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[Civic Education in Digital Era: Implementing Pancasila Values for Generation Z College Students ]]>
<![CDATA[Salwa Anggraeni Khriswina]]>;
<![CDATA[Setiawan Edi Wibowo]]>;
<![CDATA[E Kus Eddy Sartono]]>
<![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.v17i1.6040
<![CDATA[This study explores how Generation Z students in the Primary School Teacher Education (PGSD) program embody the values of Pancasila in the digital era, particularly through civic education courses and their integration into positive, everyday activities. Using a qualitative research design with a case study approach, data were collected through semi-structured interviews. The data were analyzed using the Miles and Huberman model, which includes data reduction, data display, and conclusion drawing. The findings reveal that the rapid advancement of digital technology and modernization has not weakened the commitment of Generation Z students to uphold and practice Pancasila values. Students continue to reflect these values in both academic and non-academic settings. Civic education in higher education serves as a reinforcing medium, allowing students to internalize and express the principles of Pancasila—such as unity, social justice, and democracy—through digitally enhanced platforms and activities. Despite living in a highly digitalized environment, Generation Z PGSD students remain grounded in the ideology of Pancasila. Civic education courses, when adapted to modern technological contexts, are effective in maintaining the relevance of national values. These findings highlight the potential for civic education to bridge traditional ideological foundations with contemporary student lifestyles.]]>
<![CDATA[Mathematical Communication Ability Based on Anyaman Purun Ethnomathematics ]]>
<![CDATA[Maulina Fakhrunnisa Salsanabila]]>;
<![CDATA[Marsigit Marsigit]]>;
<![CDATA[Ali Mahmudi]]>
<![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.v16i4.5666
<![CDATA[Mathematical communication skills are essential for students to effectively express and understand mathematical ideas. This study investigates these skills within the context of one-variable linear equations and inequalities, incorporating ethnomathematics through the lens of anyaman purun (traditional grass weaving) as a culturally relevant framework. A qualitative descriptive research design was employed. The participants included six grade 7 students selected purposively from a pool of 28 students. Data collection methods comprised tests, interviews, and documentation. Data analysis was conducted following Miles and Huberman’s model, which includes data reduction, data presentation, and conclusion drawing. Triangulation through test results and interviews was used to ensure data validity. Findings revealed that 46.4% of the students displayed high-level mathematical communication skills, 28.6% demonstrated moderate skills, and 25% exhibited low skills. Students with high proficiency effectively conveyed mathematical concepts using written, visual, and mathematical expressions, while those with moderate skills performed adequately in these areas. Students with lower skills faced challenges across all aspects of mathematical communication. The integration of anyaman purun within mathematics instruction highlighted cultural relevance as a tool for enhancing mathematical communication. High and moderate skill levels corresponded with more effective communication and understanding of mathematical concepts, whereas students with lower skill levels struggled with these aspects. The study suggests that incorporating culturally relevant contexts like anyaman purun can improve mathematical communication skills, potentially enhancing learning quality and fostering students' ability to articulate mathematical ideas.]]>
<![CDATA[Implementing Contextualized Quality Assurance in Islamic Boarding Schools: A Case Study of TMI Al-Amien Prenduan ]]>
<![CDATA[Ahmadi Ahmadi]]>;
<![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.v17i4.7855
<![CDATA[Islamic boarding schools (pesantren) face growing demands to implement quality assurance (QA) systems that align with both national education standards and their religious identity. However, few studies offer empirical models for how pesantren can institutionalize QA in context-sensitive ways. This study explores the implementation of QA at TMI Al-Amien Prenduan, a recognized muadalah pesantren in Indonesia. A qualitative case study was conducted using an interpretive paradigm. Data were collected through semi-structured interviews, participant observation, and document analysis. Key informants included pesantren leaders and QA personnel. Data were analyzed using Miles and Huberman’s interactive model, and validity was ensured through triangulation and member checks via focus group discussions. Findings show that TMI implemented a structured QA process using the PPEPP cycle (Determination, Implementation, Evaluation, Control, Improvement). QA practices include internal audits, stakeholder evaluations, and policy documentation. A dedicated QA unit has been established, marking a shift from charismatic, figure-based leadership to an institutionalized system. Key enablers include transformational leadership, capacity building, and external advocacy. Challenges involve limited human resources and cultural resistance to formal systems. The study demonstrates that pesantren can adopt formal QA mechanisms without compromising their identity by contextualizing implementation strategies. The TMI case offers a practical model for similar institutions and supports national efforts to standardize QA in Islamic education.]]>
<![CDATA[Interactive Problem-Based Learning with Wordwall: Effects on Reading Comprehension and Student Motivation ]]>
<![CDATA[Asriyanti Asriyanti]]>;
<![CDATA[Afnita Afnita]]>
<![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.v17i3.7737
