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[Strategic Leadership in Realizing Islamic Academic Culture in Muhammadiyah Universities: Systematic Literature Review ]]>
<![CDATA[Ibnu Syakur Alsya'bani]]>;
<![CDATA[Sadam Fajar Shodiq]]>;
<![CDATA[Abd. Madjid]]>
<![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.v16i4.5825
<![CDATA[Muhammadiyah ‘Aisyiyah Higher Education (PTMA) integrates the dimension of Al-Islam and Kemuhammadiyahan (AIK) into its educational framework, expanding the traditional “tri dharma” concept to include education, research, community service, and religious values. This study examines the role of strategic leadership in fostering an Islamic academic culture in alignment with Muhammadiyah’s vision. A Systematic Literature Review (SLR) approach was employed, analyzing 27 articles selected from 215 published between 2014-2024. The study involved keyword-based searches, stringent selection criteria, and thematic analysis for data visualization. Findings reveal that strategic leadership is pivotal in establishing an Islamic academic culture within PTMA. Key initiatives include implementing AIK-based policies, integrating Islamic values into curricula, and enhancing religious activities and facilities. These efforts have resulted in heightened motivation among the academic community, frequent religious engagement, and a campus atmosphere conducive to Islamic values. The study underscores the critical role of leadership in aligning institutional goals with the challenges of modernization, ensuring that Islamic values remain integral within the educational environment. This alignment supports the creation of a faith-based academic culture while addressing contemporary global demands. Strategic leadership significantly influences the development of Islamic culture in PTMA through policy, curriculum, and community engagement. These insights offer valuable guidance for other faith-based institutions aiming to sustain religious values in a modern educational context.]]>
<![CDATA[Integrating Socioscientific Issues into Worksheets: Enhancing Student Understanding of Chemical Kinetics ]]>
<![CDATA[Sri Haryati]]>;
<![CDATA[Erviyenni Erviyenni]]>;
<![CDATA[Guspatni Guspatni]]>;
<![CDATA[Tri Padila Rahmasari]]>;
<![CDATA[Siti Nazhifah]]>
<![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.v17i3.6832
<![CDATA[Socioscientific Issues (SSIs) are real-world topics that integrate science content with societal relevance. This study aims to integrate SSIs into basic chemistry education—specifically chemical kinetics—by developing an Electronic Student Worksheet (E-LKM) that enhances conceptual understanding through contextualized issues. The E-LKM was developed using the 4D model: Define, Design, Develop, and Disseminate. The development process employed Flip Builder software to create an interactive, digital format that simulates an engaging e-book. Expert validation was conducted with two subject-matter experts through construct validation. Revisions were made based on detailed feedback. A small-scale trial was also conducted involving 13 students to assess usability and comprehensibility. Validation results indicated strong validity, with scores of 0.90 (content aspect) and 0.91 (media aspect). The trial revealed the need for clearer, more accessible language. Revisions included the integration of contextual news and simplified explanations to enhance student comprehension. The final version of the E-LKM successfully aligned with SSI syntax and pedagogical principles. The validated E-LKM effectively supports the teaching of chemical kinetics by engaging students with relevant, real-life issues. The integration of SSIs through interactive media fosters critical thinking and contextual learning. The findings confirm that the developed E-LKM can serve as an effective instructional tool in SSI-based chemistry education.]]>
<![CDATA[Analysis the Ability of Islamic Education Teacher in Comprehending the Procedure to Make Learning Evaluation ]]>
<![CDATA[Zulfani Sesmiarni]]>;
<![CDATA[Iswantir Iswantir]]>;
<![CDATA[Ilian Ikhsan]]>;
<![CDATA[Yasmansyah Yasmansyah]]>
<![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.v14i4.2248
<![CDATA[Teachers’ competence in creating an achievement test is a kind of important competence in managing teaching and learning processes. This article aims to explain the analysis of Islamic religious teachers in creating an achievement test. The data were gathered through questionnaires which were distributed to 320 Islamic religious teachers who teach at various level of education. The result shows that teachers’ competence in planning evaluation procedure was below 78%. Meanwhile, the highest indicator was on determining the materials for the test which done at the beginning of the test, which was 77.5%. On the other hand, the lowest percentage was on doing try out which was 26,3%. It shows that the tests which were created by the teachers still need certain improvements so that it can meet the requirements. The results of this research describe that the competence of Islamic religious teachers in comprehending the evaluation procedure was still low. It is necessary to provide knowledge and comprehension in order to implementing a properly and in accordance with appropriate procedures of an evaluation. Islamic religious teachers should deeply develop their competence in evaluation. This research is only limited to the ability in planning evaluation by Islamic religious education teachers. Furthermore, further research is needed that examines the ability of teachers in the evaluation and follow-up stages of evaluation.]]>
<![CDATA[Gamifying English Language Learning in Non-Language Majors: A Case Study of Kahoot! In Higher Education ]]>
<![CDATA[Aryawira Pratama]]>;
<![CDATA[Hadiyanto Hadiyanto]]>;
<![CDATA[Eddy Haryanto]]>;
<![CDATA[Bunga Ayu Wulandari]]>;
<![CDATA[Fauzan Sulman]]>;
<![CDATA[Desti Anggraini]]>;
<![CDATA[Retno Wulan]]>
<![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.v17i4.9026
