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[The Influence of Age and Educational Background on Teachers’ Participation in Decision-Making at Islamic Junior High Schools in Makassar ]]>
<![CDATA[Rosmiati Rosmiati]]>;
<![CDATA[Bisyri Abdul Karim]]>;
<![CDATA[Akhmad Syahid]]>
<![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.v17i3.7417
<![CDATA[This study examines the influence of teachers’ age and educational background on their participation in decision-making at State Islamic Junior High Schools (Madrasah Tsanawiyah Negeri) in Makassar City. Specifically, it investigates how these two demographic factors (independent variables) affect the level of teacher involvement in institutional decision-making processes (dependent variable). A correlational survey design was employed to explore these relationships. The population comprised 135 teachers from two MTsN schools in Makassar, and a sample of 67 teachers was selected using Arikunto’s (1991) sampling guidelines. Data were collected through a structured questionnaire measuring six indicators of participation—problem identification, problem formulation, development and selection of alternatives, implementation, and evaluation. Descriptive statistics were used to profile respondents by age and educational attainment, while inferential analyses, including partial correlation and multiple regression, were conducted using SPSS. Results show that 28% of respondents were aged 24–30, 36.7% aged 31–37, and the remainder distributed across older age groups; 80% held a bachelor’s degree, with smaller proportions holding diplomas or master’s degrees. Both age and educational level were found to have a positive and statistically significant influence on teacher participation in decision-making. Older and more highly educated teachers demonstrated greater involvement, reflecting higher cognitive maturity and analytical ability. These findings highlight the importance for school leaders and policymakers of considering demographic factors when promoting participatory decision-making. Tailored professional development and inclusive governance structures may enhance teachers’ engagement and improve institutional decision-making quality.]]>
<![CDATA[Cultural Discourse Statement as Teacher Belief in Intercultural Classes at Universities in Indonesia ]]>
<![CDATA[Muhammad Aulia]]>
<![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.v14i4.2291
<![CDATA[The present study analyses teacher narratives related to teacher belief toward intercultural EFL pedagogy. It aims to investigate cultural discourse statement by university teachers indicating teacher belief about culture. The gap between what the demand for EFL teaching and teacher belief is still understudies, which results in varied interpretations on how an intercultural classroom teaching should be managed. The qualitative design involved 6 university teachers from 3 different universities in Indonesia, representing the west, the central, and the east parts of the Indonesian archipelago. The data were obtained by two different sessions of interviews on each participant. The data were transcribed and transformed into text and analyzed by using discourse analysis with N-VIVO Software. The present study adopted narrative studies, focusing on teacher education and intercultural education. The results of the study revealed that the university teachers have shown their critical awareness towards the interaction between language teaching, culture, and sociocultural relations. They are critically aware of the complexity of culture. And finally, they have critical awareness of interrelated discourse building on identity, power, and other ideological aspects influencing their own teaching context. This study illuminates that cultural belief is one of the most important factors shaping the intercultural teaching and learning activities at university level. The present study needs to be replicated to gain broader outlook of intercultural EFL pedagogy in Indonesia. Future research needs to focus on how personal experiences including formal education can re-build teacher belief that elevates intercultural communicative competence of teacher.]]>
<![CDATA[Empowering Youth through Maslahat-Based Education: The Role of IPNU-IPPNU Mentoring in the Nahdlatul Ulama Family Welfare Movement in Rembang ]]>
<![CDATA[Moh. Sugihariyadi]]>;
<![CDATA[Moh. Sholihuddin]]>;
<![CDATA[Muh. Misbahul Munir]]>;
<![CDATA[M. Mahbubi]]>;
<![CDATA[Hosaini Hosaini]]>
<![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.v17i2.7123
