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[Integration of Bugis-Makassar Culture Value of Siri’ Na Pacce’ through Social Studies Learning in The Digital Age ]]>
<![CDATA[Hasni Hasni]]>;
<![CDATA[Nana Supriatna]]>;
<![CDATA[Sapriya Sapriya]]>;
<![CDATA[Murdiyah Winarti]]>;
<![CDATA[Erlina Wiyanarti]]>
<![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.v14i4.2151
<![CDATA[This study stems from the phenomenon that social studies learning needs to be developed by creative teachers based on their cultural values. Social studies teachers must be able to understand the problems of social life and develop social skills in their respective cultures. This research aims to describe the cultural values of siri’ na pacce’ for the Bugis-Makassar, and how to integrate these cultural values into social studies learning in the digital age. The research method used is a literature study method by reviewing and identifying the cultural values of siri’ na pacce’ including books, journals, or articles, then presented and analyzed. The cultural value of siri’ na pacce’ for the Bugis-Makassar described in two concepts that characterize the Bugis-Makassar individual to maintain a balance between disgrace and self-esteem which is defined as siri’ and to maintain a sense of togetherness in the position and suffering of each member of the society asserted as pacce’ notion. The integration of siri ‘na pacce’ in social studies learning makes students understand their own culture, able to behave and behave according to customs, such as the application of the spirit of Abulo Sibbatang through the discussion method. Story-based methods by displaying animated videos and images about the persistence of Bugis-Makassar sailors and the story in the script of I La Galigo. Thus that teachers are more creative and innovative in designing interesting learning in the digital age.]]>
<![CDATA[Reducing Fear of Missing Out (FoMO) Through Experiential Learning: A Quasi-Experimental Study in Vocational High Schools ]]>
<![CDATA[Awalya Siska Pratiwi]]>;
<![CDATA[Septia Rahmawati]]>
<![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.v17i4.7241
<![CDATA[The rise of digital technology has contributed to increased Fear of Missing Out (FoMO) among adolescents, which negatively affects their emotional well-being and academic engagement. This study aimed to examine the effectiveness of Experiential Learning (EL) in reducing FoMO among vocational high school students. A quasi-experimental, one-group pretest-posttest design was used with 15 purposively selected 11th-grade students from SMK Nasional Malang who exhibited moderate to high FoMO scores. The intervention was based on Kolb’s experiential learning model and included role-playing, group discussions, and reflective activities. FoMO levels were assessed using a validated 10-item Likert scale adapted from Przybylski et al. (2013). Data were analyzed using the Wilcoxon Signed Rank Test. Findings showed a significant reduction in FoMO scores after the intervention (Z = -3.415, p = 0.001), with most participants moving from high to medium or low FoMO categories. Students also reported improved emotion regulation and time management. The experiential activities promoted active engagement, self-awareness, and practical coping strategies in managing digital pressure. The results support the use of experiential learning to reduce FoMO by enhancing emotional resilience and fostering healthier social interactions. Although limited by sample size and lack of a control group, the study provides promising evidence for integrating experiential methods into school-based guidance and counseling programs. Future research should employ randomized controlled trials to strengthen causal claims and explore long-term effects.]]>
<![CDATA[Enhancing Early Childhood Learning Quality: A Qualitative Study on Teachers' Strategies and Pedagogical Approaches in Indonesian Preschools ]]>
<![CDATA[Zamzami Zamzami]]>;
<![CDATA[Sri Wahyuni]]>;
<![CDATA[Reswita Reswita]]>
<![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.v17i1.7219
<![CDATA[Effective teaching strategies in early childhood education are essential for fostering both engagement and learning quality. However, there is a lack of focused research on how interactive methods specifically enhance young learners’ comprehension and participation. This qualitative study employed a descriptive approach to examine teaching strategies used by early childhood educators. Data were collected through semi-structured interviews with teachers, classroom observations, and document analysis to gather comprehensive insights. Findings indicate that educators utilize a range of interactive strategies, including play-based learning, storytelling, singing, field trips, and demonstrations. These approaches not only improve children's understanding of subject matter but also encourage active engagement and enjoyment in the learning process. The study highlights the importance of integrating interactive pedagogies to create a stimulating educational environment. It underscores the practical benefits of these methods in promoting both cognitive and social development in young learners. The research recommends that educators systematically incorporate interactive strategies into their teaching practices. Additionally, policymakers are encouraged to support educational models that prioritize engaging and participatory learning experiences. Future studies should investigate the long-term effects of these strategies on children's developmental outcomes.]]>
<![CDATA[Integrating Artificial Intelligence (AI) into EFL in Higher Education: Challenges and Opportunities for Indonesian Teachers and Students ]]>
<![CDATA[Sitti Maryam Hamid]]>;
<![CDATA[Andi Bulkis Maghfirah Mannong]]>;
<![CDATA[Saiful Saiful]]>;
<![CDATA[Nico Irawan]]>
<![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.v17i3.7717
