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[Development of Mobile Application-Based Early Childhood Education and Elementary School Transition Guidelines for Parents ]]>
<![CDATA[Dinda Robayanti]]>;
<![CDATA[Heny Djoehaeni]]>;
<![CDATA[Mubiar Agustin]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 16, No 4 (2024): AL-ISHLAH: JURNAL PENDIDIKAN ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v16i4.5780
<![CDATA[This study addresses the critical transition from Early Childhood Education (PAUD) to Elementary School (SD), focusing on the development of a mobile application to support parents during this phase. The transition significantly impacts children’s social, emotional, and cognitive readiness. Conducted in Babakan Ciparay, Bandung, the study employs the Research and Development (RD) method using the ADDIE (Analysis, Design, Development, Implementation, Evaluation) framework. The sample consists of 150 parents of children in group B kindergarten/RA/equivalent and grades 1–2 SD/MI/equivalent, representing the transition phase. In-depth interviews were conducted with six parents to gather qualitative insights. Over 50% of parents demonstrated awareness of the PAUD-SD transition, but their understanding highlighted a need for accessible digital guidance, often sourced from the internet. These insights informed the creation of the PAUD.int application. Evaluation using the Technology Acceptance Model (TAM) and System Usability Scale (SUS) indicated high usability and acceptance of the app, confirming its effectiveness in supporting parents during this transition. The PAUD.int application has the potential to improve children's readiness and enhance parental engagement during the transition. However, challenges such as device compatibility and registration processes suggest opportunities for technical and functional enhancements. The development of the PAUD.int application demonstrates the value of digital tools in facilitating smoother PAUD-SD transitions. Future studies should explore further technical improvements and interactive features to expand its impact on parental support and child readiness.]]>
<![CDATA[The Implementation of Student Exchange Program in Higher Education: The Study in a University in Indonesia ]]>
<![CDATA[Lodya Sesriyani]]>;
<![CDATA[Saiful Anwar]]>;
<![CDATA[Rusmaini Rusmaini]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 14, No 4 (2022): AL-ISHLAH: Jurnal Pendidikan ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v14i4.2104
<![CDATA[This study aimed to analyze the implementation of Program Merdeka Belajar Kampus Merdeka (MBKM) which was implemented in one of the private universities in Indonesia. The focus of this research was the implementation of Program Pertukaran Mahasiswa Merdeka (PMM), where in this program students temporarily exchange to run courses at partner universities. This research is expected to answer what must be evaluated in the program Pertukaran Mahasiswa Merdeka (PMM). The subjects in this study were all students in the PMM program activities in the Perkembangan Peserta Didik' course. Observations were made for nine meetings conducted online both on Google meet and on the Spada Dikti dashboard. There were sixteen students whose activities were observed and two lecturers who taught courses. During the observation, information was found regarding timeliness of students and lecturers in starting and ending lectures, students’ discipline when collecting individual and group assignments, signal problems that often occur, effectiveness of the Dikti dashboard, to the final conversion of students' grades at their respective universities.]]>
<![CDATA[Determinants of Learning Outcomes in Mathematics Education: Analyzing Internal and External Factors in the Society 5.0 Context ]]>
<![CDATA[Muh Fajar Fazriansyah]]>;
<![CDATA[Ikhsan Faturohman]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): DECEMBER 2025 ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v17i4.8729
<![CDATA[The emergence of Society 5.0, characterized by the integration of advanced digital technologies into all aspects of life, poses new challenges and opportunities in education. Understanding how internal and external factors affect student learning outcomes within this context is critical, particularly in mathematics education where self-regulation and technology use are essential. This study employed a sequential explanatory mixed-methods design to investigate the influence of internal (learning motivation, self-regulated learning, self-management) and external (digital learning quality, technological infrastructure, environmental support, lecturer competence) factors on learning outcomes in the Society 5.0 era. A total of 240 undergraduate mathematics education students participated in the quantitative phase, analyzed using SEM-PLS, followed by in-depth interviews with 30 students for qualitative