims to investigate the positive impact of integrating gender approaches in inclusive sexuality education on individual knowledge of gender issues, gender awareness and sexual behavior. The library research method is the main framework to explain the theoretical foundations and previous findings in this area, identify potential research gaps, and formulate a solid framework for this topic. The results showed that sex education that pays attention to gender issues has a positive impact on increasing understanding of gender roles in relationships and sexuality, reducing negative gender stereotypes, and creating an inclusive learning environment. In addition, gender awareness plays an important role in shaping attitudes that are supportive of gender diversity and sexual orientation, which in turn promotes healthy sexual behavior and open communication in relationships. Evaluating the effectiveness of sex education programs that incorporate gender issues has also proven to be very important in improving the quality of such programs. Inclusive and gender-sensitive sexuality education thus serves not only to increase understanding but also as a tool for building a more inclusive society, respecting gender diversity and promoting safe and healthy sexual behavior.
{"title":"Inclusive Sexual Education: Integrating Gender Approaches in Learning","authors":"Suwarniati Suwarni, Suud Sarim Karimullah, Kaniah Kaniah, Tri Amanat, Muh. Safar, Indra Tjahyadi","doi":"10.35445/alishlah.v16i1.4690","DOIUrl":"https://doi.org/10.35445/alishlah.v16i1.4690","url":null,"abstract":"The importance of integrating gender approaches into inclusive sexuality education is prominent in creating a safe, supportive educational environment as well as providing a holistic understanding of sexual and gender issues. This study aims to investigate the positive impact of integrating gender approaches in inclusive sexuality education on individual knowledge of gender issues, gender awareness and sexual behavior. The library research method is the main framework to explain the theoretical foundations and previous findings in this area, identify potential research gaps, and formulate a solid framework for this topic. The results showed that sex education that pays attention to gender issues has a positive impact on increasing understanding of gender roles in relationships and sexuality, reducing negative gender stereotypes, and creating an inclusive learning environment. In addition, gender awareness plays an important role in shaping attitudes that are supportive of gender diversity and sexual orientation, which in turn promotes healthy sexual behavior and open communication in relationships. Evaluating the effectiveness of sex education programs that incorporate gender issues has also proven to be very important in improving the quality of such programs. Inclusive and gender-sensitive sexuality education thus serves not only to increase understanding but also as a tool for building a more inclusive society, respecting gender diversity and promoting safe and healthy sexual behavior.","PeriodicalId":515926,"journal":{"name":"AL-ISHLAH: Jurnal Pendidikan","volume":" 32","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140386593","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-23DOI: 10.35445/alishlah.v16i1.3947
Darmiany Darmiany, Siti Istiningsih, I. Nurmawanti, Nurwahidah Nurwahidah, Mohammad Archi Mauldya
This study explored the connection between Self-Regulated Learning (SRL) strategies and student learning outcomes, alongside detailing the SRL strategies students employ in reflective learning contexts. Conducted as a quantitative descriptive with 53 student participants, the research utilized correlation analysis to examine the interrelationships between various SRL strategies and employed a three-stage qualitative analysis process: data reduction, data presentation, and conclusion drawing. The findings reveal significant positive correlations among SRL strategies, notably between learning responsibility and environmental structuring (r = 0.706), memory strategy and goal setting (r = 0.717), and goal setting and self-evaluation (r = 0.722). The least positive correlation was found between self-evaluation and organizing (r = 0.437). Additional positive relationships were identified between memory strategy and perceived value (r = 0.668), goal setting and value (r = 0.762), self-evaluation and value (r = 0.669), seeking assistance and value (r = 0.763), environmental structuring and value (r = 0.825), learning responsibility and value (r = 0.795), and organizing and value (r = 0.645). Reflective learning stages—comprising the forethought phase, the performance phase as evidenced by students presenting their experiences, and the self-reflection phase during evaluation—highlight the intricate dynamics of students' SRL strategies. This study underscores the positive impact of SRL strategies on learning outcomes, offering insights into the effective application of reflective learning in educational settings.
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