<![CDATA[Artificial intelligence (AI) is increasingly embedded in English as a Foreign Language (EFL) learning, offering both pedagogical opportunities and challenges in higher education. Understanding how teachers and students employ AI platforms is essential to optimize their benefits while addressing potential risks. This study employed a mixed-methods approach at a private university in Makassar. Quantitative data were collected through surveys involving 70 students and 35 English teachers, while qualitative insights were obtained from in-depth interviews with 30 students and 15 teachers. Data triangulation ensured reliability across survey and interview findings. Survey results showed differences in AI platform usage between teachers and students. Teachers primarily used QuillBot for paraphrasing, Turnitin for plagiarism detection, ChatGPT for chatbots, and Hello English for English-based learning. Students favored HIX.AI for paraphrasing, GPTZero for plagiarism, DeepSeek for chatbot interaction, and ELSA for English practice. Both groups frequently used DeepL as a translation tool. Interview data revealed challenges for teachers, including balancing facilitator roles with AI use, limited platform updates, accessibility barriers, and high costs of premium versions. Students’ challenges included overreliance on AI and limited access due to paid subscriptions. The findings highlight both opportunities and constraints in AI-assisted EFL learning. While AI enhances personalization and efficiency, it risks dependency and inequity in access. The study underscores the need for digital literacy training for teachers, institutional support for equitable access, and the development of adaptive AI-based learning models tailored to local contexts.]]>
<![CDATA[Designing English Supplementary Materials Integrated with Riau Malay Heritage for Tenth-Grade Students in Pekanbaru ]]>
<![CDATA[Marhamah Marhamah]]>;
<![CDATA[Cyintia Kumalasari]]>;
<![CDATA[Ratu Ganisa Auliana]]>;
<![CDATA[Sumardi Sumardi]]>
<![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.v17i2.7401
<![CDATA[English learning materials that incorporate local culture are limited, particularly those that reflect and preserve the Riau heritage. As Malay culture is deeply rooted in Islamic values, integrating these elements into language education can promote cultural transmission while enhancing student engagement. This study aims to design English learning materials that embed Riau cultural elements for tenth-grade students in Pekanbaru. This study adopts a descriptive-evaluative method within the Research and Development (RD) model proposed by Borg and Gall. The full model includes ten phases, but this research focuses specifically on the design phase (stages 2 and 3): learning objective planning and initial draft creation. Activities during this phase involved identifying and analyzing learning goals, assessing student characteristics, and developing a structured instructional plan. The subjects consisted of 40 tenth-grade students. The design process yielded English learning materials that integrate Riau heritage through culturally relevant texts and context-based exercises. The content was tailored to students' backgrounds to foster deeper comprehension, engagement, and emotional connection with the material. The materials were structured to support language acquisition while simultaneously promoting cultural preservation. Embedding local heritage into English language learning helps students develop linguistic proficiency and cultural identity simultaneously. These culturally infused materials are expected to enhance student motivation, interest, and participation by making learning more meaningful and relatable. This study provides a framework for developing localized educational content that fosters both academic and cultural growth, enabling students to share their heritage with a global audience.]]>
<![CDATA[Utilization of Management Information Systems in Ensuring The Academic Quality of Vocational School ]]>
<![CDATA[Yulan Tiarni Legistia]]>;
<![CDATA[Nia Daniati]]>;
<![CDATA[Ahmad Ahmad]]>
<![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.v14i4.2432
<![CDATA[This research aims to know the utilization of management information systems through android application by teachers and students in ensuring the academic quality of the institution. The analysis used is qualitative approach that is by interpreting data interactively and continuously. Research data collection is done by interview, observation and document study. This research found that with the android application it can guarantee academic quality and make it easier for teachers and students to obtain academic information with a simpler system including attendance, evaluation, discussion and delivery of material. However, not all student attitudes can be observed through this application. This system is relatively new and needs further development in order to provide maximum benefits in an effort to ensure the academic quality of the institution.]]>
<![CDATA[Supervising in Silence: Challenges and Coping Strategies in EFL Undergraduate Thesis Supervision in Indonesia ]]>
<![CDATA[Mukhlash Abrar]]>;
<![CDATA[Failasofah Failasofah]]>;
<![CDATA[Sanggarini Naomi]]>;
<![CDATA[Nunung Fajaryani]]>;
<![CDATA[Masbirorotni Masbirorotni]]>
<![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.v17i4.7763
