Al Ishlah Jurnal Pendidikan
This journal focuses on advancing scholarly research and critical discourse in the field of education. It publishes original research articles that address contemporary issues and emerging trends in curriculum development, instructional practices, learning processes, educational policy, and teacher preparation. The journal aims to contribute to the development of educational theory and practice in both national and international contexts. The journal also welcomes submissions related to environmental education and studies that examine learning through psychological, social, cultural, cognitive, and historical perspectives. Research that explores the interrelationships among teaching, knowledge construction, learner development, and educational contexts is particularly encouraged. Furthermore, the journal accepts research and academic discussions across a broad range of subject matter within education, including mathematics education, religious education, language pedagogy and English for Specific Purposes (ESP), natural sciences, social sciences, history, chemistry, and other related educational disciplines. The journal includes the following thematic sections: Learning: Theoretical and empirical investigations concerning learning processes and their development across diverse contexts. Issues and Trends: Analytical and interpretive essays addressing current educational, social, and philosophical issues. Learning in Everyday Life: Studies of learning experiences occurring outside formal academic settings, such as in homes, communities, digital environments, and cultural institutions. Teacher Education: Research on teacher preparation, professional development, and the broader conditions shaping the teaching profession. Education Policy: Critical analyses of educational policies, their principles, implementation, and effects on educational practice. Comments and Criticism: Scholarly dialogue aimed at clarifying, challenging, or expanding upon previously published works. Book Reviews: Reviews of recent publications relevant to the field of education. The Editorial Board invites manuscripts employing rigorous quantitative, qualitative, or mixed-method approaches that demonstrate academic originality and significant contribution to educational scholarship. All submissions must present a thorough review of relevant literature, articulate a clearly defined research problem or argument, and provide well-grounded conclusions addressing implications and limitations.
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<![CDATA[Development of Simulation-based Transmission Line Learning Media: Case Study of GMR-GMD Model on Voltage Regulation and Transmission Line Efficiency ]]>
<![CDATA[Rahmaniar Rahmaniar]]>;
<![CDATA[Khairul Khairul]]>;
<![CDATA[Agus Junaidi]]>;
<![CDATA[Ihsan Fahreza]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 17, No 2 (2025): JUNE 2025 ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v17i2.7116
<![CDATA[The integration of computer-based simulations in electrical engineering education enhances students' understanding of complex concepts such as Geometric Mean Radius (GMR) and Geometric Mean Distance (GMD) in transmission line systems. This study aimed to develop and evaluate a MATLAB-based simulation tool to support learning in voltage regulation and efficiency analysis. Adopting a Research and Development (RD) methodology guided by the ADDIE model, the simulation was tested with 32 electrical engineering students. Expert validation, conducted by three power systems professors and two instructional technology specialists, confirmed high content validity (average score 85%). Data analysis using SmartPLS revealed that simulation quality significantly influenced both conceptual understanding (β = 0.903) and learning effectiveness (β = 0.977), with strong model fit (R² = 0.846). Students’ comprehension of voltage regulation and efficiency improved significantly, as indicated by N-gain scores of 0.75 and 0.72, respectively, while parameter analysis proficiency rose from 42.8% to 80.7%. These findings suggest that the simulation tool not only enhances academic learning but also offers industrial benefits. Specifically, it provides power utilities with a cost-effective means to optimize transmission line designs, reducing iteration costs by up to 60%. It also enables rapid prototyping of conductor configurations and serves as a standardized platform for professional training. Furthermore, the tool supports sustainable energy efforts by improving the integration of renewable energy sources through optimized line parameter analysis.]]>
<![CDATA[Bridging Technology and Pedagogy: A Study on Virtual Academic Supervision for Teacher Professional Growth ]]>
<![CDATA[Sermal Sermal]]>;
<![CDATA[Muhammad Yunus]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 17, No 2 (2025): JUNE 2025 ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v17i2.7207
