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[Integrity Character Education in Indonesia: Systematic Literature Review and Bibliometric Analysis ]]>
<![CDATA[Umar Umar]]>;
<![CDATA[Mahdi Hamzah]]>;
<![CDATA[Rahmatullah Rahmatullah]]>;
<![CDATA[Siar Ni'mah]]>
<![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.v16i4.5644
<![CDATA[Character education has been a national priority in Indonesia since 2017, with a focus on fostering integrity. Despite its significance, integrity development in character education remains underexplored in research and pedagogy, especially concerning millennial students and educators. This study used a Systematic Literature Review (SLR) with Bibliometric analysis following the PRISMA model. A total of 42 articles published between 2017 and 2023 were analyzed to identify research trends, methodologies, and findings in character education within Indonesian schools. The findings reveal that character education research has diversified into topics such as education, learning strategies, psychology, and social empiricism. However, notable gaps exist in addressing integrity-related themes, including state and national integrity, piety, and millennial challenges. Methodologically, most studies employed qualitative or quantitative approaches, with limited use of mixed methods, highlighting an area for methodological innovation in future research. The identified trends and gaps underscore the importance of addressing integrity as a central theme in character education. Mixed-method approaches could offer nuanced insights into this complex issue. Additionally, research emphasizing millennial educators and the interplay of piety and national identity would provide valuable contributions. This study offers a comprehensive overview of character education research in Indonesia, emphasizing the need for future studies to adopt mixed-method approaches and focus on integrity development. These findings have important implications for educational policy and pedagogy, shaping efforts to strengthen national character through education.]]>
<![CDATA[The Implementation of Jigsaw to Improve Madrasah Tsanawiyah Students’ Fiqih Achievement ]]>
<![CDATA[Qurrotul Ainiyah]]>;
<![CDATA[Ali Mustofa]]>
<![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.v14i4.2331
<![CDATA[Learning fiqih needs more time to make students understand and practice it. One of the successes of learning process is learning model. Jigsaw as leaning model causes students actively involved in learning process therefore, it increases their cognitive, affective, and psychomotor ability. This research was aimed to describe the implementation of jigsaw as model and the improvement of students’ fiqih ability at a private Madrasah Tsanawiyah Mojokerto. This study used qualitative descriptive. The data was collected by observation, documentation, and interview. Data then was analyzed with interactive model, such as collecting, display, condensation, and verification data. The research result were the implementation of the model consisted of five stages, namely identification of problems; representation of problems; implementation of problem solving plans, implementing plans and assessing solution results. The results were the cognitive aspect (knowledge) was increasing students learning achievement in terms of their daily test scores. The affective aspect (attitude) was the student became more enthusiastic in participating the teaching and learning process. Meanwhile, from the psychomotor aspect (skills) was the students became more self-confidence to appear in front of the class. The conclusion is the implementation of jigsaw in fiqih learning is in accordance with theory, and it causes the students are more accomplished. ]]>
<![CDATA[Developing a Tri-N Integrated Project-Based Learning Module to Enhance Primary Students’ Creativity in Indonesian Language Learning ]]>
<![CDATA[Sari Dewi Prastiwi]]>;
<![CDATA[Banun Havifah Cahyo Khosiyono]]>;
<![CDATA[Biya Ebi Praheto]]>;
<![CDATA[Jamiu Temitope Sulaimon]]>
<![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.v17i4.8401
<![CDATA[Developing students’ creativity in primary education is essential for preparing them to face 21st-century challenges. However, Indonesian language instruction in elementary schools often lacks teaching materials that effectively foster creative thinking. This study aims to develop and evaluate a Tri-N integrated project-based learning (PjBL) module—rooted in the Javanese educational philosophy of Niteni (observe), Nirokke (imitate), and Nambahi (develop)—to enhance creativity in Indonesian language learning. The study employed a research and development (RD) approach using the ADDIE model. The module was developed through needs analysis, expert validation, and implementation in two elementary schools. Data were collected via observations, questionnaires, interviews, and