<![CDATA[Undergraduate thesis supervision plays a critical role in shaping students' academic success, particularly in English as a Foreign Language (EFL) contexts. However, supervising EFL students poses various challenges for lecturers, often impacting the quality and progress of student research. This qualitative case study explores the experiences of eight lecturers supervising undergraduate theses in an English education program at a public university in Jambi, Indonesia. Data were collected through in-depth semi-structured interviews and analyzed using thematic analysis following Braun and Clarke's (2006) six-phase framework. Findings reveal two major categories of challenges: internal and external. Internal challenges include time constraints due to heavy workloads and mismatches between supervisors’ expertise and student research topics. External challenges involve student disengagement, poor writing skills, limited progress, low motivation, and external personal issues. To address these, lecturers employed three main strategies: (1) self-management (scheduling supervision, learning new content areas), (2) assistance (giving direction, motivation, and written corrective feedback), and (3) communication and technological support (maintaining regular contact and using online platforms for supervision). The study highlights the complex dynamics of thesis supervision in EFL contexts and the proactive efforts of lecturers to navigate these challenges. The findings underscore the need for institutional support, targeted training, and better supervisor-student alignment to enhance the supervision process and student outcomes.]]>
<![CDATA[Enhancing Students' Understanding of Social Studies through Online Learning Media: A Study Using Quizizz ]]>
<![CDATA[Desi Susanti]]>;
<![CDATA[Aman Aman]]>;
<![CDATA[Miftahuddin Mifatahuddin]]>;
<![CDATA[Asyrul Fikri]]>
<![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.v16i4.5949
<![CDATA[This study evaluates the impact of the Quizizz application on junior high school students' comprehension, highlighting its potential to enhance classroom instruction through innovative and engaging learning strategies. A Classroom Action Research (CAR) approach was employed, encompassing planning, implementing, observing, and reflecting stages. The study involved 36 eighth-grade students at SMPN 3 Batang Gangsal. Data were gathered through observations, tests, and documentation. Qualitative analysis of observational data was conducted using tables and diagrams to track progress, while quantitative analysis compared student performance across two cycles. In Cycle I, the average student score was 62.4, with 38.89% (14 students) achieving scores ≥70. By Cycle II, the average score increased to 74.1, with 88.89% (32 students) meeting or exceeding the benchmark. These results demonstrate significant improvement in students' comprehension of social studies. The findings highlight the effectiveness of Quizizz as a tool for engaging students and enhancing learning outcomes. Its interactive features contributed to increased student motivation and better comprehension of social studies concepts. The Quizizz application proved to be an effective and innovative learning tool, significantly improving student comprehension. Future research should explore its application across diverse subjects and educational levels to assess its broader impact on learning outcomes.]]>
<![CDATA[Exploring the Impact of Project-Based Learning on University Students’ Essay-Writing Ability ]]>
<![CDATA[Andi Patmasari]]>;
<![CDATA[Afrillia Anggreni]]>;
<![CDATA[Muhammad Ismail]]>
<![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.v17i3.7055
<![CDATA[Project-Based Learning (PjBL) offers an instructional approach that emphasizes student autonomy, collaboration, and real-world application, which may enhance essay-writing ability. This study aims to (1) examine the effect of PjBL on university students’ essay-writing ability and (2) evaluate its effectiveness in improving writing performance. A quasi-experimental design with a sequential explanatory mixed-methods approach was employed. The participants were students in Class B of the English Education Study Program at Tadulako University, selected through purposive sampling. Quantitative data were gathered through pre- and post-tests and analyzed using a paired samples t-test and normalized gain (N-gain) scores. Qualitative data from learning logs and interviews were analyzed thematically to explain the quantitative findings. The t-test indicated a statistically significant improvement in students’ writing scores after the PjBL intervention (p = 0.000). However, the N-gain score was 0.1978, placing the effectiveness in the “low” category. Qualitative findings showed that students positively perceived PjBL, noting enhanced critical thinking, creativity, and collaboration. Nevertheless, several challenges emerged, including uneven group participation, cognitive overload, and misalignment between assessment and learning activities. Despite statistical significance, the low effectiveness suggests limitations in task design, assessment alignment, and learner readiness. These factors may have constrained the impact of PjBL on measurable writing outcomes. PjBL significantly affected students’ essay-writing ability, but its practical effectiveness was limited. Given the study’s reliance on a single purposive sample, generalizability is restricted. Future research should include larger, diverse samples and refine instructional design to maximize PjBL’s pedagogical benefits.]]>
<![CDATA[The Effectiveness of Online Learning through WhatsApp Groups ]]>
<![CDATA[Meidawati Suswandari]]>;
<![CDATA[Yoel Octobe Purba]]>
<![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.v14i4.1478
<![CDATA[This study aims to determine the effectiveness of online learning through WhatsApp groups at an elementary school in Jaten. This study is a qualitative study that analyzes online learning conducted through WhatsApp groups. Data collection techniques in this study used interviews and documentation. Data analysis uses interactive data analysis, including data reduction, data display, and drawing conclusions. The results show that online learning through WhatsApp groups is less effective in achieving learning objectives. This is due to various factors, including 1) Students do not all have cellphones, and there are still many working parents. As a result, students have to wait for their parents to come home first. 2) Students have difficulty in doing assignments. 3) Less effective in increasing the learning independence of students. 4) Lack of captured material. 5) Students have difficulty in doing assignments. 6) Parents complain because of difficulties in explaining the learning material.]]>
