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.
Articles
3,441 Documents
<![CDATA[Development of an Integrated Discovery Learning E-Book on Tabuik to Improve Students' Critical Thinking Abilities and Collaborative Attitudes ]]>
<![CDATA[Rahmat Syaifullah]]>;
<![CDATA[Zuhdan Kun Prasetyo]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 17, No 3 (2025): SEPTEMBER 2025 ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v17i3.6824
<![CDATA[This study aims to evaluate the validity, readability, practicality, and effectiveness of an Integrated Discovery Learning E-Book based on the Tabuik cultural tradition to enhance students’ critical thinking skills and collaborative attitudes. The research followed the 4D development model (Define, Design, Develop, Disseminate) and was implemented at SMP Negeri 25 Padang. The validity of the e-book was assessed by three expert lecturers. Readability and practicality were evaluated by 31 students and 3 teachers. To test effectiveness, 93 students participated. Data from the validity, readability, and practicality tests were analyzed using standard rating scales. Effectiveness data were analyzed using the General Linear Model (GLM), specifically MANOVA. The e-book received a validity score of 76 (very high), a readability score of 63.35 (good), and a practicality score of 19.33 (very good). The GLM test showed a significance value 0.05, indicating a statistically significant improvement. Students’ critical thinking and collaborative attitudes improved, with N-gain scores of 0.73 and 0.71, respectively—both categorized as high. The findings confirm that the developed e-book is not only educationally sound but also culturally relevant and engaging, promoting higher-order thinking and social skills among students. The Tabuik-based e-book is valid, readable, practical, and effective in enhancing critical thinking and collaboration. Future studies should explore incorporating a broader range of cultural elements for more generalized outcomes.]]>
<![CDATA[Implementation of Character Education: The Role of Teachers in Fostering a Hard-Working Attitude in Students ]]>
<![CDATA[Sutikno Sutikno]]>;
<![CDATA[Mudofir Mudofir]]>;
<![CDATA[Andi Arif Rifa’i]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 17, No 3 (2025): SEPTEMBER 2025 ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v17i3.7213
<![CDATA[This study investigates the role of teachers in fostering the character of hard work among students at SMP Nurul Islam Ngemplak. Emphasizing the importance of character education in schools, it explores how principals and teachers collaboratively support students' work ethic through instructional and environmental strategies. A qualitative case study approach was employed to gain in-depth insights. Data were collected through observations, in-depth interviews with school stakeholders, and document analysis. This triangulation ensured a comprehensive understanding of the practices used to develop students’ hard-working character. Findings indicate that teachers play a pivotal role in promoting a strong work ethic. They act as role models, incorporate the value of hard work into classroom activities, and cultivate a supportive learning environment. Additionally, the use of motivation and rewards strengthens students’ commitment to learning. These practices are consistent with existing character education theories, highlighting teachers as both facilitators and motivators. The study underscores the necessity of a school-wide commitment to character development. Successful reinforcement of a hard-working ethos relies on strategic integration of values into teaching methods and school culture. To enhance students' character, especially the value of hard work, schools should adopt comprehensive policies that include teacher training, curriculum adjustments, and structured reward systems. These efforts can cultivate a consistent and effective culture of diligence across the educational environment.]]>
<![CDATA[Entrepreneurship Management in Higher Education: Fostering Student Creativity and Independence at the University of Palangka Raya ]]>
<![CDATA[Kusnida Indrajaya]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 17, No 3 (2025): SEPTEMBER 2025 ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v17i3.7216
<![CDATA[This study examines the effectiveness of entrepreneurship program management in fostering student creativity and independence through student cooperatives at the University of Palangka Raya. The research aims to analyze how program policies impact the development of entrepreneurial knowledge, skills, and job creation. A qualitative approach was used, involving observations, interviews with program participants, and documentation analysis from November 2024 to early 2025. Data were analyzed using interactive model techniques through reduction, presentation, and conclusion drawing. The findings show that student cooperatives serve as an effective entrepreneurial learning environment, enhancing students' creativity in product development, marketing strategies, and digital business ventures. While the program has successfully developed entrepreneurial competencies, challenges such as capital limitations and lack of risk-taking confidence remain. These results contribute to the understanding of student entrepreneurship development and offer insights for improving similar programs in higher education institutions.]]>
<![CDATA[Understanding by Design (UbD): An Effective Way to Design Elementary School Science Learning for the Competencies of Teacher Professional Education Students ]]>
<![CDATA[Woro Sri Hastuti]]>;
<![CDATA[Febrina Siska Widyaningtyas]]>;
<![CDATA[Unik Ambar Wati]]>;
<![CDATA[Sandy Abdi Kusumah]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 17, No 3 (2025): SEPTEMBER 2025 ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v17i3.6893
