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[Enhancing Leadership for Sustainable Digital Transformation: Insights from Secondary Schools ]]>
<![CDATA[Esi Hairani]]>;
<![CDATA[Alex Winarno]]>;
<![CDATA[Deni Hermana]]>
<![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.v17i2.6519
<![CDATA[Digital transformation in secondary education presents opportunities for innovation but also poses sustainability challenges that extend beyond technological implementation. This study explores the critical role of leadership in ensuring the sustainable integration of digital technologies in private secondary schools. A mixed-methods design was employed, involving a survey of 284 teachers from private high schools in West Java and Jakarta, alongside in-depth interviews with school leaders. Quantitative data were analyzed using Structural Equation Modeling (SEM) to examine the relationships between leadership, institutional culture, digital maturity, and transformation outcomes. Findings indicate that leadership has a significant direct and indirect impact on digital transformation. Specifically, effective leadership fosters a supportive institutional culture and enhances digital maturity, both of which are essential for schools to successfully adapt to digital change. Schools with strong leadership demonstrated higher levels of readiness and adaptability in navigating technological shifts. The study underscores leadership as a key driver in aligning institutional culture with digital infrastructure to sustain transformation efforts. A robust digital ecosystem—characterized by well-developed infrastructure, collaborative practices, and effective governance—was found to be essential for long-term success. Strategic leadership is vital for the sustainable digital transformation of educational institutions. Strengthening leadership capabilities is crucial for cultivating digital maturity and achieving enduring institutional resilience in the face of evolving technological demands.]]>
<![CDATA[Knowledge Management And Job Performance in Higher Education: The Role Of Leadership and Organizational Culture ]]>
<![CDATA[Sambas Ali Muhidin]]>;
<![CDATA[Achmad Hufad]]>;
<![CDATA[Nani Sutarni]]>;
<![CDATA[Fahmi Jahidah Islamy]]>;
<![CDATA[Rasto Rasto]]>;
<![CDATA[Tutik Inayati]]>
<![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.v14i4.1765
<![CDATA[Implemented knowledge management (KM) in universities is currently a significant and interesting topic to be discussed since universities’ human resource possess knowledge. Ultimately, knowledge management is essential in order to increase university lecturers’ performance. Knowledge management must be supported by leadership and organization culture that would support each process of KM, which includes knowledge creation, knowledge transfer and utilization of knowledge. This study tested a model that shows the influence between KM, job performance, leadership, and organizational culture. This study collected sample from 150 lecturer respondents in seven universities in Bandung using random sampling. We analyze the variables (leadership, organizational culture, KM, and job performance) from questionnaire using Structured Equation Modelling (SEM). Research results have shown that the relationship between leadership and KM has a positive and significant impact, that the relationship between organizational culture and KM has a positive and significant impact, that leadership and job performance have a positive and significant impact, that organizational culture and job performance have a positive and significant impact, and there is a positive and significant influence between KM and job performance. This study concludes leadership, organizational culture, KM, and job performance in universities in Bandung are included in positive category. There are significant and positive influences on variables analyzed.]]>
<![CDATA[Analysis of Digital Literacy Learning Based on the Seven Alur MERDEKA Stages ]]>
<![CDATA[Febi Dwi Widayanti]]>;
<![CDATA[Eny Wahyu Suryanti]]>;
<![CDATA[Sri Rahayuningsih]]>;
<![CDATA[Khoirotul Bariyah]]>
<![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.v17i3.7092