<![CDATA[As the digital transformation reshapes education, virtual academic supervision emerges as a promising innovation for teacher professional development. This study explores its effectiveness as an alternative to traditional supervision methods. A systematic literature review (SLR) was conducted, drawing on national and international peer-reviewed journals, reference books, and policy documents. Content analysis and meta-synthesis techniques were applied to synthesize findings and identify best practices in virtual academic supervision. The review reveals that virtual supervision significantly enhances time efficiency by 30–50%, expands the reach of coaching programs, and improves the quality of feedback. Digital platforms—especially learning management systems integrated with video conferencing—receive higher satisfaction ratings compared to conventional methods. Hybrid coaching models that combine synchronous and asynchronous interactions are most effective, offering personalized, flexible learning experiences. Moreover, digital evaluation tools facilitate accurate, data-driven assessments of teacher performance. The study proposes a conceptual framework that integrates technology platforms, coaching strategies, and digital evaluation systems, offering a structured, scalable model for virtual academic supervision. These findings underscore the potential of digital supervision to support sustainable teacher development and call for education policymakers and institutions to adopt this approach as a strategic priority.]]>
<![CDATA[Bridging Classrooms and Careers: Exploring Students' Perspectives on English for Specific Purposes Instruction ]]>
<![CDATA[Widya Syafitri]]>;
<![CDATA[Febria Sri Artika]]>;
<![CDATA[Muthia Rahman]]>;
<![CDATA[Cantika Atma Triannisa]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 17, No 2 (2025): JUNE 2025 ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v17i2.6889
<![CDATA[Globalization has heightened the need for English proficiency in specialized fields such as economics, hotel management, and tourism. English for Specific Purposes (ESP) courses aim to equip students with relevant language skills, but questions remain about their effectiveness and alignment with industry needs. This study investigates students’ perceptions of ESP course design and delivery across five universities in West Sumatra, Indonesia. Data were collected through surveys and interviews with 108 students, focusing on course credit hours, instructional materials, teaching strategies, and the use of technology. Findings show that 65% of students preferred interactive methods, such as simulations and case studies, over traditional lectures. Students also emphasized the need for more practical writing tasks and role-playing opportunities. Limited access to technological tools, including virtual trading platforms, was identified as a barrier to effective learning. Using Activity Theory, the study examines the interplay between students, instructional tools, institutional rules, and learning goals. It highlights challenges such as insufficient credit hours and unequal access to technology. Interactive methods and collaborative tasks emerged as effective strategies for building job-relevant language skills. Enhancing ESP programs requires increasing credit hours, integrating advanced technological tools, and aligning content with professional contexts. These recommendations aim to improve the impact of ESP education and better prepare students for global careers.]]>
<![CDATA[Imam Al-Sanusi’s Legacy in Islamic Education: Integrating Logic and Theology in Ahlussunnah wa al-Jamaah ]]>
<![CDATA[M. Ubaidillah Luai Addimsiki]]>;
<![CDATA[Duski Ibrahim]]>;
<![CDATA[Muhammad Adil]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 17, No 2 (2025): JUNE 2025 ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v17i2.7127
<![CDATA[Imam al-Sanusi, a distinguished 9th-century AH theologian, is renowned for his synthesis of Islamic theology (Kalam) and logic (Mantiq), a methodology that profoundly influenced subsequent theological discourse. This study investigates the integration of logical principles in his seminal work Umm al-Barahin, addressing a scholarly gap in understanding the systematic role of logic in traditional Islamic theology. Using qualitative textual analysis, the research examines Umm al-Barahin to identify key theological constructs and their grounding in logical reasoning. Primary sources, including commentaries by later scholars such as al-Bajuri, are analyzed alongside historical and intellectual contexts that shaped al-Sanusi's thought. The findings reveal that Umm al-Barahin not only systematized Ash‘ari theology but also became a foundational text for the Ahlussunnah wa al-Jamaah, especially in the Malay world. The study underscores al-Sanusi's influence on subsequent generations of scholars and his enduring legacy in shaping Kalam as a rational discipline. The discussion highlights the pedagogical implications of al-Sanusi’s methodology, proposing ways his integration of logic and theology can enhance contemporary Islamic education. It argues for incorporating his structured approach into Aqeedah and Mantiq curricula within religious institutions to improve analytical engagement with Islamic doctrines. This research contributes to the ongoing discourse on Islamic pedagogy by emphasizing the relevance of classical theological methods in modern educational settings and reaffirming Imam al-Sanusi’s role in the intellectual history of Islamic thought.]]>
<![CDATA[From Isolation to Engagement: Understanding and Addressing Online Learning Challenges among University Students in Indonesia ]]>
<![CDATA[Muhamad Uyun]]>;
<![CDATA[Fitriani Fitriani]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 17, No 2 (2025): JUNE 2025 ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v17i2.6264
