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[The Impact of Academic Digital Literacy on Career Adaptation Among Recent Undergraduate Graduates ]]>
<![CDATA[Zainul Anwar]]>;
<![CDATA[Djudiyah Djudiyah]]>;
<![CDATA[Nida Hasanati]]>;
<![CDATA[Ahmad Sulaiman]]>
<![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.v17i2.7210
<![CDATA[Graduate unemployment remains a pressing issue in Indonesia, with a 5.98% open unemployment rate among university graduates reported by the Central Bureau of Statistics (BPS) in 2021. Contributing factors include a misalignment between academic preparation and labor market needs, limited work experience, and inadequate readiness for professional roles. Strengthening career adaptability during the transition from university to the workforce is essential. This study employed a quantitative experimental design to examine the impact of academic digital literacy training on career adaptability among recent undergraduate graduates. Participants completed pre- and post-tests measuring career adaptability before and after the intervention. The analysis revealed a statistically significant increase in participants' career adaptability scores following the training. The intervention notably improved graduates’ readiness to meet workforce demands by enhancing their digital competencies relevant to both academic and professional contexts. These findings indicate that academic digital literacy training plays a critical role in bridging the gap between university education and workplace expectations. By equipping graduates with essential digital skills, the program supports a smoother transition into professional roles and may contribute to reducing graduate unemployment. Integrating academic digital literacy into higher education curricula can effectively enhance career adaptability and employment readiness. Institutions should prioritize such training to better align graduate skills with evolving labor market demands.]]>
<![CDATA[Alternative Counselling Interventions in Improving Self-Esteem of Students' Subjective Well Being: A Literature Review ]]>
<![CDATA[Risky Kurnia Perdana]]>;
<![CDATA[Agus Basuki]]>;
<![CDATA[Intan Prawitasari]]>
<![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.v14i4.1696
<![CDATA[The implementation of educational activities involved a learning process including knowledge and skills with developing student character. However, in the learning process, there are some problems occur. The problems were usually related to the negative attitudes and traits shown by students. The negative attitudes and traits shown by students are caused by low self-esteem. The purpose of this study was to describe the alternative counselling interventions through Guidance and Counseling, Rational Emotive Behavior Therapy (REBT) to increase students' self-esteem and to show the effect of self-esteem on students' subjective well-being. This research used a qualitative approach. The data analysis technique used is qualitative data analysis, where the data comes from the study of literature assertive training, cognitive, behavioural, and modelling. The result of this study is self-esteem and subjective well-being can improve by Rational Emotive Behavior Therapy or REBT.]]>
<![CDATA[Integrating Diagnostics, Modularity, and Cultural Contexts: A DMC Framework for Adaptive Learning in Indonesian Secondary Schools ]]>
<![CDATA[Latifah Latifah]]>;
<![CDATA[Dirgantara Wicaksono]]>;
<![CDATA[Asep Saefullah]]>
<![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.v17i4.8005
<![CDATA[Adaptive learning platforms (ALPs) in Indonesia's secondary education are growing, yet often emphasize technical performance while neglecting learner diagnostics and socio-cultural relevance. This study addresses the need for a more holistic framework that integrates diagnostic assessment, modular instruction, and cultural contextualization. Using a case-informed literature review approach, the study examined adaptive learning practices in eight diverse institutions—four junior high schools (SMP) and four Islamic junior high schools (MTs)—selected for their innovation and regional representation. Data sources included academic literature, institutional documentation, and digital platform analysis. Findings revealed two key trends: SMPs tend to excel in implementing AI-driven diagnostics and modular pathways, while MTs emphasize cultural and religious integration in content design. However, neither school type fully integrates diagnostics with contextualized learning. Based on these insights, the study proposes the DMC (Diagnostic–Modular–Culture) framework, comprising: (1) individualized diagnostics via pre-assessment tools, (2) differentiated modular learning tracks (remedial, standard, enrichment), and (3) integration of socio-cultural content into instructional design. The DMC model offers a scalable, inclusive framework for adaptive learning tailored to Indonesia’s educational diversity. Its implementation supports personalized instruction while reinforcing learner identity and cultural engagement, aligning with the principles of Kurikulum Merdeka.]]>
<![CDATA[Modernization and National Identity: Quantitative Insights into the Role of Islamic Education in Malaysia ]]>
<![CDATA[Rachanda Ambya]]>;
<![CDATA[Mohamad Erihadiana]]>;
<![CDATA[Tedi Priatna]]>;
<![CDATA[Tatang Muh Nasir]]>
<![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.v17i1.6611
