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[Evaluation of Pancasila Student Profile Strengthening in Junior High Schools Using the CIPP Model ]]>
<![CDATA[Umi Chotimah]]>;
<![CDATA[Syarifuddin Syarifuddin]]>;
<![CDATA[Cecil Hiltrimartin]]>;
<![CDATA[Mariyani Mariyani]]>;
<![CDATA[Risma Rosa Karunia]]>
<![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.v17i1.6259
<![CDATA[The Pancasila Student Profile Strengthening Project (PSPSP) is a core component of Indonesia's Independent Curriculum, aimed at cultivating student character and competencies grounded in Pancasila values. Despite two years of curriculum implementation, many schools have yet to fully adopt PSPSP. This study evaluated the implementation of PSPSP in one of the top-performing junior high schools in Palembang City, which adopted the program from the outset. The CIPP (Context, Input, Process, Product) evaluation model by Stufflebeam was employed. Data were collected through diagnostic analysis, interviews with school leaders and teachers, questionnaires completed by 243 students, and classroom observations. The findings indicate that PSPSP has positively contributed to students' academic growth, character development, social skills, and reflective thinking. Success was largely supported by strong stakeholder readiness and collaboration among teachers, leaders, and students. Active student engagement during PSPSP activities led to more meaningful learning experiences. To enhance program outcomes, the study recommends ongoing professional development for teachers and coordinators, as well as regular program evaluations. Sustained collaboration with parents and the broader community is crucial for long-term success. Broader national implementation strategies should consider local contexts and leverage digital tools to maximize impact. Finally, policy reinforcement is needed to institutionalize PSPSP across schools, promote school-based management, and uphold Pancasila values as the foundation of Indonesia’s educational and national development goals.]]>
<![CDATA[Design and Validation of a Competency Assessment for Electrical Power Systems in Engineering Education ]]>
<![CDATA[Adi Sutopo]]>;
<![CDATA[Arif Rahman]]>;
<![CDATA[Dadang Mulyana]]>
<![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.v16i4.5861
<![CDATA[This research aims to design, develop, and validate a competency test for assessing students in the Electric Power System field. Given the need for rigorous, competency-based assessments in Electrical Engineering, this study addresses the gap by creating a test aligned with specific graduate competencies. The competency test was developed using the Borg and Gall development model, following seven systematic steps. Test items were structured around the competencies expected of graduates from the Electrical Engineering program, categorized according to Bloom’s taxonomy levels 4, 5, and 6 to assess higher-order cognitive skills. A two-phase trial was conducted with 80 students to refine and validate the test. Validation by material and evaluation experts rated the test highly feasible, with scores of 71.0 and 45.55, respectively. Empirical validity testing, using biserial correlation, confirmed that all items were valid (correlation 0.302), and the reliability test via KR-20 yielded a high reliability coefficient (α = 0.854). Item difficulty was balanced, with 10% easy, 83% moderate, and 0.7% difficult questions. Item discrimination levels were 20% moderate, 33% good, and 47% very good. The results suggest that the competency test is a reliable and valid tool for assessing critical competencies in Electric Power Systems, effectively distinguishing between different levels of student ability. This validated competency test provides a robust assessment tool, supporting competency-based education in Electrical Engineering. Its design and validation process can serve as a model for future competency assessments in technical disciplines.]]>
<![CDATA[The Impact of Audiovisual-Assisted Project-Based Learning and Motivation on Drama Writing Skills in Vocational High School Students ]]>
<![CDATA[Serly Fatiyas]]>;
<![CDATA[Nurizzati Nurizzati]]>
<![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.v17i3.7744