<![CDATA[In higher education, English language learning for non-language majors often suffers from low motivation and engagement, particularly among students with analytical academic backgrounds such as Mathematics Education. Gamification has emerged as a promising approach to enhance joyful learning experiences in such contexts. This qualitative case study explores the impact of gamification, using the Kahoot! platform, on the English learning experience of Mathematics Education students at an Indonesian university. Four students were purposively selected from two classes—two high performers and two low performers—to reflect diverse learning experiences. Data were collected through semi-structured interviews and analyzed using iterative coding and thematic interpretation. Findings reveal that game elements such as points, leaderboards, time limits, and answer streaks significantly increased student motivation and active participation. Students reported enhanced cognitive focus, reduced anxiety, and positive emotional responses, including enjoyment and increased confidence. The anonymity feature in Kahoot! contributed to a psychologically safe classroom environment, encouraging risk-taking and collaboration. Additionally, repetitive quiz formats and immediate feedback supported vocabulary acquisition, grammar understanding, and long-term retention. The study concludes that gamification, when applied thoughtfully, can transform English language learning into a more joyful, inclusive, and cognitively enriching experience for students in non-language disciplines. It fosters emotional comfort, strengthens engagement, and improves learning outcomes. ]]>
<![CDATA[Development of Local Wisdom-Based Instructional Materials to Enhance Reading Skills of Fifth-Grade Elementary School Students ]]>
<![CDATA[Paulina Reta Paulina]]>;
<![CDATA[Unik Ambar Wati]]>;
<![CDATA[Marwan Marwan]]>;
<![CDATA[Devi Anggi Friani]]>;
<![CDATA[Agus Herwanto]]>;
<![CDATA[Wayan Pudma Febby Mandalika]]>
<![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.v17i1.5391
<![CDATA[Indonesia is currently experiencing a critical literacy crisis, particularly in frontier, outermost, and disadvantaged regions. Contributing factors include limited access to reading materials, ineffective library management, and declining student engagement in literacy activities. This study aimed to develop Indonesian language teaching materials incorporating local wisdom stories to enhance the reading skills of fifth-grade elementary students. A Research and Development (RD) approach was adopted, utilizing the ADDIE model encompassing five phases: analysis, design, development, implementation, and evaluation. The study was conducted at SD Negeri 15 Melayang, involving 21 students and 3 teachers. Data were collected using observations, interviews, questionnaires, and standardized reading tests. Analytical techniques included descriptive statistics, normality and homogeneity tests, paired sample t-tests, and independent sample t-tests. The developed teaching materials received favorable evaluations, with content experts rating them at 83.32% and media experts at 80.31%. Practical implementation scores were also high, with students giving 83.55% and teachers 90.97%. Statistical analysis revealed a significant improvement in students’ reading skills following the intervention, with a p-value of 0.001. These results demonstrate that Indonesian language teaching materials infused with local wisdom effectively enhance reading proficiency among fifth-grade students. The integration of culturally relevant narratives supports improved engagement and learning outcomes, offering a promising solution to Indonesia’s literacy challenges.]]>
<![CDATA[Narrative Writing and Linguistic Intelligence: An Empirical Study in Indonesian Junior High Classrooms ]]>
<![CDATA[Asih Riyanti]]>;
<![CDATA[Maman Suryaman]]>
<![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.v17i3.7382
<![CDATA[Every student possesses innate intelligences that influence their learning potential. Linguistic intelligence, in particular, plays a key role in developing narrative writing skills. This study investigates the effectiveness of linguistic intelligence in enhancing narrative writing among seventh-grade students and explores the challenges faced by both students and teachers during the learning process. This experimental study was conducted at State Middle School 13 Tarakan, North Kalimantan, Indonesia. The subjects consisted of two seventh-grade classes (Class A and Class B), each comprising 34 students. Data were collected through questionnaires and narrative writing tests. The experimental group received instruction based on the VAK (Visual, Auditory, Kinesthetic) learning model tailored to linguistic intelligence, while the control group followed standard instruction. Data were analyzed using mean scores and standard deviations, with hypothesis testing to determine significance. The experimental group showed significant improvement in narrative writing skills. The average final test score in the control group was 74.14, while the experimental group achieved 82.87, compared to their pre-test average of 69.82. Hypothesis testing indicated that linguistic intelligence significantly influenced students' writing abilities (Ho rejected). Findings suggest that integrating linguistic intelligence through VAK learning strategies enhances students' ability to express ideas in narrative form. However, both students and teachers faced challenges such as limited motivation, lack of imagination, and difficulties understanding narrative structure.]]>
<![CDATA[Trends in Religious-Based School Selection: Analysis of Parental Motivation ]]>
<![CDATA[Sri Haryati]]>;
<![CDATA[Sukarno Sukarno]]>;
<![CDATA[Siswanto Siswanto]]>;
<![CDATA[Eli Trisnowati]]>
<![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.v16i4.5329