<![CDATA[Islamic education plays a crucial role in shaping national identity and fostering social cohesion in Malaysia. This study examines its significance in the digital era, focusing on curriculum integration and contemporary challenges. A quantitative approach was employed, with data collected from 145 respondents through surveys. Participants, selected using cluster sampling, included students, parents involved in educational policy, educators, and policymakers. Data were analyzed using one-sample t-tests and descriptive statistics. Findings indicate that Islamic education significantly contributes to moral value preservation, tolerance, and inclusivity, with mean scores exceeding 4.5. However, challenges persist in curriculum adaptation to technological advancements, teacher qualification improvements, and aligning content with societal expectations. Three key dimensions emerged: the role of Islamic education in shaping identity and cohesion, its integration with digital curricula, and public expectations regarding contemporary issues. While Islamic education supports national identity and inclusivity, addressing curriculum modernization and teacher training is essential. The findings align with Durkheim's social cohesion theory and Smith’s national identity theory, highlighting the need to balance traditional values with modern pedagogy. To enhance its impact, policymakers should revise curricula to include global issues such as sustainability and technological ethics while preserving traditional values. Strengthening teacher training and resource allocation is also crucial. Future research should incorporate mixed methods and longitudinal studies to enhance generalizability and address evolving educational challenges in a globalized context.]]>
<![CDATA[Improving Teacher Creativity: The Role of Service Leadership, Empowerment, and Work Motivation ]]>
<![CDATA[Titin Gustini]]>;
<![CDATA[Sri Setyaningsih]]>;
<![CDATA[Eka Suhardi]]>
<![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.v17i3.7039
<![CDATA[Teacher creativity is essential for fostering engaging and effective learning environments. However, many teachers face challenges in developing creativity due to limited leadership support, lack of empowerment, and insufficient work motivation. This study investigates how service leadership, empowerment, and work motivation contribute to improving teacher creativity in kindergarten-level education in Sukaraja District, Sukabumi Regency. This research employed a quantitative approach using path analysis and the SITOREM method. The population comprised 152 kindergarten teachers, of which 111 were selected using proportional random sampling. Data were collected through a structured questionnaire measuring four variables: service leadership, empowerment, work motivation, and teacher creativity. Data were analyzed to determine both direct and indirect effects among the variables. Findings show that service leadership (β = 0.302), empowerment (β = 0.239), and work motivation (β = 0.194) have significant direct positive effects on teacher creativity. Service leadership (β = 0.234) and empowerment (β = 0.302) also positively affect work motivation. However, indirect effects of leadership and empowerment on creativity through motivation were statistically insignificant based on the Sobel test (p 0.05). The results indicate that improving teacher creativity requires strengthening leadership practices, providing empowering environments, and enhancing intrinsic motivation. While motivation serves as a contributing factor, it does not mediate the relationship significantly. Future research should explore other mediators or moderators that may better explain this linkage.]]>
<![CDATA[Development of E-Worksheet Using Using Android Educapps Application for Economic Learning ]]>
<![CDATA[Rizal Rizal]]>;
<![CDATA[Abdullah Igo]]>;
<![CDATA[Latief Sahidin]]>;
<![CDATA[Andi Julia Nurrachman Muhtar]]>
<![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.v14i4.2707
<![CDATA[This study aims to develop an e-worksheet on learning and teaching economics using the android educapps application. The method used was research and development through the ADDIE model. The data were collected through questionnaires, interviews, and documents. The implementation of the product trial was carried out at State Senior High School 2 Kendari with 50 students. The data obtained were analyzed qualitatively through the results of assessments from experts, the results of product trials and the use of t-tests on the assessment of the results of electronic worksheets that had been done by students during the large product test. The results of the product assessment showed that 89.14% of all aspects of the e-worksheet have been feasible, and this percentage was the very good category. The assessment of IT experts showed that aspects of software engineering and aspects of visual communication received a score of 79.94%. The results of the material expert assessment concluded that all aspects of content feasibility, presentation feasibility aspects and language assessment aspects received a score of 91.5%. Based on this assessment, the educapps application was declared eligible as an economics learning e-worksheet for class XI at State Senior High School 2 Kendari. The results of the study have implications for teachers' understanding of the development of e-worksheets and teaching materials that can be harmonized with technological developments so that learning can be in accordance with the needs of today's global education.]]>
<![CDATA[Effectiveness of Education Financing Management in Public and Private Schools: Policy Perspective and Implementation ]]>
<![CDATA[Zainuddin Al Haj Zaini]]>
<![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.v17i2.7225
<![CDATA[This study investigates the effectiveness of educational financing management in both State and Private Madrasah Aliyah in East Java, emphasizing policy frameworks and implementation practices. A qualitative case study approach was employed, involving 25 informants across three Madrasah Aliyah. Data were collected through interviews and document analysis, focusing on financial planning, allocation, and accountability mechanisms. Findings reveal that State Madrasah Aliyah benefit from stable financial support through government funding, yet face limited budget flexibility due to bureaucratic constraints. Conversely, Private Madrasah Aliyah exhibits greater autonomy in financial management but struggle with financial sustainability, relying heavily on tuition fees (SPP) and donations. The role of school principals is pivotal in both settings, although private institutions encounter more significant transparency issues. Teacher welfare is closely tied to the efficiency of financial management practices. The contrast between financial stability and autonomy highlights the need for policy reform. Enhanced financial training for madrasah managers and the adoption of digital financial systems are critical for improving transparency and accountability. Increasing budget flexibility in state madrasahs and fostering strategic partnerships with private madrasahs are recommended to support long-term financial health. Optimizing financial management through transparent, flexible, and technology-driven policies can significantly enhance the quality of education in Madrasah Aliyah institutions.]]>
