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AL-ISHLAH: Jurnal Pendidikan Jl. Sukajadi 3 Kec. Balaimakam, Kab. Bengkalis, Riau, Indonesia
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Al Ishlah Jurnal Pendidikan
Published by STAI Hubbulwathan Duri
ISSN : 20879490     EISSN : 2597940X     DOI : DOI: https://doi.org/10.35445/alishlah.v17i2.7401
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
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.
Arjuna Subject : Umum - Umum
Articles 26 Documents
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Search results for , issue "vol 18, no 3 (2026): in progress september 2026" : 26 Documents clear
Benefits and Challenges of Peer and Self-Assessment in Indonesian Vocational EFL Speaking Classrooms: Teachers’ Perspectives Firman Ariyadi; Widyastuti Widyastuti; Slamet Setiawan
AL-ISHLAH: Jurnal Pendidikan Vol 18, No 3 (2026): In Progress September 2026
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v18i3.9982

Abstract

Peer and self-assessment have been widely promoted as alternative assessment approaches that foster learner engagement and autonomy in English as a Foreign Language (EFL) classrooms. However, limited research has explored vocational EFL teachers’ perspectives on the implementation of these assessment practices in speaking classrooms, particularly in the Indonesian vocational education context. This qualitative case study investigated the perceptions of two English teachers at a vocational high school in Sidoarjo, Indonesia. Data were collected through semi-structured interviews, classroom observations, and document analysis of speaking assessment rubrics. The data were analyzed using thematic analysis to identify recurring patterns related to the benefits and challenges of peer and self-assessment. The findings revealed that teachers perceived peer assessment as promoting student engagement, collaborative learning, and awareness of speaking performance through observation and feedback. Self-assessment encouraged learner reflection, responsibility, and awareness of individual strengths and weaknesses. However, teachers also identified several challenges, including friendship bias and limited objectivity in peer assessment, as well as inaccurate self-evaluation resulting from insufficient assessment literacy and difficulties interpreting assessment criteria. The study suggests that the effectiveness of peer and self-assessment in vocational EFL speaking classrooms depends on structured implementation supported by clear assessment rubrics, explicit training in assessment practices, and continuous teacher guidance. These findings contribute to the growing literature on alternative assessment by providing context-specific insights into vocational EFL teachers’ perspectives and offer practical implications for designing more reliable and learner-centered speaking assessment practices.
The Influence of Motivation, Personality, and Social Environment on Students' Religious Awareness in the Madrasah Aliyah Dormitory Muhamad Solihin; Saipul Annur; Yuniar Yuniar; Indah Wigati; Muhammad Torik
AL-ISHLAH: Jurnal Pendidikan Vol 18, No 3 (2026): In Progress September 2026
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v18i3.1026

Abstract

This study aims to analyze the influence of motivation, personality, and social environment on the religious awareness of students residing in the dormitory of Madrasah Aliyah Negeri 1 Lahat Regency. This study employed a quantitative approach using a correlational research design with a cross-sectional survey. The population consisted of 220 dormitory students, and 110 respondents were selected through simple random sampling. Data were collected using structured Likert-scale questionnaires and supported by documentation. The data were analyzed using descriptive statistics, partial hypothesis testing (t-test), and simultaneous hypothesis testing (F-test) at a 5% significance level. The findings reveal that motivation has a positive and significant effect on students’ religious awareness (t = 3.25; p = 0.002), indicating that stronger learning and spiritual motivation contributes to higher religious awareness. Personality also has a significant effect (t = 2.80; p = 0.007), suggesting that disciplined and responsible students demonstrate better religious awareness. Likewise, the social environment significantly influences religious awareness (t = 2.10; p = 0.040), highlighting the importance of a supportive dormitory climate, peer interaction, and teacher supervision. Simultaneously, motivation, personality, and social environment significantly affect religious awareness (F = 15.30; p = 0.000), explaining 62% of the variance, while the remaining 38% is attributed to factors beyond the scope of this study. These findings provide practical implications for dormitory supervisors, Islamic education teachers, and school leaders in strengthening students’ religious awareness through integrated motivational, character-building, and supportive environmental programs.
Local Wisdom as Pedagogical Capital in Islamic Education: A Critical Integrative Review from the Global South Dyah Hapsari Eko Nugraheni; Abdullah Idi; Achmad Syarifuddin
AL-ISHLAH: Jurnal Pendidikan Vol 18, No 3 (2026): In Progress September 2026
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v18i3.9988

