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[Basic Leadership Theory: An Ethical Leadership Approach to Developing Positive Lecturer Engagement ]]>
<![CDATA[Adi Rahmat]]>;
<![CDATA[Hardi Hardi]]>;
<![CDATA[Nurfaisal Nurfaisal]]>;
<![CDATA[Ali Asfar]]>;
<![CDATA[M. Fadhly Farhy Abbas]]>
<![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.v16i4.5927
<![CDATA[This study introduces the foundational leadership theory (FLT), an alternative ethical theory, to better understand the relationship between ethics and work engagement in higher education. The research was conducted at a private university in Pekanbaru City, focusing on the fields of management and accounting. Using a census sampling technique, 195 lecturers participated as respondents. Data analysis explored the predictive power of FLT's components—wisdom, affirmation, and pragmatism—on lecturers’ work engagement. The findings revealed that wisdom, affirmation, and pragmatism significantly and positively influence work engagement among lecturers. FLT, as a novel theory, provides a fresh perspective on understanding employee enthusiasm and organizational commitment. Human resource management (HRM) practices that emphasize FLT-based leadership can enhance employees’ eagerness and engagement, helping organizations maintain a competitive advantage. The results underscore the relevance of ethical leadership frameworks like FLT in fostering a motivated and engaged workforce. Further exploration of FLT’s role in mediating or moderating other ethical leadership practices may expand its applicability. Additionally, demographic factors such as race and income level warrant investigation to assess their impact on work engagement. FLT offers valuable insights into ethical leadership and its effect on employee engagement in higher education. Future research should consider other alternative ethical leadership styles to deepen our understanding of organizational commitment and work engagement dynamics.]]>
<![CDATA[Enhancing Learning Outcomes: A Meta-Analysis of the Effectiveness of STEM Education Approaches ]]>
<![CDATA[Annisa Tishana]]>;
<![CDATA[Ganefri Ganefri]]>;
<![CDATA[Asmar Yulastri]]>;
<![CDATA[Giatman Giatman]]>;
<![CDATA[Fuji Astuti]]>;
<![CDATA[Dedy Irfan]]>;
<![CDATA[Hansi Effendi]]>
<![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.v17i2.6713
<![CDATA[This study investigates the effectiveness and variability of STEM education implementation in Indonesian vocational (SMK) and senior secondary (SMA) schools. Given the growing emphasis on STEM to enhance critical 21st-century skills, understanding the consistency and influencing factors of its outcomes is essential. A meta-analysis was conducted, incorporating multiple studies on STEM education implementation. The analysis focused on effect size, heterogeneity, and the factors contributing to outcome variability. Data visualization techniques and statistical models were employed to assess consistency across studies. The analysis revealed a high degree of heterogeneity among the studies (I² = 82.604%), indicating substantial differences in research design, methods, and participant characteristics. Despite this variability, the combined effect size was significant (intercept estimate = 0.307, p 0.001), with a 95% confidence interval of 0.128–0.485. This confirms that the STEM approach consistently yields positive outcomes, particularly in fostering critical thinking, creativity, and collaboration. The findings suggest that despite contextual differences, STEM education provides meaningful benefits. However, variations in implementation—driven by factors such as teaching quality, resources, and institutional support—impact effectiveness. To reduce this disparity, policy integration is needed to support teacher training, industry collaboration, and resource allocation. A holistic, well-supported, and context-sensitive approach to STEM education is essential. Strengthening teacher competency, ensuring adequate facilities, and aligning with industry needs can enhance the effectiveness and sustainability of STEM initiatives in secondary education.]]>
<![CDATA[Elementary School Students Intention to Use Google Classroom Application: Extended TAM Model ]]>
<![CDATA[Mardhiyah Widya Ningsih]]>;
<![CDATA[Zulherman Zulherman]]>
<![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.v14i4.2055
<![CDATA[Online learning during the pandemic has required teachers and students to utilize the existing technology. This research aims to determine students' perceptions of Google Classroom usage during the COVID-19 pandemic based on the TAM model by adding an external variable, e.g., motivation. Google Classroom can make online learning much easier to be used. Additionally, Google Classroom helps motivate pupils to learn online. However, it has not been any detailed research that investigated the use of Google Classroom in Elementary School based on the TAM Model. This quantitative study uses a survey design and technology acceptance model approach to measure students' interest in using the Google Classroom application. The data was collected through a questionnaire for grade IV students, as many as 90 students. The research findings were analyzed using Partial Least Square Structural Modeling (PLS-SEM) approach in the testing model, and the hypothesis testing reveals that generally, students like Google Classroom during COVID-19. Most elementary school students agree that Google Classroom is easy to use and effective in learning. Students were driven to use Google Classroom throughout the pandemic. Google Classroom helps them absorb lessons. Using Google Classroom can enhance students' motivation to study during the Google Classroom epidemic.]]>
<![CDATA[Enhancing Students’ Mathematical Communication through Deep Learning-Based Course Review Horay in the Society 5.0 Era ]]>
<![CDATA[Eko Agustiawan]]>;
<![CDATA[Agusriyanti Puspitorini]]>;
<![CDATA[Kurratul Aini]]>
<![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.v17i4.8631
