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[Integrating Multicultural Education and Islam Wasathiyah: Strategies for Fostering Inclusive Children's Educational Environments ]]>
<![CDATA[Anik Faridah]]>;
<![CDATA[Hasan Ruzakki]]>;
<![CDATA[Umi Rosyidah]]>;
<![CDATA[Mudrik Al Farizi]]>
<![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.v17i2.7271
<![CDATA[Globalization has intensified the complexity of fostering inclusive education, particularly in culturally diverse societies. Multicultural education promotes respect and appreciation for diversity, while Islam Wasathiyah—a principle rooted in Islamic teachings—emphasizes moderation, balance, and universal values. This study explores the integration of these two frameworks to develop a culturally grounded model for inclusive education. A systematic literature review was conducted to examine scholarly works on multicultural education and Islam Wasathiyah. Sources were selected based on relevance, credibility, and their contribution to inclusive educational practices. Findings suggest that combining multicultural education with Islam Wasathiyah provides a cohesive framework to support inclusivity in schools. This integration enhances social harmony, promotes tolerance, and fosters inclusive, child-friendly learning environments. Key strategies identified include diversity-sensitive teacher training, curriculum development based on shared human values, and active community participation in educational initiatives. By bridging cultural and religious educational paradigms, this model offers a universally adaptable approach to inclusivity. It contributes to broader educational reforms aimed at nurturing empathy and coexistence in pluralistic societies. The strategic fusion of these principles addresses gaps in current inclusive education practices and offers practical implementation pathways. Integrating Islam Wasathiyah with multicultural education creates a holistic model for inclusive education that is both culturally sensitive and universally applicable. This approach supports the development of equitable education systems responsive to cultural and religious diversity in today’s global context.]]>
<![CDATA[Character Analysis of Student Responsibilities After the Implementation of Distance Learning at Elementary School ]]>
<![CDATA[Dela Ambarsari]]>;
<![CDATA[Akhtim Wahyuni]]>
<![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.v14i4.2370
<![CDATA[The government implemented the online learning system when the Covid-19 pandemic broke out. Online learning impacts the character development of student responsibilities such as discipline in doing assignments on time, carrying out obligations as students, and the ability to cooperate with groups because teachers do not supervise students directly in class. In fact, according to Law Number 20 of 2003 concerning the National Education System, national education aims to shape students' disposition. Responsibility is one characteristic that plays an essential role for students in forming dispositions in school. This study aims to analyze the character of student responsibility during limited face-to-face learning after the Covid-19 pandemic. The subjects in this study were students and homeroom teachers at SDN Kalitengah II Tanggulangin, Sidoarjo. The data collection method is carried out qualitatively. The results of this study show that student responsibilities are well demonstrated by the established indicators of student responsibility character. Further research is expected to be carried out with different types of characters, carried out learning reflections, and coupled with quantitative method validation.]]>
<![CDATA[Kyai Leadership in Promoting Religious Moderation: A Case Study in Indonesian Pesantren ]]>
<![CDATA[Tohir Muntoha]]>;
<![CDATA[Idham Kholid]]>;
<![CDATA[Subandi Subandi]]>;
<![CDATA[Rumadani Sagala]]>
<![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.v17i4.7642
<![CDATA[Pesantren, as traditional Islamic boarding schools in Indonesia, play a strategic role in promoting religious moderation. However, there is a lack of empirical research explicitly linking kyai leadership models to the internalization of moderate Islamic values. This study employed a qualitative case study approach at two pesantren in Tulang Bawang, Lampung. Data were collected through in-depth interviews with 25 participants (kyai, administrators, and senior students), participant observation, and document analysis. Thematic analysis was used to interpret the data. The findings reveal a hybrid transformational-participatory leadership model practiced by the kyai. Transformational aspects include exemplary conduct, inspirational vision, and intellectual stimulation, while participatory elements empower students through structured involvement in decision-making and program implementation. These leadership dynamics are operationalized through three main strategies: (1) contextual interpretation of classical texts (kitab kuning), (2) dialogical preaching and inclusive communication, and (3) experiential learning through interfaith engagement and community immersion. Despite challenges such as radical external influences and the stigma of moderation, kyai leadership has significantly shaped santri mindsets toward tolerance, empathy, and inclusive Islamic identity. This study contributes to the enrichment of transformational leadership theory in religious education and offers practical insights into embedding Wasathiyah Islam through culturally rooted pedagogies. Kyai leadership is central to fostering religious moderation in pesantren. Support from policymakers and curriculum developers is vital to sustaining this leadership model in strengthening inclusive Islamic education.]]>
<![CDATA[Field Practice Experiences of Prospective Indonesian Language Teachers: Preparing for 21st-Century Education Challenges ]]>
<![CDATA[Santi Oktarina]]>
<![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.v16i4.6022