<![CDATA[Many pre-service teachers in Teacher Professional Education (PPG) programs lack the competence to develop effective teaching materials aligned with curriculum goals. Understanding by Design (UbD) offers a structured approach to support this development through backward design. This study employed a quantitative research design using purposive sampling to select 116 PPG students as respondents. Data were collected via an online questionnaire distributed through Google Forms. The collected data were analyzed using descriptive statistical methods. Findings reveal that UbD effectively supports the development of Subject Specific Pedagogy (SSP) through its three core stages: identifying desired learning outcomes, designing appropriate assessments and tasks, and planning targeted learning activities. Respondents demonstrated increased competence in aligning instructional strategies with learning objectives through this framework. The results suggest that UbD provides a practical model for guiding teachers in curriculum-aligned material development. The structured approach helps educators better understand learning goals and translate them into classroom practice. UbD is an effective framework for improving PPG students’ mastery of Subject Specific Pedagogy. It is recommended that teacher training programs integrate UbD principles into their instructional models. Teachers are also encouraged to continuously refine their teaching strategies in line with evolving curriculum demands.]]>
<![CDATA[Exploring Fifth Graders’ Learning Obstacles in Multiplication and Division of Fractions ]]>
<![CDATA[Puji Lestari]]>;
<![CDATA[Unik Ambarwati]]>;
<![CDATA[Yoppy Wahyu Purnomo]]>;
<![CDATA[Kinanti Pangestu]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 17, No 3 (2025): SEPTEMBER 2025 ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v17i3.6907
<![CDATA[Fractions serve as a critical foundation in mathematics education, preparing students for more advanced topics such as algebra and probability. Despite their importance, fractions are often difficult for elementary school students to grasp due to their abstract nature, especially when not taught within meaningful contexts. This study investigates the learning obstacles faced by fifth-grade students in understanding the multiplication and division of fractions. Utilizing a qualitative case study approach, data were collected through tests, interviews, classroom observations, and documentation at Lempuyangwangi Elementary School in Yogyakarta. The analysis revealed three primary categories of learning obstacles: (1) Ontogenic obstacles, including students’ inability to simplify fractions correctly, frequent computational errors, and low motivation in learning mathematics; (2) Didactical obstacles, such as difficulties in interpreting word problems and applying appropriate procedures; and (3) Epistemological obstacles, particularly in understanding and applying the inverse concept required for dividing fractions. These findings highlight the need for more contextually relevant and cognitively aligned instructional strategies. Addressing these obstacles can support the development of more effective teaching approaches to enhance students’ conceptual understanding of fraction operations.]]>
<![CDATA[Analyzing the Relationship Between Education Budget Allocation and Gross Participation Rate in West Java (2018–2022) ]]>
<![CDATA[Saiful Almujab]]>;
<![CDATA[Yosi Hurifatul Hasanah]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 17, No 3 (2025): SEPTEMBER 2025 ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v17i3.7395
<![CDATA[This study investigates the impact of education budget allocations on the gross enrollment rate (GER) in the cities and districts of West Java, Indonesia. Additionally, it explores underlying factors that may be impeding educational transformation in the region. A panel dataset was compiled, covering 27 cities and districts in West Java over a five-year period (2018–2022). The data included annual percentages of education budget allocations and corresponding GER values. The analysis employed the Random Effects Model for panel data regression to evaluate the relationship between the variables. The regression analysis revealed a negative, statistically insignificant relationship between education budget allocation and the gross enrollment rate. The findings suggest that increases in education budgets have not corresponded with improvements in enrollment rates across the region. These results indicate that higher budget allocations alone do not guarantee better educational outcomes. The study raises concerns about inefficiencies in budget utilization and suggests the presence of systemic or structural issues within the education system that may be limiting the impact of increased funding.]]>
<![CDATA[Islamic Education Institutional Reform: An Analysis of Challenges and Opportunities in the Digitalization Era ]]>
<![CDATA[Maftuhah Maftuhah]]>;
<![CDATA[Khoeron Khoeron]]>;
<![CDATA[Umi Rosidah]]>;
<![CDATA[Richway Richway]]>;
<![CDATA[Mira Rahmayanti]]>;
<![CDATA[Tobroni Tobroni]]>;
<![CDATA[Faridi Faridi]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 17, No 3 (2025): SEPTEMBER 2025 ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v17i3.6657
<![CDATA[The rapid advancement of digital technology has significantly transformed the education sector, including Islamic educational institutions. These institutions are urged to adapt through institutional reform to remain relevant in the digital era. This study employed a qualitative approach using literature review and participatory observation. Data were collected from relevant academic publications (2019–2024), institutional reports, and observations at selected Islamic educational institutions. The findings reveal that Islamic educational institutions face several challenges in the digitalization process, including the digital divide, resistance to change, limited infrastructure, and insufficient digital competencies among teachers. However, the digital era also presents substantial opportunities, such as broader access to learning resources, flexible learning environments, improved institutional management, and global collaboration. Institutional reform in Islamic education requires strategic efforts such as infrastructure development, human resource digital literacy enhancement, curriculum integration with digital competencies, and the use of digital platforms for da'wah and religious moderation. These efforts are essential to maximize the potential of digital transformation while maintaining Islamic values.]]>
