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[Empowering the Educational Ecosystem: A Humanistic Approach to Principal Supervision in Vocational Schools ]]>
<![CDATA[Gugun Gunadi]]>;
<![CDATA[Teguh Prasetyo]]>;
<![CDATA[Radif Khotamir Rusli]]>;
<![CDATA[Zahra Khusnul Lathifah]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): DECEMBER 2025 ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v17i4.8762
<![CDATA[Principal supervision in Indonesian vocational high schools (SMKs) often remains administrative and compliance-oriented, limiting teacher development and fostering a disempowering educational environment. This study reconceptualizes supervision through a humanistic lens, emphasizing empowerment over control, based on Carl Rogers’ person-centered philosophy. A mixed-methods approach was employed, combining quantitative and qualitative techniques. The study surveyed 160 certified principals from vocational schools in Bogor Regency, Indonesia, using validated instruments measuring servant leadership, principal personality (Big Five traits), organizational climate, and organizational culture. Quantitative data were analyzed using path analysis within a structural equation modeling (SEM) framework. Subsequently, the SITOREM (Scientific Identification Theory for Conducting Operations Research on Education Management) technique was used to prioritize areas for supervisory improvement through expert judgment. All four variables showed significant positive effects on supervision effectiveness. Principal personality had the strongest direct effect (β = 0.363), followed by organizational climate (β = 0.300), servant leadership (β = 0.273), and organizational culture (β = 0.181). SITOREM analysis identified key areas for improvement, including enhancing collaborative supervision practices and strengthening principals' emotional stability and social engagement. Findings highlight the centrality of principal personality and a supportive school climate in empowering teachers. The study introduces the POP-SDM model—a humanistic, data-driven framework for optimizing supervision practices. This model offers a scalable solution for fostering professional autonomy, psychological safety, and self-actualization among educators, ultimately enhancing student outcomes and the broader educational ecosystem.]]>
<![CDATA[Integration of Da'wah-Based Curriculum to Build Progressive Spirituality and Character in Indonesian Islamic Education ]]>
<![CDATA[Syamsu T]]>;
<![CDATA[A Rizal]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): DECEMBER 2025 ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v17i4.7415
<![CDATA[This study investigates the role of da'wah in enhancing spirituality as a foundation for developing progressive character traits—such as integrity, responsibility, and social awareness—within the community of Sidenreng Rappang Regency, South Sulawesi. It explores how spiritual development through Islamic preaching can lead to positive individual and collective transformation. A qualitative approach was employed, utilizing interviews, field observations, and literature reviews to gather data on local da'wah practices and their impact on community values. Key informants included religious leaders, community members, and local officials involved in spiritual and social initiatives. Findings reveal that effective da'wah activities significantly contribute to increased personal spirituality and community cohesion. Approximately 80% of participants reported noticeable positive changes in attitudes and behaviors following sustained engagement with da'wah-based programs. These changes included stronger ethical awareness, enhanced social responsibility, and a greater sense of communal harmony. The results suggest that da'wah serves not only as a religious practice but also as a transformative social instrument. By embedding Islamic values into everyday life, da'wah fosters a spiritual environment that supports the formation of progressive character traits. This underscores its strategic role in building a socially conscious and morally grounded society in Sidenreng Rappang. Da'wah plays a critical role in spiritual and character development, making it an essential element in promoting holistic societal progress.]]>
<![CDATA[Examining the Impact of Classroom Management, Resource Utilization, and Teaching Strategies on Academic Success in History Education: The Role of Self-Efficacy as a Moderator ]]>
<![CDATA[Bety D.S. Hetharion]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): DECEMBER 2025 ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v17i4.6531