exploration. Quantitative findings revealed that internal factors, especially learning motivation, had the strongest influence on academic performance. Among external factors, digital learning quality was the most significant. The Society 5.0 construct, while significantly associated with learning outcomes, did not moderate the relationship between internal/external factors and academic achievement. Qualitative data reinforced the central role of motivation and self-management, while also highlighting additional influences such as psychological well-being, health, and socioeconomic status. These findings underscore that internal psychological factors remain the primary drivers of student success in digitally enhanced learning environments. External support and technological infrastructure play a complementary role. The results suggest a need for holistic educational strategies that balance technological integration with student-centered development.]]>
<![CDATA[Development of E-Modules Based on Local Wisdom on Ecosystem Material to Increase Scientific Literacy ]]>
<![CDATA[Nunung Nurhayati]]>;
<![CDATA[Dadang Jaenudin]]>;
<![CDATA[Elly Sukmanasa]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 17, No 1 (2025): MARCH 2025 ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v17i1.6224
<![CDATA[This study aims to evaluate the validity, effectiveness, and practicality of an E-Module developed based on local wisdom. The research employs the ADDIE development model and includes both limited and expanded trials. The study utilizes a development research (RD) approach, conducting small-scale trials with 10 students and large-scale trials with 26 grade IV students at SDIT Aliya. The validity of the product is assessed through validation tests of the material, media, language, and usage by students and teachers. Effectiveness is measured using pretest-posttest results and analyzed with t-tests. The E-Module was found to be highly valid, with teacher assessments indicating excellent content, presentation, and language appropriateness. Both teacher and student responses in the trials were classified as very good. Effectiveness analysis revealed an N-Gain score of 0.57, indicating a medium improvement. The paired t-test for pretest and posttest results yielded a significant value of 0.00, confirming the effectiveness of the module. The significant improvement in students' scientific literacy suggests that the local wisdom-based E-Module enhances meaningful learning. By connecting the content to students' local identity, the module fosters a deeper understanding of scientific concepts, demonstrating its potential as an effective educational tool. The E-Module based on local wisdom is valid, effective, and practical, leading to a notable improvement in students' scientific literacy.]]>
<![CDATA[Shifting Teachers' Attitudes or Developing Innovative Didactical Designs: Which Should Come First? ]]>
<![CDATA[Anton Nasrullah]]>;
<![CDATA[Didi Suryadi]]>;
<![CDATA[Agus Hendriyanto]]>;
<![CDATA[Lukman Hakim Muhaimin]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 17, No 3 (2025): SEPTEMBER 2025 ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v17i3.7378
<![CDATA[In mathematics education, the process of knowledge transposition—how academic content is adapted for classroom use—is shaped by teachers’ attitudes and instructional practices. In Indonesia, little is known about how mathematics teachers critically engage with textbooks and curricular materials during this process. This qualitative study employed an interpretative phenomenological analysis to explore the lived experiences of five experienced mathematics teachers from reputable schools in Bandung and Surakarta. Data were collected through semi-structured, in-depth interviews and analyzed thematically to uncover patterns in teachers’ perceptions and practices related to instructional materials. The findings reveal a strong reliance on textbooks as primary teaching references, often accompanied by uncritical acceptance of their content. Teachers tended to assume that government-issued or commercially published textbooks were scientifically accurate, without cross-referencing them against academic sources. This passive approach to knowledge adaptation raises the risk of perpetuating conceptual misunderstandings in the classroom. While some teachers expressed skepticism, they lacked the confidence or institutional support to challenge existing materials. These results suggest a need for professional development programs that promote critical curriculum analysis, reflective teaching practices, and collaborative content evaluation. Supporting teachers to act not merely as content deliverers, but as informed and critical mediators of knowledge, is essential for effective didactic transposition and improved student learning outcomes.]]>
<![CDATA[Exploring the Impact of Reflective Learning in Teaching Basic Music Theory: A Qualitative Study ]]>
