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[Assessing Inclusive Education in Elementary Schools: Insight from the Merdeka Curriculum ]]>
<![CDATA[Kusuma Wijayanti]]>;
<![CDATA[Liftiah Liftiah]]>;
<![CDATA[Budiyono Budiyono]]>
<![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.v17i2.6417
<![CDATA[The implementation of inclusive education in Indonesian elementary schools, as mandated by Ministry of Education Regulation No. 48 of 2023, presents several critical challenges. This study aims to evaluate how inclusive education is being implemented within the Merdeka Curriculum, focusing on the effectiveness of accommodation services provided to students with special needs. A mixed-methods design was employed, utilizing the Context, Input, Process, and Product (CIPP) evaluation model. The research involved 43 inclusive elementary schools, with participants including 45 teachers, 24 principals, and a Disability Services Unit coordinator. Data collection methods included observations, documentation, in-depth interviews, questionnaires, and focus group discussions (FGDs). Findings reveal that the input aspect is the most suboptimal area of implementation. Only 7% of schools had teachers trained in inclusive education, 9% had accessible infrastructure, 9% employed Special Mentor Teachers, 19% received special funding allocations, 37% had modified teaching materials, and 58% implemented an adaptive curriculum. In contrast, the process component showed strong implementation, evidenced by the successful practice of differentiated learning and a supportive peer environment. The context and product dimensions were also considered satisfactory, particularly with noted improvements in the social-emotional development of students with special needs. The study highlights the urgent need for systemic improvements in the foundational resources required for inclusive education under the Merdeka Curriculum, particularly in training, infrastructure, and funding. Enhancing these inputs is essential to ensuring the long-term success and equity of inclusive educational practices.]]>
<![CDATA[Teachers’ Constraints in Organizing Learning Process for High School Students in Jambi ]]>
<![CDATA[Harbeng Masni]]>;
<![CDATA[Zuhri Saputra Hutabarat]]>;
<![CDATA[Herman Budiyono]]>
<![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.v14i4.1667
<![CDATA[The purpose of this study is to describe the constraints faced by high school teachers in Jambi in the students learning process. Those constrains are ranging from planning, implementing, to evaluating learning outcomes. The study was conducted in public high school in Jambi for 8 months. Subjects in this study are subject teachers, principals, supervisors, and supervisors. While the object of this research includes teacher learning documents and infrastructure facilities. This research uses qualitative approach and based on field study. It belongs to phenomenological research and includes descriptive research type. The data were collected using questionnaires, interview guides, observation guides, documentation, and portfolios. The result of the research reveals that public high school teachers in Jambi are experiencing difficulties in planning process of learning. Some hindrances found in the process of implementing student learning in the classroom are the large number of students in each class and the lack of supporting facilities and infrastructure. Whereas the hindrance in the process of evaluating student learning outcomes came from ineffective design qualities.]]>
<![CDATA[Narrative Structures and Emotional Intelligence in Short Stories and Folktales: A Children's Literature Perspective ]]>
<![CDATA[Liza Septa Wilyanti]]>;
<![CDATA[Yundi Fitrah]]>;
<![CDATA[Maizar Karim]]>;
<![CDATA[Hary Soedarto Harjono]]>
<![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.v17i4.8482
<![CDATA[This study explores the narrative structures and emotional intelligence content of short stories and folktales published in Bobo Magazine Edisi Koleksi Terbatas 50 Tahun: Cerpen Dongeng, with the aim of assessing their suitability as children’s literature. Employing a descriptive qualitative design, the research integrates structural and literary psychology approaches. Data were collected through purposive sampling of 13 texts, followed by close reading and note-taking techniques. Findings indicate that most stories follow a simple, linear narrative structure, with child or animal protagonists, familiar settings, and accessible language. Common themes include friendship, family affection, honesty, gender equality, and heroism—elements that align with the conventions of children’s literature. Structural analysis reveals that 8 out of 13 stories fully meet the criteria for children's literature. However, emotional intelligence analysis, based on Goleman's five