<![CDATA[In the Society 5.0 era, students are expected to not only solve mathematical problems but also articulate their reasoning clearly. However, many students struggle with mathematical communication, especially in expressing, justifying, and representing their thinking. This study investigates the effectiveness of the Deep Learning-Based Course Review Horay (CRH) model in enhancing students’ mathematical communication skills through an interactive and technology-supported approach. A sequential explanatory mixed-methods design was employed involving 15 eighth-grade students at MTs. Nurul Hidayah, Sumenep. The intervention integrated Course Review Horay—a collaborative, game-based strategy—with deep learning analytics that provided automated, personalized feedback on students’ written responses. Quantitative data were collected using a validated Mathematical Communication Test (pre- and post-intervention), while qualitative insights were drawn from classroom observations and student interviews. Findings revealed a significant improvement in mathematical communication scores, from a pretest mean of 42.87 to a posttest mean of 78.93, t(14) = 4.38, p 0.001, with a large effect size (Cohen’s d = 1.13). Thematic analysis showed increased participation, clearer expression of reasoning, and enhanced student confidence supported by real-time feedback. The Deep Learning-Based CRH model effectively fostered cognitive and communicative growth by combining active learning and intelligent feedback. It supported students in verbalizing, representing, and justifying mathematical ideas in a low-anxiety, reflective environment. This model presents a scalable, student-centered approach aligned with the goals of Society 5.0 and 21st-century education.]]>
<![CDATA[Madrasah Principals as Academic Supervisors: Advancing Teacher Professionalism Through Merdeka Curriculum Implementation at State Madrasah Aliyah ]]>
<![CDATA[Muhammad Amin]]>;
<![CDATA[Abdullah Idi]]>;
<![CDATA[Saipul Annur]]>
<![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.v17i1.6348
<![CDATA[The role of the madrasah principal as an academic supervisor is crucial in implementing the Merdeka Curriculum and fostering teacher professionalism. This study explores the management strategies of the madrasah principal at MAN 1 Prabumulih City in developing teacher competence within this curriculum framework. A qualitative case study approach was employed, utilizing in-depth interviews, direct observation, and document analysis to gather data. This method provided a comprehensive understanding of the principal’s supervisory role and its impact on teacher development. Findings indicate that the principal plays a vital role as a motivator and facilitator, supporting teachers through both pre-service and in-service training programs. An inclusive and collaborative approach fosters a dynamic learning environment, with active teacher and student participation as key success indicators. However, challenges such as teacher readiness and scheduling constraints remain. Despite these challenges, effective supervision, continuous training, and strategic time management are essential in overcoming barriers to teacher professionalism. The study highlights the importance of leadership in ensuring successful curriculum implementation. Madrasah principals play a pivotal role in enhancing teacher professionalism through active supervision and training strategies. Continuous professional development efforts, including structured mentoring programs, are essential for improving teacher competence. This research contributes to the discourse on educational leadership and provides practical insights for madrasah principals on effective supervision in curriculum implementation.]]>
<![CDATA[Education in Border Areas: How to Fulfil the Right to Education of the Community on Lemukutan Island ]]>
<![CDATA[Muhammad Hendri Nuryadi]]>;
<![CDATA[Pipit Widiatmaka]]>;
<![CDATA[Norhafiza Mohd Hed]]>;
<![CDATA[Abdurrahman Abdurrahman]]>
<![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.v17i3.7200
<![CDATA[The right to education in disadvantaged and remote areas is essential for fostering human development, reducing social inequality, and improving long-term economic outcomes. However, geographic isolation often leads to unequal access to educational resources. This study investigates the condition of education and the fulfillment of the right to education in Lemukutan Island, a border region in West Kalimantan, Indonesia. A qualitative descriptive approach was employed to explore the educational landscape on Lemukutan Island. Data were collected through in-depth interviews, direct observations, and document analysis. Informants included local residents, students, and school personnel. Data were analyzed using an interactive model consisting of data condensation, data display, and conclusion drawing. Findings revealed that access to education on Lemukutan Island is severely limited. The island only has one early childhood education center (PAUD), one elementary school, one junior high school, and no senior high school (SMA/SMK). Educational infrastructure is in poor condition, particularly at the junior high school level, where buildings are physically damaged and lack basic amenities. Students must travel 2–3 hours by sea and land to access high school education, contributing to a low level of educational attainment in the community. The study highlights the urgent need to improve infrastructure, ensure equitable distribution of qualified teachers, and provide locally relevant curricula. Addressing these issues is critical for fulfilling the educational rights of border communities and enhancing their human resource development.]]>
<![CDATA[Education Transformation Model of Traditional Pesantren in Aceh Province of Indonesia ]]>
<![CDATA[Mukhlisuddin Ilyas]]>;
<![CDATA[Zahrila Ismail]]>;
<![CDATA[Fitri Zulfidar]]>;
<![CDATA[Syarfuni Syarfuni]]>;
<![CDATA[Masrizal Masrizal]]>
<![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.v14i4.2348