documentation. A pretest-posttest design was used to assess the effectiveness of the module, with creativity measured using observation rubrics and N-Gain analysis. The module received high feasibility ratings from experts (100% for teaching materials, 95.71% for content, and 98.97% from practitioners). Creativity scores significantly increased in both trials: from 40.00% to 82.29% (N-Gain = 0.711) in the limited trial and from 40.60% to 83.10% (N-Gain = 0.722) in the wider trial. Teachers and students reported positive experiences with the module's structure, visual appeal, and engagement level. The findings support the Tri-N integrated PjBL module as an effective and culturally grounded innovation for fostering student creativity in language learning. Further research is recommended to explore its scalability across subjects and contexts.]]>
<![CDATA[Fostering Civic Knowledge in Students with Special Needs: Approaches and Strategies for Inclusive Education ]]>
<![CDATA[Diana Puspitaningrum]]>;
<![CDATA[Sutrisno Sutrisno]]>;
<![CDATA[Sunarto Sutrisno]]>;
<![CDATA[Afiah Nur Fadilah]]>
<![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.v17i1.6196
<![CDATA[While the education system traditionally prioritizes Civic Knowledge for all students, it often overlooks the specific needs of students with special needs. Ensuring that these students acquire adequate Civic Knowledge is crucial for their development as responsible citizens. This qualitative research adopts a case study approach at the Jenangan Ponorogo State Special Needs School. Purposive sampling was used to select the principal and the teacher responsible for Pancasila education as key informants. Data were collected through interviews, observations, and documentation to capture in-depth insights. The study identifies three main approaches to implementing Civic Knowledge for students with special needs: (1) a harmony-based approach, emphasizing mutual respect and collaboration; (2) a discipline-based approach, focusing on structured behavior and consistency; and (3) an Indonesian-based approach, incorporating national values and cultural identity. Additionally, four key strategies were found to be effective: (1) habituation of worship, fostering spiritual growth; (2) cultivation of philanthropic values, encouraging empathy and social responsibility; (3) democratic practice, promoting active participation; and (4) promotion of good citizenship, reinforcing civic duties. The integration of these three approaches and four strategies offers a comprehensive framework to enhance Civic Knowledge among students with special needs. Tailoring Civic Education in this manner not only supports their civic competence but also promotes inclusivity and active citizenship. These findings contribute valuable insights for educators and policymakers aiming to develop effective Civic Knowledge programs for special needs education.]]>
<![CDATA[Enhancing Javanese Script Literacy Through SIDORAWA Multimedia: A Case Study at an Islamic Elementary School ]]>
<![CDATA[Bhismo Aji Wibowo]]>;
<![CDATA[Harun Joko Prayitno]]>;
<![CDATA[Fitri Puji Rahmawati]]>
<![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.v17i3.7309
<![CDATA[Literacy in reading and writing Javanese script among elementary school students remains low, primarily due to unengaging learning media and limited student motivation. To address this issue, this study explores the implementation of SIDORAWA (Sinau Karo Dolanan Aksara Jawa), an interactive multimedia application designed to enhance Javanese script literacy. A qualitative case study was conducted at Aisyiyah Surya Ceria Islamic Elementary School involving 28 fourth-grade students. Data were collected through interviews, classroom observations, and documentation. The Miles and Huberman interactive model was used for data analysis, and data validity was ensured through triangulation of techniques and sources. Findings indicate that SIDORAWA effectively improved students’ ability to read and write Javanese script. The application integrates visual, auditory, and interactive elements—including animations, sound, and culturally nuanced games—that enhance engagement and comprehension. Students showed increased motivation, active participation, and improved literacy outcomes, with reading and writing proficiency rising significantly after implementation. SIDORAWA not only supports academic literacy but also fosters digital and cultural literacy by embedding local cultural elements into the learning process. Although the study demonstrates positive outcomes, its scope is limited to a single class and school. Broader implementation across different contexts and integration into blended learning environments is recommended. Additionally, ongoing support through teacher training, infrastructure, and feature development is essential for maximizing its educational impact.]]>