<![CDATA[This research analyzes the implementation of digital literacy learning based on the Seven Alur MERDEKA stages in several Madrasah (schools focusing on Islamic religious education) of Malang City. Kota Malang. Digital literacy is considered a crucial competency for preparing students to face the digital era, encompassing the ability to access, evaluate, and wisely use information through various technological platforms. Using a qualitative-descriptive approach, the research reveals that the learning model based on the Seven Alur MERDEKA stages—Mulai dari Diri, Eksplorasi Konsep, Ruang Kolaborasi, Demonstrasi Kontekstual, Elaborasi Pemahaman, Koneksi Antar Materi, and Aksi Nyata—is effective in improving student engagement, digital literacy comprehension, as well as their critical thinking and collaboration skills. The implementation results indicate that the initial stages, such as Starting from Self to Contextual Demonstration, were successfully applied with a success rate exceeding 80%. However, at the Real Action stage, only 55% of students fully carried out direct learning in their environments, highlighting the need for additional support to enhance student engagement in the practical application of digital literacy. Teachers received intensive training to implement this model, which also supported them in creating interactive and relevant learning experiences to student’s needs. This research recommends adopting similar models in other schools to strengthen digital literacy and ensure students are better prepared for the challenges of the digital era. Furthermore, it emphasizes the importance of the teacher’s role in integrating digital literacy into the curriculum and encouraging students’ real actions as a form of sustainable learning implementation.]]>
<![CDATA[Profile of High School Students' Arguments on Environmental Pollution Materials in the Covid-19 Era ]]>
<![CDATA[Yeni Puspitasari]]>;
<![CDATA[Sri Widoretno]]>;
<![CDATA[Joko Ariyanto]]>;
<![CDATA[Bowo Sugiharto]]>;
<![CDATA[Sri Dwiastuti]]>;
<![CDATA[Candra Adi Prabowo]]>
<![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.v14i4.1989
<![CDATA[The study aims to identify the argumentation profile of high school students in learning in the covid-19 era. This research is quantitative descriptive with a survey method. The research population was 172 students, with a sample of 72 students. Determination of the sample using cluster random sampling technique has a balanced quality from the results of the paired F test. The research procedure was carried out by collecting data on student answers from argumentative essay questions distributed via a google form. Argumentative questions based on TAP contain six components, namely Evidence (E), Warrant (W), Backing (B), Qualifier (Q), Rebuttal (R), and Claim (C). The argumentation scoring rubric is calculated based on the Patton-Pickle rule. Data analysis was carried out by interpreting the scores obtained by students on each argumentation component that showed the argumentation profile. Most of the students' argumentation profiles, according to their components, are in the very low category scores, namely 0.5 and 1. A score of 0.5 is obtained by comparing the percentages of students: E: E: W: W: B: Q: R: C: C: C by 23.61%: 1.39%: 0.00%: 52.78%: 45.83%: 83.33 %: 4.17%: 2.78%: 2.78%: 0.00% while the score of 1 is 41.67%: 55.56%: 83.33%: 47.22%: 54.17%: 8.33%: 75.00%: 83.33%: 79.17%: 98 ,61%. Scores were obtained due to various factors, including the learning process that was less meaningful, students' understanding and reasoning of the material was not in-depth, the generalization process of evidence or theory was not appropriate.]]>
<![CDATA[Impact of Principal Communication and Psychological Climate on Enhancing Teacher Performance ]]>
<![CDATA[Nurliana Nasution]]>;
<![CDATA[Wahyuni Sri]]>
<![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.v17i1.6946
<![CDATA[Effective school leadership relies heavily on communication, which plays a crucial role in shaping teacher performance. Additionally, a school’s psychological climate significantly influences teacher motivation, satisfaction, and professional engagement. While prior studies have explored these factors separately, limited research has examined their combined effect, particularly in the Indonesian context. This study investigates the joint impact of principals’ communication effectiveness and psychological climate on teacher performance in state high schools in Rumbai District, Pekanbaru City. Using a quantitative correlational design, data were collected from 93 teachers across three schools through Likert-scale questionnaires. Variables measured included principal communication effectiveness, psychological climate, and teacher performance. Data analysis employed descriptive statistics, t-tests, F-tests, and regression analysis. Results show that both principal communication (t = 16.631, p 0.001) and psychological climate (t = 4.171, p 0.001) significantly influence teacher performance. Together, these variables account for 86.2% of the variance in teacher performance (Adjusted R² = 0.862), indicating a strong predictive relationship. Descriptive findings also revealed moderate achievement levels (66%–73%) across all indicators. The study concludes that effective communication and a positive psychological climate are essential for fostering teacher engagement, performance, and a collaborative school culture. These findings highlight the strategic role of school principals as communicative leaders and underscore the need to prioritize communication and climate in leadership development programs.]]>
