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[Implementation of the supervisory function in fostering the competence of the principal's academic supervision on the performance assessment of kindergarten teachers ]]>
<![CDATA[Rosmala Dewi]]>;
<![CDATA[Niswanto Niswanto]]>;
<![CDATA[Khairuddin Khairuddin]]>
<![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.v14i4.2349
<![CDATA[The purpose of this study is to describe how the implementation of the supervisory function in fostering the competence of the principal's academic supervision on the performance assessment of kindergarten teachers in Banda Aceh City. This study uses a descriptive qualitative approach. The research was conducted at the Kindergarten in Banda Aceh City. Data collection techniques using observation, interviews. The standard of data validity in qualitative research refers to the standards of credibility, transferability, dependability, and confirmability. The data analysis technique used is descriptive qualitative analysis with data reduction techniques, data presentation, and drawing conclusions. The results of this study are the results of this study conclude that the supervision carried out by the principal on the implementation of the Teacher Performance Assessment has been carried out systematically and programmed, so that teachers feel the assistance of the principal in improving their performance. Factors that support the successful implementation of the supervisory function in fostering the competence of principals' academic supervision on the implementation of teacher performance are the factors of principals and teachers who have a desire to improve their performance through academic supervision activities shown by a cooperative attitude towards the supervision process. Meanwhile, the obstacles are the principal's lack of knowledge about Teacher Performance Assessment, the number of teachers who must be fostered and the lack of intensity of academic supervision of teachers. Meanwhile, the solution is to follow teacher performance appraisal training, increase the intensity of class visit supervision and increase academic supervision development programs and teacher performance appraisals on a regular and continuous basis.]]>
<![CDATA[Integrating Academic Talent, Personal Resilience, and Study Persistence: The Role of DAT in University Counseling Services ]]>
<![CDATA[Rofiqah Rofiqah]]>;
<![CDATA[Abd. Hamid Cholili]]>;
<![CDATA[Muhammad Arif Furqon]]>
<![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.v17i2.7079
<![CDATA[Balancing academic talent with personal and academic resilience is essential for sustaining students’ commitment to their studies. Counseling programs aim to reinforce personal resilience and enhance persistence among students. This study explores the individual and combined effects of academic talent and personal resilience on study persistence. It also evaluates student responses to three academic support initiatives: the Differential Aptitude Test (DAT), Academic Guidance and Counseling (BKA), and Advanced Educational Guidance and Counseling (BEKAL). A quantitative research design was employed with 233 student participants. Academic talent was assessed using the DAT, personal resilience via the Resilience Scale for Adolescents (READ), and study persistence through the Persistence/Voluntary Dropout Decisions Scale. Multiple regression analysis was used to examine the relationships between these variables. Findings revealed statistically significant positive correlations between academic talent and personal resilience, academic talent and study persistence, and personal resilience and study persistence (all p = 0.000). Academic talent and personal resilience together accounted for 57% of the variance in study persistence. Additionally, students expressed favorable views of the DAT, BKA, and BEKAL programs, citing their value in guiding academic major selection. The results underscore the importance of integrating academic and personal development strategies in educational planning. Counseling interventions like DAT, BKA, and BEKAL can play a critical role in fostering resilience and improving student persistence.]]>
<![CDATA[Reckoning the Improvement of Community Independence at Community Learning Activity Center in Indonesia ]]>
<![CDATA[Akmala Hadita]]>
<![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.v14i4.2116