<![CDATA[Academic self-efficacy plays a critical role in students’ learning outcomes, yet its interaction with instructional variables in history education remains underexplored. This study investigates the influence of classroom management, instructional methods, and learning resource management on students' academic self-efficacy in Indonesian senior high school (SMA) history classes. Using a descriptive quantitative approach, data were collected from 100 randomly selected students representing diverse academic and socioeconomic backgrounds. A structured survey was used to gather data, which were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). Findings indicate that classroom management significantly impacts both academic self-efficacy and student performance in history. While academic self-efficacy positively influences students’ engagement and persistence, its moderating effect on the relationship between other variables was found to be statistically non-significant in some cases. Resource availability and instructional quality were also identified as key contributors to improved academic outcomes. The results underscore the importance of a well-managed and resource-rich classroom in fostering student motivation and achievement. Students with higher self-efficacy are more likely to enjoy learning, persevere in academic tasks, and participate actively in class. The study recommends that history educators adopt student-centered approaches—such as project-based learning, digital tools, and collaborative discussions—to enhance learners’ agency and interest. This research contributes to the literature by integrating four theoretical frameworks—Constructivist, Social Cognitive, Learning Resource, and Self-Determination Motivation theories—and highlights the relatively overlooked moderating role of academic self-efficacy in history education.]]>
<![CDATA[Challenges in Numeracy: The Role of Mathematics Anxiety in Shaping Eleventh-Grade Students’ Problem-Solving Abilities ]]>
<![CDATA[Tiara Citra Maharani Firdaus]]>;
<![CDATA[Sanusi Sanusi]]>;
<![CDATA[Swasti Maharani]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): DECEMBER 2025 ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v17i4.5550
<![CDATA[This study investigates the learning barriers experienced by eleventh-grade high school students in solving mathematics problems related to numeracy literacy, with particular attention to their levels of mathematics anxiety. Numeracy literacy is essential for students to apply mathematical concepts in real-life contexts; however, many struggle due to cognitive and emotional challenges. Using a qualitative research design, data were collected through classroom observations, semi-structured interviews, and analysis of student work. Participants were selected purposively from a public high school, ensuring variation in performance and reported anxiety levels. The findings reveal that students commonly face difficulties in understanding foundational mathematical concepts, such as fractions, algebraic operations, and data interpretation from tables or graphs. Many also demonstrate limited ability to connect mathematical problems with real-world applications, such as calculating percentages in discounts or interpreting statistical information. Moreover, students struggle to identify relevant information and apply appropriate problem-solving strategies. These barriers are strongly linked to mathematics anxiety, which is evident through behaviors such as hesitation, avoidance, and reduced confidence during numeracy tasks. High-anxiety students often experience deeper conceptual misunderstandings and exhibit less persistence in solving problems. The results suggest that effective instructional approaches should not only address conceptual gaps but also incorporate emotional support to reduce anxiety and improve engagement. Future research is recommended to develop and test targeted interventions aimed at overcoming both cognitive and affective barriers in mathematics learning.]]>
<![CDATA[Enhancing Scientific Writing Proficiency Through the Problem-Based Learning Model: A Novel Approach in Academic Education ]]>
<![CDATA[Erda Wati]]>;
<![CDATA[Gunawan Suryoputro]]>;
<![CDATA[Ade Hikmat]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): DECEMBER 2025 ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v17i4.5930
<![CDATA[Writing scientific papers is a critical academic skill that students must develop to express ideas derived from observation, research, or analysis in a structured and methodical manner. However, students often face challenges in mastering this skill. This study investigates the effectiveness of the Problem-Based Learning (PBL) model in improving students’ ability to write scientific papers. The research employed Classroom Action Research (CAR), implemented in two cycles at MA Mizanul Ulum YW UMI Sanrobone. Each cycle followed the stages of planning, implementation, observation, and reflection. The study involved student participants who were observed through activity sheets and assessed through writing assignments. Data were analyzed using both qualitative and quantitative descriptive techniques. Findings indicate a notable improvement in students' scientific writing performance after the implementation of the PBL model. In Cycle I, the average student score was 64, indicating that most had not yet met the minimum competency standard. After refining the instructional approach in Cycle II, the average score increased significantly to 81, demonstrating that all students achieved the required level of competence. The results suggest that the PBL model fosters student engagement and enhances their ability to develop and organize scientific content effectively. By actively involving students in problem-solving tasks, the model promotes deeper understanding and better writing outcomes. Implementing the PBL approach significantly improved students’ scientific writing skills and learning outcomes. This model is recommended for broader application in similar educational settings.]]>
