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AL-ISHLAH: Jurnal Pendidikan Jl. Sukajadi 3 Kec. Balaimakam, Kab. Bengkalis, Riau, Indonesia
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Al Ishlah Jurnal Pendidikan
Published by STAI Hubbulwathan Duri
ISSN : 20879490     EISSN : 2597940X     DOI : DOI: https://doi.org/10.35445/alishlah.v17i2.7401
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
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.
Arjuna Subject : Umum - Umum
Articles 3,320 Documents
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Developing a Model for Religious Tolerance Management Among University Students Rukimin Rukimin; Agus Pahrudin; Koderi Koderi; Ahmad Fauzan
AL-ISHLAH: Jurnal Pendidikan Vol 16, No 4 (2024): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v16i4.3838

Abstract

Religious tolerance is a critical aspect of student development, particularly in diverse educational environments. This study focuses on developing a Religious Tolerance Management Model at Baitul Arqom, Muhammadiyah Mataram University (UMMAT), to promote tolerance among students. The research employs the Dick and Carey system design and a Research and Development (RD) approach. The study involves systematic stages, including model design, flowchart creation, and the development of modules as final outputs. The resulting Religious Tolerance Management Model comprises specific objectives, indicators, training goals, learning materials, and instructional methods. Key components include: (1) the basics of religious tolerance, (2) student religious tolerance, (3) multiculturalism in religion, (4) tolerance and pluralism, (5) management model design, (6) implementation strategies, and (7) follow-up mechanisms. The model focuses on fostering tolerance attitudes, emphasizing organizing group behaviors and mobilizing peer engagement. By implementing the proposed model, Baitul Arqom participants demonstrated improved abilities to organize and influence others in fostering religious tolerance. The structured module design facilitates practical learning steps, time allocation, and assessment to ensure effective outcomes. The study successfully develops a Religious Tolerance Management Model that enhances student attitudes toward religious tolerance at UMMAT. This model serves as a valuable framework for promoting harmony and pluralistic understanding in higher education institutions.
Exploration of Constructivist Learning Models in Developing Critical Thinking Skills: A Systematic Literature Review Nova Pratiwi; Eeng Ahman; Disman Disman; Hari Mulyadi
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 2 (2025): JUNE 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i2.6538

Abstract

Critical thinking is vital for academic and professional success in the 21st century. However, many students, particularly in Indonesia, face difficulties in developing higher-order thinking skills. This challenge necessitates effective instructional strategies that promote critical thinking in educational environments. This study employed a Systematic Literature Review (SLR) using the PRISMA protocol to identify and evaluate constructivist learning models that support critical thinking development. A total of 30 empirical studies published between 2015 and 2024 were selected through systematic identification, screening, and inclusion processes. Thematic analysis was conducted to extract insights on the implementation and effectiveness of five constructivist approaches: Problem-Based Learning (PBL), Project-Based Learning (PjBL), Inquiry-Based Learning (IBL), Collaborative Learning (CL), and Discovery Learning (DL). Findings indicate that all five models significantly enhance students’ critical thinking skills. PBL and PjBL were the most frequently studied and demonstrated strong outcomes in problem-solving, analysis, and collaboration. IBL and DL promoted curiosity and autonomous learning, while CL was effective in fostering group discussion and collective problem-solving. Constructivist learning models offer substantial benefits in cultivating critical thinking. However, their effectiveness relies heavily on factors such as institutional support, teacher preparedness, and cultural context. Constructivist approaches are effective pedagogical tools for enhancing critical thinking. Future studies should further investigate model-specific challenges and explore their adaptation in varied educational contexts.
Intercollaboration Scouting Activities and Learning Outcomes of Sociology-Oriented for Civics Education Ahmad Al Al Yakin; Heni Nopianti; Sumarto Sumarto
AL-ISHLAH: Jurnal Pendidikan Vol 14, No 4 (2022): AL-ISHLAH: Jurnal Pendidikan
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v14i4.1470

Abstract

This research discusses the inter collaboration between scouting activities and civic learning outcomes for students at SMP Negeri 2 Polewali Mandar, which is known based on the observations of students on the learning outcomes of Pancasila and civic education, which are classified as a low category. Therefore, through scouting activities to train talents, social interaction, build social communities in learning, self-confidence and independence in learning, and determine their destiny, Scout activities aim to help reduce learning difficulties, which, of course, affect the learning outcomes studied in this study. Talents honed through scouting activities can improve student learning outcomes in the Civics subjects contained in this study. This study aims to answer the question: what is the relationship between scout activities and civic learning outcomes for grade IX students? This research method uses quantitative methods. The population of this study was grade IX students of SMP Negeri 2 Polewali Mandar, totalling 201 students, consisting of 7 groups. The sampling technique used a random sampling system, with the research sample totalling 29 students. The research instruments were observation, civics learning outcomes, and the value of Scouting activities. Data collection is done by reducing information, displaying information, verifying, and concluding. Information collected through learning outcomes and scout activities was then analyzed using the SPSS 2.0 application. The results showed that there was a relationship between scout activities and learning outcomes. Data analysis was carried out using inferential statistical analysis techniques, namely correlation analysis. The results showed that there was a relationship between scout activities and learning outcomes as measured by r table 0.03 and r arithmetic 0.529. This proves significantly that Ha is accepted. So it can be said that the intercollaboration of scouting activities followed by students has a positive relationship with civic learning outcomes.
Developing the INGAME Model: Integrating Inquiry and Gamification to Enhance Creative Thinking in Elementary Students Faridahtul Jannah; Shofia Hattarina; Didit Yulian Kasdriyanto; Ramadhan Kurnia Habibie
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): DECEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i4.8600

