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Widia Yunita
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INDONESIA
AL ISHLAH Jurnal Pendidikan
Published by STAI Hubbulwathan Duri
ISSN : 20879490     EISSN : 2597940X     DOI : https://doi.org/10.35445/alishlah
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
Education Curriculum Education policy Learning Method Learning Material Assessment in Learning Formal Education Informal Education
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 2,350 Documents
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Evaluating Islamic Religious Education for the Elderly in a Social Welfare Institution Using the CIPP Model: A Case Study from Bangka Belitung Sumar, Sumar; Abdurrahmansyah, Abdurrahmansyah; Ismail, Fajri
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): In Progress December
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i4.8445

Abstract

Elderly individuals often face limited access to consistent spiritual education, affecting their religious, emotional, and social well-being. This study evaluates an Islamic Religious Education (IRE) strengthening program at an Elderly Social Welfare Institution (LKSLU) in Bangka Belitung, Indonesia, where such services are increasingly needed. A qualitative approach was employed using the CIPP (Context, Input, Process, Product) evaluation model. Data were collected through in-depth interviews, participant observation, and document analysis. The data were analyzed using a three-step process: data reduction, data display, and conclusion drawing. The evaluation revealed key insights across the CIPP dimensions. Context: The program addresses some elderly needs but falls short in healthcare, infrastructure, and religious education intensity. Input: While facilitators are generally well-qualified, learning strategies are limited, and facilities such as prayer rooms and teaching materials are inadequate. Process: Program delivery is inconsistent due to dependence on donations, irregular scheduling, and accessibility challenges. Product: The program fosters participation and spiritual growth but lacks measurable long-term outcomes and sustainability mechanisms. The study highlights the program's potential and limitations. Improvements are needed in structured scheduling, infrastructure development, and the adoption of inclusive and adaptive educational strategies tailored to elderly learners. These enhancements would increase the accessibility, effectiveness, and sustainability of Islamic religious education for the elderly in social welfare settings.
Boarding School Caregivers' Parenting Patterns in Shaping Students' Religious Character: A Qualitative Study at SMP Insan Cendekia Madani Siskandar, Siskandar; Shunhaji, Akhmad; Nurtianty, Tetra
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 3 (2025): SEPTEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i3.7029

Abstract

The development of students' religious character is a central objective in Islamic boarding school education. SMP Insan Cendekia Madani in South Tangerang adopts the Madani Curriculum, which integrates national, Cambridge, and Islamic curricula, to foster students’ piety (taqwa) and etiquette (adab). This study aims to examine the parenting patterns employed by dormitory supervisors in shaping students’ religious character. A qualitative descriptive method was used, with data collected through observations, in-depth interviews, and document analysis. Thematic analysis was applied to identify key patterns in supervision and mentorship. Findings reveal that dormitory supervisors serve as educators, mentors, companions, and surrogate parents, following the Islamic framework of al-Waalid, al-Ustadz, and as-Shohib. A tiered mentoring system with a 1:16 supervisor-student ratio supports intensive character guidance. Programs such as congregational prayer, Qur’an recitation, dzikir, and digital-based religious mentoring effectively instill Islamic values. However, challenges include inconsistent emotional bonding, varied supervisory approaches, and difficulties in accommodating diverse student needs. These findings underscore the importance of adaptive, student-centered parenting strategies. It is recommended that schools enhance supervisors’ emotional intelligence, provide certified Islamic parenting training, and integrate psychological support systems to improve the overall effectiveness of character education in Islamic boarding schools.
Islamic Value-Based Leadership in the Healthy Madrasah Program: A Qualitative Case Study at a Madrasah Aliyah Negeri Nugraha, Mulyawan Safwandy; Rohayani, Ai
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): In Progress December
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i4.8559