<![CDATA[This experimental study examines the effectiveness of Project-Based Learning (PBL) integrated with audiovisual media in enhancing students’ drama writing skills and learning motivation in a vocational high school setting. The research was conducted at SMK Negeri 7 Batam during the 2024/2025 academic year, involving Grade XI students selected through purposive sampling. A total of 83 students participated, with Class XITKL5 assigned as the experimental group receiving PBL instruction assisted by audiovisual resources, and Class XITKL3 as the control group receiving conventional, teacher-centered instruction. Employing a 2×2 factorial design, data were collected through a performance-based drama writing test and a validated motivation questionnaire. Statistical analyses, including t-tests and two-way ANOVA, were conducted using IBM SPSS Statistics 25 to assess the main and interaction effects. The results revealed that students in the experimental group significantly outperformed those in the control group in drama writing performance. Furthermore, a significant interaction effect was identified between instructional model and learning motivation, indicating that students with higher motivation benefited more from the PBL-audiovisual approach. However, even students with lower motivation showed improvement compared to their counterparts in the control group. These findings highlight the pedagogical value of integrating audiovisual media within a project-based framework to foster creativity, engagement, and skill development in writing. The study contributes to the implementation of Indonesia’s Merdeka Curriculum by offering an innovative, student-centered strategy suitable for vocational education contexts.]]>
<![CDATA[The Impact of a Scramble-Based Cooperative Learning Model Using Video Media on Student Learning Outcomes ]]>
<![CDATA[Riswan Aradea]]>;
<![CDATA[Slamet Cahyono]]>;
<![CDATA[Rambat Nur Sasongko]]>;
<![CDATA[Muhammad Kristiawan]]>;
<![CDATA[Neta Dian Lestari]]>
<![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.v14i4.2315
<![CDATA[The goal of this research was to see how the scramble-type cooperative learning model based on video media affected student learning outcomes in management accounting courses. The respondents in this study were undergraduate students at Palembang University, consisting of 36 students for the experimental class and 34 students for the control class. The experimental technique is employed. The test is the data-collecting instrument. According to the study's findings, 61.12 percent of students met good criteria, 19.44 percent met very good criteria, and 19.44 percent met sufficient criteria during the teaching and learning process employing a scramble-type cooperative learning model based on video media. And the experimental class's average learning results are 80.42. In traditional learning models, 73.52 percent of the criteria are sufficient, 17.65 percent are less criteria, 5.89 percent are good criteria, and 2.94 percent are less criteria. The scramble-based cooperative learning model using video media was effective for student learning outcomes]]>
<![CDATA[The Impact of Assertive Training Techniques on Enhancing Self-Disclosure Among Junior High School Students in Yogyakarta ]]>
<![CDATA[Putri Luthfiyah Zahra]]>;
<![CDATA[Muhammad Nur Wangid]]>
<![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.v17i1.5922
<![CDATA[Self-disclosure is a vital component of effective interpersonal communication, especially among students. This study investigates the impact of assertiveness training on enhancing students' self-disclosure. An experimental design with a non-equivalent control group was utilized. Twelve students were divided into two groups: an experimental group receiving assertiveness training and a control group engaged in discussion techniques. Both groups underwent pretests and posttests. Data were analyzed using the Wilcoxon signed-rank test to determine changes in self-disclosure levels. Pretest results showed no significant difference in self-disclosure between the two groups (sig. = 0.066). Posttest results indicated a significant increase in self-disclosure within the experimental group following assertiveness training (sig. = 0.027). The control group showed no significant changes in self-disclosure after the intervention. The findings suggest that assertiveness training is effective in improving students' self-disclosure, whereas discussion techniques alone do not yield similar outcomes. Assertiveness training significantly enhances students' self-disclosure. This suggests its potential utility in educational settings to foster better interpersonal communication among students.]]>
<![CDATA[E-Book-Based Group Counseling with Contingency Contracting to Reduce Bullying Among Islamic Boarding School Teenagers ]]>
<![CDATA[Wahyu Almizri]]>;
<![CDATA[Firman Firman]]>;
<![CDATA[Yeni Karneli]]>
<![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.v16i4.5940
