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[Career Satisfaction of Islamic Guidance and Counseling Teachers: Addition of Gratitude Variables to Greenhaus Theory ]]>
<![CDATA[Cucu Arumsari]]>;
<![CDATA[Uman Suherman]]>;
<![CDATA[Juntika Nurihsan]]>;
<![CDATA[Yusi Riska Yustiana]]>;
<![CDATA[Eko Yulianto]]>
<![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.v17i1.6108
<![CDATA[Greenhaus’s Theory assesses career satisfaction through five key dimensions: career achievement, goal fulfillment, income, career advancement, and skill development. However, in the context of Islamic guidance and counseling teachers, gratitude should be considered as an additional determinant. Gratitude, as a core spiritual value, plays a significant role in career satisfaction for Muslim educators, yet it is often overlooked in traditional career satisfaction models. This study aims to expand Greenhaus’s Theory by incorporating gratitude as a sixth dimension. A quantitative approach was applied using Confirmatory Factor Analysis (CFA) with SmartPLS to validate the six-dimensional career satisfaction model. A random sample of 121 Islamic guidance and counseling teachers from Tasikmalaya participated in the study by completing a career satisfaction questionnaire. The findings confirm that career achievement, goal fulfillment, income, career progress, skill development, and gratitude are all valid and reliable indicators of career satisfaction. Gratitude significantly contributes to teachers’ overall career fulfillment, reinforcing its importance as a spiritual dimension in career satisfaction models. The inclusion of gratitude enhances the applicability of Greenhaus’s model in Islamic cultural contexts, addressing the gap in traditional career satisfaction frameworks. Recognizing gratitude as a career satisfaction factor provides a more comprehensive understanding of teacher well-being in religiously influenced educational environments. The adaptation of Greenhaus’s Theory with the inclusion of gratitude offers a more holistic perspective on career satisfaction for Islamic educators. Future research should explore its implications across diverse cultural and religious settings.]]>
<![CDATA[Educational Management in Islamic Boarding Schools: Enhancing Students’ Religious Character in Indonesian Senior High Schools ]]>
<![CDATA[Febri Aris Susanto]]>;
<![CDATA[Moh. Padil]]>;
<![CDATA[Achmad Fattah Yasin]]>;
<![CDATA[Syarifaturrahmatullah Syarifaturrahmatullah]]>;
<![CDATA[Afga Sidiq Rifai]]>;
<![CDATA[Iri Hamzah]]>;
<![CDATA[Bunayar Bunayar]]>;
<![CDATA[Bima Fandi Asy’arie]]>
<![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.v17i3.7405
<![CDATA[Religious character development in students is a central goal of Islamic education, particularly within institutions adopting a boarding school-based management model. This study investigates how such a model supports the cultivation of students’ religious character at SMA Muhammadiyah 2 Sidoarjo, East Java. Using a qualitative case study approach, data were collected through observation, interviews, and document analysis. The study focused on three core aspects of educational management: planning, implementation, and evaluation, within the boarding school context. The planning process aligns closely with the school’s vision, mission, and institutional goals, incorporating character values such as discipline, responsibility, independence, politeness, and religious worship. Implementation involves the integration of these values across all school activities, including formal subjects, extracurriculars, daily routines, and role modeling by teachers and boarding supervisors. Evaluation is conducted through supervision, identification of challenges, reporting, and formulation of follow-up actions, ensuring continuous improvement in character formation. Boarding school-based education management creates a structured and spiritually enriched environment that reinforces students' moral and religious development. By embedding character education within all aspects of school life, the model fosters sustainable internalization of Islamic values. This integrated approach proves effective in cultivating religious character through habit formation and consistent reinforcement.]]>
<![CDATA[Implementation of HR management functions: A quality-analysis ]]>
<![CDATA[Wahyudin Noor]]>;
<![CDATA[Juhji Juhji]]>
<![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.v14i4.2311