<![CDATA[Exploring the Role of Family Economic Education in Meeting Economic Demands, Sociocultural Dynamics, and Enhancing Economic Literacy ]]>
<![CDATA[Hendra Rustantono]]>;
<![CDATA[Hamidi Rasyid]]>;
<![CDATA[Tety Nur Cholifah]]>;
<![CDATA[Yulia Eka Yanti]]>;
<![CDATA[Sumiharti Sumiharti]]>;
<![CDATA[Sainil Amral]]>;
<![CDATA[Trio Saputra]]>;
<![CDATA[Zuhri Saputra Hutabarat]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 16, No 2 (2024): AL-ISHLAH: JURNAL PENDIDIKAN ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v16i2.4942
<![CDATA[This study investigates how family economic education influences students' financial behaviors, focusing on managing consumptive tendencies. Five hypotheses are used in this study, which employs quantitative statistical analysis techniques. One hundred and fifty of the 340 students enrolled in the Economics Education department at Jambi University were chosen for the study. The study's conclusions show that: 1) A student's financial management and consumption behavior are influenced by the kind of economic education they receive at home; 2) Family economic education gives guidance on socio-cultural order and economic literacy, helping to shape a child's non-consumptive personal character; 3) Having a solid understanding of economic demands allows one to plan ahead financially and make prudent financial decisions; 4) Students have a lot of understanding to change behavior from unintelligent to intelligent in understanding economic literacy and family economic education; and 5) Through order socio-cultural lifestyle through family economic education, students no longer follow excessive styles, based on careful consideration and in accordance with needs. This study came to the conclusion that in order for students to overcome their financial challenges, which include engaging in consumption activities, they must be able to master and apply economic knowledge acquired from family economic education, economic demands, socio-cultural order, and economic literacy in everyday life.]]>
<![CDATA[Integrating Multicultural Education Through Experiential Learning: Insights from the Nusantara Mini Expo at Elementary School ]]>
<![CDATA[Riski Sumaryanto]]>;
<![CDATA[Woro Sri Hastuti]]>;
<![CDATA[Aniela Calista Deadema]]>;
<![CDATA[Gantheng Listyoadi]]>;
<![CDATA[Rashika Ardafa Sahila]]>;
<![CDATA[Celine Widyaningrum Kusumawardani]]>
<![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.v17i2.6524
<![CDATA[This study investigates the implementation of multicultural education through experiential learning, specifically in the context of the Nusantara Mini Expo held at elementary schools. The research focuses on how direct cultural engagement fosters students’ understanding of Indonesia’s cultural diversity. A qualitative case study approach was employed, using data collected through observation, interviews, and documentation. Data were analyzed using the Miles and Huberman model to ensure validity and reliability. Findings reveal that the Nusantara Mini Expo serves as an effective platform for multicultural education. Through direct interaction with various cultural elements—such as traditional clothing, art, music, and cuisine—students gain a deeper, more personal understanding of Indonesia’s diverse heritage. The experience-based model fosters sensory and emotional engagement, which enhances cultural appreciation and awareness. This participatory approach transforms multicultural education from a theoretical concept into a lived experience. By integrating cultural elements into interactive learning activities, the expo encourages empathy, respect, and inclusivity among students. The study underscores the educational value of connecting learners with culture in meaningful and memorable ways. The research highlights the importance of incorporating experience-based multicultural education into the elementary curriculum. Such integration promotes cultural identity, tolerance, and mutual respect—crucial competencies in an increasingly globalized world.]]>
<![CDATA[The Management of Sundanese Cultural Local Wisdom Learning in developing Early Childhood Nationalist Character ]]>
<![CDATA[Ricky Yoseptry]]>
<![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.v14i4.1732