<![CDATA[Dedy Setyawan]]>;
<![CDATA[Juju Masunah]]>;
<![CDATA[Rita Milyartini]]>;
<![CDATA[Yudi Sukmayadi]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 16, No 4 (2024): AL-ISHLAH: JURNAL PENDIDIKAN ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v16i4.5819
<![CDATA[This study investigates challenges in the basic music theory course within the Music Education Study Program at STKIP Citra Bakti, focusing on identifying key learning issues and analyzing student reflections on the course experience. A descriptive approach with a survey method was employed. Data collection included questionnaires and interviews, and analysis was conducted using Miles and Huberman's model, which involves data reduction, data presentation, and data verification. The findings categorize the primary challenges in basic music theory learning into eight areas: (1) Student Characteristics, (2) Learning Attitudes, (3) Motivation, (4) Media/Teaching Materials, (5) Instructor Influence, (6) Family Support, (7) Social Environment, and (8) Infrastructure. Notably, 93.3% of students cited media and teaching materials as a significant issue, while 90% pointed to inadequate infrastructure as a key barrier to effective learning. The analysis highlights a critical need to improve media and teaching materials, as well as infrastructure, to enhance learning experiences. Addressing these issues may foster better engagement and understanding in basic music theory. The study underscores the importance of prioritizing resource allocation for teaching materials and facilities in the Music Education program. Future research should explore strategies to strengthen student interaction with learning materials and promote collaboration between educational institutions and resource providers to support music theory education effectively.]]>
<![CDATA[History, Identity, and Multicultural Education: The Role of Endogamous Marriage in the Hadramaut Arab Community of Palembang ]]>
<![CDATA[Apriana Apriana]]>;
<![CDATA[Eka Mustika Riantina]]>;
<![CDATA[Yusinta Tia Rusdiana]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 17, No 2 (2025): JUNE 2025 ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v17i2.7463
<![CDATA[This study explores how historical practices—specifically endogamous marriage traditions within the Arab Hadramaut community in Palembang—offer valuable insights for multicultural education. It focuses on the construction of cultural identity, maintenance of social boundaries, and transmission of ancestral values in minority communities. A qualitative research design with a phenomenological approach was employed. Data were collected through in-depth interviews, participant observations, and literature reviews. The data were analyzed through reduction, presentation, and conclusion-drawing stages. Findings indicate that Arab-Malay cultural interactions in Palembang date back to the 16th–17th centuries. Despite these interactions, intermarriage remains limited due to adherence to the kaffaah principle. This principle supports endogamous marriage within the Alawiyyin lineage to preserve religious identity and maintain lineage from the Prophet. This historical continuity illustrates the community’s strategy for sustaining cultural values and identity across generations. The persistence of endogamous marriage within a multicultural context highlights the role of historical practices in shaping modern identity and social structures. These findings contribute to a deeper understanding of how minority communities negotiate cultural preservation within broader societal frameworks. This study provides a historical lens through which to enhance multicultural education. It supports the development of history and citizenship curricula that promote cultural literacy, social cohesion, and appreciation of pluralism.]]>
<![CDATA[Problems of Online Learning according to Students during the Covid-19 Pandemic ]]>
<![CDATA[Umar Mansyur]]>;
<![CDATA[Ihramsari Akidah]]>;
<![CDATA[Rizkariani Sulaiman]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 14, No 4 (2022): AL-ISHLAH: Jurnal Pendidikan ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v14i4.1998