dimensions (self-awareness, emotion regulation, self-motivation, empathy, and social skills), shows that only a few texts demonstrate all five components, while most focus primarily on emotional recognition and regulation. The study concludes that while these narratives structurally qualify as children’s literature, their representation of emotional intelligence remains limited. Given the educational value of emotional content in literature, the findings underscore the need for more intentional integration of emotional intelligence in children’s stories. The study is limited by its small corpus drawn from a single source and period (1993–2003). Future research should expand the corpus and explore alternative analytical approaches to deepen understanding of emotional intelligence in Indonesian children's literature.]]>
<![CDATA[Exploration of the Independent Curriculum: Information Technology Collaboration in Multidisciplinary Learning in Situbondo Regency Elementary Schools ]]>
<![CDATA[Dodik Eko Yulianto]]>;
<![CDATA[Vidya Pratiwi]]>;
<![CDATA[Reky Lidyawati]]>;
<![CDATA[Afif Amroellah]]>
<![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.v16i4.5552
<![CDATA[Curricula serve as structured learning guides, framing students' educational journeys from inception to completion. In response to evolving science and technology, curricula must adapt to maintain engagement and relevance. This study investigates challenges in implementing independent curricula, particularly the preparedness of teachers to adopt innovative teaching approaches. A qualitative descriptive approach was utilized, emphasizing detailed narratives over numerical data. Data were collected through direct observations, interviews, and documentation. The analysis followed Miles and Huberman's framework, encompassing data reduction, data presentation, and conclusion drawing. Findings revealed that the primary challenge in implementing an independent curriculum lies in ensuring teachers possess the necessary competencies and support. Effective implementation requires training in interactive teaching methodologies, a thorough understanding of curriculum applications, and the ability to assess student achievements comprehensively. The study highlights a critical need for capacity building among educators to bridge the gap between curriculum design and classroom application. Addressing these challenges involves targeted teacher training programs, resource allocation, and consistent institutional support to facilitate a seamless transition. The successful implementation of independent curricula hinges on equipping teachers with the required skills and resources. Future efforts should focus on developing professional development frameworks to ensure sustainable and effective curriculum adaptation.]]>
<![CDATA[Transformational Leadership and Organizational Health: Building Quality Management and Accreditation Excellence in Private Universities ]]>
<![CDATA[Arip Amin]]>;
<![CDATA[Diding Nurdin]]>;
<![CDATA[Suryadi Suryadi]]>;
<![CDATA[Uum Murfiah]]>;
<![CDATA[Tyagita Ayuningtyas]]>
<![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.v17i3.6641
<![CDATA[This study explores the influence of transformational leadership on organizational health and its implications for institutional accreditation quality management in private universities (PTS). In the context of global competition and the Fourth Industrial Revolution, leadership and organizational quality are crucial for higher education sustainability. A mixed-methods approach was employed, integrating quantitative data from structured questionnaires with qualitative insights through interviews. Respondents included lecturers and academic staff from private universities in West Java and Banten. Data analysis was conducted using Structural Equation Modeling (SEM) via SmartPLS to evaluate the relationships among variables. The findings demonstrate that transformational leadership significantly and positively influences both organizational health and the quality management of institutional accreditation. Key leadership dimensions—idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration—are instrumental in shaping a healthy academic environment. Moreover, organizational health acts as a mediating variable, enhancing the impact of leadership on accreditation outcomes through improved internal alignment, strategy execution, and organizational renewal. This study highlights the strategic role of transformational leadership in strengthening institutional quality frameworks. The integration of leadership and organizational health offers a practical paradigm for accreditation excellence. The findings are particularly relevant for resource-constrained private universities seeking competitive positioning in a globalized education landscape. Transformational leadership, supported by a healthy organizational environment, plays a critical role in advancing accreditation quality management in private universities. These insights offer theoretical and practical contributions to higher education leadership and quality assurance.]]>