<![CDATA[Trend in Science Education Assessment Instruments: A Systematic Literature Review (2014-2024) ]]>
<![CDATA[Anisa Ayu Solikah]]>;
<![CDATA[Sulistyo Saputro]]>;
<![CDATA[Sri Yamtinah]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 17, No 3 (2025): SEPTEMBER 2025 ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v17i3.6198
<![CDATA[Assessment in education plays a critical role in evaluating not only students’ cognitive understanding but also broader 21st-century skills such as critical thinking, collaboration, and communication. However, traditional assessments often prioritize conceptual knowledge over these essential skills. This study investigates current trends in assessment within science education to identify gaps and potential improvements. A Systematic Literature Review (SLR) was conducted using articles sourced from the Google Scholar database between 2014 and 2024. The search employed keywords such as “assessment learning” and “science learning.” A total of 992 articles were initially collected, which were then filtered based on relevance and quality, resulting in 76 eligible articles. Data analysis was supported by Publish or Perish software and visualized using VOSviewer. The VOSviewer analysis produced network, overlay, and density visualizations that revealed a predominant focus on conceptual understanding in science education assessments. This focus likely stems from the relative ease of standardizing and measuring conceptual knowledge compared to more complex 21st-century skills. Other dimensions, such as creativity, collaboration, and problem-solving, were significantly underrepresented in the literature. The findings highlight a need to diversify assessment strategies in science education to better reflect 21st-century learning goals. This review provides a foundation for future research aimed at developing comprehensive assessment instruments that go beyond cognitive evaluation and support holistic student development.]]>
<![CDATA[The Impact of Large-Scale Continuing Professional Development on Teacher Professionalism in Indonesia and China: A Systematic Literature Review ]]>
<![CDATA[Rokhmatul Khoiro Amin Putri]]>;
<![CDATA[Kusaeri Kusaeri]]>;
<![CDATA[Evi Fatimatur Rusdiyah]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 17, No 3 (2025): SEPTEMBER 2025 ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v17i3.7542
<![CDATA[Continuous Professional Development (CPD) is vital for enhancing teaching quality and professional growth. This study compares the implementation and impact of CPD on teaching practices and teacher professionalism in Indonesia and China, highlighting similarities and differences in national strategies. A Systematic Literature Review (SLR) was conducted using the PRISMA protocol. Relevant literature was sourced from the Scopus database, following four stages: identification, screening, eligibility, and data extraction. From an initial pool of 735 articles, 17 met the inclusion criteria and were selected for in-depth analysis. Findings indicate a shift in Indonesia from traditional CPD models to more formalized systems, particularly through the Program Profesi Guru (PPG), which aims to improve teaching quality and align curricula with student needs. In China, CPD is embedded within national policy, notably through the National Teacher Training Program (NTTP), which emphasizes digital competencies and educational equity. Indonesian CPD initiatives have led to increased teacher motivation and improved instructional practices. In China, CPD efforts have enhanced teacher competence, reduced urban–rural disparities, and strengthened learning outcomes. Both countries have achieved positive outcomes through CPD, though their approaches differ. Indonesia prioritizes certification and curriculum relevance, while China focuses on policy integration and digital skills enhancement. CPD significantly contributes to teaching effectiveness and educational reform. While Indonesia emphasizes structured certification pathways, China’s approach integrates CPD into broader educational policies, underlining its strategic role in national development.]]>
<![CDATA[Transforming Islamic Boarding School Education: Institutional Modernization and Quality Improvement in Tebuireng Jombang ]]>
<![CDATA[Lukman Hakim]]>;
<![CDATA[Suwandi Suwandi]]>;
<![CDATA[Muhammad Hasyim]]>;
<![CDATA[Erika Mei Budiarti]]>;
<![CDATA[Aji Wahyudin]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 17, No 3 (2025): SEPTEMBER 2025 ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v17i3.7685
<![CDATA[This study examines the educational transformation and institutional modernization of Tebuireng Islamic Boarding School in Jombang, Indonesia. The focus is on enhancing educational quality and reforming governance to meet the evolving demands of society and educational standards. A qualitative case study approach was employed, utilizing in-depth interviews, participatory observation, and analysis of institutional documents to gather comprehensive data on internal processes and structural changes. Findings reveal that transformation at Tebuireng is largely driven by the leadership’s growing awareness of the importance of educational quality and community expectations for graduates who are both religiously grounded and academically proficient. A key factor in this shift is the transition from a charismatic leadership style to a collective-delegative model. This change has fostered a more professional and innovative governance system and enhanced the recruitment and training of competent human resources. As a result, the school has witnessed improved graduate quality, rising public interest, and a stronger reputation as an adaptive, quality-focused pesantren. The study underscores the significance of participatory leadership and institutional responsiveness in pesantren modernization. The governance shift has enabled Tebuireng to maintain traditional Islamic values while adopting professional educational practices. This research contributes to the theoretical understanding of institutional transformation and participatory leadership in Islamic education. Practically, it offers a replicable model for other pesantren seeking modernization without compromising core religious principles.]]>
