The existence and development of Islamic boarding schools are inseparable from the figure of the kiai, who play a central role in these institutions and serve as an intellectual actor in their movement and development. One of the main challenges faced by these madrasas is the low quality of the educational process, attributed to deficiencies in management, curriculum, and teaching staff. This study aims to determine the role of the kiai’s leadership in developing the Islamic boarding school in Bandung city. It seeks to understand how the kiai's leadership contributes to character development and learning outcomes in the context of Bandung. The research methodology employed is qualitative, utilizing techniques such as interviews, observation, and documentation. Key informants include kiai and pesantren leaders, selected through snowball sampling. The data analysis process involves data reduction, presentation, and drawing conclusions. The findings reveal that the leadership style applied at the Islamic Boarding School in Bandung City is democratic and transformational. The kiai plays a crucial role as a supervisor, motivator, caregiver, advisor, educator, facilitator, coordinator, and role model in shaping the character of the students. The implication of this research is that optimizing the leadership role of kiai in Islamic boarding schools, both interpersonal, informational and decisional roles of kiai in Islamic boarding schools, is important in the process of improving the character of students in Islamic boarding schools. the results of this study recommend the involvement of a kia to all stakeholders in building student character.
{"title":"The Role of Kiai Leadership in Developing Students' Character at Islamic Boarding School","authors":"Dian Dian, Rochmat Hidayatulloh, Triska Riyanti, Jenal Aripin","doi":"10.35445/alishlah.v16i1.4378","DOIUrl":"https://doi.org/10.35445/alishlah.v16i1.4378","url":null,"abstract":"The existence and development of Islamic boarding schools are inseparable from the figure of the kiai, who play a central role in these institutions and serve as an intellectual actor in their movement and development. One of the main challenges faced by these madrasas is the low quality of the educational process, attributed to deficiencies in management, curriculum, and teaching staff. This study aims to determine the role of the kiai’s leadership in developing the Islamic boarding school in Bandung city. It seeks to understand how the kiai's leadership contributes to character development and learning outcomes in the context of Bandung. The research methodology employed is qualitative, utilizing techniques such as interviews, observation, and documentation. Key informants include kiai and pesantren leaders, selected through snowball sampling. The data analysis process involves data reduction, presentation, and drawing conclusions. The findings reveal that the leadership style applied at the Islamic Boarding School in Bandung City is democratic and transformational. The kiai plays a crucial role as a supervisor, motivator, caregiver, advisor, educator, facilitator, coordinator, and role model in shaping the character of the students. The implication of this research is that optimizing the leadership role of kiai in Islamic boarding schools, both interpersonal, informational and decisional roles of kiai in Islamic boarding schools, is important in the process of improving the character of students in Islamic boarding schools. the results of this study recommend the involvement of a kia to all stakeholders in building student character.","PeriodicalId":515926,"journal":{"name":"AL-ISHLAH: Jurnal Pendidikan","volume":"149 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140404887","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 : 2024-02-28DOI: 10.35445/alishlah.v16i1.4365
Wawan Kurniawan, C. Riantoni, Neneng Lestari
In physics education research, the success of implementing the project-based learning model is typically assessed based on students' learning outcomes. There are very few studies that specifically evaluate the success of implementing the project-based learning model in terms of the process. This is due to the difficulty of assessing the process itself. The aim of this research was to obtain information on the success profile of implementing the Project Based Learning (PBL) model assessed using Supervised Machine Learning. This research used a qualitative descriptive method. The subjects of the research were 60 undergraduate students Jambi University. Data was collected based on the students' success in each stage of PBL. The stages of PBL include 1) project team introduction and planning; 2) initial research phase for information gathering; 3) creation, development, initial evaluation, and prototyping; 4) second research phase; 5) final development stage; and 6) publication of the product or artefact. Every stage of project-based learning is structured using supervised machine learning. This aims to facilitate students' direct involvement in project-based learning in supervised machine learning, enabling teachers to rapidly evaluate and give feedback. The success of project-based learning depends mostly on the precision of the students' group in project design, as indicated by studies. If the planning process is executed well, including tool and material selection, project execution procedures, and good design, students will have no challenges during the product creation stage.