<![CDATA[The shift to online learning has posed significant challenges for university students, particularly in developing countries. This study explores the obstacles encountered by undergraduate students in the Islamic Psychology program at Raden Fatah State University during their engagement with online education. A qualitative approach was employed, involving semi-structured interviews with 15 undergraduate students. Participants were selected through purposive sampling to ensure diverse perspectives. Data were analyzed thematically to identify recurring patterns and concerns. The analysis revealed four major challenges: technical difficulties, unsupportive learning environments, limited interaction, and low motivation. Students frequently experienced unstable internet connections and inadequate access to necessary learning tools, which hindered their academic engagement. Many also reported a lack of emotional support and physical space conducive to studying. Additionally, minimal interaction with peers and instructors contributed to a sense of isolation, further diminishing students' motivation. To address these issues, the study recommends strategies such as promoting flexible learning schedules, strengthening peer networks, prioritizing emotional well-being, and designing more interactive and engaging content. Institutions are urged to adopt adaptive teaching methods and invest in professional development for educators to improve online learning outcomes. Future studies using mixed-method approaches are suggested to gain a more nuanced understanding of student experiences in digital learning environments.]]>
<![CDATA[AI-Driven Educational Transformation in Indonesia: From Learning Personalization to Institutional Management ]]>
<![CDATA[Haetami Haetami]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 17, No 2 (2025): JUNE 2025 ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v17i2.7448
<![CDATA[The integration of Artificial Intelligence (AI) in Indonesia’s education sector is transforming personalized learning and institutional management, offering improvements in student engagement, administrative efficiency, and data-driven decision-making. However, widespread adoption remains limited due to technological disparities, algorithmic bias, data privacy concerns, and low AI literacy among educators, especially in rural and under-resourced areas. This study aims to explore the role of AI in Indonesian education, identify key implementation challenges, and propose strategic approaches for ethical and inclusive integration. Using a qualitative descriptive analysis, the research synthesizes data from academic literature, policy documents, and case studies to evaluate the current landscape of AI-driven educational transformation. Findings reveal critical gaps in digital infrastructure, regulatory policy, and educator readiness, which restrict the scalability and effectiveness of AI applications. While adaptive learning technologies have enhanced individualized instruction, their deployment is uneven, exacerbated by regional inequalities. AI also supports educational administration, yet unresolved concerns about data transparency and privacy persist. This study concludes by proposing a multi-stakeholder approach for sustainable and equitable AI integration within Indonesia’s educational context. Recommendations include targeted infrastructure development, AI literacy initiatives for educators, robust data governance frameworks, and culturally responsive AI solutions. These insights contribute to ongoing efforts to bridge the digital divide and optimize AI's potential in education.]]>
<![CDATA[Enhancing Elementary Science Learning: Development of Animated Video Media for Water Cycle Education ]]>
<![CDATA[Yusni Arni]]>;
<![CDATA[Muhammad Khoirul Anan]]>;
<![CDATA[Imam Wijaya]]>;
<![CDATA[Muhammad Ichsanudin Abdillah]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 17, No 2 (2025): JUNE 2025 ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v17i2.6786
<![CDATA[Technological advancements significantly impact the learning process, requiring teachers to develop interactive and engaging educational media. This study aims to create an animated video about the water cycle to enhance students' understanding and make learning more appealing. The research employed the ADDIE development model, which consisted of the analysis, design, development, implementation, and evaluation phases. Validation of the media and material was conducted using a Likert scale instrument through feedback from a teacher at SDN 226 Palembang. The assessment scaled from 2.0 (not feasible) to 3.5 (very feasible). The animated video received a media validation score of 3.6 and a material validation score of 3.7, both categorized as feasible for educational use. The findings indicate that the animated water cycle video is highly suitable for elementary school applications. It effectively supports teachers by visually presenting the water cycle process, enhances student comprehension, and contributes to a more dynamic and engaging learning environment.]]>
<![CDATA[Determinants of Teachers' Technology Adoption in Yogyakarta Classrooms: Exploring the Role of Skills, Infrastructure, and Leadership Policies ]]>
<![CDATA[Martina Sunartiningsih]]>;
<![CDATA[Udik Budi Wibowo]]>;
<![CDATA[Muh. Saidil Ikhwan]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 17, No 2 (2025): JUNE 2025 ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v17i2.6757
