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[Improving Students’ Active Learning Through Demonstration Method ]]>
<![CDATA[Zulkifli Zulkifli]]>;
<![CDATA[Muhammad Kristiawan]]>;
<![CDATA[Rambat Nur Sasongko]]>
<![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.v14i4.2313
<![CDATA[Improving the quality of education begins with the techniques and learning media available. This study was done with 30 students from the High School of OKU Students of Class X A. The descriptive qualitative research method was utilized, and the study subject was the instructor who teaches in the classroom. In this study, data was gathered by observation, interviews, and documentation. The data were then analyzed qualitatively using Miles and Huberman’s Theory. The method was applied according to the author’s needs. The findings revealed that the teacher delivered the content using the demonstrative technique. Based on the student active learning questionnaire findings, it can be stated that the teaching and learning process went well, and students felt more comfortable participating in the learning for graphic design subjects utilizing the demonstration technique.]]>
<![CDATA[Leveraging Social Media to Enhance English Language Learning Effectiveness: Insights from the Implementation of the Independent Curriculum in Banyuwangi Regency ]]>
<![CDATA[Doni Hadi Irawan]]>;
<![CDATA[Suwarso Suwarso]]>;
<![CDATA[Janoko Janoko]]>;
<![CDATA[Muhamad Alfi Khoiruman]]>
<![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.v17i1.5722
<![CDATA[This study explores the role of social media in enhancing the effectiveness of English language learning within the implementation of the Merdeka Curriculum in Banyuwangi Regency. With its emphasis on flexible and student-centered learning, the Merdeka Curriculum opens opportunities for integrating familiar digital platforms into classroom instruction. A mixed-methods approach was employed, combining qualitative and quantitative techniques. Qualitative data were collected through classroom observations, teacher interviews, and content analysis to examine how social media is utilized in learning. Quantitative data were gathered using statistical analysis to measure the impact of social media use on students' English learning outcomes. The findings indicate that platforms such as Facebook, Instagram, and YouTube significantly enhance student engagement and motivation. Observational data revealed increased enthusiasm and active participation when materials were delivered through familiar social media platforms. Teachers reported improved student interaction in online discussions and greater involvement in assignments shared digitally. Furthermore, students benefited from expanded access to learning materials beyond formal class hours, leading to improved comprehension and language skills. The integration of social media into English learning supports the Merdeka Curriculum’s goals by fostering active, collaborative, and personalized learning experiences. It not only aligns with students' daily digital habits but also contributes to improved learning outcomes. This research highlights the potential of social media as an innovative educational tool to create more dynamic, relevant, and responsive learning environments.]]>
<![CDATA[Theme-based Instruction and Factors Affecting Non-English Major Students’ Motivation and Engagement in EFL Teaching and Learning Activities ]]>
<![CDATA[Eryansyah Eryansyah]]>
<![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.v16i4.6195
<![CDATA[Students’ motivation and engagement are two crucial variables in EFL teaching. One strategy to improve them is via altering teaching approaches. Theme-based instruction was deemed effective in boosting EFL students’ motivation and engagement. The reason for conducting this study was to assess how theme-based instruction affected the motivation and engagement of non-English major students in EFL teaching and learning activities. A mixed-method research approach was employed to uncover elements that boosted students’ motivation and engagement in learning English utilizing theme-based instruction. The respondents employed in this study were students of a history education study program from a state-owned university in South Sumatra, Indonesia. Interviews and questionnaires were utilized to collect data for this study. While data from interviews were evaluated thematically, data from questionnaires were analyzed using SPSS. The results of the questionnaire demonstrated higher mean scores for attitude toward the approach, affect, motivation, self-confidence, and sense of improvement before and after the students' EFL teaching and learning activities were intervened with a theme-based instructional approach. These statistics demonstrated positive impact of theme-based educational approach. Findings from interviews revealed three elements affecting students’ motivation and engagement in EFL teaching with the approach. These included teacher factors, peer and teacher impact, and sense of improvement in English learning. In summary, theme-based instruction increased non-majoring-in-English students' performance in EFL teaching and learning activities.]]>
<![CDATA[Improving Teacher Discipline and Performance through Leadership Analysis of the Head of Madrasah Aliyah ]]>
<![CDATA[Anis Fauzi]]>;
<![CDATA[Hanafi Hanafi]]>;
<![CDATA[Irman Suherman]]>;
<![CDATA[R. Siti Fauziah]]>;
<![CDATA[Durotun Nasihah]]>;
<![CDATA[Rifyal Ahmad Lugowi]]>
<![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.v17i2.6504
