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
3,320 Documents
<![CDATA[Determinants of Teachers' Technology Adoption in Yogyakarta Classrooms: Exploring the Role of Skills, Infrastructure, and Leadership Policies ]]>
<![CDATA[Martina Sunartiningsih]]>;
<![CDATA[Udik Budi Wibowo]]>;
<![CDATA[Muh. Saidil Ikhwan]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 17, No 2 (2025): JUNE 2025 ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v17i2.6757
<![CDATA[This study explores the factors influencing teachers' ability to integrate technology in classroom instruction, specifically within schools in Yogyakarta. As digital tools become integral to education, understanding these factors is essential to supporting effective technology adoption in teaching practices. A qualitative case study approach was employed, involving six teachers from three schools in Yogyakarta selected through purposive sampling. Data were gathered using semi-structured interviews and document analysis. The research process included participant selection, instrument validation, and thematic data analysis to identify patterns related to technology integration challenges and strategies. The findings reveal three primary factors affecting technology use among teachers: (1) teachers’ knowledge and digital skills, (2) availability of infrastructure and technical support, and (3) school principals' policies and leadership. These elements significantly influenced teachers' confidence and motivation to utilize technology effectively in their teaching. The results underscore the need for continuous professional development, equitable access to technological infrastructure, and strong, supportive leadership to promote a tech-enabled educational environment. These factors collectively shape teachers’ readiness and willingness to adopt digital tools. To foster more effective technology integration in classrooms, stakeholders must prioritize teacher training, improve infrastructure, and encourage proactive leadership. Future research could expand on this study by comparing urban and rural school settings to examine contextual differences in teachers’ perceptions and experiences with educational technology.]]>
<![CDATA[Metacognitive Identification in Solving Mathematics Problems of Junior High School Students ]]>
<![CDATA[Budi Murtiyasa]]>;
<![CDATA[Oryza Riana Anggraini]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 14, No 4 (2022): AL-ISHLAH: Jurnal Pendidikan ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v14i4.1808
<![CDATA[This study aims to identify the metacognitive level of students in solving mathematical problems. This research is a descriptive research with a qualitative approach. The subjects in this study were students of class VII a total of 65 students. Data collection techniques in the form of tests and documentation. The data analysis technique is done by reducing the data, presenting the data and drawing conclusions. The results showed that overall students who had high metacognitive abilities were 14%, while students who had moderate metacognitive abilities were 51% and students who had low metacognitive abilities were 35%. Most students with high metacognitive abilities have used their abilities well. While students with moderate metacognitive abilities only a few students who have used their metacognitive abilities. Students with low metacognitive abilities have not used their metacognitive abilities in solving mathematical problems according to the polya stage. ]]>
<![CDATA[Development and Validation of an Evaluation Instrument for the Industrial Field Practice Program in Informatics Engineering at Universitas Putra Indonesia YPTK Padang ]]>
<![CDATA[Renny Permata Saputri]]>;
<![CDATA[Fahmi Rijal]]>;
<![CDATA[Muhammad Giatman]]>;
<![CDATA[Ambiyar Ambiyar]]>;
<![CDATA[Krismadinata Krismadinata]]>;
<![CDATA[Nurhasan Syah]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): DECEMBER 2025 ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v17i4.8022
<![CDATA[Industrial Field Practice (PLI) is essential in vocational education, bridging academic learning with real-world industry experience. However, evaluating its effectiveness often lacks standardized and validated instruments, particularly in Informatics Engineering programs. This study aims to develop and validate an evaluation instrument for the PLI Program at Universitas Putra Indonesia YPTK Padang. The instrument was constructed using Stake’s Countenance Evaluation Model, which includes three components: antecedents, transactions, and outcomes. A total of 80 items were initially developed through literature review and expert consultation. Content validation was conducted using the Aiken’s V formula, involving three experts in vocational education evaluation. Items with V 0.8 were considered valid. Of the 80 items developed, 70 met the content validity criteria and were deemed valid, while 10 required revision based on expert feedback. Valid items measured aspects such as student readiness, supervision quality, task relevance, use of technology, work ethics, technical skills, soft skills, and final project outcomes. Each item was aligned with industrial expectations and educational standards. The results demonstrate that the developed instrument has strong content validity and provides a comprehensive framework for evaluating PLI implementation. It supports quality assurance and continuous improvement in vocational education. The instrument can be adapted by other institutions for similar programs in different fields.]]>
<![CDATA[Inclusive Islamic Education in Indonesia: Challenges, Theological Foundations, and Institutional Reform ]]>
<![CDATA[Nur Afif]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 17, No 3 (2025): SEPTEMBER 2025 ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v17i3.7650