Abstract

Islamic education in the Global South is embedded in local traditions, communal practices, and historically shaped power relations, yet local wisdom is often treated as cultural decoration rather than as a substantive pedagogical resource. This study examines how local wisdom is conceptualized, operationalized, and contested in the transmission of Islamic values and proposes a more contextual and ethically reflexive pedagogical framework. A critical integrative review was conducted on 32 Scopus-indexed journal articles published between 2015 and 2025. Following PRISMA-guided selection procedures, the studies were analyzed through thematic coding, conceptual clustering, and critical synthesis, with attention to pedagogical mechanisms, institutional contexts, moral authority, gender, and power relations. The findings reveal two dominant conceptualizations: local wisdom as a peripheral cultural context and as pedagogical-moral capital that shapes students’ moral habitus. Values were transmitted most effectively through role modelling, habituation, communal rituals, affective relationships, and school–community practices. However, uncritical integration may reproduce hierarchy, conformity, gender bias, exclusion, and hidden forms of authority. Institutional autonomy, curriculum flexibility, educator reflexivity, and community participation strongly influenced the depth of integration. The study concludes that local wisdom should be positioned not as symbolic local content but as a critically examined pedagogical resource. A reflexive, dialogical, and culturally responsive approach is therefore needed to strengthen ethical agency, contextual relevance, and socially just Islamic education.
The Influence of Educational Level and Professional Training on Teachers' Ability to Implement Higher-Order Thinking Skills (HOTS) Learning: The Mediating Role of Teaching Experience Maesa Saputra; Gimin Gimin; Makdalena Makdalena
AL-ISHLAH: Jurnal Pendidikan Vol 18, No 3 (2026): In Progress September 2026
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v18i3.8480

Abstract

The implementation of Higher-Order Thinking Skills (HOTS) is essential for equipping students with critical thinking, creativity, problem-solving, and decision-making competencies required in the twenty-first century. However, many teachers continue to face challenges in effectively integrating HOTS into classroom instruction. This study investigates the influence of teachers' educational level and professional training on their ability to implement HOTS-based learning, with teaching experience serving as an intervening variable. A quantitative survey design was employed involving teachers from public senior high schools in Pelalawan Regency, Indonesia. Data were collected using structured questionnaires and analyzed using inferential statistical techniques to examine both direct and indirect relationships among the variables. The findings indicate that teachers' educational level and participation in professional training significantly improve their ability to implement HOTS-oriented learning. Educational level and training also positively influence teaching experience. However, teaching experience does not significantly mediate the relationship between educational level, professional training, and teachers' HOTS implementation. These findings suggest that formal qualifications and continuous professional development contribute more substantially to HOTS implementation than accumulated teaching experience alone. Teachers' capacity to implement HOTS-based instruction is primarily strengthened through higher educational qualifications and sustained professional development rather than teaching experience. The study highlights the importance of designing evidence-based teacher development programs that prioritize pedagogical innovation and HOTS-oriented instructional practices. These findings provide practical implications for policymakers and school leaders seeking to enhance instructional quality and foster students' higher-order thinking competencies.
Ecological Character Education for Sustainable Road Development: Strategies for Integrating Green Infrastructure in Indonesia Anwar Asihinggalih Antiarini; Harsuko Riniwati; Fitri Candra Wardana
AL-ISHLAH: Jurnal Pendidikan Vol 18, No 3 (2026): In Progress September 2026
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v18i3.10110

Abstract

Road infrastructure development plays a crucial role in improving regional connectivity and economic growth; however, its implementation continues to rely predominantly on conventional gray infrastructure that often neglects ecological sustainability. Although previous studies have extensively examined green infrastructure from engineering and environmental perspectives, limited attention has been given to the educational processes through which ecological character can be developed among infrastructure stakeholders. This study investigates how ecological character education can strengthen environmentally responsible road infrastructure planning. Specifically, it aims to (1) examine the educational dimensions of ecological character among stakeholders involved in road development, (2) identify the internal and external factors influencing ecological character development, and (3) formulate education-based strategies using SWOT analysis. A descriptive-analytical mixed-methods case study was conducted along the Kepanjen–Pagak Road Section, Malang Regency, Indonesia. Data were collected through interviews, field observations, questionnaires, and document analysis involving government officials, planning consultants, academics, infrastructure practitioners, and community representatives selected through purposive sampling. Qualitative data were analyzed thematically, while quantitative data were examined using the Internal Factor Analysis Summary (IFAS), External Factor Analysis Summary (EFAS), SWOT, and Quantitative Strategic Planning Matrix (QSPM). The findings reveal that ecological character development is shaped by ecological literacy, environmental values, institutional commitment, stakeholder collaboration, and participatory planning, but remains constrained by conventional gray infrastructure practices, weak inter-agency coordination, and limited environmental integration in planning. The IFAS score of 2.72 and EFAS score of 2.82 positioned the study in Quadrant I, indicating strong internal capacity and favorable external opportunities to implement proactive education-oriented strategies. QSPM analysis further identified the Strength–Opportunity (SO) strategy as the highest-priority alternative for integrating ecological character into sustainable road governance. This study contributes to the literature by extending ecological character education beyond formal educational settings into infrastructure governance and professional practice. It also proposes an education-based strategic framework that supports stakeholder capacity building, sustainability competencies, and environmentally responsible infrastructure planning within the broader context of Education for Sustainable Development (ESD).
Evaluation of Inclusive Education Services at Muhammadiyah 1 Kartasura Junior High School Fadhia Ananda; Nurul Asma Khoiriyah; Anisa Meilawati; Annisah Safitri; Hana Ayu Safitri; Istanto Istanto
AL-ISHLAH: Jurnal Pendidikan Vol 18, No 3 (2026): In Progress September 2026
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v18i3.8892

