Pub Date : 2024-03-15DOI: 10.35445/alishlah.v16i1.5110
Salma Butig Redocto, G. S. Sumayo
This qualitative study, employing a phenomenological approach, seeks to illuminate the experiences, challenges, and coping mechanisms of Madrasah multigrade teachers during the pandemic. The study involved 14 participants in in-depth interviews and 8 participants in a focus-group discussion. Thematic analysis was applied to analyze the responses. The research uncovered three fundamental themes in their lived experiences, focusing on establishing flexible teaching practices, adaptive instruction, and continuous assessment for enhanced learning. It also unveiled challenges at different levels, notably the three essential themes: Azatids-related challenges, Madrasah-level challenges, and Kalangkapan-level challenges. Despite these hurdles, the participants demonstrated their resilience through coping mechanisms, including spending own money, religious obligations, displaying positive attitude, praying, and self-reward. The study's conclusion underscores the profound impact of the COVID-19 pandemic on Madrasah multigrade teachers, emphasizing their ability to persist, adapt, and effectively cope with unprecedented changes.
{"title":"The Teaching-Learning Process in Madrasah Multigrade Classes During the Pandemic: A Phenomenological Investigation","authors":"Salma Butig Redocto, G. S. Sumayo","doi":"10.35445/alishlah.v16i1.5110","DOIUrl":"https://doi.org/10.35445/alishlah.v16i1.5110","url":null,"abstract":"This qualitative study, employing a phenomenological approach, seeks to illuminate the experiences, challenges, and coping mechanisms of Madrasah multigrade teachers during the pandemic. The study involved 14 participants in in-depth interviews and 8 participants in a focus-group discussion. Thematic analysis was applied to analyze the responses. The research uncovered three fundamental themes in their lived experiences, focusing on establishing flexible teaching practices, adaptive instruction, and continuous assessment for enhanced learning. It also unveiled challenges at different levels, notably the three essential themes: Azatids-related challenges, Madrasah-level challenges, and Kalangkapan-level challenges. Despite these hurdles, the participants demonstrated their resilience through coping mechanisms, including spending own money, religious obligations, displaying positive attitude, praying, and self-reward. The study's conclusion underscores the profound impact of the COVID-19 pandemic on Madrasah multigrade teachers, emphasizing their ability to persist, adapt, and effectively cope with unprecedented changes.","PeriodicalId":515926,"journal":{"name":"AL-ISHLAH: Jurnal Pendidikan","volume":" 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140391469","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 : 2024-03-14DOI: 10.35445/alishlah.v16i1.4579
N. Drajati, Dewi Rochsantiningsih, M. Martono, Dewi Cahyaningrum, E. Ph, Agustina Tyarakanita
In developing the learners’ language competence, many educational institutions altered teachers to integrate computer-mediated communication (CMC) synchronously and asynchronously. However, the issue of engagement becomes another issue to be handled. Accordingly, in this literature review of 20 qualitative, 7 quantitative, and 8 mixed-method studies published in the high-ranked database from 2000-2021, we aim to examine the approaches to evaluate and indicators to facilitate the learners’ engagement, specifically on writing asynchronously. Asynchronous CMC became the concern of this study as it supports the learners to follow the simultaneous discussion and supports multiple learning styles. The reviewed studies were identified using behavior, cognition, and emotion approaches to evaluate the learners’ engagement. Thus, the types of indicators to facilitate the learners’ engagement are input, process, and outcomes. Finally, this review suggests it is useful to design writing courses that effectively conceptualize evaluation approaches and indicators to facilitate the learners’ engagement.