<![CDATA[This study investigates the leadership practices of madrasah heads in enhancing teacher discipline and performance at Madrasah Aliyah in Cilegon City, Indonesia. A qualitative research approach was employed, utilizing observations, interviews, documentation, triangulation, field notes, and member checks to gather data. The analysis involved qualitative techniques supported by data processing to calculate average response scores from various respondent groups. The findings reveal a positive trend in teacher discipline and performance at Madrasah Aliyah in Cilegon City. Key leadership practices contributing to this improvement include routine attendance checks, weekly evaluations, briefings, and addressing disciplinary issues during staff meetings. However, at Madrasah Aliyah Negeri 1 and Negeri 2, the leadership’s impact has been limited. This is attributed to the continuation of previous leadership’s programs, with only minimal introduction of new initiatives. While leadership practices have contributed to improved teacher performance across the madrasahs, their effectiveness varies. The continuation of outdated work programs without significant innovation has hindered leadership effectiveness in certain institutions.]]>
<![CDATA[The Influence of Multiple Representation-Based Online Lectures Using Geogebra on Understanding of Students' Thermodynamics Concepts During the Covid-19 Pendemic Period ]]>
<![CDATA[Tri Isti Hartini]]>;
<![CDATA[Martin Martin]]>
<![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.v14i4.1924
<![CDATA[This study aimed to determine the effect of online lectures Via Zoom in thermodynamics courses based on multiple representations using Geogebra on students' conceptual understanding in the midst of physical standing conditions (Pendemic Covid-19). The research method used is preexperimental design (nondesigns). The research phase includes preliminary studies, including field surveys and literature studies. The stage of designing and reviewing test instruments based on Multiple Representations (MR). The MR-based test instrument was then used as an instrument to perform the pretest and posttest. From the analysis of research data, it was found that the average value of students' conceptual understanding before being given treatment was 42, while the average value of student learning outcomes after being given treatment was 77. After the calculations were carried out for hypothesis testing, it was obtained that t count was 4.293 and t table was 1.318, because t arithmetic t table that is 4.293 1.318 then H 0 is rejected. Thus H1 is accepted which states that there is an effect of online lectures via zoom in the thermodynamics subject based on multiple representations using Geogebra on students' conceptual abilities in the midst of the covid -19 pandemic]]>
<![CDATA[Inclusive Learning Strategies for Students with Visual Impairments: A Culture-Based Audio-Kinesthetic Case Study ]]>
<![CDATA[Erik Aditia Ismaya]]>;
<![CDATA[Sugoro Bhakti Sutono]]>
<![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.v17i4.8081
<![CDATA[Learners with visual impairments face significant challenges due to the prevalence of visually based instructional methods. Inclusive education necessitates the utilization of multisensory and culturally responsive strategies to overcome these barriers. This study explores the effectiveness of local culture-based audio-kinesthetic learning media in enhancing engagement and concept understanding among visually impaired individuals. This qualitative case study was conducted at the Pendowo Social Service Center for Sensory Disabilities in Kudus Regency, Indonesia. A total of 30 visually impaired participants (12 female, 18 male), along with 2 caregivers and 3 therapists, were involved. Data were collected through participatory observation, semi-structured interviews, and documentation, and analyzed thematically using a naturalistic inquiry framework. Findings indicate that integrating audio-kinesthetic media with local cultural elements—such as folklore, gamelan rhythms, and kinesthetic simulations—significantly improved learning participation, motivation, and comprehension. Observations showed that 87% of participants actively engaged with learning activities. Cultural stimuli increased emotional connection and memory retention, with up to 42% improvement in post-session concept recall. The study demonstrates that combining multisensory strategies with culturally relevant content enhances both cognitive and emotional learning outcomes. Local culture-based audio-kinesthetic media fostered a stronger sense of identity, inclusion, and social engagement among participants.]]>
<![CDATA[Harnessing AI for Writing Excellence: Exploring ToolBaz.com and Gender Differences in Enhancing Twelfth Graders' Narrative Skills ]]>
<![CDATA[Wiji Kholifah]]>;
<![CDATA[Hamzah Hamzah]]>
<![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.v17i1.6563
<![CDATA[This study investigates the effectiveness of ToolBaz.com, an AI-based writing tool, in enhancing narrative text writing skills among grade XII students at SMAN 3 Padang, Indonesia. Given the increasing integration of AI in education, this research aims to determine whether AI-assisted writing tools improve student performance compared to traditional methods. A quasi-experimental design was employed, involving an experimental group that used ToolBaz.com and a control group using a non-AI tool. Writing performance was assessed through pre- and post-tests. Data were analyzed using an independent t-test and two-way ANOVA to measure the tool's impact and gender-based differences. Findings indicated a statistically significant improvement in writing scores in the experimental group (M = 80.12) compared to the control group (M = 75.37, p = 0.032). Additionally, the experimental group exhibited a lower standard deviation, suggesting more consistent learning outcomes. Gender-based analysis showed no significant differences, indicating that ToolBaz.com provides equal support for both male and female students. The results suggest that AI-based tools can enhance writing performance by offering personalized scaffolding and structured feedback, leading to more effective learning. The consistency in learning outcomes further highlights AI's role in reducing disparities in writing proficiency. AI-assisted writing tools have the potential to revolutionize writing instruction in secondary education. Further research, including longitudinal and qualitative studies, is recommended to assess long-term effects and students' perceptions of AI-based learning interventions.]]>