<![CDATA[Inclusive education remains a global challenge, particularly within faith-based institutions where religious values can both enable and inhibit inclusive practices. In Islamic education, principles such as rahmatan lil-‘alamin (mercy for all creation) and ‘adl (justice) offer a theological foundation for inclusivity. However, practical implementation often lags behind these ideals. This study investigates the challenges and opportunities of inclusive education in an Islamic schooling context through a case study at MA Jam’iyyah Islamiyyah in South Tangerang. A qualitative descriptive design was employed, involving classroom observations, document analysis, and semi-structured interviews with school leaders, teachers, and students with disabilities. Thematic analysis was used to identify patterns and barriers. Findings reveal persistent structural and pedagogical challenges, including limited institutional awareness of inclusion, inadequate teacher training, inaccessible facilities, and social segregation of students with disabilities. Although stakeholders express ethical commitment to Islamic values of compassion and justice, these values are often not operationalized in classroom practices or institutional policies. The study highlights the gap between theological ideals and educational realities in Islamic schools. It proposes a multi-level reform framework integrating Islamic ethical principles with inclusive pedagogical strategies, policy alignment, and teacher development. This framework positions inclusive education as both a spiritual obligation and a professional standard within Islamic schooling. By offering a contextual Islamic model for inclusive education, the study contributes to the broader discourse on equity and faith-based schooling. Further research is needed to expand the model across diverse Islamic educational settings.]]>
<![CDATA[Developing of Learning Strategy PQ4R in Short Story Writing Learning ]]>
<![CDATA[Siti Ansoriyah]]>;
<![CDATA[Reni Oktaviani]]>;
<![CDATA[Zahira Nur Arifah]]>;
<![CDATA[Fani Kania]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 14, No 4 (2022): AL-ISHLAH: Jurnal Pendidikan ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v14i4.2183
<![CDATA[The purpose of the study was to develop a PQ4R learning strategy for learning to write short stories for junior high school students in Jakarta. The method used R and D through the ADDIE model. Data were taken using observation, learning to write results and questionnaires. Data analysis was carried out through expert and peer assessment. The results of the study concluded that in the sixth step, discussion activities were added to discuss the results of short story writing and the peer assessment process. This strategy also had a positive impact on writing enthusiasm, increasing reading comprehension through reading activities in the third step. Students were also able to collaborate in developing short story writing. So, this research had implications for understanding the development of learning strategies that must be designed according to the character and needs of students and the learning objectives to be achieved. This model can be used in short story writing in class.]]>
<![CDATA[Visual Culture-Based Learning for K-2 Children in Bandung: A Relevant Implementation Study ]]>
<![CDATA[Mohamad Helmi Ismail]]>;
<![CDATA[Nurul Hidayah]]>;
<![CDATA[Ririn Despriliani]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 16, No 4 (2024): AL-ISHLAH: JURNAL PENDIDIKAN ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v16i4.5527
<![CDATA[Early Childhood Education (ECE) often lacks integration of visual arts, which are critical for fostering holistic development and promoting children’s engagement as active citizens in their communities. This study addresses the relevance of a visual arts-based learning model in kindergarten education. Employing a descriptive case study with an embedded single-case design, the study examines the integration of visual culture in the curriculum of a second-grade kindergarten class. Grounded analysis and pattern matching techniques were utilized to assess the learning model's relevance. The findings indicate that the visual culture-based learning model aligns with the developmental needs of K-2 students, addressing both cognitive and socio-emotional growth. The model facilitates an inclusive approach that enhances the overall kindergarten learning experience. The theoretical model developed through this study provides foundational insights for further research in the underexplored area of visual arts in ECE. It challenges traditional views that often regard visual arts-based learning as problematic at this level, offering a reconceptualization that aligns with children's developmental needs. This research underscores the necessity of integrating visual arts into kindergarten education, providing an empirical basis for future studies and reconsidering current pedagogical practices. The constructed model serves as both a practical framework and a theoretical contribution to early childhood education literature.]]>
<![CDATA[Politics and Implementation Challenges in Indonesia's Curriculum Policy Transformation ]]>
<![CDATA[Alhamuddin Alhamuddin]]>;
<![CDATA[Andi Murniati]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 17, No 2 (2025): JUNE 2025 ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v17i2.6452
<![CDATA[Curriculum reform in Indonesia is shaped by complex political, social, and economic dynamics. This study investigates how political factors influence curriculum changes, identifies challenges in implementation, and offers recommendations for more effective and inclusive development. A mixed-methods approach was used, combining a literature review of relevant policy documents and previous research with a teacher-focused survey. The survey explored educators’ perspectives on the practical challenges of implementing curriculum reforms. Findings indicate that curriculum change in Indonesia is heavily influenced by political interests, including those of government bodies, political parties, and community leaders. Implementation challenges are pronounced, with disparities in regional infrastructure and educational resources, insufficient teacher readiness, and frequent policy shifts. Moreover, limited public involvement in the curriculum development process contributes to resistance, particularly in areas sensitive to cultural and social norms. The study highlights that without inclusive stakeholder participation and stable policy environments, curriculum reforms risk inefficiency and rejection at the grassroots level. Teachers often lack the support and resources necessary for effective implementation. To address these challenges, curriculum development must prioritize inclusive collaboration, equitable distribution of educational resources, and consistent teacher training. Ongoing evaluation and adaptable policy design are essential to align the curriculum with societal changes while maintaining educational stability.]]>