<![CDATA[This study explores the experiences of prospective Indonesian language teachers during field practice in schools, focusing on their interactions with students, teachers, school management, infrastructure, and the learning process. Using a phenomenological approach, data were collected through in-depth interviews with eight pre-service Indonesian language teacher candidates. Qualitative analysis techniques were employed to extract comprehensive insights. Findings reveal that field experience practices are highly effective in preparing prospective teachers to become professional educators. Key themes emerged: (1) the critical role of field practice in fostering professionalism; (2) the necessity for advanced technological competencies to effectively engage Generation Z students; (3) the importance of maintaining harmonious interactions with students and teachers to support a conducive learning environment; and (4) the adherence to school regulations, emphasizing the principle of adapting to institutional norms. The study underscores the importance of field practice in equipping pre-service teachers with the skills and attitudes needed for 21st-century education. Emphasis on technological proficiency and relational skills highlights the evolving demands of teaching Generation Z. Adherence to institutional norms ensures alignment with professional standards. Field experience practice plays a pivotal role in shaping professional Indonesian language teachers. By mastering technological skills, fostering positive relationships, and respecting school regulations, prospective teachers are better prepared to meet the challenges of modern education. These findings contribute to the broader discourse on teacher training and professional development.]]>
<![CDATA[Enhancing Students' Motivation and Learning Outcomes Through the Problem-Solving Learning Model at Elementary School ]]>
<![CDATA[Fitriani Fitriani]]>;
<![CDATA[Alfi Syahrin]]>;
<![CDATA[Silvi Listia Dewi]]>
<![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.v17i3.7003
<![CDATA[Improving the quality of science learning requires effective teaching models, one of which is the problem-solving approach. This model not only enhances students' understanding of scientific concepts but also fosters higher motivation and improved academic outcomes. This quantitative study aimed to investigate the impact of the problem-solving learning model on students’ motivation and learning outcomes in science at SDN 6 Pegasing. The research employed a one-group pretest-posttest design within a pre-experimental framework. The sample consisted of 30 fifth-grade students. Data analysis was conducted using a paired sample t-test. Results indicated a statistically significant improvement in students’ science learning outcomes after the intervention, with a p-value of 0.001 (0.05). Similarly, students' motivation scores showed a notable increase, from a pre-test average of 71.13 to a post-test average of 89.60, also supported by a p-value of 0.001. These results suggest that the application of the problem-solving model led to measurable gains in both cognitive and motivational aspects of student learning. The findings confirm that the problem-solving learning model positively influences students' motivation and learning outcomes. By engaging in structured problem-solving activities, students were better able to grasp essential scientific concepts and sustain interest throughout the learning process. The application of the problem-solving model significantly enhances both motivation and learning outcomes in science education. Therefore, this model can serve as an effective pedagogical approach in primary science classrooms.]]>
<![CDATA[Playing Method Application in Improving Students’ Competence of Volleyball Under-Passing Technique ]]>
<![CDATA[Rajidin Rajidin]]>;
<![CDATA[Awang Roni Efendi]]>;
<![CDATA[Henry Maksum]]>
<![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.v14i4.2121
<![CDATA[The issue in this study is the low student learning outcomes, particularly in the method of underpassing volleyball. According to the findings of the researchers' observations, the poor motivation of students when participating in learning has an effect on their below-average KKM completeness score. This study used classroom action research, which consists of two cycles with four stages of action: planning, implementing, observing, and reflecting. 32 students from only one class participated in this study. This study's data collection instrument consisted of teacher and student observation sheets as well as a grid-based assessment instrument for the movement process containing beginning attitude stages, implementation attitudes, and final attitudes. Using the playing approach, students' volleyball under-passing skills improve, with pre-cycle mastery only reaching 25%, cycle I increasing to 63%, and cycle 2 increasing to 78%. Thus, it can be stated that a Ketapang senior high school's volleyball under-passing talents can be enhanced by employing the playing approach.]]>
<![CDATA[Education and the Role of Parents in Islam: Building a Drug-Free Generation ]]>
<![CDATA[Silawati Silawati]]>;
<![CDATA[Aslati Aslati]]>;
<![CDATA[Muhlasin Muhlasin]]>;
<![CDATA[Arisman Arisman]]>;
<![CDATA[Rizka Sari]]>;
<![CDATA[Iin Gusmana]]>
<![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.v17i4.5963