<![CDATA[Improving Speaking Ability through Memorization Method and Language Learning: An Action Research ]]>
<![CDATA[Anis Setiyanti]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): DECEMBER 2025 ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v17i4.7038
<![CDATA[Many students in higher education face persistent challenges in English speaking proficiency, often due to limited vocabulary, grammar knowledge, and fluency. This study aimed to improve students’ English speaking skills through the application of the memorization method supported by mobile-assisted language learning. This action research employed the Kemmis and McTaggart model, which includes four cyclical stages: planning, action, observation, and reflection. The research involved fourth-semester students in the Islamic Education Study Program at Muhammadiyah University Jakarta. A mixed-methods approach was used, incorporating both qualitative data (from observations and interviews) and quantitative data (from pre-cycle and three subsequent cycle tests). Data were analyzed using descriptive statistics and thematic interpretation. The results showed progressive improvement in students’ speaking performance across all cycles. In the pre-cycle phase, students’ average scores fell into the unsatisfactory category. These increased to moderately satisfactory in Cycle 1 and Cycle 2, and reached the satisfactory category in Cycle 3, with an average score of 81%. Students demonstrated notable gains in pronunciation, vocabulary, grammar usage, and fluency. Additionally, the integration of mobile devices for memorization practice enhanced engagement and accessibility in learning. The findings suggest that the memorization method, when combined with mobile learning tools, can significantly enhance students' English speaking ability. This approach offers a practical pedagogical strategy to address common barriers in speaking skills among EFL learners.]]>
<![CDATA[Enhancing Junior High School Students' Digital Advertisement Writing through Book Creator: A Quasi-Experimental Study ]]>
<![CDATA[Eka Malinda Rahmawati]]>;
<![CDATA[Khaerudin Kurniawan]]>;
<![CDATA[Isah Cahyani]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): DECEMBER 2025 ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v17i4.7795
<![CDATA[Developing students' ability to write effective digital advertisement texts is crucial in today's media-rich environment. This study explores the impact of the Book Creator application on enhancing junior high school students’ digital advertisement writing skills. A quasi-experimental design with a pretest-posttest control group was employed. The participants included 60 eighth-grade students who were randomly assigned to either the experimental group, which received instruction using the Book Creator app, or the control group, which followed traditional teaching methods. A validated writing skills test was used to measure students’ performance before and after the intervention. Data were analyzed using tests of normality, homogeneity, paired t-tests, and independent t-tests. Findings revealed a significant improvement in the post-test scores of the experimental group (M = 87.70) compared to the control group (M = 75.27), with a mean difference of 12.43 (t = 7.268, p 0.001). The experimental group demonstrated enhanced ability in constructing persuasive, well-structured, and visually supported digital advertisements. The results suggest that integrating Book Creator into writing instruction supports the development of digital writing competencies, including creativity, structure, and multimedia integration. The study highlights the potential of digital tools to foster digital literacy and engagement among junior high school learners.]]>
<![CDATA[Fostering Inclusivity through Constructivist Learning on AIK Studies for Non-Muslim Students at Muhammadiyah University of Mataram ]]>
<![CDATA[Palahuddin Palahuddin]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): DECEMBER 2025 ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v17i4.6798