<![CDATA[This study examines the influence of the Maslahat Benefits Relations Education and IPNU-IPPNU mentoring program within the Nahdlatul Ulama’s Rembang Maslahat Family Movement. The research aims to assess how this initiative contributes to the educational and leadership development of IPNU-IPPNU cadres, grounded in the philosophical principles of Nahdlatul Ulama. A participatory community service approach was employed, engaging mentors and youth participants through interviews, surveys, and direct observation. This method facilitated active involvement and allowed for a comprehensive evaluation of the program’s outcomes. Findings demonstrate a significant improvement in participants’ leadership skills, social responsibility, and critical thinking. The mentoring program fostered a deeper alignment with Nahdlatul Ulama’s values, particularly in promoting community empowerment and collective well-being. Participants exhibited an increased capacity to implement practical leadership in real-world community settings. The mentoring initiative proved effective in developing well-rounded young leaders who not only benefit personally but also contribute to the broader community. The integration of educational theory with community service highlights the program’s dual impact—enhancing individual competence and reinforcing communal frameworks. This study underscores the importance of structured mentoring in shaping future leaders. By aligning personal development with community-based values, such programs offer a sustainable model for leadership cultivation in line with Nahdlatul Ulama’s mission.]]>
<![CDATA[Exploring the Relationship Between Academic Supervision and Pedagogical Competence in Secondary Education: A Quantitative Study in Cilegon ]]>
<![CDATA[Kiki Maullidina]]>;
<![CDATA[Cucu Atikah]]>;
<![CDATA[Rudi Haryadi]]>
<![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.v17i4.7313
<![CDATA[Teachers’ pedagogical competence is a key determinant of instructional quality and student-centered learning. Academic supervision is widely recognized as a professional support mechanism to enhance teachers’ instructional practices; however, empirical evidence from localized secondary school contexts in Indonesia remains limited. This study examines the relationship between academic supervision and pedagogical competence among senior high school teachers in Cilegon City. A quantitative correlational design was employed involving 30 senior high school teachers selected through simple random sampling. Data were collected using validated and reliable questionnaires measuring academic supervision and pedagogical competence. Pearson product–moment correlation analysis was conducted using SPSS after confirming the assumptions of normality and linearity. The findings reveal a strong and statistically significant positive relationship between academic supervision and teachers’ pedagogical competence (r = 0.836, p = 0.001), indicating that teachers who perceive supervision as structured and developmental tend to report higher levels of pedagogical competence. The results suggest that academic supervision plays an important role in supporting teachers’ pedagogical development, particularly when implemented systematically and reflectively. These findings align with the objectives of Kurikulum Merdeka and current national education policies emphasizing teacher professionalism and continuous improvement. Despite limitations related to sample size and self-reported data, this study provides contextualized evidence supporting the strengthening of academic supervision practices. Future research should employ longitudinal and mixed-method approaches to further explore the mechanisms through which supervision contributes to sustained pedagogical improvement.]]>
<![CDATA[Game-Oriented Problem Exploration (GOPE) Model in Language Learning: A Teacher’s View ]]>
<![CDATA[Vivi Indriyani]]>;
<![CDATA[Herlin Triana]]>;
<![CDATA[Anisa Nurjanah]]>;
<![CDATA[Delsy Arma Putri]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 16, No 4 (2024): AL-ISHLAH: JURNAL PENDIDIKAN ]]>
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DOI: 10.35445/alishlah.v16i4.5988
<![CDATA[The development of students' critical and collaborative thinking skills is essential, particularly in Indonesian language learning. To address this, a targeted learning model is needed. The Game-Oriented Problem-Based Learning and Engagement (GOPE) model has been proposed, but a needs analysis is required to assess its feasibility and integration into classroom settings. A descriptive survey method was employed to analyze teacher needs for the GOPE model in Indonesian language learning. Data were collected through questionnaires administered to Indonesian language teachers across various schools. The responses were analyzed using a descriptive quantitative approach to identify patterns and trends in teachers' perspectives. Findings revealed that teachers recognized the critical role of integrating problem-based learning and gaming elements to enhance student engagement and motivation. Most participants emphasized that such integration could significantly improve learning outcomes and foster students' critical and collaborative thinking skills. The data supported the hypothesis that the GOPE model could address these educational challenges effectively. The results suggest that the GOPE model has potential as an innovative tool in language learning. Its emphasis on combining problem-solving strategies with interactive gaming aligns with teachers’ views on effective pedagogical practices. Further research and development are recommended to optimize its application and assess its impact on students’ skills and learning achievements. This study highlights the need for innovative learning models in Indonesian language education. The GOPE model shows promise in enhancing critical and collaborative skills, suggesting a positive step toward improved educational practices.]]>