<![CDATA[CIPP Model Evaluation: Project on Strengthening the Profile of Pancasila Students (P5) in Palabuhanratu Area High Schools ]]>
<![CDATA[Irfan Giovani Ribisi]]>;
<![CDATA[Griet Helena Laihad]]>;
<![CDATA[Eka Suhardi]]>
<![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.v16i4.5864
<![CDATA[This study evaluates the effectiveness of the Pancasila Student Profile Strengthening Program (P5) in achieving the objectives of the Merdeka Curriculum in the Pelabuhanratu Region, focusing on character development and student potential. A misalignment between the curriculum goals and schools’ vision emphasizing academic achievement was identified as a critical issue. Using a qualitative descriptive approach and the CIPP (Context, Input, Process, Product) evaluation model, data were collected through semi-structured interviews, document analysis, and field observations. Informants included school principals, deputy principals, teachers, students, parents, and school supervisors. Data were scored on a scale of 1–5 to assess various program components. The context component scored well (4.0), indicating alignment with policy, goals, and objectives. Input evaluation revealed strengths in resources (4.1) but weaknesses in budgeting (1.8), cooperation (1.7), and organizational structure (2.5). Process evaluation highlighted adequate planning (3.3) and reporting (3.4) but identified deficiencies in implementation (2.9), supervision (2.1), and follow-up (2.2). Product evaluation rated outcomes as good (3.2), with a high impact score (3.9), though benefits require improvement (2.7). Among 150 students, high achievements were observed in Creativity (85%) and Faith (77%) but lower in Critical Thinking (51%) and Independence (61%). The findings highlight critical gaps in resource allocation, supervision, and program benefits. Recommendations are provided to address these challenges and enhance program alignment with the Merdeka Curriculum. This study provides insights into P5 implementation challenges and offers pathways for program improvement to better align with curriculum goals.]]>
<![CDATA[Preserving Legacy: Developing an Interactive History Book for FKIP Universitas Sriwijaya ]]>
<![CDATA[Syarifuddin Syarifuddin]]>;
<![CDATA[Farida Farida]]>;
<![CDATA[Syafruddin Yusuf]]>;
<![CDATA[Dedi Irwanto]]>;
<![CDATA[Muhammad Reza Pahlevi]]>;
<![CDATA[Safina Insyirah]]>
<![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.v17i2.6474
<![CDATA[The Faculty of Teacher Training and Education (FKIP) at Universitas Sriwijaya has played a critical role in shaping Indonesia’s education system by producing qualified educators. Despite its long-standing contributions, comprehensive documentation of its historical development remains scarce. This study aimed to develop an interactive digital history book for FKIP Universitas Sriwijaya. The research utilized a dual-method approach: historical research was used to gather and verify archival data, while the ADDIE model (Analysis, Design, Development, Implementation, Evaluation) guided the development process. The book incorporated multimedia features such as archival photographs, background music, and a user-friendly interface to enhance engagement and learning. The interactive history book significantly improved students’ understanding of FKIP’s history. This was evidenced by a rise in average test scores from 37.5 (pretest) to 89.5 (posttest), with a statistically significant difference (p = 0.000) shown through paired sample t-tests. Additionally, 85% of surveyed students reported feeling more connected to FKIP’s legacy and expressed increased institutional pride. The integration of interactive elements was instrumental in increasing students’ comprehension and emotional connection to FKIP’s history. The digital format not only enhanced learning outcomes but also contributed positively to institutional identity. The interactive history book effectively documented FKIP’s legacy and fostered student engagement. Future research could explore its long-term impact on institutional reputation, including alumni involvement, student enrollment, and public perception at broader levels.]]>
<![CDATA[Profile of Students’ Character in the Reading to Learn (R2L) Model in Improving Scientific Literacy Skills ]]>
<![CDATA[Arief Muttaqiin]]>;
<![CDATA[Aisyah Salsabila Dwi Ananda]]>;
<![CDATA[Putri Aulia]]>;
<![CDATA[Pakhrur Razi]]>;
<![CDATA[Yusefarina Yusefarina]]>;
<![CDATA[Lahara Yanuarsi]]>
<![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.v14i4.1503