<![CDATA[Reading comprehension remains a persistent challenge in Indonesian secondary education, particularly with biographical texts. This study examined the effectiveness of the Problem-Based Learning (PBL) model integrated with Wordwall digital media on students’ reading comprehension, considering the moderating role of learning motivation. A quantitative experimental design was employed involving 63 Grade X students at SMAN 11 Batam, selected through total sampling. Students were divided into experimental and control groups. The intervention group received PBL instruction assisted by Wordwall, while the control group received conventional instruction. Data were collected using a validated 25-item learning motivation questionnaire (Cronbach’s α = 0.89) and a biographical text reading comprehension test. Data analysis utilized independent samples t-tests and two-way ANOVA via SPSS 26. Findings showed that students in the experimental group outperformed those in the control group in reading comprehension scores (M = 76.17, SD = 8.42 vs. M = 67.55, SD = 9.11), t(61) = 4.12, p 0.001. A significant interaction was found between the instructional model and motivation level, F(1, 61) = 8.096, p = 0.006, partial η² = 0.117, indicating that the intervention was particularly effective for students with varying levels of motivation. The integration of PBL and Wordwall created an engaging, student-centered learning environment that significantly enhanced reading outcomes. This approach supports the goals of the Merdeka Curriculum by promoting digital literacy, contextual learning, and active student participation.]]>
<![CDATA[A Mindful Leader: Mindfulness Strengthens the Leadership Ability of the Leaders in Higher Education Institute ]]>
<![CDATA[Burmansah Burmansah]]>;
<![CDATA[Komang Sutawan]]>;
<![CDATA[Heldy Ramadhan Putra P]]>;
<![CDATA[Asep Ramadhan]]>
<![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.v14i4.2734
<![CDATA[The purpose of this study is to describe the practice of leader's mindfulness, which affects leadership ability. This research was conducted at Higher Education School in France. The study used the qualitative research method of a single case study. The data collection techniques used were observation, interviews, and documentation. The procedures in the study had six steps: plan, design, prepare, collection of the data, data analysis, and share. Analysis of the study was done with data validity testing using a data source, method, technique triangulations by pattern matching and used Nvivo 12 Plus. The result of the research shows that the leader develops mindfulness practice in his daily routine through mindfulness values and leadership actions. The training increases leadership's ability to develop concentration and decision-making by practising the formal and informal practice of mindfulness. The Practice brings the leadership ability to create relationships with the community and develop compassion and nonjudgmental attention in leadership activities. The research can benefit the practice of educational leadership to develop their leader's abilities to challenge the status quo in their workplace-based mindfulness. It is how the leader sets mindfulness practice on their leadership practice.]]>
<![CDATA[Enhancing Risk Management Education: The Impact of Classroom Simulations and Case-Based Teaching on Student Engagement and Learning Outcomes ]]>
<![CDATA[Sugeng Pradikto]]>;
<![CDATA[Mochamad Taufiq]]>
<![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.v17i1.7230
<![CDATA[Risk management education often struggles to bridge the gap between theory and practice, with traditional teaching methods falling short in fostering student engagement and practical understanding. This study evaluates the effectiveness of classroom simulations and case-based learning in enhancing student engagement and learning outcomes in risk management education. A mixed-methods approach was used, combining a quasi-experimental one-group pretest-posttest design with qualitative analysis. The sample included 138 purposively selected 4th and 6th-semester students from the Economics Study Program at PGRI Wiranegara University. Quantitative data were analyzed using paired t-tests, while qualitative feedback from surveys and interviews was examined through Likert scale scoring and thematic analysis. Findings revealed a 35% improvement in average test scores, with pass rates increasing from 48% to 86%. Skills in applying risk management frameworks improved by 38%, indicating stronger practical competency. Additionally, 78% of students reported increased engagement, motivation, and participation, while over 70% expressed satisfaction with the learning methods. The integration of simulations and case-based learning significantly enhanced both cognitive and affective student outcomes. These results support the principles of experiential learning theory, underscoring the importance of interactive, real-world applications in education. Experiential learning methods improve student readiness for complex business environments and should be incorporated into higher education curricula. Future research should examine long-term impacts on professional skills and explore advanced technologies like Virtual Reality (VR) and Artificial Intelligence (AI) to further enrich simulation-based learning.]]>
<![CDATA[Cultivating Pancasila Values: Analyzing the Ideology of Diversity in Presidential Speeches and Its Impact on Elementary Education in Indonesia ]]>
<![CDATA[Suryo Hanjono]]>;
<![CDATA[Farida Nugrahani]]>;
<![CDATA[Benedictus Sudiyana]]>
<![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.v16i4.5741
<![CDATA[This study examines the ideology of diversity as reflected in the Independence Day speeches of the President of the Republic of Indonesia in 2022 and 2023 and its implications for basic education. The research explores how linguistic elements in these speeches convey ideological messages that align with Pancasila values.A qualitative descriptive approach with literature review methods was employed. Data were collected by analyzing linguistic and ideological elements in the speeches, using Teun A. van Dijk’s critical discourse analysis model. Macrostructure, superstructure, and microstructure levels were explored to uncover ideological meanings. Triangulation was applied to validate the findings.The findings reveal that the speeches reflect an ideology of diversity through themes emphasizing faith, morality, cultural respect, mutual cooperation, independence, and critical thinking. These themes align with Pancasila principles and address national priorities such as managing diversity, fostering collaboration during the pandemic, and enhancing resource optimization.The speeches underscore the role of the government in promoting national unity and progress. In the context of basic education, the ideology of diversity can be integrated into learning through Indonesia’s independent curriculum. Primary school teachers can incorporate these values into teaching materials, school culture, the Pancasila student profile project, and other related activities.This study highlights the potential of presidential speeches to influence educational practices and policies. It provides a foundation for developing teacher training programs that foster students’ personalities as future contributors to national unity and diversity.]]>