<![CDATA[The Community Learning Activity Center, or PKBM, is one of the institutions that contribute to the review and development of community-based education. Community-based education attempts to understand and identify needs and how to meet them while considering the community’s capabilities. As such, this study seeks to explain the community activity center’s role as a centre for community empowerment to increase community independence. The method used in this study is a literature study with the obtained data from articles published in national journals. The results show that many PKBMs are not optimal for educational activities due to various problems. Appropriate empowerment strategies are needed to create an independent community more quickly. Besides that, it is also necessary to have competent PKBM management with technical capabilities in education and community empowerment and innovative empowerment programs so that the implementation can be successful.]]>
<![CDATA[Conserving Artistic Expression and Cultural Education through the Gending Sriwijaya Dance ]]>
<![CDATA[Naomi Diah Budi Setyaningrum]]>;
<![CDATA[Hartono Hartono]]>;
<![CDATA[Malarsih Malarsih]]>;
<![CDATA[Widodo Brotosejati]]>
<![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.v17i4.7927
<![CDATA[The Gending Sriwijaya dance, a classical performance from South Sumatra, holds deep cultural, historical, and educational significance. However, its presence in formal education remains limited, raising concerns about cultural sustainability and the weakening of traditional identity among younger generations. This study investigates how Gending Sriwijaya can be integrated into educational contexts to promote cultural conservation, artistic expression, and character development. This qualitative study employed a combined approach of library research and limited field-based inquiry, including semi-structured interviews and participant observation. Data were sourced from academic literature, cultural policy documents, and direct engagement with dance educators and practitioners at Universitas PGRI Palembang. Thematic analysis and data reduction techniques were used to interpret both documentary and empirical findings. The findings reveal that Gending Sriwijaya serves as a powerful medium for transmitting cultural values such as spirituality, hospitality, ecological awareness, and discipline. The dance’s symbolic movements and properties convey rich semiotic meanings that can support progressive learning goals. Its inclusion in university curricula fosters bodily coordination, creativity, cultural pride, and social cooperation among students. Integrating Gending Sriwijaya into educational programs not only preserves regional heritage but also aligns with progressive education principles that emphasize experiential and culturally relevant pedagogy. This study recommends structured curriculum development, teacher training, and institutional collaboration to ensure the dance’s sustainability and educational impact.]]>
<![CDATA[Enhancing Pancasila Student Profiles: Android-Based Learning Media in the Independent Curriculum for Elementary Schools ]]>
<![CDATA[Hadi Purwanto]]>;
<![CDATA[Yessy Yanita Sari]]>;
<![CDATA[Somariah Fitriani]]>
<![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.v16i4.6097
<![CDATA[This study focuses on the development and evaluation of Android-based learning media designed to integrate the Pancasila Student Profile into the Independent Curriculum for elementary schools. The media aims to enhance character education and support digital-era learning. A research and development (RD) approach was employed, utilizing the Four-D model, encompassing Define, Design, Develop, and Disseminate stages. Validation was conducted by media and content experts, followed by trials with fourth-grade students. Data collection included expert assessments, student feedback, and comparative analysis of learning outcomes in experimental and control classes. Validation by media experts yielded an average score of 4.7, and content experts gave an average score of 4.47, both classified as "very feasible." Student feedback also supported the media’s effectiveness, with an average score of 4.55, similarly rated as "very feasible." Experimental trials demonstrated a significant improvement in learning outcomes, with an N-gain of 0.73 (high category) for the experimental class compared to 0.28 (low category) for the control class. The findings indicate that the Android-based learning media effectively enhances students' understanding of the Pancasila Student Profile while addressing broader goals of character education. The significant improvement in learning outcomes highlights the potential of technology-based learning tools in implementing the Independent Curriculum. This study contributes to educational research by demonstrating the feasibility and effectiveness of integrating character education into technology-based learning. The media serves as a valuable resource for advancing Independent Curriculum objectives in elementary schools.]]>
<![CDATA[Enhancing 4C Skills Through Project-Based Learning: A Needs Analysis and Impact Study in Cosmetology Education ]]>
<![CDATA[Laila Fajri]]>;
<![CDATA[Rahmiati Rahmiati]]>;
<![CDATA[Linda Rosalina]]>;
<![CDATA[M. Giatman]]>;