<![CDATA[This study aims to determine the description of the character of students during learning with the Reading to Learn (R2L) Model in order to improve their scientific literacy skills. This learning was carried out for 3 meetings on dynamic electricity material. During the study, observations were made by two observers using an observation sheet containing the student's character. Aspects of student character observed in this study were curiosity, adaptability, social behavior, and initiative. The students observed consisted of four classes. The number of students involved was 64 students (n=64). Based on observations, the highest character that emerges from students during learning is the character of socio-cultural behavior (52.95%), while the lowest character is curiosity (44.44%).]]>
<![CDATA[Fostering Narrative Writing Skills through Storyboarding: Evidence from High School Students ]]>
<![CDATA[Arwin Tannuary]]>;
<![CDATA[Arni Wulandari Sinaga]]>;
<![CDATA[Yanti Kristina Sinaga]]>;
<![CDATA[Sulistyani Sulistyani]]>;
<![CDATA[Isry Laila Syathroh]]>;
<![CDATA[Herman Herman]]>
<![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.v17i4.8520
<![CDATA[Developing narrative writing skills remains a challenge for EFL learners, particularly in secondary education. This study investigated the effectiveness of storyboarding as an instructional medium to improve narrative writing among tenth-grade students at SMA Swasta Kampus Nommensen Pematangsiantar. A quasi-experimental design with non-equivalent control groups was employed. Forty students were purposively assigned to either an experimental group, which received instruction using storyboard-based activities, or a control group, which received conventional instruction. Narrative writing performance was measured before and after the intervention using a rubric assessing content, organization, vocabulary, grammar, and mechanics. Analysis of covariance (ANCOVA) was used to analyze posttest scores while controlling for pretest performance. The ANCOVA results indicated a statistically significant effect of storyboarding on narrative writing outcomes, F(1,37) = 24.57, p .001, partial η² = 0.40. Adjusted posttest means showed that students in the experimental group outperformed those in the control group (M = 78.3 vs. M = 67.9). The effect size was large, with Hedges’ g = 1.12, 95% CI [0.62, 1.62]. These findings suggest that integrating storyboards as visual-verbal planning tools significantly enhances students’ narrative writing, particularly in content development and organization. This study underscores the pedagogical value of interactive media in EFL writing instruction and recommends further research across diverse genres and educational contexts to generalize these results.]]>
<![CDATA[Digitalizing School Management: Achieving Excellence through Technology Integration in Primary Schools in Indonesia ]]>
<![CDATA[Herry Sanoto]]>;
<![CDATA[Dani Kusuma]]>;
<![CDATA[Mila Chrismawati Paseleng]]>;
<![CDATA[Nobita Triwijayanti]]>
<![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.v17i1.6341
<![CDATA[The digitalization of school management represents a transformative shift from manual processes to technology-driven systems. This study examines the impact of school management digitalization on enhancing service quality in excellent schools. A descriptive qualitative research approach was employed. Data were collected using questionnaires, interview guidelines, and observation sheets. Instrument validity and reliability were confirmed through expert judgment. The study involved students, teachers, and parents as research participants. Findings indicate that successful school digitalization requires seamless system integration to optimize adaptation and usage. The digitalization process yielded significant improvements in three key areas: accessibility of information, service efficiency, and program evaluation accuracy. Performance indicators showed a 37% increase in service quality, rising from 40% to 77%, demonstrating substantial enhancements in service speed and effectiveness. The study highlights that the positive outcomes of digitalization stem from the integration and user-friendly design of school management systems. Schools that adopt a well-structured digital framework experience greater efficiency, transparency, and stakeholder satisfaction. Digital transformation in school management leads to improved accessibility, service speed, and program evaluation. The findings underscore the importance of an integrated and user-centric approach to digitalization, ensuring enhanced performance and streamlined school operations. Future research should explore long-term impacts and scalability in diverse educational settings.]]>