<![CDATA[Identification of Biology Education Research during The Covid-19 Pandemic ]]>
<![CDATA[Maesaroh Maesaroh]]>
<![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.v14i4.1416
<![CDATA[The Covid-19 pandemic has had an impact on various educational activities. Routine activities carried out were forced to switch digitally using internet facilities, including student research activities. Quality research affects the improvement of the quality of education.This study aims to determine the characteristics of biology education carried out by final year students during the Covid-19 pandemic. The survey method was used in the research with the instrument in the form of a questionnaire sheet with semi-open questions. The results showed that biology education research carried out during the pandemic mostly used descriptive and quasi-experimental methods. There are meta-analytical research methods from international journals with PRISMA guidelines and literature studies with scoping review techniques that are relatively new by students. A total of 71.9% of the study used a sample of students at the high school and college level. As many as 76% of research data were obtained online, 19% of research activities were blended, and only about 5% of students obtained research data offline. Constraints experienced by students during research are: 1) Internet network is not stable, 2) students are difficult to be asked to turn on the camera in the data collection process, 3) it is relatively difficult to collect respondent responses in online questionnaires, 4) constrained by research time due to the large number of school holidays, 5) online communication becomes an obstacle in conducting research guidance.]]>
<![CDATA[Development and Evaluation of an AI-Powered E-Module for Microsoft Excel Instruction in Indonesian Vocational Schools ]]>
<![CDATA[Eva Faradila Sandi]]>;
<![CDATA[Sutirman Sutirman]]>
<![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.v17i4.8406
<![CDATA[As digital competence becomes essential in the modern workplace, vocational students must master tools like Microsoft Excel. However, traditional instruction in Indonesian vocational schools often lacks adaptability and interactivity. This study aimed to develop and evaluate an AI-powered e-module to enhance students’ Excel skills through adaptive learning. Using the ADDIE development model, an AI-integrated e-module was designed and implemented in four vocational schools across Yogyakarta, Central Java, and West Java. The study involved 144 students from the Office Management and Business Services program, divided into experimental and control groups. Data were collected through expert validation, pre- and post-tests, usability questionnaires, and observations. Quantitative analysis included t-tests, N-Gain calculation, and validation of reliability using Cronbach’s Alpha. Expert evaluations rated the module as highly feasible (scores ≥85%). Students in the experimental group showed significantly greater learning gains (N-Gain = 0.65, medium-high category) compared to the control group (N-Gain = 0.42). T-test results confirmed a significant difference (t(142) = 4.72, p .001, d = 0.78). Students also reported improved motivation, confidence, and learning autonomy, while teachers observed reduced need for procedural guidance. The findings demonstrate that AI-powered modules can significantly enhance technical skills in vocational education by offering personalized feedback and adaptive content. The module supports self-directed learning and aligns with the Merdeka Belajar initiative. This study contributes a scalable instructional model for integrating AI into skill-based learning environments.]]>
<![CDATA[Instilling Faith and Noble Morals: The Implementation of Tauhid Education at a Madrasah Tsanawiyah ]]>
<![CDATA[Dadang Zenal Mutaqin]]>;
<![CDATA[Muhammad Usman Apandi]]>;
<![CDATA[Jenal Aripin Yusuf]]>;
<![CDATA[Asep Rusdianto]]>;
<![CDATA[Tedi Sopyan]]>
<![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.v17i1.6463