Abstract

Inclusive education aims to provide equitable learning opportunities for all students regardless of their abilities. Despite increasing policy support in Indonesia, limited evidence exists regarding the implementation of inclusive education in Islamic schools. This study evaluated the Muhjitos Inclusion Program at SMP Muhammadiyah 1 Kartasura as a model of inclusive education integrating academic excellence with humanistic and religious values.A qualitative case study was conducted using purposive sampling. Participants included the school principal, the inclusion program coordinator, Special Assistant Teachers (Guru Pendamping Khusus/GPK), subject teachers, and students with special needs. Data were collected through semi-structured interviews, classroom observations, and document analysis. The data were analyzed using the Miles and Huberman interactive model, while source and method triangulation and member checking were employed to ensure trustworthiness.Four major themes emerged: (1) adaptive implementation of inclusive learning through full inclusion and pull-out instruction; (2) the pivotal role of GPK in differentiated instruction and emotional support; (3) a collaborative ecosystem involving teachers, parents, and psychologists; and (4) students' holistic development encompassing academic, social, emotional, and character growth. The findings indicate that the program has been effectively implemented for three years, primarily serving students with mild disabilities through individualized support and collaborative educational practices.The study proposes an Inclusive Excellence Model comprising adaptive instructional flexibility, collaborative ecosystem synergy, and the integration of humanistic-spiritual values. The findings suggest that inclusive education and academic excellence can be achieved simultaneously through adaptive pedagogy, sustained stakeholder collaboration, and institutional commitment to educational equity, offering practical implications for the development of inclusive education in Islamic schools.
Ujub Sesaji as a Vehicle of Character Education: A Thomas Lickona Perspective on Javanese Buddhist Puja Bakti in Boyolali Regency Niken Wardani; Budi Utomo
AL-ISHLAH: Jurnal Pendidikan Vol 18, No 3 (2026): In Progress September 2026
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v18i3.10148

Abstract

Character education embedded in indigenous religious ritual remains underexplored, particularly within syncretic Javanese Buddhist communities. This study examines the pedagogical function of the Ujub Sesaji ritual in Javanese-language Puja Bakti among Buddhist communities in Boyolali Regency, Indonesia, using Thomas Lickona’s tripartite framework of moral knowing, moral feeling, and moral action. The study involved five purposively selected informants drawn from three vihara congregations in Boyolali Regency: a regency-level Buddhist religious extension officer, a senior religious figure (sesepuh), a temple chairperson, a women’s community leader, and a youth representative, all of whom hold active roles in sustaining Javanese-language Puja Bakti within their congregations. Employing a qualitative descriptive-hermeneutic design, the study observed the sequence and verbal content of Ujub Sesaji during Puja Bakti services and analyzed semi-structured interview data together with ritual texts, verbal formulas, and the symbolic meaning of ritual offerings. The findings suggest that Ujub Sesaji functions as a non-formal moral learning practice: symbolic offerings cultivate moral cognition; Javanese recitation and communal participation intensify gratitude, reverence, compassion, and humility; and repeated ritual practice habituates sincerity, cooperation, discipline, and intergenerational responsibility. The study extends the discussion of character education beyond formal schooling by showing how local religious-cultural rituals can support community-based moral formation.
Investigating the Correlation Between Vocabulary Mastery and Narrative Reading Comprehension Among EFL University Students Andi Candra Kurniawan; Eko Suhartoyo; Mochamad Imron Azami
AL-ISHLAH: Jurnal Pendidikan Vol 18, No 3 (2026): In Progress September 2026
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v18i3.10092