{"title":"Evaluating Project-Based Learning Success: Unveiling Insights through Supervised Machine Learning Assessment","authors":"Wawan Kurniawan, C. Riantoni, Neneng Lestari","doi":"10.35445/alishlah.v16i1.4365","DOIUrl":"https://doi.org/10.35445/alishlah.v16i1.4365","url":null,"abstract":"In physics education research, the success of implementing the project-based learning model is typically assessed based on students' learning outcomes. There are very few studies that specifically evaluate the success of implementing the project-based learning model in terms of the process. This is due to the difficulty of assessing the process itself. The aim of this research was to obtain information on the success profile of implementing the Project Based Learning (PBL) model assessed using Supervised Machine Learning. This research used a qualitative descriptive method. The subjects of the research were 60 undergraduate students Jambi University. Data was collected based on the students' success in each stage of PBL. The stages of PBL include 1) project team introduction and planning; 2) initial research phase for information gathering; 3) creation, development, initial evaluation, and prototyping; 4) second research phase; 5) final development stage; and 6) publication of the product or artefact. Every stage of project-based learning is structured using supervised machine learning. This aims to facilitate students' direct involvement in project-based learning in supervised machine learning, enabling teachers to rapidly evaluate and give feedback. The success of project-based learning depends mostly on the precision of the students' group in project design, as indicated by studies. If the planning process is executed well, including tool and material selection, project execution procedures, and good design, students will have no challenges during the product creation stage.","PeriodicalId":515926,"journal":{"name":"AL-ISHLAH: Jurnal Pendidikan","volume":"310 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140417905","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 : 2024-02-28DOI: 10.35445/alishlah.v16i1.4793
Zhila Jannati, Abdullah Idi, Dian Erlina
This research aims to analyze the effectiveness of virtual group guidance using modeling techniques to increase students' interest in giving alms in terms of input, output and implementation process. The research method used is mixed methods, namely embedded design. This research involved class X students using purposive sampling, namely ten students for the experimental group and the control group. Researchers used research instruments on the psychological scale of interest in giving alms, interviews, observation and documentation. The research results found that 1) virtual group guidance using modeling techniques was proven to be effective in increasing students' interest in giving alms in terms of input and output. This is based on the pre-test score obtained in the experimental group, namely 165 (61.34%) in the poor category. Meanwhile, the average post-test score was 213.9 (79.81%) in the medium category. The sig (2-tailed) value obtained is 0.002 where 0.002 0.05 from the results of the Paired Sampled T-Test. So, it is proven that there is a significant difference when compared before and after the treatment is applied. The Independent Sampled T-Test also shows that the sig (2-tailed) value is 0.008 where 0.008 0.05 so it can be said that the experimental group is different from the control group regarding their average interest in giving alms; and 2) virtual group guidance with modeling techniques has proven to be effective in increasing students' interest in giving alms in terms of the implementation process which can be seen from the aspects of communication, resources, disposition and bureaucratic structure, all of which are in the high category.
本研究旨在从投入、产出和实施过程三个方面，分析利用建模技术进行虚拟小组指导对提高学生布施兴趣的有效性。采用的研究方法是混合方法，即嵌入式设计。本研究采用目的取样法，涉及 X 班学生，即实验组和对照组各 10 名学生。研究人员使用了施舍兴趣心理量表、访谈、观察和记录等研究工具。研究结果发现：1）使用建模技术的虚拟小组指导被证明在投入和产出方面能有效提高学生的布施兴趣。这是基于实验组的前测成绩，即 165 人（61.34%）为差生。同时，实验组的后测平均分为 213.9 分（79.81%），处于中等水平。根据配对抽样 T 检验的结果，Sig（双尾）值为 0.002（0.002 0.05）。因此，可以证明在施用治疗前后进行比较有显著差异。独立抽样 T 检验也显示，sig（双尾）值为 0.008，其中 0.008 0.05，因此可以说实验组与对照组在布施的平均兴趣方面存在差异；以及 2) 在实施过程中，虚拟小组指导与建模技术被证明能有效提高学生的布施兴趣，这一点可以从沟通、资源、处置和官僚结构等方面看出，这些方面都属于较高类别。