<![CDATA[Reflections on Enhancing Speaking Skills: An Autobiographical Narrative of Teaching Practice in a Private English Tutorial ]]>
<![CDATA[Dini Khoirina]]>;
<![CDATA[Dewi Rochsantiningsih]]>;
<![CDATA[Kristian Adi Putra]]>
<![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.v17i2.6479
<![CDATA[This study investigates the role of reflective practice in enhancing the teaching of speaking skills within a private English tutorial context. Despite growing recognition of reflective teaching, limited research addresses its application in one-on-one tutorial settings. Adopting an autobiographical narrative approach, the researcher employed Cirocki and Widodo’s (2019) reflective framework and Gibbs’ reflective cycle (1988) over a three-month period. Data were collected through personal teaching diaries and audio recordings of lessons with two intermediate-level students. Structured reflection positively influenced lesson planning, in-class adjustments, and post-lesson evaluations. Student A, initially hesitant and disfluent, showed improved spontaneity and fluency. Student B, who struggled with confidence and vocabulary, demonstrated increased participation and lexical range. These improvements were closely tied to the teacher’s evolving responsiveness and student-centered strategies enabled by reflective practice. The findings suggest that reflective teaching supports better identification of student needs and fosters adaptive instructional methods. While the small sample size limits generalizability, the study underscores the value of integrating structured reflection into teaching routines. Reflective practice proved instrumental in enhancing both teacher development and student speaking outcomes in a private tutorial setting. Its application has practical implications for private tutors and language institutions, encouraging the integration of tools such as diaries and lesson recordings into teacher training to promote continual professional growth.]]>
<![CDATA[The Success of Student Scientific Publications: Case Study of Islamic Higher Education in Indonesia ]]>
<![CDATA[Hidayatul Fikra]]>;
<![CDATA[Wahyudin Darmalaksana]]>
<![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.v14i4.1661
<![CDATA[Students interested in Islamic scholarship face tremendous challenges in achieving scientific publications. Based on these backgrounds and problems, this study aims to discuss the success of the management of scientific publications of students interested in Islamic scholarship in Islamic higher education in Indonesia. This research applies a qualitative type with a participatory method and a SOAR analysis approach. The results and discussion of this study indicate that students who are interested in Islamic scholarship experience effectiveness in publication in scientific journals through strategic planning, governance, and strengthening the capacity of writing scientific articles. This study concludes that good management includes participation based on stakeholder aspirations, strengthening of writing trainer resources, professionalism, curriculum objectives, and support systems, so that good achievements are produced as shown by students interested in Islamic scholarship in facing the challenges of publishing articles in scientific journals. This study recommends the urgency of managing scientific publications more adequately for students interested in Islamic scholarship by administrators of Islamic higher education in Indonesia.]]>
<![CDATA[Developing a Local Wisdom-Based Pop-Up Book to Enhance Elementary Students’ Critical Thinking Skills and Cultural Appreciation ]]>
<![CDATA[Wahyu Tri Utami]]>;
<![CDATA[Joko Sulianto]]>;
<![CDATA[Joko Siswanto]]>
<![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.v17i4.8780
<![CDATA[Elementary Science and Social Studies (IPAS) instruction often lacks interactive and culturally relevant learning media, limiting students’ engagement and critical thinking. This study aims to develop a Pop-Up Book based on Rembang's local wisdom to enhance fourth-grade students’ critical thinking skills and cultural appreciation. The research employed a Research and Development (RD) approach using the ADDIE model: Analysis, Design, Development, Implementation, and Evaluation. Participants included two expert validators (material and media), two teachers, and 30 fourth-grade students from two public elementary schools in Rembang Regency. Data were collected through expert validation sheets, practicality questionnaires, classroom observations, and pretest–posttest assessments. Quantitative data were analyzed descriptively and using N-Gain scores, while qualitative data were examined thematically. The developed Pop-Up Book received a validity score of 95% from experts, indicating very high feasibility. Practicality ratings from teachers and students were 92.5% and 91.8%, respectively. The effectiveness test showed an increase in students’ critical thinking scores, with an average N-Gain of 0.67, categorized as moderate to high. Observational data also revealed increased student engagement, questioning, and cultural awareness during learning activities. The findings demonstrate that the Rembang local wisdom-based Pop-Up Book is valid, practical, and effective for IPAS learning. It provides contextual, engaging instruction that supports critical thinking development while fostering cultural identity in alignment with Indonesia’s Merdeka Curriculum.]]>