<![CDATA[This study aims to analyze the practice of Human Resource (HR) management functions in Madrasah Aliyah Negeri (MAN) Yogyakarta III from a quality perspective. The research method used is descriptive qualitative through in-depth interviews, observation, and documentation. Data analysis uses the stages of reduction, presentation, and inference. The results showed that, at MAN Yogyakarta III, the institution's quality is quite influenced by implementing the Human Resource Management (HRM) function, which can be seen in the form of internal and external customer satisfaction. For internal customers, customer satisfaction can be seen from the increase in psychological development, such as opportunities for personnel to continue to learn and develop abilities, assist personnel in developing their talents and creativity as well as efforts to create an atmosphere and culture that can make personnel feel satisfied and comfortable. As for external customers, satisfaction increases physical and psychological development, such as achievement scholarship programs, coaching, parallel achievements, a conducive learning atmosphere, family relationships between teachers and students, good learning services, capacity building, and creativity.]]>
<![CDATA[Enhancing Learning Motivation and Self-Efficacy: Implementing the ARCS Flipped Classroom Strategy with Nearpod LMS ]]>
<![CDATA[Taufiq Lilo Adi Sucipto]]>;
<![CDATA[Ida Nugroho Saputro]]>;
<![CDATA[Rifchelda Shevanda Ragesta]]>
<![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.v17i2.6260
<![CDATA[The COVID-19 pandemic has brought significant disruptions to education, leading to decreased student motivation and self-efficacy. In response, this study investigates the use of Nearpod, a Learning Management System (LMS), to improve achievement motivation and self-efficacy among Grade XII DPIB B students at SMK Negeri 2 Surakarta.This classroom action research was conducted in two cycles, employing the ARCS Flipped Classroom strategy integrated with Nearpod LMS. Data were collected through validated questionnaires measuring students' achievement motivation and self-efficacy across three phases: pre-action, Cycle I, and Cycle II.Findings revealed a consistent increase in both achievement motivation and self-efficacy. The average achievement motivation scores rose from 39.44 (pre-action) to 45.80 (Cycle I) and 48.36 (Cycle II). Similarly, self-efficacy scores improved from 40.67 (pre-action) to 45.08 (Cycle I) and 48.5 (Cycle II). These improvements indicate the effectiveness of Nearpod LMS in enhancing students' psychological engagement in learning.The implementation of Nearpod LMS, combined with ARCS and flipped classroom elements, significantly improved students’ motivation and self-efficacy. The flexibility and interactivity offered by Nearpod support its continued use in post-pandemic education. This research underscores the potential of technology-based instructional strategies in classroom settings and provides a model for teachers to adapt digital tools to foster student engagement and confidence across various educational levels.]]>
<![CDATA[Effect of Financial Literacy and Learning Achievement on Student Consumptive Behaviour ]]>
<![CDATA[Suparno Suparno]]>;
<![CDATA[Ari Saptono]]>;
<![CDATA[Agus Wibowo]]>;
<![CDATA[Nabiya Putri]]>
<![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.v14i4.1688
<![CDATA[The goal of this study was to ascertain how economic literacy and learning outcomes affected consumption. The research method employed quantitative surveys. The population of this study consisted of 686 students from SMAN 30 Jakarta, with 145 students from class XI IIS being the affordable population. Stratified Proportional Sampling Technique 101 respondents were counted by random sampling. The study used tests, questionnaires, and documentation as its sample methods. The data had a linear connection and was normally distributed, according to the analysis requirements test. The tolerance from economic literacy and economic learning result of the multicollinearity test is 0.538 0.01 based on the classical assumption test, and the VIF value is 1.85910. This study found that economic learning results and economic literacy had a significant detrimental impact on high school students' consumption behavior.]]>
<![CDATA[Academic Anxiety of Foreign Students in Indonesia and Its Handling: An Educational Psychology Analysis ]]>
<![CDATA[Baharuddin Baharuddin]]>;
<![CDATA[Syahril Syahril]]>;
<![CDATA[Sari Utami]]>;
<![CDATA[Mutmainna Sudirman]]>
<![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.v17i4.8439