{"title":"Unveiling Engagement in Asynchronous Writing: A Comprehensive Exploration of Approaches and Indicators – A Systematic Literature Review","authors":"N. Drajati, Dewi Rochsantiningsih, M. Martono, Dewi Cahyaningrum, E. Ph, Agustina Tyarakanita","doi":"10.35445/alishlah.v16i1.4579","DOIUrl":"https://doi.org/10.35445/alishlah.v16i1.4579","url":null,"abstract":"In developing the learners’ language competence, many educational institutions altered teachers to integrate computer-mediated communication (CMC) synchronously and asynchronously. However, the issue of engagement becomes another issue to be handled. Accordingly, in this literature review of 20 qualitative, 7 quantitative, and 8 mixed-method studies published in the high-ranked database from 2000-2021, we aim to examine the approaches to evaluate and indicators to facilitate the learners’ engagement, specifically on writing asynchronously. Asynchronous CMC became the concern of this study as it supports the learners to follow the simultaneous discussion and supports multiple learning styles. The reviewed studies were identified using behavior, cognition, and emotion approaches to evaluate the learners’ engagement. Thus, the types of indicators to facilitate the learners’ engagement are input, process, and outcomes. Finally, this review suggests it is useful to design writing courses that effectively conceptualize evaluation approaches and indicators to facilitate the learners’ engagement.","PeriodicalId":515926,"journal":{"name":"AL-ISHLAH: Jurnal Pendidikan","volume":" 41","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140392923","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 : 2024-03-13DOI: 10.35445/alishlah.v16i1.3899
Arif Rahman, Mohd Izzuddin Mohd Pisol, Maya Novita Sari, Zalik Nuryana
Indonesia has launched a reform agenda for the quality of madrasah education through the Ministry of Religious Affairs of the Republic of Indonesia, especially in terms of improving the quality of madrasah teachers as part of the sustainable development carried out by the government in the field of education. Therefore, this research aims to highlight the factors underlying the reform agenda on teacher quality. In addition, how madrasahs take the momentum of the end of the pandemic as a turning point to make comprehensive improvements. This research uses a qualitative research paradigm with a literature approach, where data is collected from the study of various literature related to the topic of discussion. The data is then verified and analyzed systematically to be presented in a structured manner. The results show that there are at least three main factors that encourage madrasahs to reform the quality of teachers related to aspects of digitalization, adaptation, and creativity. These three aspects are the core competencies that are relevant for madrasah teachers to face various situations today. The digitalization aspect departs from teachers' low teaching technology skills when implementing online classes and using various alternative learning technologies. The adaptive aspect is how the teacher's ability to respond to uncertain changes, where the rapid transition of situations requires teachers' attitude and ability to adapt to various situations. The creativity aspect for teachers is the ability of teaching art that is needed for teachers to create a pleasant learning atmosphere for students both during online and offline learning.
{"title":"Madrasah Education Quality Reform: Improving Teacher Quality post Pandemic in Indonesia","authors":"Arif Rahman, Mohd Izzuddin Mohd Pisol, Maya Novita Sari, Zalik Nuryana","doi":"10.35445/alishlah.v16i1.3899","DOIUrl":"https://doi.org/10.35445/alishlah.v16i1.3899","url":null,"abstract":"Indonesia has launched a reform agenda for the quality of madrasah education through the Ministry of Religious Affairs of the Republic of Indonesia, especially in terms of improving the quality of madrasah teachers as part of the sustainable development carried out by the government in the field of education. Therefore, this research aims to highlight the factors underlying the reform agenda on teacher quality. In addition, how madrasahs take the momentum of the end of the pandemic as a turning point to make comprehensive improvements. This research uses a qualitative research paradigm with a literature approach, where data is collected from the study of various literature related to the topic of discussion. The data is then verified and analyzed systematically to be presented in a structured manner. The results show that there are at least three main factors that encourage madrasahs to reform the quality of teachers related to aspects of digitalization, adaptation, and creativity. These three aspects are the core competencies that are relevant for madrasah teachers to face various situations today. The digitalization aspect departs from teachers' low teaching technology skills when implementing online classes and using various alternative learning technologies. The adaptive aspect is how the teacher's ability to respond to uncertain changes, where the rapid transition of situations requires teachers' attitude and ability to adapt to various situations. The creativity aspect for teachers is the ability of teaching art that is needed for teachers to create a pleasant learning atmosphere for students both during online and offline learning.","PeriodicalId":515926,"journal":{"name":"AL-ISHLAH: Jurnal Pendidikan","volume":"99 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140394796","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 : 2024-03-13DOI: 10.35445/alishlah.v16i1.4094
Anik Suryani, Irma Setiawan, Syafruddin Muhdar, Fatmala Sari Oktaviani