<![CDATA[Listening Comprehension by using Video in Online Class through WhatsApp ]]>
<![CDATA[Lusi Marleni]]>;
<![CDATA[Nurhidayah Sari]]>;
<![CDATA[Vitri Angraini Hardi]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 13, No 1 (2021): AL-ISHLAH: JURNAL PENDIDIKAN ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v13i1.427
<![CDATA[This research aims to determine whether there is an effect of using video as media on the students’ listening comprehension in an online class in the academic year 2020/2021. This research is pre-experimental. It involved 24 students in class. The class was taught by using video as media as the treatment in the class. The data were analyzed quantitatively by using the T-test formula. The result shows that the students listening comprehension in the post-test are higher than pre-test. The data analysis can be seen in many students who get a good score in the class by using video. It can be concluded that video in teaching listening comprehension in an online class is an influential media. As aresult, ??????is 7,03 and ??????is 1,68. In this case, the average score is 72. The use of video for listening comprehension is one of the alternative media in online class.]]>
<![CDATA[Assessing Teacher Readiness for Merdeka Curriculum Implementation: A Case Study in Bulukumba Regency ]]>
<![CDATA[Rosmita Rosmita]]>;
<![CDATA[Syahrul Syahrul]]>;
<![CDATA[Erma Suryani Sahabuddin]]>;
<![CDATA[Suryadi Ishak]]>
<![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.v17i4.7597
<![CDATA[The implementation of Indonesia’s Merdeka Curriculum requires teachers to adapt to more flexible, student-centered, and competency-based learning approaches. However, teacher readiness remains a major challenge, particularly in non-urban contexts, where limited professional capacity may hinder effective curriculum enactment. This study employed a quantitative, cross-sectional survey design to examine factors influencing teacher readiness for Merdeka Curriculum implementation in public elementary schools in Rilau Ale Subdistrict, Bulukumba Regency. A total of 109 teachers were randomly selected from 25 schools. Data were collected using a validated Likert-scale questionnaire, with reliability coefficients exceeding 0.80 (Cronbach’s alpha). Descriptive statistics and multiple linear regression analyses were used to analyze the data. The findings indicate that teachers’ understanding of the Merdeka Curriculum predominantly falls within low-to-moderate and very low categories, while preparedness in developing instructional materials is largely moderate. Assessment and evaluation competence emerged as the weakest dimension of readiness. Multiple regression analysis revealed that curriculum understanding, instructional material preparation, and assessment competence jointly had a significant effect on teacher readiness (R² = 0.368, p 0.001). These results suggest that teacher readiness is shaped by interconnected cognitive and instructional capacities, while a substantial proportion of variance is influenced by contextual factors beyond the scope of this study. The findings highlight the need for targeted professional development, particularly in assessment literacy and instructional design, to support effective Merdeka Curriculum implementation in non-urban educational settings.]]>
<![CDATA[Implementation of the Program for Strengthening Religious Moderation in Aceh Madrasas ]]>
<![CDATA[Hadini Hadini]]>;
<![CDATA[M. Imamuddin]]>;
<![CDATA[Charles Charles]]>;
<![CDATA[Isnaniah Isnaniah]]>;
<![CDATA[Nurbayani Nurbayani]]>;
<![CDATA[Ressy Kurniasari]]>
<![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.v16i4.5932
<![CDATA[Educational institutions play a critical role in fostering religious moderation, aiming to cultivate future generations with balanced attitudes and thoughts. This study investigates the understanding and awareness of religious moderation among students at MAN 4 Aceh Besar and explores the programs designed to strengthen this concept. Additionally, it examines the factors that support or hinder the success of these programs. A mixed-methods approach was employed, integrating qualitative and quantitative techniques. Data were collected through observation, interviews, documentation, and scales. Quantitative data analysis determined the level of student understanding, while qualitative methods provided insights into program implementation and influencing factors. Findings reveal that students at MAN 4 Aceh Besar demonstrate an 80.8% understanding and awareness of religious moderation, categorizing the institution as successful in supporting its objectives. Religious moderation programs are integrated into both teaching materials and extracurricular activities, ensuring a holistic approach. Supporting factors for the program's success include moral and material backing from stakeholders. However, challenges arise from both internal and external influences, which may limit the program's effectiveness. The religious moderation program at MAN 4 Aceh Besar has effectively fostered student awareness and understanding, demonstrating the institution's commitment to cultivating moderate perspectives. Continuous support and strategic interventions are necessary to address the identified challenges and sustain progress.]]>