<![CDATA[Academic anxiety is a prevalent issue among international students adjusting to unfamiliar educational environments. In Indonesia, foreign students often face emotional stress due to differences in academic systems, communication styles, and cultural norms. This study aims to explore the forms of academic anxiety experienced by foreign students and analyze effective handling strategies from an educational psychology perspective. This research employed a descriptive qualitative approach using fieldwork methods. Data were collected through in-depth interviews and observations involving seven informants, including four international students and three faculty members from a state Islamic university in Indonesia. Secondary data were obtained from institutional documents. Data were analyzed using the Miles and Huberman model through data reduction, display, and conclusion drawing. Validation was conducted through source triangulation and member checking. The findings reveal three major forms of academic anxiety: communication-related anxiety due to language barriers, social anxiety stemming from cultural adjustment, and innovation-related anxiety influenced by limited academic self-confidence. Handling efforts include structured communicative interventions, inclusive socialization programs, and the development of academic self-efficacy. Educational psychology offers a strategic framework to manage academic anxiety through adaptive learning environments and culturally responsive pedagogical practices. Implementing supportive interventions enhances student engagement, self-confidence, and academic achievement. These findings contribute to policy recommendations for improving academic support for foreign students in Indonesia.]]>
<![CDATA[Development of Mathematics Song Lyrics on Whole Numbers for Students With Special Needs ]]>
<![CDATA[Nia Wahyu Damayanti]]>;
<![CDATA[Eko Yuniarto]]>;
<![CDATA[Elisabeth Rambu Mura]]>;
<![CDATA[Abdul Hamid Bachtiar]]>
<![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.v16i4.5692
<![CDATA[This study investigates the development and effectiveness of math song lyrics as a pedagogical tool to enhance the learning experiences of students with special needs in Class XC Tunagrahita. The research follows the Plomp development model, comprising three stages: preliminary research, prototyping, and assessment. During the preliminary research phase, observations and interviews were conducted to gather information on classroom learning processes. The prototyping phase involved creating song titles, intros, and verses tailored to the students' needs. In the assessment phase, the product was evaluated using expert validation sheets. Data collection methods included observation, interviews, and documentation. Findings indicate that the developed math song lyrics, focused on numerical material, are suitable for use in the classroom. The validation process confirmed the lyrics' appropriateness and potential to support the learning needs of students with intellectual disabilities. The study underscores the utility of integrating music into mathematics education for special needs students, providing an engaging and accessible learning medium. Math song lyrics designed through a structured development model can serve as an effective educational resource for enhancing learning outcomes among students with special needs. Further research could explore the long-term impacts of this approach and its application across different subjects and student populations.]]>
<![CDATA[Institutionalizing Kindness as a Systemic Value in Acehnese Madrasahs: A Bourdieusian Analysis of Religious Cultural Reconstruction ]]>
<![CDATA[Lathifah Hanum]]>;
<![CDATA[Nur Asma]]>;
<![CDATA[Saidatul Khairiah]]>;
<![CDATA[Winda Novianti]]>
<![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.v17i3.8275
<![CDATA[This qualitative case study investigated how Acehnese madrasahs systemically cultivate kindness (rahmah) through religious-cultural practices, bridging gaps between individual virtue ethics and institutional habituation in Islamic education. Data from observations, interviews, and document analysis across three madrasahs in Langsa, Aceh, reveal four key mechanisms: (1) the 5S framework (Senyum, Salam, Sapa, Sopan, Santun) routinizing empathetic interactions; (2) ritualized practices (e.g., congregational prayers, Quranic recitation) as moral rehearsals; (3) student-led community service fostering peer mentorship; and (4) Sharia-aligned policies embedding kindness in governance. These mechanisms form an embodied pedagogy where kindness transitions from abstract ideal to habitual behavior via repetition, teacher modeling, and cultural reinforcement. The study integrated Bourdieu’s habitus (embodied dispositions) and Lickona’s moral knowing-feeling-doing framework, demonstrating their synergy with Islamic epistemologies such as Sunnah-based rituals and maqasid al-shariah (objectives of divine law). While challenges like ritualism persist, reflective practices and peer accountability mitigate superficial compliance. The research offered a scalable model for institutionalizing kindness in Islamic education, emphasizing contextually rooted, policy-practice coherence. Thus, this study contributes to both theoretical discourse and practical application by demonstrating how culturally grounded, systemic approaches within Aceh’s Sharia-based context can effectively translate abstract ethical principles into tangible, lived expressions of virtue. ]]>