{"title":"Cultivating Compassion: Assessing the Impact of Virtual Group Guidance and Modeling Techniques on Heightening Students' Charity Enthusiasm","authors":"Zhila Jannati, Abdullah Idi, Dian Erlina","doi":"10.35445/alishlah.v16i1.4793","DOIUrl":"https://doi.org/10.35445/alishlah.v16i1.4793","url":null,"abstract":"This research aims to analyze the effectiveness of virtual group guidance using modeling techniques to increase students' interest in giving alms in terms of input, output and implementation process. The research method used is mixed methods, namely embedded design. This research involved class X students using purposive sampling, namely ten students for the experimental group and the control group. Researchers used research instruments on the psychological scale of interest in giving alms, interviews, observation and documentation. The research results found that 1) virtual group guidance using modeling techniques was proven to be effective in increasing students' interest in giving alms in terms of input and output. This is based on the pre-test score obtained in the experimental group, namely 165 (61.34%) in the poor category. Meanwhile, the average post-test score was 213.9 (79.81%) in the medium category. The sig (2-tailed) value obtained is 0.002 where 0.002 0.05 from the results of the Paired Sampled T-Test. So, it is proven that there is a significant difference when compared before and after the treatment is applied. The Independent Sampled T-Test also shows that the sig (2-tailed) value is 0.008 where 0.008 0.05 so it can be said that the experimental group is different from the control group regarding their average interest in giving alms; and 2) virtual group guidance with modeling techniques has proven to be effective in increasing students' interest in giving alms in terms of the implementation process which can be seen from the aspects of communication, resources, disposition and bureaucratic structure, all of which are in the high category.","PeriodicalId":515926,"journal":{"name":"AL-ISHLAH: Jurnal Pendidikan","volume":"134 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140417695","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 : 2024-02-28DOI: 10.35445/alishlah.v16i1.4835
Elfi Indriani, Ahmad Fauzan, Azmi Syarif, Melva Zainil, N. Gistituati
Critical thinking skills are crucial for students as they are closely tied to their problem-solving capabilities. This study aims to develop a teaching module integrated with the ethnomathematics of the Jam Gadang architecture to enhance students' critical thinking skills on the topic of flat shapes. This research adopts a Research and Development (RD) approach using the Plomp model. The study involves fifth-grade students from a state elementary school in Sungai Jariang in a one-to-one and small-group method trial class, and a state elementary school in Pahambatan Balingka as a field trial class. Data analysis employs validity analysis techniques, practicality analysis techniques utilizing a Likert scale, and effectiveness analysis techniques using a one-group pretest-posttest design. The research instruments include a questionnaire and a critical thinking test. Validation of the teaching module instrument scored 3.6, and student worksheets (LKPD) scored 3.83, both falling into the highly valid category. The practicality of the teaching module reached 92.86%, while the practicality of student worksheets (LKPD) reported 91.18% from the students' perspective and 95.85% from the teacher's perspective, all categorized as highly practical. The Jam Gadang integrated learning modules for ethnomathematics were declared effective in the medium category based on the calculated N-Gain value in field trials of 0.51. Thus, this learning module is suitable for use in improving students' critical thinking skills.
批判性思维能力与学生解决问题的能力密切相关，因此对学生至关重要。本研究旨在开发一个与贾姆嘎当建筑民族数学相结合的教学模块，以提高学生对平面图形这一主题的批判性思维能力。本研究采用研究与发展（RD）方法，使用 Plomp 模型。研究对象包括来自 Sungai Jariang 一所州立小学的五年级学生，他们在一对一和小组教学法试验班学习，以及来自 Pahambatan Balingka 一所州立小学的实地试验班学习。数据分析采用了有效性分析技术、利用李克特量表进行的实用性分析技术以及采用单组前测后测设计进行的有效性分析技术。研究工具包括调查问卷和批判性思维测试。教学模块工具的效度为 3.6，学生工作表（LKPD）的效度为 3.83，均属于高度效度类别。教学模块的实用性达到 92.86%，而学生作业单（LKPD）的实用性从学生的角度来看为 91.18%，从教师的角度来看为 95.85%，均属于高度实用类。Jam Gadang 民族数学综合学习模块在实地试验中计算的 N 增益值为 0.51，因此被宣布为中等有效。因此，该学习模块适合用于提高学生的批判性思维能力。
{"title":"Development of Ethnomathematics-Based Module to Improve Students’ Critical Thinking Skills","authors":"Elfi Indriani, Ahmad Fauzan, Azmi Syarif, Melva Zainil, N. Gistituati","doi":"10.35445/alishlah.v16i1.4835","DOIUrl":"https://doi.org/10.35445/alishlah.v16i1.4835","url":null,"abstract":"Critical thinking skills are crucial for students as they are closely tied to their problem-solving capabilities. This study aims to develop a teaching module integrated with the ethnomathematics of the Jam Gadang architecture to enhance students' critical thinking skills on the topic of flat shapes. This research adopts a Research and Development (RD) approach using the Plomp model. The study involves fifth-grade students from a state elementary school in Sungai Jariang in a one-to-one and small-group method trial class, and a state elementary school in Pahambatan Balingka as a field trial class. Data analysis employs validity analysis techniques, practicality analysis techniques utilizing a Likert scale, and effectiveness analysis techniques using a one-group pretest-posttest design. The research instruments include a questionnaire and a critical thinking test. Validation of the teaching module