<![CDATA[The background of this research is that education functions to empower human potential to inherit, shape, and build future culture and civilization. This study aimed to obtain an overview and information about learning Sundanese local wisdom in shaping the nationalist character in early childhood. This research was conducted in Puji Handayani Kindergarten, Cimahi CIty. This study uses a qualitative approach with a case study method, where the researcher observes directly how Sundanese local wisdom learning activities are carried out in Puji Handayani Kindergarten. This study concludes that Puji Handayani Kindergarten organizes learning of Sundanese local wisdom in shaping nationalist character in early childhood with the proper steps. Planning is prepared carefully since the beginning of the school year together with all components of the institution, which is poured in writing into the Semester Plan. The implementation of learning local wisdom of Sundanese culture in forming nationalist character in early childhood is carried out through four stages; namely, the planting, growing, carrying out, and stabilizing stages which are realized from the beginning of entry until it is time to go home including opening, core, resting/eating activities, and closing activities. From the management of the school, it has an impact on the formation of the child's nationalist character. The solution to overcome the obstacles in implementing Sundanese cultural local wisdom learning in forming a nationalist character in early childhood is to involve teachers in several pieces of training for learning Sundanese local wisdom and to explore various games of Sundanese local wisdom.]]>
<![CDATA[Religious Education and Local Policy: Lessons from the Al-Qur’an Literacy Program in Prabumulih ]]>
<![CDATA[Akhmad Muftizar]]>;
<![CDATA[Muhammad Sirozi]]>;
<![CDATA[Karoma Karoma]]>
<![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.v17i4.8593
<![CDATA[Local religious education policies in Indonesia are increasingly shaped by the intersection of community aspirations, governance, and political interests. Prabumulih Mayor Regulation No. 42 of 2016, mandating Al-Qur’an reading and writing (BTQ), represents a key case of how religious education is institutionalized within local public policy. This study employed a qualitative case study approach involving in-depth interviews, observations, and document analysis. A total of 24 informants were selected, including government officials, religious leaders, educators, and parents. Data were analyzed using the Miles and Huberman interactive model and validated through source triangulation. Findings indicate that the BTQ policy implementation involves multi-actor governance, including the Education Office, Ministry of Religious Affairs, schools, religious organizations, and the media. The policy is integrated into the school curriculum and functions as both an educational mandate and a political tool. Structural constraints such as teacher shortages, weak parental involvement, and unequal access to learning resources hinder optimal implementation. The BTQ program reflects a convergence of educational, religious, and political agendas. While it enhances Al-Qur’an literacy and student character development, it also serves as a vehicle for political legitimacy in a religiously driven society. The study highlights the importance of collaborative governance and contextual responsiveness in religious education policy.]]>
<![CDATA[Agile Leadership's Influence on Lecturer Effectiveness and Career Development in the Education Sector ]]>
<![CDATA[Joko Nugroho]]>;
<![CDATA[Muniroh Muniroh]]>;
<![CDATA[Antoni Ludfi Arifin]]>
<![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.v16i4.6217
<![CDATA[Agile leadership, characterized by adaptability, responsiveness, and collaborative decision-making, has become prominent across industries, but its impact within the educational sector, particularly on lecturers' effectiveness and career development, remains underexplored. This study aims to systematically review the literature on how agile leadership influences these areas within the education sector. A systematic literature review was conducted using databases such as Google Scholar, PubMed, and Web of Science. Following the PRISMA guidelines, 25 peer-reviewed articles published between 2013 and 2023 were selected based on inclusion and exclusion criteria, focusing on agile leadership in education. Both qualitative and quantitative studies were included to ensure a comprehensive analysis. Key findings suggest a positive correlation between agile leadership and lecturer effectiveness, enhancing adaptability and innovation in teaching. Agile leadership also promotes career development by fostering continuous professional growth. However, challenges such as limited institutional support and insufficient leadership training hinder widespread adoption of agile leadership practices in education. The review indicates that agile leadership has the potential to reshape academic leadership models, improving teaching quality and lecturer career trajectories. Nonetheless, further research is needed to investigate long-term impacts and practical applications, particularly in diverse educational settings. Agile leadership positively influences lecturer effectiveness and career development, but institutional challenges must be addressed to fully realize its benefits. Future studies should explore more practical and sustainable implementations in educational contexts.]]>