<![CDATA[Exploring Number Concept Mastery: A RASCH Analysis of Flipped Classroom Learning for Future Elementary Teachers ]]>
<![CDATA[Irni Rachmawati Putri]]>;
<![CDATA[Rahayu Condro Murti]]>;
<![CDATA[Fery Muhamad Firdaus]]>
<![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.v17i3.6411
<![CDATA[Mastering the concept of numbers is a critical competency for prospective elementary school teachers, as it forms the foundation of early mathematics instruction. This study explores the effectiveness of the flipped classroom model in enhancing number concept understanding, supported by RASCH analysis to measure and interpret student performance. A quantitative descriptive design was employed involving 39 first-semester students from Class D of the Elementary Teacher Education (PGSD) Program at Yogyakarta State University (Class of 2024). Data were collected using a multiple-choice test on number concepts, covering topics such as types of numbers, arithmetic operations, and number properties. The results were analyzed using the RASCH Model through WINSTEPS software, focusing on Wright Map, item fit, student ability, scalogram analysis, and test reliability. The RASCH analysis revealed that the flipped classroom model supported diverse levels of student understanding. The Wright Map indicated varied ability levels across students, while item fit statistics confirmed that most items functioned as expected. Scalogram analysis identified response patterns indicating careless mistakes, lucky guessing, and potential cheating. The test demonstrated high reliability in distinguishing between ability levels. Findings suggest that the flipped classroom model contributes positively to the conceptual understanding of number concepts, though learning gaps remain. The RASCH Model provided in-depth diagnostic insights, allowing for more targeted instructional improvements. The integration of flipped learning with RASCH-based assessment offers a robust framework for improving and evaluating mathematics instruction among prospective teachers.]]>
<![CDATA[The Role of the Professional Teacher as the Agent of Change for Students ]]>
<![CDATA[Mas'ud Muhammadiah]]>;
<![CDATA[Andi Hamsiah]]>;
<![CDATA[Abdurrohman Muzakki]]>;
<![CDATA[Nuramila Nuramila]]>;
<![CDATA[Zain Ahmad Fauzi]]>
<![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.v14i4.1372
<![CDATA[Teachers are one of the main factors for success in education. The teacher is an agent of change to students. The purpose of this study is to use a literature review approach to gain insight into the systematic mapping review for the article under consideration. A literature review, one of the main reasons for the importance of a professional teacher who becomes an agent of change for his students. Methods in this study using the literature review method by searching various sources from Google Scholar, Scopus, WOS and also Erics. The results of this study are that being a professional teacher is required. The teacher's professional attitude is manifested in the form of being able to control oneself, which is expressed through a spiritual mental attitude, so that he always acts based on moral values, principles of life, and behaves religiously in accordance with his religion and belief in carrying out his duties.]]>
<![CDATA[Bridging Expectations and Outcomes: A Discrepancy Model Evaluation of Learning Effectiveness in an Islamic Higher Education Context ]]>
<![CDATA[Usri Usri]]>;
<![CDATA[Andi Muhammad Ikbal Salam]]>;
<![CDATA[Muhammad Idris Hasanuddin]]>;
<![CDATA[Sukri Badaruddin]]>
<![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.v17i2.7544
<![CDATA[This study evaluates the effectiveness of the learning process from the perspective of students in the Islamic Religious Education (PAI) Study Program at STAIN Majene, addressing gaps between expectations and actual educational outcomes. A mixed-methods design was used, integrating quantitative data from structured questionnaires and qualitative insights from in-depth interviews. The Discrepancy Evaluation Model guided the analysis to identify inconsistencies between intended and experienced learning processes. Findings reveal significant disparities in four key areas: the relevance of course material, availability of learning resources, instructional methods, and quality of feedback. Students reported that course content often lacks practical application, resources are insufficient or outdated, teaching methods are predominantly traditional, and feedback lacks personalization. To bridge these gaps, the study recommends aligning the curriculum with industry and societal needs, enhancing digital learning resources, training lecturers in interactive and student-centered pedagogies, and providing more individualized feedback. Importantly, involving students in ongoing program evaluations is emphasized as a critical step toward responsive and effective educational reform. Continuous, collaborative improvements are essential to strengthen learning outcomes and graduate competencies. These findings not only inform internal program development at STAIN Majene but also offer valuable insights for similar Islamic education programs seeking to enhance their effectiveness.]]>