<![CDATA[The Influence of Contextual Teaching and Learning Methods and Learning Motivation on Students' Negotiation Text Writing Skills ]]>
<![CDATA[Dela Syafira]]>;
<![CDATA[Afnita Afnita]]>
<![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.v14i4.2241
<![CDATA[The purpose of this study is to analyze how students' negotiating text writing abilities are affected by contextual teaching and learning (CTL) strategies and learning motivation. This kind of study uses a quantitative experimental design. This approach to research is essentially an experiment. 159 participants made up the study's population. 32 people were sampled using the purposive sampling technique in class X AKT, the experimental class, and 31 in class X RPL, the control class. Utilizing questionnaires to gauge students' motivation for learning and performance exams to gauge their proficiency with negotiating text-writing. According to the results of the research, students in class X are motivated to learn using the contextual teaching and learning (CTL) technique. The following can be said about the influence. First off, pupils who used the contextual teaching and learning (CTL) technique performed higher on tests of their negotiating text writing abilities than those who used the traditional approach. Second, students who use the contextual teaching and learning (CTL) technique and have high learning motivation have better negotiating text writing skills than students who use traditional methods and have high learning motivation. Third, students who use the contextual teaching and learning (CTL) technique and have low learning motivation have better negotiating text writing skills than students who use traditional methods and have low learning motivation. Fourth, the contextual teaching and learning (CTL) method model interacts with learning motivation to influence students.]]>
<![CDATA[Integrating Poster Comment Cooperative Learning with Longko’ Cultural Values to Enhance Students’ Learning Outcomes in Character Education ]]>
<![CDATA[Erwin Bunga Sapan]]>;
<![CDATA[Abdullah Pandang]]>;
<![CDATA[Andi Makkasau]]>;
<![CDATA[Syamsuddin Syamsuddin]]>
<![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.v17i4.8615
<![CDATA[Improving students' character education learning outcomes requires instructional models that are both interactive and culturally relevant. Traditional teaching methods often fail to fully engage students or reflect local cultural values. This study investigates the effectiveness of integrating the Poster Comment cooperative learning model with Longko’ cultural values to enhance students’ learning outcomes in character education. A 2×2 factorial experimental design was employed involving 100 undergraduate students from a Christian higher education institution in Indonesia. Participants were randomly assigned to four groups based on two variables: learning model (Poster Comment vs. Non-Poster Comment) and cultural integration (Longko’ vs. Non-Longko’). Learning outcomes were assessed through pre- and post-tests using validated multiple-choice and essay instruments. Data were analyzed using two-way ANOVA. The findings demonstrated significant main effects of both the learning model and cultural values on students' learning outcomes. The Poster Comment approach outperformed the Non-Poster model (?(1,46) = 45.77, p .001), and Longko’ cultural integration significantly improved scores compared to non-cultural approaches (?(1,46) = 196.40, p .001). A significant interaction effect (?(1,46) = 11.79, p = .001) indicated the greatest gains occurred when Poster Comment was combined with Longko’ values. Integrating cooperative learning with indigenous cultural values fosters deeper understanding and engagement, leading to improved learning outcomes in character education. This study highlights the importance of culturally responsive pedagogy in higher education and supports the development of localized, value-driven instructional models.]]>