<![CDATA[Bullying among teenagers in Islamic boarding schools poses significant challenges to student well-being and academic environments. This study investigates the effectiveness of behavioristic group counseling, utilizing contingency contracting strategies, to reduce bullying behaviors. A single-case experimental AB design was employed, involving ten eighth-grade students from Islamic boarding schools. Data were collected using validated youth instruments specific to the context of Islamic boarding schools. The intervention's impact was analyzed using the Wilcoxon Signed Ranks t-test to compare pretest and posttest bullying behavior scores. Statistical analysis revealed significant reductions in bullying behaviors among the participants following the intervention. All ten respondents in the experimental group demonstrated notable declines in bullying behavior scores from the baseline (pretest) to the intervention period (posttest). These findings indicate the efficacy of group counseling with contingency contracting strategies in mitigating bullying behaviors. The results support the potential of behavioristic group counseling as an intervention to address bullying among teenagers in Islamic boarding schools. The observed reductions in bullying behaviors highlight the utility of contingency contracting strategies as a targeted approach in educational settings. Group counseling with contingency contracting strategies effectively reduces bullying behavior in Islamic boarding schools. Future research with larger and more diverse samples is recommended to generalize these findings and explore additional contextual factors influencing intervention success.]]>
<![CDATA[Effectiveness of the al-Miftah lil Ulum Method in Enhancing Yellow Book Reading Competence at Madrasah Diniyah in Papua ]]>
<![CDATA[Fardan Abdillah M]]>;
<![CDATA[Ulil Albab Al Jawad]]>;
<![CDATA[Azizul Hakim]]>
<![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.v17i2.7214
<![CDATA[This study investigates the effectiveness of the al-Miftah lil Ulum method in enhancing students’ proficiency in reading classical Islamic texts (Yellow Book) at Madrasah Diniyah Roudlotul Khuffadz in Sorong, Southwest Papua—a region where Muslims comprise only 38% of the population, as reported by the Ministry of Religious Affairs. The research aims to address the educational challenges faced by Islamic institutions in minority-Muslim contexts. A quasi-experimental design with a quantitative approach was employed. Forty students were selected and divided equally into experimental and control groups (20 students each). The experimental group received instruction using the al-Miftah lil Ulum method, while the control group followed conventional teaching methods. A pre-test and post-test were administered, and the results were analyzed using a paired t-test to assess the method’s impact. Findings indicated a statistically significant improvement in the reading proficiency of the experimental group. The t-test yielded a significance value of 0.000 (p 0.05), confirming the effectiveness of the al-Miftah lil Ulum method. Improvements were noted in reading accuracy, recognition of grammatical structures, and interpretation of classical texts. The results highlight the pedagogical benefits of the al-Miftah lil Ulum method in Muslim-minority regions. It serves as a practical and effective approach for strengthening students’ abilities to comprehend traditional Islamic literature. The al-Miftah lil Ulum method significantly enhances students' Yellow Book reading skills and offers a valuable instructional model for religious education in minority-Muslim settings.]]>
<![CDATA[Development of Multi-representation Integrated Learning Media to Understand and Translate the Qur'an in Teaching the Qur'an and Hadith in Elementary Schools ]]>
<![CDATA[Edhy Rustan]]>;
<![CDATA[Sela Maria Ningsih]]>;
<![CDATA[Fauziah Zainuddin]]>
<![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.v14i4.1993
<![CDATA[Research on the development of media translating the Qur'an was made to determine the need, design, and validity of learning media solving in the learning material of the Qur'an and Hadith in class III MI Dato Sulaiman Palopo. This research method is a research and development (RD) method. The development model used in this development is the ADDIE model (analysis, design, development, implementation, evaluation), but it was only carried out to the development stage in this study. The subject of this research involved 30 students. Data were collected through observation, interviews, and document searches analyzed qualitatively and quantitatively. The needs analysis results show that students need interesting symbols/pictures as learning media and add lesson content well. Learning media is designed by integrating multi-representation in Sempokas media. The feasibility of media teaching materials translating the Qur'an was carried out with the assessment of media experts with a grade level (89.5%), material experts (95.8%), linguists (91.6%), and subject teachers (96, 4%) excellent category. Thus, Sempokas media can be applied in learning to understand and translate Surah Al Ikhlas]]>