Abstract

The decline in creative thinking among elementary students presents a challenge to 21st-century education, particularly in systems dominated by rote learning. While inquiry-based learning fosters cognitive engagement and gamification enhances motivation, few instructional models integrate both to support creativity development. This study aimed to design, validate, and evaluate the INGAME model (Inquiry Model with Gamification Elements), which combines structured inquiry processes with game-based mechanics to enhance students’ creative thinking. Using the ADDIE framework, the model was developed through a research and development (RD) approach involving expert validation, teacher assessment, and classroom implementation. Data were collected from 23 fifth-grade students and analyzed through descriptive statistics and thematic analysis. Expert validation rated the INGAME model as very valid (M = 90.16%), and teacher assessments confirmed its practicality (M = 82%). Implementation results showed significant improvements in students’ creative thinking based on Torrance’s four indicators—fluency, flexibility, originality, and elaboration—with an average gain score of +1.13. Student engagement remained high throughout the model’s eight gamified inquiry phases, with observation data showing an average engagement level of 85.8%. The INGAME model demonstrates that integrating inquiry with gamification can foster creativity by aligning cognitive challenge with intrinsic motivation. It offers a structured, scalable, and teacher-friendly approach to cultivating creativity in elementary education while supporting broader educational reforms aligned with SDG 4.
Enhancing Students' ICT Literacy Through a Web-Based Project Learning Model Rahayu Rahayu; Qolbi Khairi
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 1 (2025): MARCH 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i1.6443

Abstract

The integration of content components and ICT technology in education is crucial for enhancing student competencies. This study examines the effectiveness of a web-based learning model using project-based learning (PjBL) to improve ICT literacy skills. A quasi-experimental design with a non-equivalent control group was employed. The experimental group was taught using the web-based project learning model, while the control group received traditional instruction. The study involved 60 tenth-grade students from MAN 2 Kota Bengkulu, selected through cluster sampling. Data were collected using a questionnaire, with instrument validity evaluated using the Aiken index and reliability assessed through the Cronbach’s alpha coefficient. Descriptive quantitative analysis was used to interpret the results. The findings indicate a significant difference in ICT literacy skills between the experimental and control groups, as evidenced by a p-value 0.05. This suggests that the web-based project learning model effectively enhances students' ICT competencies. The results highlight the positive impact of integrating web-based project learning on student engagement and ICT skill development. This underscores the necessity of modern teaching approaches in adapting to digital learning environments. The study concludes that web-based project-based learning significantly improves ICT literacy skills. It recommends teacher training programs and curriculum development policies to enhance educators' competencies in technology-enhanced learning. Future research should explore its application across various subjects and educational levels.
Fostering Creativity in Primary Education: A Literature Review of Creative Pedagogy Strategies, Facilitators, and Barriers Nurani Fitriyah; Farida Kurniawati
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 3 (2025): SEPTEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i3.7057

Abstract

Creativity is increasingly recognized as a core 21st-century competency in global education reforms, particularly in primary education where early creative development is critical. Lin’s Creative Pedagogy framework—integrating creative teaching, teaching for creativity, and creative learning—offers a holistic approach. However, most existing research examines these components in isolation, and systematic reviews focusing on primary education and recent developments remain limited. This study conducted a systematic literature review to explore strategies, facilitators, and barriers related to creative pedagogy in primary education from 2014 to 2024. Following PRISMA guidelines, 25 peer-reviewed empirical studies were selected from Scopus, Taylor Francis, and Google Scholar databases. The analysis identified a range of student-centered pedagogical strategies, including problem-based, project-based, experiential, game-based, art-based, and STEM-based approaches. These methods were found to enhance student engagement, critical thinking, and creativity. Key facilitators of creative pedagogy included supportive school environments, ongoing professional development, and teachers’ self-efficacy. Conversely, common barriers included cultural expectations, high-stakes assessment systems, time constraints, and inflexible classroom structures. This review offers a contemporary synthesis of creative pedagogy in primary education, highlighting both progress and persistent challenges. By mapping recent trends and implementation factors, the study contributes to a deeper understanding of how creativity can be more effectively integrated into early education. The findings offer practical insights for educators, policymakers, and researchers aiming to foster creativity-driven learning environments in primary schools.
Islamic Work Behavior: Antecedent Variables and Impact on Elementary School Teacher’s Performance in Banten Nur Afif
AL-ISHLAH: Jurnal Pendidikan Vol 14, No 4 (2022): AL-ISHLAH: Jurnal Pendidikan
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v14i4.2792