Abstract

The Healthy Madrasah Program is a national initiative by Indonesia’s Ministry of Religious Affairs aimed at integrating Islamic values with school health promotion. However, limited research explores how Islamic leadership operationalizes such values into routine governance and student culture. This qualitative case study investigates the implementation of the program at MAN 1 Sukabumi, a 2024 district-level award recipient. Eighteen participants were purposively selected, including school leaders, teachers, students, parents, UKS staff, and a canteen vendor. Data were collected through semi-structured interviews, non-participant observations (12 sessions), and document analysis (RKT, SOPs, memos, and social media posts). Data were analyzed using reflexive thematic analysis, supported by a PDCA (Plan–Do–Check–Act) framework. Three themes emerged. First, value-anchored modelling: leadership exemplified Islamic values—ihsan, ta’dib, tazkiyah—through visible acts (e.g., picking up litter, value-based assemblies), normalizing clean and orderly behavior. Second, governance routines: the PDCA cycle operationalized values into measurable practices, such as handwashing click counts, class tidiness rubrics, and vendor compliance checks, enabling micro-adjustments like bin relocation and schedule tweaks. Third, distributed participation: student leaders (OSIS/MPK, PHBS ambassadors) coordinated health routines, improving lesson readiness and peer accountability. Leadership practices rooted in Islamic values, structured through PDCA, helped embed a health-supportive school culture. Key implications include codifying value-based routines in SOPs, adopting lightweight monitoring dashboards, and formalizing home–school coordination. Findings suggest value-integrated governance can enhance sustainability in school health programs.
The Role of Reading Self-Efficacy in Enhancing High School Students’ Comprehension of Argumentative Texts Taufiq, Afina Ulya; Ratmanida, Ratmanida
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): In Progress December
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i4.7193

Abstract

Reading self-efficacy is believed to influence students’ engagement and success in comprehending complex texts, particularly argumentative texts that demand higher-order thinking. However, its specific contribution remains underexplored in the Indonesian EFL context. This study employed a correlational design to examine the contribution of reading self-efficacy to the comprehension of argumentative texts among senior high school students. Data were collected from 125 twelfth-grade students across four public schools in Padang City using a reading comprehension test and a self-efficacy questionnaire. To enrich the quantitative findings, brief follow-up interviews were conducted with selected participants. Statistical analysis using simple linear regression revealed that reading self-efficacy significantly contributed 9.83% to students’ reading comprehension scores, indicating a modest but meaningful relationship (p 0.05). Qualitative data supported this finding, showing that students’ perceptions of personal progress, emotional responses, peer comparison, and strategy use shaped their self-efficacy. Students with high self-efficacy reported greater persistence and more effective reading strategies, while those with lower self-efficacy expressed anxiety and limited engagement with text content. The findings suggest that while reading self-efficacy does not fully predict comprehension outcomes, it plays a crucial motivational role, particularly when students face cognitively demanding texts. The results underscore the importance of fostering self-belief alongside strategy instruction in reading classrooms. Given the limited geographic scope, future research should include broader populations and additional variables to enhance generalizability.
Enhancing Pancasila Education Through Flipbook-Based Digital Comics: A Learning Media Innovation for Fifth-Grade Students Nisa, Nila Rosma Nafisatun; Junaedi, Akhmad
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): In Progress December
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i4.7282

Abstract

Teaching Pancasila Education in the digital era presents challenges, particularly in conveying abstract concepts to Grade V elementary school students who are in the concrete operational stage of cognitive development. To address this issue, innovative and engaging learning media are needed. This study aimed to develop and evaluate flipbook-based digital comic media to enhance student learning outcomes in Pancasila Education at SDN 04 Paduraksa Pemalang. A modified Borg and Gall Research and Development (RD) model was employed, consisting of eight systematic stages, from problem identification to product testing. The development process included expert validation and user testing on two scales: a small group of 6 students and a larger group of 22 students. The media received high feasibility ratings from both material experts (85%) and media experts (93.73%), placing it in the "very good" category. Student and teacher response questionnaires showed very positive feedback, with satisfaction scores of 87% and 95%, respectively. Learning outcomes improved significantly, with the average pretest score increasing from 51.59 to 86.14 in the posttest. The calculated N-Gain score of 0.73 indicates a “moderately effective” level of improvement. The flipbook-based digital comic effectively integrates narration, visuals, and animation to simplify abstract Pancasila concepts, making them more accessible and engaging for elementary students. These findings suggest that this media provides a practical and enjoyable alternative to traditional learning methods, contributing to improved educational outcomes in civic education.
Cultural and Pragmatic Aspects of Compliment Responses: A Study of Indonesian EFL Learners Sylvia, Merry; Zainil, Yetti
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): In Progress December
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i4.7105