In the autonomous curriculum, problem-based and PjBL paradigms are given priority. In terms of cognitive learning outcomes, this study aimed to evaluate the efficacy of PjBL and PBL models. This study employs a nonequivalent control group design and quantitative methodologies. Two groups are used in this study design: the control group employs the PBL model, while the experiment group uses the PjBL model. Forty fifth-grade children from a state elementary school in Cakranegara served as the study sample. A multiple-choice exam with 20 items was employed as the data gathering method. The experiment group's average score on the pre-test was 65.75 and their post-test was 81.25, while the control group's average score on the pre-test was 65.75 and their post-test was 75.50. The normality test revealed that the two groups' pre-test scores were identical, at 0.222, and their post-test scores were 0.109 and 0.063, respectively. These data analysis techniques include descriptive analysis tests. In order to achieve the findings of the precondition test of data testing using the SPSS 25 for Windows program, the homogeneity test was derived from the results based on a mean of 1.000. The data was homogenous and had a normal distribution, according to the findings. A significant value (2-tailed) of 0.0370.05 was shown by the data. In order to achieve the findings of the precondition test of data testing using the SPSS 25 for Windows program, the homogeneity test was derived from the results based on a mean of 1.000. The data was homogenous and had a normal distribution, according to the findings. A significant value (2-tailed) of 0.0370.05 was shown by the data. The experiment group and control group showed different cognitive learning results. Following treatment, the experiment group's average value was 81.25 whereas the control group's was 75.50. The experiment group (PjBL) is, therefore, more effective than the control group (PBL), it may be inferred. It has been demonstrated that utilizing both learning models enhances learning results.
{"title":"The Comparison of Effectiveness of PjBL and PBL Models on Students’ Cognitive Learning Outcomes","authors":"Anik Suryani, Irma Setiawan, Syafruddin Muhdar, Fatmala Sari Oktaviani","doi":"10.35445/alishlah.v16i1.4094","DOIUrl":"https://doi.org/10.35445/alishlah.v16i1.4094","url":null,"abstract":"In the autonomous curriculum, problem-based and PjBL paradigms are given priority. In terms of cognitive learning outcomes, this study aimed to evaluate the efficacy of PjBL and PBL models. This study employs a nonequivalent control group design and quantitative methodologies. Two groups are used in this study design: the control group employs the PBL model, while the experiment group uses the PjBL model. Forty fifth-grade children from a state elementary school in Cakranegara served as the study sample. A multiple-choice exam with 20 items was employed as the data gathering method. The experiment group's average score on the pre-test was 65.75 and their post-test was 81.25, while the control group's average score on the pre-test was 65.75 and their post-test was 75.50. The normality test revealed that the two groups' pre-test scores were identical, at 0.222, and their post-test scores were 0.109 and 0.063, respectively. These data analysis techniques include descriptive analysis tests. In order to achieve the findings of the precondition test of data testing using the SPSS 25 for Windows program, the homogeneity test was derived from the results based on a mean of 1.000. The data was homogenous and had a normal distribution, according to the findings. A significant value (2-tailed) of 0.0370.05 was shown by the data. In order to achieve the findings of the precondition test of data testing using the SPSS 25 for Windows program, the homogeneity test was derived from the results based on a mean of 1.000. The data was homogenous and had a normal distribution, according to the findings. A significant value (2-tailed) of 0.0370.05 was shown by the data. The experiment group and control group showed different cognitive learning results. Following treatment, the experiment group's average value was 81.25 whereas the control group's was 75.50. The experiment group (PjBL) is, therefore, more effective than the control group (PBL), it may be inferred. It has been demonstrated that utilizing both learning models enhances learning results.","PeriodicalId":515926,"journal":{"name":"AL-ISHLAH: Jurnal Pendidikan","volume":"68 S310","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140394495","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 : 2024-03-13DOI: 10.35445/alishlah.v16i1.4103
Nikita Putri Mahardika, Agus Widyantoro
This study aimed to examine students’ anxiety in speaking: the students’ anxiety level, the differences between genders, and the factors contributing to it. It was a quantitative study that employed survey method. Descriptive analysis was used to evaluate the data, which were obtained using a closed-ended questionnaire disseminated using Google Forms. The finding revealed that most of the third-semester students of the English Department at a state university had speaking anxiety at a moderate level. Furthermore, it was reported that the anxiety that female and male students experienced did not significantly differ. However, male students were more anxious compared to female students. In addition, it was also found that the factor contributing the most was communication apprehension. In conclusion, the study has identified that students experienced anxious feelings in speaking class. Therefore, lecturers must be able to select teaching techniques that work effectively and create a safe space where students feel comfortable to speak.