<![CDATA[Prima Minerva]]>
<![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.v17i3.7066
<![CDATA[This study investigates the implementation of Project-Based Learning (PjBL) to enhance 21st-century skills—specifically the 4Cs: Critical Thinking, Creativity, Communication, and Collaboration—in Cosmetology courses at the Department of Cosmetology and Beauty. Preliminary analysis revealed key challenges, including over-reliance on printed materials and limited use of interactive media, which hinder the development of these essential competencies. Using Plomp’s development model, the research involved a needs analysis to assess student learning characteristics and identify gaps. The PjBL approach was then designed and implemented in alignment with these findings. Data were collected through pre-tests and post-tests to evaluate skill development before and after PjBL integration. The findings indicate substantial improvement across all four skill areas following PjBL implementation. Critical thinking improved from 60% to 85%, creativity from 65% to 88%, communication from 58% to 80%, and collaboration from 62% to 84%. The average increase in overall 21st-century skill competency was 69.12%. Although the results demonstrate significant progress, further refinement is needed to sustain and deepen these skills. Strengthening these competencies is essential for preparing students to meet the demands of the increasingly competitive beauty industry. This study underscores the value of integrating PjBL into vocational curricula and highlights its potential to support holistic skill development. The findings contribute to the ongoing discourse on curriculum enhancement in alignment with industry expectations.]]>
<![CDATA[The Effectiveness of Internalizing the Value of Local Wisdom by Using the Nampe Model in Improving the Mitigation Ability of Covid-19 in Elementary School Students ]]>
<![CDATA[Muhammad Hanif]]>
<![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.v14i4.2414
<![CDATA[This study aims to test the effectiveness of internalizing the value of local wisdom with the Nampe Model in increasing the Covid-19 mitigation ability in IV grade elementary school students. This research used quantitative research in Sodong Hamlet and SDN Gelankulon IV for eight months. Then, the data collection technique used was authentic assessment techniques on affective, cognitive, and psychomotor aspects. The data obtained were analyzed by descriptive statistics using SPSS. The results show that the people in Dusun Sodong value local wisdom in mitigating Covid-19. These values include religious, moral, tolerance, cooperation, caring, and responsibility. The value of this local wisdom has the potential to be a source of social science studies. So, SDN Gelangkulon teachers need to internalise this study, especially for the IV grade student. The goal of the implementation is that the students can increase their abilities to mitigate Covid-19. Then, it also follows the core and basic competencies set by the curriculum. Teachers in internalizing the value of local wisdom of the Sodong Hamlet community use the Nampe Model. The average value of students’ abilities in mitigating Covid-19 using the Nampe Model = 78.67, the Indoctrination Model = 68.430 and the Open Model = 67.14. These results show that using the Nampe Model results in better and more effective results than the indoctrination model and the open model with a significance of 0.000 0.05. While the use of the indoctrination model and the open model almost have no difference because the significance is 0.570 0.05. The internalization of values with the Nampe Model makes students grow their well awareness to carry out Covid-19 mitigation. ]]>
<![CDATA[Religious Education for Non-Muslim Students in Aceh: An Evaluation of Inclusivity and Implementation ]]>
<![CDATA[Suharman Suharman]]>;
<![CDATA[Tengku Hafinda]]>;
<![CDATA[Nur Rohman]]>;
<![CDATA[Rahmad Syah Putra]]>;
<![CDATA[Khairuddin Hasan]]>;
<![CDATA[Maya Agustina]]>;
<![CDATA[Farah Sumaiyah]]>
<![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.v17i4.8599
<![CDATA[The right to religious education for all students is guaranteed by Indonesian law. However, in Muslim-majority regions such as Aceh, the implementation of religious education for non-Muslim students remains inconsistent and under-explored. This study investigates how such education is implemented and evaluated in public schools, with a focus on inclusivity and compliance with legal standards. Using a qualitative phenomenological approach, the study explored the lived experiences of principals, religious teachers, non-Muslim students, and religious leaders across four regions in Aceh: Aceh Singkil, West Aceh, Sabang, and Lhokseumawe. Data were collected through semi-structured interviews, questionnaires, and document analysis, and analyzed