<![CDATA[Tauhid education aims to instill the belief in the oneness of Allah and the importance of worship. Proper teaching methods are essential to nurturing a generation with strong faith and noble morals. This study explores the learning process at MTs Al-Riyadl Cianjur to develop students with mature faith and high-quality character. This study employs a qualitative descriptive approach, focusing on the tauhid learning model. Data collection involved observations, interviews, and documentation, which were analyzed through data reduction, data presentation, and conclusion drawing. The study found that tauhid education utilizes various teaching methods, including lectures, question-and-answer sessions, discussions, drills, recitations, and uswah (role modelling). The effectiveness of these methods is influenced by supporting factors such as high student interest and teachers’ strong competencies in classroom management. However, challenges include fluctuating student motivation, classroom management difficulties, and limited parental collaboration. Tauhid education is further reinforced through religious practices, such as Dhuha prayer, midday congregational prayer, reciting Al-Asma al-Husna, memorizing selected surahs, reading Juz 'Amma, and celebrating Islamic holidays. These practices strengthen students’ moral and spiritual development. Effective tauhid education relies on appropriate teaching methods, teacher competence, and parental support. Enhancing these aspects can improve students' faith and character, making them more morally and spiritually grounded.]]>
<![CDATA[The Role of Numbered Heads Together in Developing 21st-Century Skills in Civic Education: Evidence from Indonesian Junior High School Students ]]>
<![CDATA[Febriza Laila Husna]]>;
<![CDATA[Maria Montessori]]>
<![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.v17i3.7344
<![CDATA[21st-century learning emphasizes the development of collaboration and communication skills, especially in Civic Education (PPKn). This study examines the impact of the Numbered Heads Together (NHT) cooperative learning model on enhancing these skills among Grade VIII students at SMP Negeri 8 Sungai Penuh. A quantitative approach with a quasi-experimental, posttest-only control group design was employed. A total of 64 students were selected through purposive sampling and divided evenly into an experimental group (NHT model) and a control group (conventional discussion). Collaboration skills were assessed using observation sheets, while communication skills were evaluated through a structured group presentation rubric. Independent sample t-tests were used for data analysis. The experimental group demonstrated significantly higher collaboration (82.3%) compared to the control group (76.59%). The t-test results confirmed a statistically significant difference in collaboration skills (t = 2.352, p = 0.022). Similarly, communication skills in the experimental group were significantly improved (t = 2.597, p = 0.001), indicating the effectiveness of the NHT model in fostering interpersonal competencies. These findings support constructivist and social learning theories, which emphasize active participation and peer interaction. The NHT model facilitates a collaborative learning environment that promotes student engagement and improves communication fluency and group cooperation. The NHT model is effective in improving students' collaboration and communication skills in PPKn learning. Its integration into classroom practice is recommended to support the development of essential 21st-century skills in secondary education.]]>
<![CDATA[Application of Inquiry Learning Model Assisted Interactive Media on Material Shape and Energy Change to Improve Critical Thinking Skills of Elementary School Students ]]>
<![CDATA[Afrida L Simanjuntak]]>;
<![CDATA[Neni Hermita]]>;
<![CDATA[Zetra Hainul Putra]]>
<![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.v14i4.2054
<![CDATA[An ability to think critically is to comprehend, apply, and analyse the truth of a given problem. There is a need for an efficient pedagogical framework that can help students develop critical thinking abilities while studying science. The goal of this research was to analyse the efficacy of an interactive media-assisted inquiry learning methodology applied to the topic of form and energy change in developing students' critical thinking skills. This study involved two fourth-grade classes at a Pekanbaru elementary school and took offline over two months (February and March 2022). There were 16 female and 9 male students in the experimental class and 14 female and 11 male students in the control class, respectively, who made up the research sample. In all, fifty students took part in the research. Information gleaned from before and after an experiment. The research approach is Quasi-experimental, utilising the Nonequivalent Control Group Design as the research shape. The t-test, a method for testing hypotheses, was used to assess the data. As can be seen from the data, the significance level for hypothesis testing was 0.032 (2-tailed). When this number is less than 0.05, H0 is rejected, and Ha is approved. Students' ability to think critically has improved as a result of using the media-assisted inquiry learning approach applied to the transformations of matter and energy, as shown by the results of this study.]]>