{"title":"Unraveling the Veil of Speaking Anxiety: A Comprehensive Study of Indonesian EFL Learners at the Undergraduate Level","authors":"Nikita Putri Mahardika, Agus Widyantoro","doi":"10.35445/alishlah.v16i1.4103","DOIUrl":"https://doi.org/10.35445/alishlah.v16i1.4103","url":null,"abstract":"This study aimed to examine students’ anxiety in speaking: the students’ anxiety level, the differences between genders, and the factors contributing to it. It was a quantitative study that employed survey method. Descriptive analysis was used to evaluate the data, which were obtained using a closed-ended questionnaire disseminated using Google Forms. The finding revealed that most of the third-semester students of the English Department at a state university had speaking anxiety at a moderate level. Furthermore, it was reported that the anxiety that female and male students experienced did not significantly differ. However, male students were more anxious compared to female students. In addition, it was also found that the factor contributing the most was communication apprehension. In conclusion, the study has identified that students experienced anxious feelings in speaking class. Therefore, lecturers must be able to select teaching techniques that work effectively and create a safe space where students feel comfortable to speak.","PeriodicalId":515926,"journal":{"name":"AL-ISHLAH: Jurnal Pendidikan","volume":"112 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140394701","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}
This research was motivated by the limited research on the transformational leadership style of school principals. Transformational leadership is mostly researched on company leaders. This research aims to describe previously published research on transformational leadership of school principals. This research uses a literature review method, with the main source being articles that have been published in the journals Sinta 1 and Sinta 2. Search for articles using the keywords transformational leadership and “kepemimpinan transformasional”. Data analysis was carried out deductively, inductively, interpretatively, comparatively and historically. The research results show that thirteen variables are influenced by the principal's transformational leadership. Three variables moderate the influence of transformational leadership on other variables. A transformational school principal can be a source of inspiration for teachers and education staff.
{"title":"Revitalizing Educational Leadership: A Comprehensive Literature Review of Transformational Leadership in Indonesia Academic Settings","authors":"Hardianto Hardianto, Hidayat Hidayat, Ayu Wulandari, Sulastri Sulastri, Nofriser Nofriser","doi":"10.35445/alishlah.v16i1.4768","DOIUrl":"https://doi.org/10.35445/alishlah.v16i1.4768","url":null,"abstract":"This research was motivated by the limited research on the transformational leadership style of school principals. Transformational leadership is mostly researched on company leaders. This research aims to describe previously published research on transformational leadership of school principals. This research uses a literature review method, with the main source being articles that have been published in the journals Sinta 1 and Sinta 2. Search for articles using the keywords transformational leadership and “kepemimpinan transformasional”. Data analysis was carried out deductively, inductively, interpretatively, comparatively and historically. The research results show that thirteen variables are influenced by the principal's transformational leadership. Three variables moderate the influence of transformational leadership on other variables. A transformational school principal can be a source of inspiration for teachers and education staff.","PeriodicalId":515926,"journal":{"name":"AL-ISHLAH: Jurnal Pendidikan","volume":"119 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140394180","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 : 2024-03-03DOI: 10.35445/alishlah.v16i1.4174
Jalal Jalal
Despite the optimism of many scholars, activists, and educators for a fully multicultural world, the aims of people of colour and multiculturalists are still hindered by social problems such as racism, inequality, injustice, and poverty. This research aims to explore multicultural education in a nation that is becoming more aware, specifically focusing on students studying sociology education. The study method adopts a qualitative phenomenological approach that focuses on comprehending the significance of different experiences and human interactions. It is crucial to cultivate an understanding of students' sociology education in order to promote awareness of intercultural marriages in both academic and non-academic settings. Resistance to implementing intercultural education is present both within the organisation and from external sources. Multiculturalism aids students in understanding and valuing the various aspects of culture, language, ethnicity, religion, and race that contribute to the Indonesian nation, which is essential for the formation of national identity. Multicultural education theorists and policymakers in universities should challenge assumptions about ethnic and cultural dominance and promote the inclusion of the Indonesian language in multicultural education.