Abstract

Vocabulary knowledge plays a fundamental role in reading comprehension because it enables learners to recognize lexical meanings and construct textual understanding. Although previous studies have consistently reported a positive relationship between vocabulary knowledge and reading comprehension, limited evidence has specifically examined this relationship among Indonesian EFL university students using semantic aspects of vocabulary mastery. This study investigated the correlation between vocabulary mastery and narrative reading comprehension among fourth-semester students in the English Education Department at Universitas Islam Malang. A quantitative correlational design with an ex post facto approach was employed. Twenty-nine students participated through total sampling. Data were collected using two validated multiple-choice tests measuring vocabulary mastery (synonyms, antonyms, and contextual meanings) and narrative reading comprehension (main ideas, explicit and implicit information, contextual meaning, and text structure). Descriptive statistics and Pearson's Product-Moment Correlation were performed using IBM SPSS after the normality assumption had been satisfied. The findings revealed that the participants achieved a mean score of 68.62 in vocabulary mastery (fair) and 83.10 in reading comprehension (good). Pearson's correlation analysis indicated a statistically significant positive relationship between vocabulary mastery and reading comprehension (r = 0.398, p = 0.032). The coefficient of determination (r² = 0.158) showed that vocabulary mastery explained 15.8% of the variance in reading comprehension. Vocabulary mastery is positively associated with narrative reading comprehension; however, its contribution is modest, indicating that reading comprehension is influenced by additional linguistic and cognitive factors. The findings highlight the importance of integrating explicit vocabulary instruction into university EFL reading courses to support students' academic reading proficiency.
Learning Difficulties in Islamic Religious Education Among Elementary School Students: Experiences, Impacts, and Teacher Support Ratih Novianti; Zuhdiyah Zuhdiyah; Karoma Karoma; Indah Wigati; Maryamah Maryamah
AL-ISHLAH: Jurnal Pendidikan Vol 18, No 3 (2026): In Progress September 2026
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v18i3.9991

Abstract

Learning difficulties in Islamic Religious Education can restrict students’ access to Arabic-script materials, reduce classroom participation, and affect their confidence. This study aimed to examine the forms, perceived contributing factors, and consequences of these difficulties, as well as the instructional support provided by teachers. A qualitative descriptive design was employed involving 22 participants from 11 public elementary schools in Kemuning District, Palembang, Indonesia: 11 fifth-grade students experiencing persistent difficulties in Islamic Religious Education and 11 certified teachers. Data were collected through semi-structured interviews, teacher learning notes, student reflections, and relevant academic documents, and were analyzed using Braun and Clarke’s six-phase thematic analysis. Five themes were identified: Arabic literacy as a gateway barrier, mismatch between students’ processing pace and classroom demands, emotional and social consequences of repeated difficulty, limited support outside school, and adaptive teacher support. Students reported difficulties recognizing and writing Hijaiyah letters, retaining memorized material, completing tasks at the expected pace, and participating confidently in class. Teachers responded through individualized guidance, chunking, slower instructional pacing, auditory and narrative supports, repetition, and positive reinforcement, which participants perceived as helpful. The findings indicate that learning difficulties in Islamic Religious Education are shaped by the interaction of linguistic, cognitive, emotional, instructional, and environmental conditions. Inclusive practice therefore requires gradual instructional sequencing, emotionally safe classrooms, and stronger collaboration between schools and families.
Musyrifah Strategies for Addressing Homesickness Among Female Students in An Indonesian Islamic Boarding School Khoridatul Bahiyah; Muhammad Husni
AL-ISHLAH: Jurnal Pendidikan Vol 18, No 3 (2026): In Progress September 2026
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v18i3.10115

Abstract

Homesickness is a common psychosocial challenge among students transitioning to residential education, potentially hindering emotional adjustment and social adaptation. Although previous studies have examined homesickness as an individual psychological condition, limited attention has been given to the role of resident mentors (musyrifah) in supporting students within Islamic boarding schools (pesantren). This study explores the dynamics of homesickness and the mentoring strategies employed by musyrifah to facilitate students' adaptation.A qualitative case study was conducted at Al-Khoirot Islamic Boarding School for Girls, Malang, Indonesia. Six participants, comprising three musyrifah, two newly admitted female students experiencing homesickness, and one guidance and counseling teacher, were purposively selected. Data were collected through semi-structured interviews, non-participant observation, and documentation, and analyzed using Miles and Huberman’s interactive thematic analysis.Homesickness was manifested through emotional longing, cognitive rumination, social withdrawal, and adaptation difficulties. The findings indicate that musyrifah supported students through continuous emotional monitoring, relational mentoring, intensive individual assistance, structured activity engagement, and collaboration with guidance and counseling teachers. These interconnected strategies fostered emotional security, strengthened social connectedness, and facilitated gradual adjustment to boarding school life.The findings highlight the central role of musyrifah as first-line emotional supporters in managing homesickness through sustained relational mentoring embedded in students’ daily lives. This study contributes a contextual understanding of institution-based emotional support in Islamic boarding schools while underscoring the need for broader multi-site studies to examine the transferability of these findings.

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