<![CDATA[This research explains that since Indonesia's establishment, Pesantren has demonstrated its ability to adapt to changing educational models as the embryo of the education model. During the transition of the educational model, this institution served as a grass-roots institution that provided basic education to people at all levels. Pesantren is competitive in assuring the development of a model of the education system that competes with the numerous models offered by other modern educational institutions. The Pesantren transformation model was examined using qualitative analysis in this study. Concrete data demonstrates that Pesantren as an Islamic institution has matured, with a wide range of options that contribute to the creation of pesantren's basic values as the spirit and culture of Indonesia. The result revealed that Pesantren, an Islamic educational institution, was developed and capable of competing in the face of education transformation needs.]]>
<![CDATA[Empowering Higher-Order Thinking Skills: STEM-PjBL with Jambi (Malay) Local Content for Madrasah Tsanawiyah Students ]]>
<![CDATA[Haerul Pathoni]]>;
<![CDATA[Alrizal Alrizal]]>;
<![CDATA[Aulia Sanova]]>;
<![CDATA[Louisiana Muliawati]]>
<![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.v17i2.6275
<![CDATA[This study investigates the effectiveness of a Project-Based Learning (PjBL) model integrated with STEM and infused with local Jambi (Malay) cultural content in enhancing students' Higher Order Thinking Skills (HOTS) in science education at MTS Bina Insan. An experimental design using a non-equivalent control group was employed, involving two classes—experimental and control—each comprising 13 students. The experimental group received instruction through the PjBL-STEM model incorporating local content, while the control group followed traditional methods. Both groups underwent pre-tests and post-tests. Data were analyzed using normality tests and independent t-tests. Pre-test and post-test data met the assumption of normality (p 0.05). An independent t-test indicated a statistically significant difference between the post-test scores of the experimental and control groups (p 0.005), supporting the alternative hypothesis. The results suggest that the PjBL-STEM model, when contextualized with local Jambi culture, significantly enhances students' HOTS. The integration of cultural elements made the learning process more relevant and engaging, supporting deeper cognitive engagement. The study demonstrates that integrating local cultural content into STEM-based PjBL strategies effectively improves students’ higher-order thinking skills. This finding highlights the value of culturally responsive pedagogy in creating meaningful and contextually appropriate science education.]]>
<![CDATA[The academic supervision in improving the pedagogical competence of teachers ]]>
<![CDATA[Muhammad Yani]]>;
<![CDATA[Murniati AR]]>;
<![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.v14i4.1393
<![CDATA[This study aimed to examine teachers' abilities in organizing, implementing and overcoming obstacles to implementing academic supervision programs to enhance their pedagogical competence. Using observation, interviews, and documentation studies, qualitative methods, and data gathering approaches were utilized for data collection. The subjects of the study were the principals of three high schools in Aceh and the biology professors from each school. The results demonstrated that the planning was developed through conversation with the teacher to identify problems, implementation approaches, and clinical supervision implementers. The program implementation plan incorporates all Education Office personnel, managers, and school principals. However, many teachers still do not understand academic supervision, both in terms of how it is implemented and its function, and there is a lack of supervisors to solve academic supervision problems. However, the implementation of academic supervision is facilitated by the high willingness of teachers to carry out academic supervision and their strong support from the Department of Education]]>
<![CDATA[Parental Support and Future Orientation as Predictors of Career Decision-Making Among High School Students: A Correlational Study ]]>
<![CDATA[Elvia Kurniawati]]>;
<![CDATA[Zadrian Ardi]]>;
<![CDATA[Daharnis Daharnis]]>;
<![CDATA[Putra Suharnadi]]>
<![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.v17i4.7797
<![CDATA[Career decision making is a key developmental task in adolescence. However, many high school students struggle with indecision due to limited external support and underdeveloped internal motivation. This study explores the relationship between parental support, future orientation, and career decision making, focusing on their individual and combined influence. A descriptive correlational design was used involving 122 eleventh-grade students from Adabiah 2 High School in Padang, Indonesia, selected via stratified random sampling. Data were collected using validated Likert-scale questionnaires measuring parental support, future orientation, and career decision making. Analyses included simple and multiple regression, as well as multicollinearity diagnostics. Parental support (β = 0.834, R² = 0.694) and future orientation (β = 0.937, R² = 0.879) were both significant predictors of career decision making. However, in the combined model, only future orientation remained a significant predictor (β = 1.017, p .001), while parental support became non-significant. Multicollinearity tests showed high shared variance between predictors (VIF = 5.658), indicating conceptual overlap. The findings suggest that future orientation is a direct driver of career decision making, while parental support likely influences it indirectly by fostering future-oriented thinking. Schools should implement future-planning modules in counseling programs, and structured parental involvement should be encouraged. These results highlight the need to strengthen both internal capacities and external support to promote confident career choices in adolescents.]]>