<![CDATA[This study explores the factors influencing teachers' ability to integrate technology in classroom instruction, specifically within schools in Yogyakarta. As digital tools become integral to education, understanding these factors is essential to supporting effective technology adoption in teaching practices. A qualitative case study approach was employed, involving six teachers from three schools in Yogyakarta selected through purposive sampling. Data were gathered using semi-structured interviews and document analysis. The research process included participant selection, instrument validation, and thematic data analysis to identify patterns related to technology integration challenges and strategies. The findings reveal three primary factors affecting technology use among teachers: (1) teachers’ knowledge and digital skills, (2) availability of infrastructure and technical support, and (3) school principals' policies and leadership. These elements significantly influenced teachers' confidence and motivation to utilize technology effectively in their teaching. The results underscore the need for continuous professional development, equitable access to technological infrastructure, and strong, supportive leadership to promote a tech-enabled educational environment. These factors collectively shape teachers’ readiness and willingness to adopt digital tools. To foster more effective technology integration in classrooms, stakeholders must prioritize teacher training, improve infrastructure, and encourage proactive leadership. Future research could expand on this study by comparing urban and rural school settings to examine contextual differences in teachers’ perceptions and experiences with educational technology.]]>
<![CDATA[Politics and Implementation Challenges in Indonesia's Curriculum Policy Transformation ]]>
<![CDATA[Alhamuddin Alhamuddin]]>;
<![CDATA[Andi Murniati]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 17, No 2 (2025): JUNE 2025 ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v17i2.6452
<![CDATA[Curriculum reform in Indonesia is shaped by complex political, social, and economic dynamics. This study investigates how political factors influence curriculum changes, identifies challenges in implementation, and offers recommendations for more effective and inclusive development. A mixed-methods approach was used, combining a literature review of relevant policy documents and previous research with a teacher-focused survey. The survey explored educators’ perspectives on the practical challenges of implementing curriculum reforms. Findings indicate that curriculum change in Indonesia is heavily influenced by political interests, including those of government bodies, political parties, and community leaders. Implementation challenges are pronounced, with disparities in regional infrastructure and educational resources, insufficient teacher readiness, and frequent policy shifts. Moreover, limited public involvement in the curriculum development process contributes to resistance, particularly in areas sensitive to cultural and social norms. The study highlights that without inclusive stakeholder participation and stable policy environments, curriculum reforms risk inefficiency and rejection at the grassroots level. Teachers often lack the support and resources necessary for effective implementation. To address these challenges, curriculum development must prioritize inclusive collaboration, equitable distribution of educational resources, and consistent teacher training. Ongoing evaluation and adaptable policy design are essential to align the curriculum with societal changes while maintaining educational stability.]]>
<![CDATA[Development of Teaching Modules Based on Problem-Based Learning to Facilitate Mathematical Problem-Solving Skills ]]>
<![CDATA[Indra Hayati Putri]]>;
<![CDATA[Rian Dian Anggraini]]>;
<![CDATA[Nahor Murani Hutapea]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 17, No 2 (2025): JUNE 2025 ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v17i2.5123
<![CDATA[This study addresses the limited availability of effective teaching modules that support the Merdeka curriculum. The objective is to develop a teaching module on linear equations and inequalities with one variable using the Problem-Based Learning (PBL) model, aiming to enhance students’ mathematical problem-solving abilities. The research utilized the 4-D development model (Define, Design, Develop, Disseminate). The teaching module, designed for Phase D, was evaluated for validity and practicality. Validation instruments included expert review sheets assessing identity/general information, core components, and appendices. Practicality was assessed through teacher and student questionnaires. Validation results indicated that the module was highly valid. Average expert ratings were 3.74 for identity/general information, 3.73 for core components, and 3.75 for appendices. The practicality assessment showed high levels of acceptance, with teacher responses averaging 3.62. Student responses in a small group trial averaged 3.61, while those in a large group trial averaged 3.50—both categorized as very practical. The findings demonstrate that the developed module is both valid and practical for use in classroom settings. Its integration of the PBL model supports students' active engagement and enhances their problem-solving skills. The teaching module developed using the PBL approach meets the criteria for both validity and practicality. It serves as an effective instructional tool for teaching linear equations and inequalities in alignment with the Merdeka curriculum.]]>