{"title":"Implementation of Multicultural Education As Revitalization of National Awareness for Sociology Education Students","authors":"Jalal Jalal","doi":"10.35445/alishlah.v16i1.4174","DOIUrl":"https://doi.org/10.35445/alishlah.v16i1.4174","url":null,"abstract":"Despite the optimism of many scholars, activists, and educators for a fully multicultural world, the aims of people of colour and multiculturalists are still hindered by social problems such as racism, inequality, injustice, and poverty. This research aims to explore multicultural education in a nation that is becoming more aware, specifically focusing on students studying sociology education. The study method adopts a qualitative phenomenological approach that focuses on comprehending the significance of different experiences and human interactions. It is crucial to cultivate an understanding of students' sociology education in order to promote awareness of intercultural marriages in both academic and non-academic settings. Resistance to implementing intercultural education is present both within the organisation and from external sources. Multiculturalism aids students in understanding and valuing the various aspects of culture, language, ethnicity, religion, and race that contribute to the Indonesian nation, which is essential for the formation of national identity. Multicultural education theorists and policymakers in universities should challenge assumptions about ethnic and cultural dominance and promote the inclusion of the Indonesian language in multicultural education.","PeriodicalId":515926,"journal":{"name":"AL-ISHLAH: Jurnal Pendidikan","volume":"2 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140397976","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 : 2024-03-03DOI: 10.35445/alishlah.v16i1.4526
Khairi Khairi, F. Fahrurrozi, Muhammad Thohri, Prosmala Hadisaputra
The paper examines the scientific integration through the lens of TGKH. Muhammad Zainuddin Abdul Madjid. This study aims to explore the scientific integration model of TGKH Muhammad Zainuddin Abdul Madjid in the Nahdlatul Wathan educational institution. The study was conducted at the Shaykh Zainuddin Islamic Boarding School, the management center for the Nahdlatul Wathan organization. This study is a qualitative-descriptive study. Data were collected through interviews, observation, and documentation techniques, while data were analyzed using a sociological-historical approach. The analytical procedure used is the analysis procedure of Miles and Huberman. In this study, the scientific integration model proposed by TGKH Muhammad Zainuddin Abdul Madjid (Mawlana Shaykh) consists of three main components: 1) the integration of scientific knowledge with Islamic science and the Nahdlatul Wathan (Ke-NW-an) curriculum; 2) the institutional integration between Ma'had Darul Qur'an wal Hadith and higher education; 3) the integration of Islamic religious subjects with scientific disciplines. The findings of this study provide a foundation for policymakers to formulate more extensive and unified education strategies. This emphasises the significance of keeping an equilibrium between religious and scientific knowledge within the curriculum.