instrument scored 3.6, and student worksheets (LKPD) scored 3.83, both falling into the highly valid category. The practicality of the teaching module reached 92.86%, while the practicality of student worksheets (LKPD) reported 91.18% from the students' perspective and 95.85% from the teacher's perspective, all categorized as highly practical. The Jam Gadang integrated learning modules for ethnomathematics were declared effective in the medium category based on the calculated N-Gain value in field trials of 0.51. Thus, this learning module is suitable for use in improving students' critical thinking skills.","PeriodicalId":515926,"journal":{"name":"AL-ISHLAH: Jurnal Pendidikan","volume":"35 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140422919","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 : 2024-02-27DOI: 10.35445/alishlah.v16i1.4301
Yayat Suharyat, Lusiana Lusiana, Nomin Nomin
In the new normal, the education world is changing to be more challenging and interesting, including exploring the principal's role and improving the competence of teachers. This article aims to explain the principal's role relationship in improving the competence of teachers in the era of a new normal situation. In this study, we administered and collected data in three vocational schools (SMK). The data were obtained from 40 participants using the semi-structured interview, descriptive data analysis, and Chi-square analysis. The results found that the role of the principal reached 50% both as an educator and a school manager. In addition, it also increases the competence of teachers by around 40% less in the academic aspect and professional achievement to enter the era of the new normal. The chi-square analyzed the hypothesis that showed a significant relationship between the principal's role and the improvement of teachers' competence. It confirmed that the principal's role directly related to or affected the improvement of teachers' competence. In conclusion, the integration of both the principal roles and the improvement of teacher competence affect the educational program's success in the new normal situation.
{"title":"Navigating the New Normal: Exploring How School Principal Roles Impact Teacher Competency Enhancement","authors":"Yayat Suharyat, Lusiana Lusiana, Nomin Nomin","doi":"10.35445/alishlah.v16i1.4301","DOIUrl":"https://doi.org/10.35445/alishlah.v16i1.4301","url":null,"abstract":"In the new normal, the education world is changing to be more challenging and interesting, including exploring the principal's role and improving the competence of teachers. This article aims to explain the principal's role relationship in improving the competence of teachers in the era of a new normal situation. In this study, we administered and collected data in three vocational schools (SMK). The data were obtained from 40 participants using the semi-structured interview, descriptive data analysis, and Chi-square analysis. The results found that the role of the principal reached 50% both as an educator and a school manager. In addition, it also increases the competence of teachers by around 40% less in the academic aspect and professional achievement to enter the era of the new normal. The chi-square analyzed the hypothesis that showed a significant relationship between the principal's role and the improvement of teachers' competence. It confirmed that the principal's role directly related to or affected the improvement of teachers' competence. In conclusion, the integration of both the principal roles and the improvement of teacher competence affect the educational program's success in the new normal situation.","PeriodicalId":515926,"journal":{"name":"AL-ISHLAH: Jurnal Pendidikan","volume":"23 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140426182","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 case study investigates issues regarding the implementation of extensive reading (ER) and explores students’ experiences and feelings during an ER course in higher education. The participants were five female university EFL students who were selected purposively. Data were collected through questionnaires, interviews, and respondents’ diaries and processed using the stages of an interactive model. The analysis yields two major findings. First, the students held contrasting views on ER with two respondents reporting pleasure while the other expressed motivation, joylessness, and challenge. This finding can be attributed to the lack of freedom in choosing what to read and the unfit level of reading. Second, five factors are attributed to the success of ER: love for reading/ self-motivation, freedom to choose what to read, supportive reading environment, lecturers’ guidance, and variety of ER-based activities. These findings imply that the core principles of ER should be instituted. Failure to maintain these principles may deter students’ sustained engagement in ER.