Abstract

Education requires optimal work behaviour and performance from teachers and schools. Islamic schools that are starting to develop a lot are also required to develop the quality of education, including from the aspect of education personnel. The aims of s study were 1) to analyse the effect of motivation and job satisfaction on the performance of elementary school teachers in Banten; 2) to analyse the effect direct and indirect of job satisfaction on the work behaviour and performance of elementary school teachers in Banten as well as to analyse the effect of Islamic behaviour work on the performance of elementary school teachers in Banten. The research design was a quantitative method. The population were elementary school teachers in the Banten area. The selected sample was 105 teachers. The analysis technique was path analysis. Based on the study results, it can be concluded that motivation and job satisfaction had a positive effect on teachers' Islamic behaviour and performance in elementary school teachers in Banten. Islamic behaviour of teachers in elementary school teachers in Banten positively affected teacher performance in elementary school teachers in Banten. Motivation and job satisfaction indirectly affected elementary school teachers' performance in Banten through Islamic behaviour.
Fathers' Involvement in Early Childhood Education: Navigating Parenting with Working Mothers in the Digital Age Feunika Apsira Sutrisno; Diana Diana; Edi Waluyo
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 2 (2025): JUNE 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i2.6720

Abstract

Social skills are a key component of early childhood social-emotional development. This study investigates the influence of gadget usage intensity, parenting patterns of working mothers, peer interaction, and the moderating role of father involvement on early childhood social development.This explanatory research employed a quantitative approach, targeting kindergarten teachers and students in Mayong District, Jepara Regency. Using proportionate random sampling, 100 participants were selected. Data were collected through questionnaires and analyzed using multiple regression analysis with moderation testing.Findings revealed that gadget usage intensity (p = 0.041), working mothers' parenting patterns (p = 0.017), and peer interaction (p = 0.040) significantly affected early childhood social development. Father involvement significantly moderated the effect of working mothers' parenting patterns (p = 0.047), strengthening their influence on children’s social development. However, father involvement did not moderate the impact of gadget usage (p = 0.184) or peer interaction (p = 0.449).The results suggest that balanced parenting and peer interaction are crucial for early childhood social development, and father involvement can enhance maternal parenting effectiveness. In contrast, excessive gadget use remains a risk factor.Parental supervision, particularly in gadget use, is essential. Schools should implement interactive group activities to support children’s social skills. Future studies should explore additional influencing factors, such as family support and parent-child communication, to provide a more comprehensive understanding of early childhood social development.
Role of Teachers in the Implementation of Students’ Code of Conduct in Economics Learning Process Yulia Novita; Salmia Salmia; Dicki Hartanto; Novian Aldo; Alfiah Alfiah
AL-ISHLAH: Jurnal Pendidikan Vol 14, No 4 (2022): AL-ISHLAH: Jurnal Pendidikan
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v14i4.1682

Abstract

This research was designed to know the implementation of student code of conduct in the Economics learning process. The subjects of this research were the Economics subject teachers, and the object was the implementation of student code of conduct in the Economics learning process at Social Science Department of Senior High School of Muhammadiyah 1 Pekanbaru.  The informants of this research were two Economic teachers.  The techniques of collecting the data were direct observation, interview notes and recording the respondent answer and documentation.  The technique of analyzing the data was descriptive qualitative. Based on the data presentation and analysis, it could be concluded that the role of teachers in the implementation of student code of conduct in the Economics learning process at Social Science Department of Senior High School was  in the percentage of 73,43% in the range of 61%-80% and included in good category
Evaluating Differentiated Instruction Under the Merdeka Curriculum: A Quasi-Experimental Study in a Vocational High School Electrical Engineering Program Asmeri Hadi; Nizwardi Jalinus; Mukhlidi Muskhir; Muhammad Giatman
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): DECEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i4.7657

Abstract

Vocational education in Indonesia, especially in Vocational High Schools (SMK), often struggles to equip students with skills that align with industry demands. This study investigates the effectiveness and perceived usability of differentiated instruction under the Merdeka Curriculum in enhancing learning outcomes in the Electrical Engineering program at SMKN 2 Payakumbuh. A quantitative approach with a quasi-experimental design was used, involving two groups: an experimental group receiving differentiated instruction and a control group receiving traditional teaching. Data collection included pre-tests, post-tests, and student questionnaires. The instructional design for the experimental group was tailored to students’ learning styles, readiness, and interests. Students in the experimental group demonstrated significantly higher post-test scores compared to the control group. The N-gain score for the experimental group reached 0.67 (moderate improvement), outperforming the control group (0.57). Additionally, students rated the practicality of the differentiated instruction highly, with a perceived usability score of 83.23%. The findings suggest that differentiated instruction effectively enhances academic performance and student engagement in vocational education. The positive student response indicates that such tailored approaches are both acceptable and practical in real classroom settings. Differentiated instruction under the Merdeka Curriculum shows promise as an effective model for vocational education. Broader implementation across other SMK programs is recommended to validate its scalability and impact.

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