本文从 TGKH 的角度探讨了科学整合问题。Muhammad Zainuddin Abdul Madjid。本研究旨在探讨瓦坦教育机构中 TGKH Muhammad Zainuddin Abdul Madjid 的科学整合模式。研究在谢赫-扎因丁伊斯兰寄宿学校（Nahdlatul Wathan 组织的管理中心）进行。本研究是一项定性描述研究。通过访谈、观察和文献技术收集数据，并使用社会学历史方法分析数据。使用的分析程序是迈尔斯和休伯曼的分析程序。在本研究中，TGKH Muhammad Zainuddin Abdul Madjid（Mawlana Shaykh）提出的科学整合模式由三个主要部分组成：1）科学知识与伊斯兰科学和纳哈德拉图尔-瓦坦（Ke-NW-an）课程的融合；2）Ma'had Darul Qur'an wal Hadith 与高等教育之间的机构融合；3）伊斯兰宗教学科与科学学科的融合。这项研究的结果为决策者制定更加广泛和统一的教育战略奠定了基础。这强调了在课程中保持宗教和科学知识平衡的重要性。
{"title":"Harmonizing Knowledge Frontiers: TGKH. Muhammad Zainuddin Abdul Madjid's Innovative Integration Model at Nahdlatul Wathan Educational Institute","authors":"Khairi Khairi, F. Fahrurrozi, Muhammad Thohri, Prosmala Hadisaputra","doi":"10.35445/alishlah.v16i1.4526","DOIUrl":"https://doi.org/10.35445/alishlah.v16i1.4526","url":null,"abstract":"The paper examines the scientific integration through the lens of TGKH. Muhammad Zainuddin Abdul Madjid. This study aims to explore the scientific integration model of TGKH Muhammad Zainuddin Abdul Madjid in the Nahdlatul Wathan educational institution. The study was conducted at the Shaykh Zainuddin Islamic Boarding School, the management center for the Nahdlatul Wathan organization. This study is a qualitative-descriptive study. Data were collected through interviews, observation, and documentation techniques, while data were analyzed using a sociological-historical approach. The analytical procedure used is the analysis procedure of Miles and Huberman. In this study, the scientific integration model proposed by TGKH Muhammad Zainuddin Abdul Madjid (Mawlana Shaykh) consists of three main components: 1) the integration of scientific knowledge with Islamic science and the Nahdlatul Wathan (Ke-NW-an) curriculum; 2) the institutional integration between Ma'had Darul Qur'an wal Hadith and higher education; 3) the integration of Islamic religious subjects with scientific disciplines. The findings of this study provide a foundation for policymakers to formulate more extensive and unified education strategies. This emphasises the significance of keeping an equilibrium between religious and scientific knowledge within the curriculum.","PeriodicalId":515926,"journal":{"name":"AL-ISHLAH: Jurnal Pendidikan","volume":"6 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140398607","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 : 2024-03-02DOI: 10.35445/alishlah.v16i1.4434
Alpino Susanto, S. Ratnasari, E. Susanti, Suswanto Ismadi Megah, Eka Wilany, Sri Yuliani
One of the reasons for the success of the teaching and learning process in the classroom is the teacher's belief system. Belief guides one’s thinking, action, and understanding of events. The level of beliefs in the teaching process needs to be probed before teachers critically manifest their teaching practices and facilitate outcome changes. In Indonesia, the independent curriculum (Kurikulum Merdeka), which was regulated in 2022, directs the teaching English since elementary school. The present study aims to assess the teachers' belief system in teaching English to elementary school students as the “Kurikulum Merdeka”implementation spirit. The study involved 32 English teachers. The questionnaire assessed the teachers' beliefs about teaching English to elementary school students in 3 areas: the nature of children's English development, methods and techniques, and self-efficacy. There was also 1 open-ended question addressed to teachers to investigate their level of beliefs in teaching English among elementary school students. Data analysis is described in the form of descriptive statistics, independent t-test analysis, and content analysis. The results of this study indicate that the international school environment has a better level of belief than the national-plus school. Meanwhile, there was no difference in the level of belief in teaching among teachers with different educational backgrounds when they were in college.