本案例研究调查了有关广泛阅读（ER）实施的问题，并探讨了学生在高等教育ER课程中的体验和感受。研究对象是有目的性地挑选出的五名女性大学 EFL 学生。研究通过问卷、访谈和受访者日记收集数据，并采用互动模式进行阶段性处理。分析得出了两个主要结论。首先，学生们对 ER 的看法截然不同，两名受访者表示愉悦，而另一名受访者则表示有动力、无乐趣和有挑战性。这一发现可归因于学生在选择阅读内容时缺乏自由，以及阅读水平不适合。其次，有五个因素被归因于 ER 的成功：热爱阅读/自我激励、自由选择阅读内容、有利的阅读环境、讲师的指导以及丰富多彩的 ER 活动。这些研究结果表明，应确立应急教育的核心原则。如果不能坚持这些原则，学生就可能无法持续参与 ER 活动。
{"title":"Understanding Extensive Reading Implementation Issues: Insights From Indonesian Tertiary EFL Students’ Experiences","authors":"Afiani Fitriasti, Endang Setyaningsih, Hefy Sulistyawati","doi":"10.35445/alishlah.v16i1.4297","DOIUrl":"https://doi.org/10.35445/alishlah.v16i1.4297","url":null,"abstract":"This case study investigates issues regarding the implementation of extensive reading (ER) and explores students’ experiences and feelings during an ER course in higher education. The participants were five female university EFL students who were selected purposively. Data were collected through questionnaires, interviews, and respondents’ diaries and processed using the stages of an interactive model. The analysis yields two major findings. First, the students held contrasting views on ER with two respondents reporting pleasure while the other expressed motivation, joylessness, and challenge. This finding can be attributed to the lack of freedom in choosing what to read and the unfit level of reading. Second, five factors are attributed to the success of ER: love for reading/ self-motivation, freedom to choose what to read, supportive reading environment, lecturers’ guidance, and variety of ER-based activities. These findings imply that the core principles of ER should be instituted. Failure to maintain these principles may deter students’ sustained engagement in ER.","PeriodicalId":515926,"journal":{"name":"AL-ISHLAH: Jurnal Pendidikan","volume":"12 S2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140426824","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 : 2024-02-23DOI: 10.35445/alishlah.v16i1.4296
Muhammad Akhyar, Wita Hidayati, S. Suharno, R. Ranto
The purpose of this research is to find out the influence of industrial apprenticeship and self-efficacy on teaching readiness. The research method used is the survey method. The population in this study were 118 graduates of mechanical engineering education who taught as teachers. The sampling technique used random sampling with as many as 91 respondents. The results of the data have been normally distributed and linear. The results of the data did not occur multicollinearity with a tolerance value of 0.399 0.10 and VIF 2.508 10. The results of the data did not show heteroscedasticity. The regression equation obtained is Y = 4,443 + 0,464X 1 + 0,578X 2. Based on the results of the industrial apprenticeship T-test on teaching readiness of 4.510 1.987 where Tcount Ttable, there is a partial effect of industrial apprenticeship on teaching readiness. The results of the T-test, self-efficacy on teaching readiness amounted to 4.840 1.987 where Tcount Ttable, so there is a partial effect of self-efficacy on teaching readiness. The results of the F hypothesis test (Fcount Ftable is 97.347 3.10. Based on the coefficient of determination, industrial apprenticeship and self-efficacy affect teaching readiness by 0.689. So, in conclusion, there is a positive influence between industrial apprenticeship and self-efficacy on readiness for teaching graduates of Mechanical Engineering Education.