<![CDATA[The Effectiveness of the Inquiry Model and Gender towards Critical Thinking Skills in the Mathematics Learning of Elementary School Students ]]>
<![CDATA[Afriya Mahdalena]]>;
<![CDATA[Yaswinda Yaswinda]]>;
<![CDATA[Hendra Syarifudin]]>;
<![CDATA[Firman Firman]]>
<![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.v14i4.1820
<![CDATA[Students gain knowledge only from the teacher's explanation and student books, so students have not been able to develop their critical thinking skills became the aims for this research to 1) explain the differences in critical thinking abilities of experimental and conventional group students; 2) the differences in critical thinking abilities of male and female students, and 3) interaction using mathematics learning model on students' critical thinking skills. The type of research used is the factorial design treatment by level 2x2 methods. In both classes, samples were applied with different treatments. The population is all second-grade students of SDN Sungai Geringging. Sampling was done by using the multistage random sampling technique. The data analysis technique used descriptive statistics to analyze and to describe the research data, and the inferential descriptive to analyze with a two-way ANOVA test. The research resulted that there are (1) differences in the critical thinking abilities of the experimental group students with the conventional group students of class II SD in Sungai Geringging; (2) differences in the critical thinking abilities of male and female students of class II SD, and (3) there is an interaction using the mathematical inquiry learning model on students' critical thinking skills of class II SD in Sungai Geringging.]]>
<![CDATA[Understanding Lecturer Performance Behavior: A Systematic Literature Review on the Role of Work Environment and Motivation ]]>
<![CDATA[Puput Puspito Rini]]>;
<![CDATA[Sudadio Sudadio]]>;
<![CDATA[Asep Muhyidin]]>
<![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.v17i4.7906
<![CDATA[Lecturer performance behavior plays a crucial role in enhancing the quality and effectiveness of higher education. While the work environment and motivation have been recognized as key influencing factors, their interactive effects remain underexplored in the literature. This study conducted a Systematic Literature Review (SLR) guided by the PRISMA 2020 framework, analyzing 75 peer-reviewed publications from 2015 to 2024. The literature was sourced from major academic databases including Scopus, Web of Science, Google Scholar, and the Indonesian national journal portal (Garuda). Inclusion criteria focused on studies examining lecturer performance behavior in relation to work environment and motivation within higher education contexts. Thematic synthesis revealed two dominant and interrelated factors: (1) the work environment—encompassing academic leadership, institutional support, organizational culture, and infrastructure; and (2) motivation—comprising intrinsic and extrinsic elements. Studies showed that lecturer performance is significantly enhanced when a supportive environment aligns with strong motivational drivers. Conversely, high motivation alone or favorable environments without corresponding motivation often yield limited impact. The findings suggest that lecturer performance behavior is shaped by the dynamic interaction between institutional conditions and motivational mechanisms. This review contributes a more integrative conceptual framework by moving beyond fragmented approaches, highlighting the need for holistic academic human resource strategies. Future research should adopt longitudinal and mixed-methods designs to capture the evolving nature of this interaction over time.]]>
<![CDATA[Integration of Saparan Bekakak Tradition to Strengthen the Character Profile of Pancasila Students in History Learning ]]>
<![CDATA[Agung Bahroni]]>;
<![CDATA[Risky Setiawan]]>;
<![CDATA[Vionita Vara Fitrianti]]>
<![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.v17i1.5983