<![CDATA[Professional Competence, Work Discipline, and Work Engagement Affect Teacher Performance: The Mediating Role of Organizational Citizenship Behavior ]]>
<![CDATA[Murdiansyah Indra Putranto]]>;
<![CDATA[Rasiman Rasiman]]>;
<![CDATA[Qristin Violinda]]>
<![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.v17i4.8621
<![CDATA[Improving teacher performance is critical for advancing education quality, especially in primary schools. While professional competence, work discipline, and work engagement are known to influence performance, the role of organizational citizenship behavior (OCB) as a mediating variable remains underexplored in Indonesian elementary school settings. This quantitative study employed an ex post facto design involving 132 public elementary school teachers in Bulu Subdistrict, Rembang Regency, selected through proportional random sampling. Data were collected using validated questionnaires measuring professional competence, work discipline, work engagement, OCB, and teacher performance. Structural equation modeling with path analysis and bootstrapping (5,000 resamples) was used to examine direct, indirect, and mediating effects. Professional competence (β = 0.278, p = 0.001), work discipline (β = 0.241, p = 0.003), and work engagement (β = 0.334, p 0.001) significantly influenced teacher performance. OCB also significantly predicted performance (β = 0.301, p 0.001). OCB partially mediated the effects of work discipline and engagement on performance but did not mediate the effect of professional competence. The model explained 57.2% of the variance in teacher performance (R² = 0.572), with all fit indices indicating a good model fit. These findings highlight the critical role of OCB in translating discipline and engagement into improved teacher performance. While competence directly enhances performance, fostering an organizational culture that supports OCB is essential for leveraging discipline and engagement into broader professional gains.]]>
<![CDATA[Numeracy Literacy Skills and Pancasila Student Profiles through the Implementation of Ethnomathematics-Based STEAM ]]>
<![CDATA[Kurratul Aini]]>;
<![CDATA[Abdul Wahab]]>;
<![CDATA[Muhammad Misbahudholam AR]]>;
<![CDATA[Asmoni Asmoni]]>
<![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.v17i1.6048
<![CDATA[This study investigates the implementation of ethnomathematics-based STEAM learning and its impact on numeracy literacy skills and the Pancasila Student Profile of students at SDN Karangnangka II. The research aims to integrate local cultural values into mathematics education and assess its effectiveness in enhancing students’ numeracy literacy. A mixed-method approach with a sequential exploratory design was used. Data were collected through observations, interviews, and tests. Ethnomathematics elements were identified within Asta Tinggi Sumenep, including its main gate, tomb dome, and landmark, which incorporate various geometric shapes. The learning process followed the steps: Observe, New Idea, Innovation, Creativity, and Society, integrating six dimensions of the Pancasila Student Profile. The implementation of ethnomathematics-based STEAM learning significantly improved students’ numeracy literacy. Pre-test and post-test results showed an increase in average scores from 48.00 to 81.00. Normality tests (Kolmogorov-Smirnov and Shapiro-Wilk) indicated that data were normally distributed (? 0.05). A paired-sample t-test revealed a significant effect (? = 0.001 0.05), confirming the positive impact of this learning model. The findings highlight the effectiveness of integrating local cultural elements into STEAM education. The approach fosters both numeracy literacy and the development of Pancasila Student Profile competencies, aligning education with cultural heritage. Ethnomathematics-based STEAM learning enhances students’ numeracy literacy and character development. Future research should explore its scalability and long-term benefits in broader educational contexts.]]>