{"title":"The Influence of Industrial Internship and Self-Efficacy on Teaching Readiness of Mechanical Engineering Education Graduates","authors":"Muhammad Akhyar, Wita Hidayati, S. Suharno, R. Ranto","doi":"10.35445/alishlah.v16i1.4296","DOIUrl":"https://doi.org/10.35445/alishlah.v16i1.4296","url":null,"abstract":"The purpose of this research is to find out the influence of industrial apprenticeship and self-efficacy on teaching readiness. The research method used is the survey method. The population in this study were 118 graduates of mechanical engineering education who taught as teachers. The sampling technique used random sampling with as many as 91 respondents. The results of the data have been normally distributed and linear. The results of the data did not occur multicollinearity with a tolerance value of 0.399 0.10 and VIF 2.508 10. The results of the data did not show heteroscedasticity. The regression equation obtained is Y = 4,443 + 0,464X 1 + 0,578X 2. Based on the results of the industrial apprenticeship T-test on teaching readiness of 4.510 1.987 where Tcount Ttable, there is a partial effect of industrial apprenticeship on teaching readiness. The results of the T-test, self-efficacy on teaching readiness amounted to 4.840 1.987 where Tcount Ttable, so there is a partial effect of self-efficacy on teaching readiness. The results of the F hypothesis test (Fcount Ftable is 97.347 3.10. Based on the coefficient of determination, industrial apprenticeship and self-efficacy affect teaching readiness by 0.689. So, in conclusion, there is a positive influence between industrial apprenticeship and self-efficacy on readiness for teaching graduates of Mechanical Engineering Education.","PeriodicalId":515926,"journal":{"name":"AL-ISHLAH: Jurnal Pendidikan","volume":"13 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140436654","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 : 2024-02-18DOI: 10.35445/alishlah.v16i1.4485
Muhammad Safri, E. Andriansyah, Mohamad Arif Rafsanjani, Wapodo Tjipto Subroto
This study aims to investigate the correlation between a student's self-efficacy, family environment, and school environment, and their inclination towards pursuing higher education post high school. The research methodology employed is associative research utilising a quantitative technique. The study included a population of 280 students from all State Senior High Schools in the Menganti Subdistrict. The sampling strategy employed was purposive sampling to select class 12 state senior high schools in the city of Menganti as the sample, consisting of 198 students. Data collecting methods involve the use of questionnaires and are analysed by multiple regression with the assistance of the SPSS software. The results of the F test indicate a significant value of 0.000 0.05 and a calculated F value of 39.128 F table 2.26, suggesting that the independent variable has a significant influence on the dependent variable. The t-test results indicate that the tcount value is 3.317, exceeding the t table value of 1.65259 with a significance level of 0.001 0.05 for the self-efficacy variable. Additionally, the t count value of 4.359 surpasses the t table value of 1.65259 with a significance level of 0.000 0.05 for the family environment variable. The t count value is 0.526, which is less than the t table value of 1.65259, resulting in a significance value of 0.599, which is greater than 0.05 for the school environment variable. The T-test results indicate that each independent variable has a partial impact on the dependent variable.
本研究旨在调查学生的自我效能感、家庭环境和学校环境与他们高中毕业后接受高等教育的倾向之间的相关性。采用的研究方法是利用定量技术进行关联研究。研究对象包括门甘提分区所有公立高中的 280 名学生。采用的抽样策略是有目的的抽样，在门甘蒂市的州立高中 12 年级选取 198 名学生作为样本。数据收集方法包括使用调查问卷，并在 SPSS 软件的帮助下进行多元回归分析。F 检验结果表明，显著值为 0.000 0.05，计算出的 F 值为 39.128 F 表 2.26，表明自变量对因变量有显著影响。t 检验结果表明，自我效能变量的 t 计数值为 3.317，超过了 t 表的数值 1.65259，显著性水平为 0.001 0.05。此外，家庭环境变量的 t 计数值为 4.359，超过了 t 表中的 1.65259，显著性水平为 0.000 0.05。学校环境变量的 t 计数值为 0.526，小于 t 表数值 1.65259，显著性水平为 0.599，大于 0.05。T 检验结果表明，每个自变量对因变量都有部分影响。
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Pub Date : 2024-02-18DOI: 10.35445/alishlah.v16i1.4211
Nurul Hayati, Babang Robandi, I. Hatimah
The need to grasp the newest trends and improvements in education necessitates examining the development of pedagogical competency studies in community education. The aim of this research is to describe the development of studies on pedagogical competence in community education. This study employs bibliometric analysis with Vosviewer for network visualisation, overlay, and density analysis. This study technique is suitable for extensively examining the evolution of studies on pedagogical competency from 2014 to 2023. The bibliometric mapping results using Vosviewer showed varying advances in research publications on pedagogical competency in community education from 2014 to 2023. Only 253 of the total publications indexed by Google Scholar, or 508 documents, fulfilled the criterion. The year with the largest publishing growth development was 2018, with 38 publications (15.0%), and the year with the lowest publication growth development was 2022, with 14 publications (5.5%). The study of pedagogical competencies in community education is essential to keep up with the latest trends and improvements in education. In addition, a more in-depth analysis highlighted the themes that appeared most frequently in the publications during the research period. This research provides insight into trends and patterns in the study of pedagogical competence in community education, which can help guide efforts to develop pedagogical competence in this area.