课堂教学过程成功的原因之一是教师的信念系统。信念指导着一个人的思维、行动和对事件的理解。教师在教学过程中的信念水平需要进行探究，然后才能批判性地体现其教学实践并促进结果的改变。在印度尼西亚，2022 年制定的独立课程（Kurikulum Merdeka）从小学开始指导英语教学。本研究旨在评估教师根据 "Kurikulum Merdeka "实施精神对小学生进行英语教学的信念体系。研究涉及 32 名英语教师。问卷从儿童英语发展的本质、方法和技巧以及自我效能三个方面评估了教师对小学生英语教学的信念。此外，还向教师提出了一个开放式问题，以调查他们对小学生英语教学的信念水平。数据分析以描述性统计、独立 t 检验分析和内容分析的形式进行。研究结果表明，国际学校环境下的信念水平优于国加学校。同时，不同教育背景的教师在大学期间的教学信念水平没有差异。
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Pub Date : 2024-03-02DOI: 10.35445/alishlah.v16i1.4408
Erna Yayuk, Yudha Alfian Haqqi
This research is constructed in a systematic literature review that identifies and maps the factors influencing teacher competence and performance. The competence and performance of teachers relate to the success of the teaching strategy applied to develop the knowledge and personality of students. Therefore, educational institutions or interested parties must determine the factors influencing teacher competence and performance for evaluation material in establishing sustainable development, education, and teacher training programs. This research aims to (1) identify individual factors that affect teacher competence, (2) identify organizational factors that affect teacher competence, (3) identify leadership factors that affect teacher competence, (4) identify environmental factors that affect teacher competence, (5) identify individual factors that affect teacher performance, (6) identify organizational factors that affect teacher performance, (7) identify factors leadership that affects teacher performance, and (8) identify environmental factors that affect teacher performance. The sample in this study included 45 identified articles from 463 articles taken by purposive sampling through journal indexing portals in the form of Google Scholar, IEEE, and Scopus. Data collection techniques used PICOS and a Systematic Review Diagram based on PRISMA with data analysis in the form of mapping using the Systematic Review model. The results show a significant influence of individual, organizational, leadership, and environmental factors on teacher competency and performance. Therefore, it is necessary to make efforts for educational institutions to maximize teacher competence and performance after knowing the dominant driving factors that arise so that educational institutions can provide competency and performance improvement facilities for teachers.
{"title":"Maximizing Teacher Competence and Performance: The Influential Factors Across Individuals, Organizations, Leadership, and Environment – A Comprehensive Systematic Review and Model","authors":"Erna Yayuk, Yudha Alfian Haqqi","doi":"10.35445/alishlah.v16i1.4408","DOIUrl":"https://doi.org/10.35445/alishlah.v16i1.4408","url":null,"abstract":"This research is constructed in a systematic literature review that identifies and maps the factors influencing teacher competence and performance. The competence and performance of teachers relate to the success of the teaching strategy applied to develop the knowledge and personality of students. Therefore, educational institutions or interested parties must determine the factors influencing teacher competence and performance for evaluation material in establishing sustainable development, education, and teacher training programs. This research aims to (1) identify individual factors that affect teacher competence, (2) identify organizational factors that affect teacher competence, (3) identify leadership factors that affect teacher competence, (4) identify environmental factors that affect teacher competence, (5) identify individual factors that affect teacher performance, (6) identify organizational factors that affect teacher performance, (7) identify factors leadership that affects teacher performance, and (8) identify environmental factors that affect teacher performance. The sample in this study included 45 identified articles from 463 articles taken by purposive sampling through journal indexing portals in the form of Google Scholar, IEEE, and Scopus. Data collection techniques used PICOS and a Systematic Review Diagram based on PRISMA with data analysis in the form of mapping using the Systematic Review model. The results show a significant influence of individual, organizational, leadership, and environmental factors on teacher competency and performance. Therefore, it is necessary to make efforts for educational institutions to maximize teacher competence and performance after knowing the dominant driving factors that arise so that educational institutions can provide competency and performance improvement facilities for teachers.","PeriodicalId":515926,"journal":{"name":"AL-ISHLAH: Jurnal Pendidikan","volume":"61 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140398663","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}
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