<![CDATA[The rise in parents choosing religion-based schools, specifically Islamic schools, reflects a trend warranting further investigation to inform educational policy and school management. Understanding the motivations driving these choices is essential to align educational practices with parental expectations. This study utilized a quantitative survey approach, sampling 126 parents from various Islamic schools in (region or demographics). A 47-item questionnaire assessed intrinsic motivations (e.g., desire for religious knowledge, moral development, academic performance) and extrinsic motivations (e.g., school environment, curriculum, regulations). Findings reveal that the primary intrinsic motivation among parents is fostering noble morals in their children, while the leading extrinsic factor is the presence of well-defined school regulations. Additional factors, including the quality of religious instruction and alignment with the school’s vision and mission, also significantly influence parental decisions. These results highlight critical motivational patterns among parents that shape their educational choices, suggesting that both intrinsic and extrinsic motivations are pivotal. Understanding these factors provides actionable insights for administrators and policymakers to adapt school offerings to meet parental expectations. This study contributes to the limited literature on motivations for choosing religion-based education, offering practical implications for Islamic school administration and policy formulation aimed at enhancing educational outcomes through alignment with family priorities.]]>
<![CDATA[Challenges to Learner Autonomy in Online Speaking Classes: Insights from University Students in Indonesia ]]>
<![CDATA[Dewi Warna]]>;
<![CDATA[Rizqy Dwi Amrina]]>;
<![CDATA[Ai Yeni Yulianti]]>;
<![CDATA[Abdurrahmansyah Abdurrahmansyah]]>;
<![CDATA[Muhamad Uyun]]>
<![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.v17i2.6318
<![CDATA[Although online English language learning has been widely praised for its flexibility and accessibility, its effectiveness in developing speaking skills—where learner autonomy is essential—remains underexplored. The COVID-19 pandemic necessitated a sudden shift to online formats, exposing significant challenges in how learners independently manage speaking practice. This qualitative study investigated the impact of online learning environments on learner autonomy in speaking classes. Data were collected through purposive sampling from two lecturers and twelve students at two state universities in Palembang, Indonesia. Semi-structured interviews were conducted and analyzed using thematic analysis to identify patterns in self-directed learning behavior. Analysis revealed five key barriers to learner autonomy in online speaking courses: (1) lack of goal-setting, (2) poor time management, (3) absence of structured study plans, (4) limited application of communication strategies during speaking tasks, and (5) minimal use of available learning resources. These interconnected issues suggest that current online formats fall short in supporting the autonomous development of speaking skills. The findings underscore the limitations of fully online learning in fostering autonomous language development, particularly in speaking. Learners often struggle without structured support and direct interaction. To enhance learner autonomy in speaking classes, a blended learning model is recommended. By integrating the flexibility of online tools with the engagement of face-to-face instruction, this approach provides a more supportive and balanced environment for autonomous learning.]]>
<![CDATA[Teacher’s Perspectives: Learning Interest of the Fourth Grade Students in State Elementary School 2 Bunder during the COVID-19 Pandemic ]]>
<![CDATA[Zulfan Hanif Rahman]]>;
<![CDATA[E. Kus Eddy Sartono]]>;
<![CDATA[Reni Setyaningsih]]>
<![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.v14i4.1619
<![CDATA[The COVID-19 pandemic has affected the education sector. This can be seen in the shift in the education system from offline to online learning at all levels of education. Elementary schools are one of the educational institutions that implement the online learning system. Indeed, this affects the student's learning interests as they are required to learn from home. This study used the qualitative description method. This study aims to identify the student's learning interests during the implementation of online learning. The results of the study showed that the students tended to have lower learning interests during the pandemic. This condition was influenced by boredom and a lack of monitoring from teachers and parents during the learning process.]]>
<![CDATA[Transformational Leadership in the Digital Age: Adaptive Strategies in Higher Education Institutions ]]>
<![CDATA[Mulyadi Mulyadi]]>;
<![CDATA[Akhsanul In’am]]>;
<![CDATA[Khozin Khozin]]>
<![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.v17i4.8202
<![CDATA[The accelerating pace of digital transformation poses significant leadership challenges in higher education, particularly in developing countries with limited infrastructure and hierarchical cultures. Transformational leadership is increasingly recognized as a key factor in enabling strategic adaptation and innovation in this context. This study employed a qualitative phenomenological approach to explore how transformational leadership facilitates digital innovation in higher education institutions. Data were collected through in-depth interviews with 36 participants—including academic leaders, faculty members, and students—across three universities in Indonesia with varying levels of digital readiness. Thematic analysis was used to identify patterns and meanings in participant experiences. Findings reveal that transformational leadership—characterized by visionary direction, participatory governance, and empowerment—plays a critical role in fostering a collaborative digital culture. Leadership practices emphasizing transparency, inclusion, and emotional support reduced resistance to change and enhanced faculty and student engagement. Cross-unit collaboration, contextual training, and adaptive strategies further contributed to sustainable innovation. This study highlights the socio-cultural nuances of digital leadership in resource-constrained settings, demonstrating both the potential and limitations of transformational leadership in higher education digitalization. The findings contribute to leadership theory and offer practical guidance for institutions navigating digital change.]]>