{"title":"Bibliometric Mapping: Development of Pedagogical Competency Research in Community Education","authors":"Nurul Hayati, Babang Robandi, I. Hatimah","doi":"10.35445/alishlah.v16i1.4211","DOIUrl":"https://doi.org/10.35445/alishlah.v16i1.4211","url":null,"abstract":"The need to grasp the newest trends and improvements in education necessitates examining the development of pedagogical competency studies in community education. The aim of this research is to describe the development of studies on pedagogical competence in community education. This study employs bibliometric analysis with Vosviewer for network visualisation, overlay, and density analysis. This study technique is suitable for extensively examining the evolution of studies on pedagogical competency from 2014 to 2023. The bibliometric mapping results using Vosviewer showed varying advances in research publications on pedagogical competency in community education from 2014 to 2023. Only 253 of the total publications indexed by Google Scholar, or 508 documents, fulfilled the criterion. The year with the largest publishing growth development was 2018, with 38 publications (15.0%), and the year with the lowest publication growth development was 2022, with 14 publications (5.5%). The study of pedagogical competencies in community education is essential to keep up with the latest trends and improvements in education. In addition, a more in-depth analysis highlighted the themes that appeared most frequently in the publications during the research period. This research provides insight into trends and patterns in the study of pedagogical competence in community education, which can help guide efforts to develop pedagogical competence in this area.","PeriodicalId":515926,"journal":{"name":"AL-ISHLAH: Jurnal Pendidikan","volume":"81 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140452671","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 : 2024-02-18DOI: 10.35445/alishlah.v16i1.4246
Komilie Situmorang, S. M. Pramusita
Achieving international recognition has motivated the universities in Indonesia to shift to international programs. An unmistakable and notable initiative is the adoption of English as the Medium of Instruction (EMI), which has elicited both positive and negative responses. This study investigates the obstacles and educational approaches of nursing students when utilising EMI. The study aims to examine students' perceived problems related to language and learning in an EMI context, as well as the techniques they use. The participants of this study are 176 Indonesian students majoring in Nursing. The participants were asked to fill in the survey questionnaires on the challenges they face and the strategies they use in EMI learning. The collected data were analysed using SPSS quantitatively. The major findings are that most students encountered a moderate level of language and learning challenges and sought L2 support strategies in coping with their language and learning challenges. There is less pressure on the students’ side as no native-speaker teacher is involved in establishing the EMI program. This study concludes that the students are ready for the EMI program. The study further suggests the potential of supporting the students through the concurrent support model by Macaro’s language support model.
{"title":"Students’ Perceived Challenges and Learning Strategies of English Medium of Instruction in the International Nursing Program – A Descriptive Quantitative Study","authors":"Komilie Situmorang, S. M. Pramusita","doi":"10.35445/alishlah.v16i1.4246","DOIUrl":"https://doi.org/10.35445/alishlah.v16i1.4246","url":null,"abstract":"Achieving international recognition has motivated the universities in Indonesia to shift to international programs. An unmistakable and notable initiative is the adoption of English as the Medium of Instruction (EMI), which has elicited both positive and negative responses. This study investigates the obstacles and educational approaches of nursing students when utilising EMI. The study aims to examine students' perceived problems related to language and learning in an EMI context, as well as the techniques they use. The participants of this study are 176 Indonesian students majoring in Nursing. The participants were asked to fill in the survey questionnaires on the challenges they face and the strategies they use in EMI learning. The collected data were analysed using SPSS quantitatively. The major findings are that most students encountered a moderate level of language and learning challenges and sought L2 support strategies in coping with their language and learning challenges. There is less pressure on the students’ side as no native-speaker teacher is involved in establishing the EMI program. This study concludes that the students are ready for the EMI program. The study further suggests the potential of supporting the students through the concurrent support model by Macaro’s language support model.","PeriodicalId":515926,"journal":{"name":"AL-ISHLAH: Jurnal Pendidikan","volume":"41 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140452848","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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