Abstract

Compliment responses play a vital role in academic communication as indicators of pragmatic competence and cultural values. In multilingual contexts such as English and Minangkabau, they further reflect how students negotiate cultural identity through language use. This study examined university students’ compliment responses in English and Minangkabau using Searle’s (1969) speech act theory—focusing on expressive acts—and Chung’s (2010) classification of strategies: acceptance, amendment, non-acceptance, and combination. A descriptive qualitative approach was employed. Data were collected through a Discourse Completion Test (DCT) administered to 20 participants and follow-up interviews with 10 of them to explore the reasoning behind their choices. Analysis revealed that students used ten distinct strategies across both languages. The acceptance strategy, particularly through appreciation tokens, was most frequently employed, accounting for 66.7% of responses in English and 52.9% in Minangkabau. These results suggest that while students tended to accept compliments, they also adapted their responses to align with sociocultural expectations in each language. The findings indicate that students’ pragmatic competence is shaped by both linguistic proficiency and cultural norms. Their bilingual practices reflect an effort to balance modesty with acknowledgment, reinforcing their cultural identity in communicative exchanges. Integrating cultural awareness into English as a Foreign Language (EFL) instruction is essential to develop learners’ pragmatic competence and promote effective intercultural communication.
Integration of APOS, RME, and Digital Learning: A Strategic Model to Enhance Computational Thinking Trisnawati, Trisnawati; Sutiarso, Sugeng; Firdaus, Rangga; Yunarti, Tina
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): In Progress December
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i4.8695

Abstract

Computational Thinking (CT) is essential for 21st-century problem-solving but remains underdeveloped in abstract mathematics courses like linear algebra. This study addresses the gap by integrating APOS theory, Realistic Mathematics Education (RME), and digital tools into a strategic learning model to enhance CT and conceptual understanding. A Design-Based Research (DBR) approach was employed to develop, implement, and evaluate the model with 73 first-year university students enrolled in a linear algebra course at Institut Bakti Nusantara. Participants were grouped by class section into experimental (APOS–RME–digital integration) and comparison (conventional digital instruction) groups. Data were collected through pre-post CT assessments, classroom observations, surveys, and learning analytics. Students in the experimental group showed significantly higher gains across five CT components—abstraction, decomposition, algorithmic design, evaluation, and generalization—compared to the control group, with medium to large effect sizes. Improved conceptual understanding of vectors and linear transformations was also observed. Learners reported high usability and perceived instructional value, particularly in contextual and interactive tasks. Implementation challenges related to digital access and skills were mitigated through structured onboarding and offline resources. The findings demonstrate that a well-integrated APOS–RME digital model can systematically develop CT and mathematical understanding. High engagement and usability support its practical viability in higher education settings. This model offers a scalable, theory-informed framework for digital mathematics instruction. Future research should explore long-term impacts, equity strategies, and cross-institutional adoption to further enhance its applicability and sustainability.
The Role of Adversity Quotient in Shaping Academic Resilience among Junior High School Students in Kisaran Timur Rahmadani, Elfira; Armanto, Dian; Sitompul, Pardomuan; Syafitri, Ely
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): In Progress December
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i4.8088