using thematic triangulation. Findings reveal that due to the lack of non-Muslim religious teachers, schools rely on external religious leaders to provide instruction and conduct evaluations. Most learning takes place in houses of worship and is integrated into regular religious activities. While schools facilitate this process, the absence of standardized curricula and assessment rubrics has led to inconsistent learning outcomes and unequal educational experiences for minority students. The study identifies a hybrid model of religious education delivery that partially fulfills legal obligations but lacks integration with national educational standards. It concludes that while efforts to provide religious education for non-Muslim students exist, they are fragmented and depend heavily on local initiatives. A national policy framework is urgently needed to ensure equitable, inclusive, and accountable religious education for all students.]]>
<![CDATA[Development and Validation of Augmented Reality Media for Social and Emotional Learning in Children with Learning Disabilities (SEAKAR) ]]>
<![CDATA[Redydian Adhitya Nugraha]]>;
<![CDATA[Sunardi Sunardi]]>;
<![CDATA[Asrowi Asrowi]]>;
<![CDATA[Tri Murwaningsih]]>;
<![CDATA[Munawir Yusuf]]>;
<![CDATA[Mahardika Supratiwi]]>
<![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.v17i1.6269
<![CDATA[Learning disabilities (LD) are neurological conditions that affect brain function, often resulting in challenges with reading, writing, and mathematics, despite individuals typically having average or above-average intelligence. Students with LD frequently experience socio-emotional difficulties, such as anxiety and social rejection, which can hinder academic progress and self-esteem. Building resilience is essential to help these students cope with stress and adapt to challenges. This study aimed to develop an educational tool titled Collaborative Social-Emotional-Academic Augmented Reality (SEAKAR) to support students with LD in inclusive school settings. The tool was designed using the CASEL (Collaborative for Academic, Social, and Emotional Learning) framework and integrated with augmented reality (AR) technology. A Research and Development (RD) approach was employed, consisting of a needs assessment, prototype creation, expert validation, and iterative revisions. Ten expert validators—comprising specialists in special education, psychology, language, media, ICT, and inclusive education—assessed the SEAKAR prototype. Feedback from the validation process was positive, indicating the product’s relevance, functionality, and potential effectiveness in supporting the social-emotional and academic needs of students with LD. The development of SEAKAR represents a promising step toward innovative, inclusive educational tools that integrate social-emotional learning with technology. Its alignment with the CASEL framework and use of AR enhances its potential to engage and support students with LD. Further implementation and testing in real classroom settings are recommended to evaluate its practical impact.]]>
<![CDATA[Development of Numerical Literacy Question Instrument based on Computational Thinking for Mathematics Learning ]]>
<![CDATA[Zafrullah Zafrullah]]>;
<![CDATA[Syukrul Hamdi]]>;
<![CDATA[Astri Wahyuni]]>;
<![CDATA[Rina Safitri]]>;
<![CDATA[Resky Nuralisa Gunawan]]>;
<![CDATA[Yoel Istiawanto]]>
<![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.v16i4.5985
<![CDATA[This study is developmental research that aims to develop a numeracy literacy instrument based on computational thinking in mathematics learning, using the Plomp model to ensure the quality and relevance of the instrument. Selection of respondents using Cluster Random Sampling involving 220 grade 8 students at 5 State Junior High Schools in Bantul Yogyakarta, the instrument was tested for content validity using the Aiken method, resulting in an average validity score of 0.81, indicating that the instrument is valid. Confirmatory Factor Analysis (CFA) results showed that all latent variables had loading factor values above 0.5, these items more accurately represent numerical literacy abilities based on the computational thinking being measured.. Construct Reliability (CR) and Average Variance Extracted (AVE) analysis show that all dimensions meet the criteria, although the Problem Decomposition dimension requires more attention to its indicators because its AVE value is only slightly above the minimum limit. This study is limited to a relatively small number of respondents, so it is necessary to expand the sample coverage to increase the generalizability of the results. This research develops an effective instrument to improve mathematics learning and prepare students for final exams such as the Asesmen Standardisasi Pendidikan Daerah (ASPD) with better numeracy literacy skills.]]>