<![CDATA[The Effectiveness of Academic Supervision of Principal in Improving Distance Learning in Junior High School ]]>
<![CDATA[Ellyta Ellyta]]>;
<![CDATA[Murniati Murniati]]>;
<![CDATA[Nasir Usman]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 14, No 4 (2022): AL-ISHLAH: Jurnal Pendidikan ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v14i4.744
<![CDATA[Academic supervision is a process taken by the principal to assist teachers in increasing their ability to manage the effective learning. This study aims to determine the program, implementation, role of supervisors, supporting and inhibiting factors for the principal's academic supervision in improving online learning during the covid-19 period at SMPN 19 in Banda Aceh. The data collection techniques used were observation, interview, and documentation study. The research subjects were school principals and teachers. The data analysis used was reduction techniques, data presentation, data interpretation and data verification. The results showed that: the effectiveness of the implementation of academic supervision of school principals in the Covid-19 pandemic at SMPN 19 Percontohan in Banda Aceh was seen from : (1) The planning for the academic supervision of school principal is conducted by cooperating with all education stakeholders in providing quality education as determined by all parties, including teachers and school principal. (2) The implementation of the academic supervision of the principal is conducted by seeing the teacher perform the distance learning and offline learning through lesson planning which includes competency standards, basic competencies, indicators of success, and teaching materials, the presentation of fun material, the use of appropriate methods, the existence of media to support the learning process and assignments that are able to measure all student abilities. (3) The principal provides guidance, direction, and guidance to teachers who still have weaknesses and deficiencies in managing learning; (4) The supporting factors for academic supervision are the high of teacher awareness, good teacher perceptions of academic supervision, and motivation / support from parents to students.]]>
<![CDATA[Exploring Global Research on Fashion Pattern Innovation through Computer-Aided Design: A Bibliometric Approach ]]>
<![CDATA[Widi Aliffa Izzara]]>;
<![CDATA[Ernawati Ernawati]]>;
<![CDATA[Weni Nelmira]]>;
<![CDATA[Muhammad Giatman]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): DECEMBER 2025 ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v17i4.7909
<![CDATA[The fashion industry is undergoing a digital transformation, particularly in patternmaking, where traditional methods face limitations in efficiency, precision, and scalability. Computer-Aided Design (CAD) has emerged as a key technology, yet global research on CAD-based fashion pattern innovation remains fragmented and underexplored. This study adopts a bibliometric approach using the PRISMA protocol to systematically analyze 124 Scopus-indexed publications from 2000 to 2024. Analytical tools such as Biblioshiny (R Studio) and Microsoft Excel were employed to map research trends, contributors, citation impact, and thematic developments. Findings indicate a moderate annual growth rate of 1.7% in publications. China, the United States, and France are the most active contributors, with journals like Computer-Aided Design and Applications serving as primary outlets. Highly cited studies emphasize virtual simulation, 3D editing, and anthropometric modeling. Co-occurrence analysis reveals dominant themes such as CAD, fashion design, virtual reality, and automation, indicating strong interdisciplinary convergence. This study contributes by mapping two decades of research, identifying global collaboration patterns, and highlighting emerging topics. The results offer practical implications for curriculum development, research prioritization, and digital innovation in the fashion industry. Despite limitations in data scope and sample size, the study establishes a foundational understanding of CAD’s role in pattern innovation and calls for broader data inclusion in future research.]]>
<![CDATA[Improving Pancasila and Citizenship Education Based on Android Digital Pocket Book for Grade VIII Students ]]>
<![CDATA[Ridho ApriliaNugraha]]>;
<![CDATA[Zuwirna Zuwirna]]>;
<![CDATA[Zelhendri Zen]]>;
<![CDATA[Rayendra Rayendra]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 17, No 1 (2025): MARCH 2025 ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v17i1.5320
<![CDATA[The integration of digital media in education is crucial for enhancing student engagement and learning outcomes. At SMP Negeri 14 Kerinci, outdated printed teaching materials that do not align with the current syllabus contribute to low student performance. To address this issue, this study develops and evaluates an Android-based digital pocket book for Pancasila Citizenship Education. The research follows the Research and Development (RD) approach using the ADDIE model, which includes Analysis, Design, Development, Implementation, and Evaluation. Validation was conducted by three experts specializing in media, materials, and language, assessing the application based on relevance, interactivity, language quality, and content. Practicality testing involved teachers and students, and effectiveness was determined through pretest-posttest comparisons. Validation results indicated high feasibility, with scores of 82 for media, 82 for materials, and 85 for language, all classified as “Very Good.” Practicality testing yielded scores of 98 from teachers and 96 from students, categorizing the application as “Very Practical.” Effectiveness analysis demonstrated significant improvements in student learning outcomes, as evidenced by pretest and posttest score differences and the achievement of classical completeness. The findings confirm that the digital pocket book is a viable and effective learning tool, enhancing students' understanding and engagement through multimedia features such as audio, video, images, and animations. This study provides an innovative digital learning solution with the potential to serve as a model for other educational subjects, contributing to the advancement of digital-based pedagogy.]]>