Abstract

This study investigates the distribution and characteristics of the Adversity Quotient (AQ) among junior high school students in Kisaran Timur, Indonesia, within the framework of the Merdeka Curriculum, which emphasizes character education. AQ, based on Stoltz’s CORE model—Control, Ownership, Reach, and Endurance—reflects students' capacity to respond to academic and personal challenges. Regional data on AQ in semi-urban settings remain limited, hindering context-specific educational interventions. A quantitative descriptive approach was employed, involving 1,046 Grade VII students from four public junior high schools. Data were collected using a culturally adapted and validated version of the Adversity Response Profile questionnaire. AQ profiles were analyzed using descriptive statistics based on both categorical classification (Climber, Camper, Quitter) and CORE indicators. Findings revealed varying AQ profiles across schools. SMPN 7 had the highest percentage of Climbers (60%), while SMPN 3 had the highest percentage of Quitters (25%). Across all schools, Control and Endurance scores were relatively high, while Ownership and Reach were consistently lower, indicating weaker skills in accountability and limiting the impact of adversity. School-level factors—such as teaching style, peer support, and access to guidance—emerged as influential. The data highlight that student resilience is shaped not only by individual traits but also by the school environment. These findings support the integration of AQ data into targeted character education strategies. AQ-informed interventions such as mentoring, teacher training, and reflective practices can enhance students' resilience and support the goals of the Merdeka Curriculum.
Revitalizing Jawi Script Literacy through Traditional Islamic Education: A Case from Indonesia Gafur, Abdul; Berlian, Zainal; Rochmiatun, Endang
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): In Progress December
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i4.7647

Abstract

The Jawi script, a traditional Arabic-based script historically used in Southeast Asia, is a unique characteristic of written communication in Indonesian Islamic boarding schools and constitutes a valuable cultural heritage that requires preservation. This study investigates the management of Jawi script instruction—covering planning, organization, implementation, and evaluation—at the Nurul Islam Seribandung Islamic Boarding School. Employing a qualitative descriptive design with a phenomenological approach, data were collected through observations, interviews, and documentation. The analysis followed three stages: data reduction, data presentation, and conclusion drawing. The findings reveal several challenges in the current management of Jawi script learning. In terms of planning, the script is not taught as a standalone subject but is embedded within general Islamic lessons using Javanese script, resulting in a lack of structured curriculum. The organizational aspect shows some progress, with task delegation among staff members in place. However, the implementation stage lacks a formal lesson plan or standardized teaching materials specifically dedicated to Jawi script. The evaluation process is present but only conducted at the end of the semester, limiting continuous assessment and feedback opportunities. This study underscores the need for a more structured and systematic approach to Jawi script instruction to ensure its sustainability and effective transmission to future generations. Strengthening instructional planning and integrating Jawi as a distinct subject could enhance both learning outcomes and cultural preservation efforts.
Islamic Education in Preserving Mental Health Based on the Qur’an in the Contemporary Era Imamah, Ernawati Sulhatul
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): In Progress December
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i4.8390

Abstract

Islamic education is a holistic framework grounded in the Qur’an and Hadith, aiming not only to transmit knowledge but also to cultivate values, ethics, and spiritual awareness. Mental health—defined as the optimal functioning of one’s emotional and psychological potential—is increasingly relevant in educational contexts. Integrating Qur’anic principles may offer meaningful responses to contemporary mental health issues such as anxiety, stress, low self-esteem, and emotional imbalance. This study employed a qualitative library research method, using textual analysis of books, scholarly journals, and classical Islamic sources. Content analysis was applied to identify Qur’anic verses and their interpretations (tafsīr) that address aspects of mental health. The findings reveal that Qur’anic values—such as ṣabr (patience), tawakkul (trust in God), dhikr (remembrance of God), prayer, gratitude, and inner peace—serve as key psychological resources. These principles contribute to emotional regulation, resilience, and self-awareness, offering spiritual and practical strategies for mental well-being. Islamic education, when integrated with Qur’anic spiritual teachings, can significantly support students’ mental health. The study suggests that schools implement Qur’an-based counseling programs and embed Islamic psychological values within the curriculum. Additionally, training for Islamic education (PAI) teachers should include components of Qur’anic psychology to enhance their role in guiding students through emotional challenges.

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