<![CDATA[This study explores the character values embedded in the local wisdom of Saparan Bekakak and examines their relevance in strengthening the Pancasila Student Profile within the context of history learning. The integration of cultural heritage in education supports the development of students who are both knowledgeable and rooted in national values. A qualitative research design was employed using a literature study and interviews with cultural practitioners of Saparan Bekakak. A content analysis approach was used to interpret primary data from interviews and secondary data related to the Pancasila Student Profile and character education. The study found that the Saparan Bekakak tradition contains rich character values, including religious devotion, independence, responsibility, mutual cooperation, tolerance, adherence to social norms, and creative problem-solving. These values align closely with the six dimensions of the Pancasila Student Profile. The integration of Saparan Bekakak's character values into Grade XI (Phase F) history learning in Senior High Schools through the CORE learning model supports the formation of 21st-century learners who possess both academic competence and strong character. This local wisdom offers a culturally relevant resource for developing students in line with the goals of the Merdeka Curriculum, emphasizing the importance of contextual and value-based education.]]>
<![CDATA[Strategic Management of Schools for Excellence: Integrating Quality Culture and Character Development in Leading Educational Institutions ]]>
<![CDATA[Ismatul Izzah]]>;
<![CDATA[Mulyadi Mulyadi]]>;
<![CDATA[Muhammad Walid]]>;
<![CDATA[Moh Padil]]>;
<![CDATA[Aji Wahyudin]]>
<![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.v16i4.5953
<![CDATA[This study investigates strategic management practices in two high-achieving Indonesian schools, focusing on how they integrate quality culture and character development. With increasing emphasis on holistic education, this research explores how different management strategies can balance academic excellence with character formation. A qualitative descriptive approach using a case study design was employed to provide a deep understanding of these schools' management practices. Data were collected through in-depth interviews, observations, and document analysis, involving principals, teachers, management staff, students, and parents to gain multiple perspectives on school policies, teaching methods, and learning experiences. The findings reveal that both schools implement strategic management effectively, though with distinct approaches. SMA Unggulan Hafshawaty Zainul Hasan BPPT Genggong prioritizes spiritual and moral development through structured programs grounded in religious values, shaping students’ character. Conversely, SMA Tunas Luhur Paiton Probolinggo emphasizes educational technology to enhance learning quality, incorporating digital tools that also support character development. These results highlight the role of visionary and adaptive leadership in aligning strategic management with educational goals, demonstrating that both religious and technological approaches can effectively balance academic and character growth. This study contributes to educational management by offering a model for integrating quality culture and character development, adaptable to various school contexts. By combining spiritual, moral, and technological strategies, schools can enhance both academic success and character formation, providing a comprehensive educational approach.]]>
<![CDATA[Enhancing Vocational High School Students' Fieldwork Practical Report Writing Through Project-Based Learning with Audiovisual Media ]]>
<![CDATA[Adliza Adliza]]>;
<![CDATA[Tressyalina Tressyalina]]>
<![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.v17i3.7865
<![CDATA[This study examines the effectiveness of the Project-Based Learning (PjBL) model supported by audiovisual media in improving vocational high school students' fieldwork practical (PKL) report writing skills. It also explores the role of students' reading interest in mediating these outcomes. A quasi-experimental design with a pre-test–post-test control group was employed. The study involved 79 11th-grade students from SMK Negeri 7 Batam, divided into an experimental group (n=40) taught using PjBL with audiovisual media, and a control group (n=39) taught using conventional visual media. Data were collected through a PKL report writing test and a reading interest questionnaire. Statistical analyses included the Lilliefors test for normality, F-test for homogeneity, and two-way ANOVA to test hypotheses. The experimental group outperformed the control group, achieving a higher mean score (84.700 vs. 70.154). Data were confirmed to be normally distributed and homogeneous. Hypothesis testing showed that the PjBL model with audiovisual media significantly improved PKL report writing skills across both high and low reading interest groups (p 0.05). Additionally, a significant interaction effect was found between the learning model and reading interest (F = 4.899, p 0.05). The findings support the integration of PjBL with audiovisual media as an effective instructional strategy for enhancing report writing skills, particularly in vocational education. It also highlights the importance of considering students' reading interest to optimize learning outcomes.]]>