<![CDATA[This study investigates the implementation of a constructivist learning model in Al-Islam and Kemuhammadiyahan (AIK) courses for non-Muslim students at the University of Muhammadiyah Mataram (Ummat). The research addresses how AIK lecturers apply constructivist approaches to promote inclusive and meaningful learning experiences for students from diverse religious backgrounds. A qualitative approach was employed using literature review, direct observation, and in-depth interviews. Data were gathered from five key informants selected through purposive sampling. The analysis followed Miles and Huberman’s interactive model, encompassing data reduction, data display, and conclusion drawing, with reasoning based on inductive and deductive methods. Findings reveal that AIK instruction for non-Muslim students at Ummat is grounded in an integrative-interconnective paradigm. The application of constructivist learning strategies fosters critical, analytical, collaborative, and communicative skills among students. Moreover, it cultivates values of inclusivity, tolerance, moderation, and peace. These outcomes suggest that constructivist pedagogy not only enhances academic competencies but also contributes to social cohesion in a multicultural educational environment. The study highlights the potential of AIK education to bridge interfaith understanding and reinforce unity in diversity.]]>
<![CDATA[Application of Programming Algorithms to Support Computational Thinking in Children with Autism Spectrum Disorder ]]>
<![CDATA[Zsalzsa Puspa Alivia]]>;
<![CDATA[Jaja Kustija]]>;
<![CDATA[Lala Septem Riza]]>;
<![CDATA[Anne Hafina]]>;
<![CDATA[Munir Munir]]>;
<![CDATA[Wahyudin Wahyudin]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): DECEMBER 2025 ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v17i4.8489
<![CDATA[Children with Autism Spectrum Disorder (ASD) often experience challenges in logical reasoning and problem-solving, which can hinder their computational thinking (CT) development. This study aimed to examine the effectiveness of programming algorithm-based learning media in enhancing CT skills among children with ASD during Phase C informatics learning. A mixed-method approach combining Design-Based Research (DBR) and Single Subject Research (SSR) was employed. The study involved three children with ASD enrolled at SD BPI Bandung. The DBR process consisted of four stages: needs analysis, media design, development, and implementation. The intervention was conducted through an SSR design with three phases—Baseline 1 (A1), Intervention (B), and Baseline 2 (A2)—to assess changes in CT performance. All participants demonstrated notable improvements in CT skills following the intervention. For example, Participant KA’s score increased from 20% to 60%, KZ’s from 30% to 60%, and SB’s from 20% to 45%. The results indicated consistent upward trends and stable retention during the post-intervention baseline phase, suggesting that the programming algorithm learning media effectively enhanced computational thinking abilities. The findings support the use of structured, technology-assisted learning to promote CT in children with ASD. However, the small sample size limits generalizability, and future studies should include larger, more diverse participants. The study underscores the importance of developing adaptive, inclusive learning media that accommodate individual cognitive and sensory needs.]]>
<![CDATA[Designing A Culture-Based Learning Model for Sustainability: Regional Contextualization Using SEA-PLM Indicators in Indonesia and Malaysia ]]>
<![CDATA[Yadi Kusmayadi]]>;
<![CDATA[Wulan Sondarika]]>;
<![CDATA[Yat Rospia Brata]]>;
<![CDATA[Soni Ramdani]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): DECEMBER 2025 ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v17i4.8812
<![CDATA[Improving the quality of basic education in ASEAN remains challenging despite widespread teacher training initiatives. Reports from UNESCO and ASEAN (2016–2025) highlight the lack of contextualization in educational programs, leading to weak implementation of Education for Sustainable Development (ESD) in classrooms. This study employed an Educational Design Research (EDR) approach to develop a conceptual model of culture-based learning in harmony with nature. The research was conducted in two phases. Phase 1 involved a comparative analysis of Indonesia’s Kurikulum Merdeka and Malaysia’s KSSR Semakan 2017, combined with classroom observations and interviews at two culturally significant primary schools: SD Model Aulady (Ciamis, Indonesia) and Sekolah Kebangsaan Sikuati (Sabah, Malaysia). Phase 2 focused on designing and validating a conceptual prototype integrating local wisdom—Kagaluhan (Indonesia) and Sumuku–Tagal (Malaysia)—into the SEA-PLM framework. Findings from Phase 1 revealed shared challenges, including limited pedagogical readiness, inadequate infrastructure, and weak integration of cultural and environmental content. In Phase 2, the resulting model successfully mapped local values into the four SEA-PLM domains: interconnectedness, environmental sustainability, equity and peace, and active global citizenship. The model was further supported with thematic learning materials and contextualized literacy assessments. The study demonstrates that regional contextualization through local wisdom can enhance the relevance and effectiveness of ESD implementation. The proposed model contributes to SDG 4 (Quality Education) by promoting a culturally grounded, student-centered, and sustainability-focused pedagogy for primary education across ASEAN.]]>