<![CDATA[This study aims at describing the types of problems experienced by students while participating in online learning, online learning media that students prefer, and evaluation of the implementation of online learning according to students at the Indonesian Muslim University during the Covid-19 pandemic. This study uses a survey method. The research sample is the students of the Faculty of Letters. The data collection technique used in this study is Google form questionnaire and analyzed by using quantitative descriptive statistics. The results show that the types of problems experienced by students while participating in online learning are generally caused by two factors, namely internal factors: unable to focus on attending lectures, problem on internet network, lack of cost to buy internet quota, and external factors: class schedules change frequently, the use of less effective learning media, redundant assignments. Online learning media that are generally preferred by students are Zoom Meeting, UMI Kalam e-Learning, and WhatsApp. According to students, some points that need to be evaluated in online learning include: lecturers often change class schedules and immediately organize face-to-face learning, lecturer learning strategies are less effective, giving excessive assignments, internet connections often in problems, students need to receive internet quota fund, and lecturers are still less skill in using digital learning media.]]>
<![CDATA[Developing Informational Text-Based HOTS Assessment Instruments via Google Forms: A Needs Analysis in Indonesian Junior High Schools ]]>
<![CDATA[Nela Arista]]>;
<![CDATA[Nurhayati Nurhayati]]>;
<![CDATA[Ernalida Ernalida]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): DECEMBER 2025 ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v17i4.7807
<![CDATA[Critical thinking is a key 21st-century skill that remains underdeveloped among junior high school students in Indonesia, as reflected in low literacy and thinking scores. This study responds to the need for valid, practical, and contextual assessments to measure students' higher-order thinking skills (HOTS), particularly in reading informational texts. This research employed a research and development (RD) approach using a modified version of Djiwandono’s development model. The study included needs analysis, instrument design, expert validation, and field testing. Data were collected from 225 seventh-grade students and teachers at SMP Negeri 1 Sekayu using questionnaires, interviews, and instrument trials. The final product—a HOTS assessment instrument—was delivered through Google Forms. The results indicated that both students (97.3%) and teachers (100%) recognized the need for HOTS-oriented questions, especially those using informational texts. The instrument was validated by experts and showed high validity, reliability, appropriate difficulty levels, and effective item discrimination. Additionally, 92.9% of students found Google Forms easy to use and suitable for digital assessment. This study confirms the feasibility and effectiveness of digital HOTS instruments using informational texts. The developed tool supports critical thinking evaluation and aligns with current curricular goals. It also demonstrates the readiness of schools to integrate digital tools for formative assessment.]]>
<![CDATA[Developing a Prophetic Education Programme to Prevent Violence in Early Childhood: A Study of PAUD Institutions in Indonesia ]]>
<![CDATA[Juntika Nurihsan]]>;
<![CDATA[Mubiar Agustin]]>;
<![CDATA[Idat Muqodas]]>;
<![CDATA[Rivaldo Juliansyah]]>;
<![CDATA[Putri Andita Rahmaningtyas]]>;
<![CDATA[Khairatul Ulya Ilma]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 17, No 3 (2025): SEPTEMBER 2025 ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v17i3.6229
<![CDATA[Violence against children—including physical, emotional, verbal, sexual abuse, and neglect—has become a critical concern in Indonesia, including in Early Childhood Education (PAUD) settings where safety should be paramount. Alarmingly, some cases involve educators as perpetrators. This study addresses the urgent need for preventive interventions by developing a Prophetic Education programme grounded in ethical and spiritual values. This study employed a quasi-experimental design involving early childhood teachers from several Raudhatul Athfal (RA) institutions in Majalengka. An initial survey of 100 teachers was conducted to assess tendencies toward violent behavior. Based on these results, 30 teachers were selected and randomly assigned to an experimental group (n = 15) and a control group (n = 15). The experimental group received structured training based on prophetic values such as compassion, patience, and empathy, while the control group followed conventional parenting activities. Data were analyzed using Wilcoxon and independent t-tests. The post-test findings showed significant differences between the experimental and control groups across all violence dimensions—physical, verbal, emotional, and behavioral determinants. Teachers in the experimental group demonstrated reduced tendencies toward violent behavior, and children under their supervision showed improved emotional regulation and interpersonal conduct. The study concludes that Prophetic Education is effective in reducing violence in early childhood settings. The programme offers a culturally grounded, values-based framework that can inform teacher training, early childhood curricula, and educational policy reforms aimed at fostering safe, respectful, and nurturing learning environments.]]>