<![CDATA[Drug abuse among adolescents poses a serious threat to individual well-being and family stability. Within the Islamic framework, parents play a central role as moral and spiritual guides in protecting their children from harmful behaviors. This study explores the role of Islamic parenting in preventing adolescent drug abuse through the lens of da'wah psychology. This research employed a qualitative method using a literature review approach. Relevant scholarly works on Islamic parenting, da'wah psychology, and drug prevention strategies were analyzed. Descriptive analysis was conducted to examine the interconnections between Islamic values, parenting practices, and adolescent behavior. Findings indicate that Islamic parenting, when grounded in religious teachings and moral development, serves as an effective preventive mechanism against drug abuse. The integration of da'wah psychology enhances parents' ability to communicate religious and ethical messages persuasively, fosters stronger emotional bonds, and supports the creation of a psychologically healthy home environment. Key elements such as early inculcation of Islamic values, wise supervision, positive role modeling, and active parental involvement in children’s lives contribute significantly to deterring adolescents from drug-related behavior. The study concludes that Islamic parenting, supported by principles of da'wah psychology, provides a holistic framework for drug abuse prevention. Strengthening parental awareness and engagement within this framework can help nurture a resilient, morally grounded younger generation.]]>
<![CDATA[Educational Perspectives on the Struggle of Prophet Muhammad SAW: A Historiographic Study Based on J. Suyuthi Pulungan's Works ]]>
<![CDATA[Fatmawati Fatmawati]]>;
<![CDATA[Duski Ibrahim]]>;
<![CDATA[Endang Rochmiatun]]>
<![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.v17i1.6836
<![CDATA[This study investigates the historiographical portrayal of the Prophet Muhammad’s (SAW) struggle during the Meccan and Medinan phases, as documented in History of Islamic Civilization by Prof. Dr. J. Suyuthi Pulungan, MA. The research aims to trace and critically analyze the historical narrative presented in the text, particularly concerning the early Islamic struggle and the development of Islamic civilization. A qualitative, non-interactive library research design was employed, utilizing historical methods. Data analysis involved content and comparative analysis to interpret textual representations and construct a historiographical account based on the selected work. Findings indicate that in the Meccan phase, the book omits several pivotal events in the Prophet’s early da'wah efforts, including the reception of revelation, phases of secret and public preaching, the Isra' Mi'raj, and the concealment in the Cave of Tsur. In the Medinan phase, while the establishment of the Nabawi Mosque is mentioned as a central development in Islamic civilization, the economic system during this period is notably absent. The study reveals both the strengths and limitations in the historiographical construction of Islamic history within this text. It emphasizes the need for a more comprehensive inclusion of key events and socio-political aspects in future historiographical works to provide a fuller understanding of the Prophet Muhammad’s (SAW) legacy. Further research is recommended to compare additional classical and contemporary historiographies for a more holistic analysis.]]>
<![CDATA[The Effectiveness of Differentiated Learning on Critical Thinking Skills and Student Activeness in Mathematics Learning ]]>
<![CDATA[Suparni Suparni]]>;
<![CDATA[Rahayu Condro Murti]]>
<![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.v17i3.6879
<![CDATA[This study aimed to examine the effectiveness of differentiated learning in enhancing critical thinking skills and student activeness in mathematics among fourth-grade students in public elementary schools in the Trucuk District, Klaten. Differentiated learning is designed to address diverse student needs, interests, and abilities through tailored content, process, and assessment strategies. A quasi-experimental design was employed, involving 70 students from four randomly selected schools. Two schools were assigned as experimental groups implementing differentiated learning, while the remaining two served as control groups using conventional teaching methods. Data were collected through critical thinking tests and observation sheets measuring student activeness. Statistical analyses included descriptive statistics, classical assumption tests, and hypothesis testing using paired t-tests. The findings revealed a statistically significant difference between the experimental and control groups. Students in the experimental group demonstrated higher critical thinking scores (mean = 54.20) than those in the control group (mean = 42.83), with a t-value of 17.717 and a p-value of 0.000 (p 0.05). Similarly, student activeness improved significantly in the experimental group (mean = 53.34) compared to the control group (mean = 43.51), supported by a t-value of 6.254 and a p-value of 0.000. The results suggest that differentiated learning effectively enhances both critical thinking and student activeness in mathematics. Individualized instruction provides meaningful engagement and supports cognitive development, particularly in elementary education. This study highlights the importance of responsive teaching strategies in fostering student-centered learning environments.]]>
<![CDATA[Students’ Career Decision-Making Difficulties: A Comparative Study Based on Ethnic Background in Indonesia ]]>
<![CDATA[Fajriani Fajriani]]>;
<![CDATA[Mamat Supriatna]]>;
<![CDATA[Abu Bakar]]>;
<![CDATA[Fitra Marsela]]>
<![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.v16i4.5693
<![CDATA[Career decision-making is influenced by cultural context, impacting students’ choices and the challenges they face. This study investigates factors contributing to career decision-making difficulties among students from different ethnic backgrounds in Indonesia. A survey was conducted among 601 students from three Indonesian universities, spanning cohorts from 2020 to 2023. Data was collected using a validated career decision-making scale based on the taxonomy of career decision-making difficulties. Analysis was primarily descriptive, focusing on factors that hinder effective career choices. The findings indicate that indecisiveness and dysfunctional beliefs are key factors affecting career decision-making difficulties across ethnic groups. Indecisiveness, characterized by delaying decisions due to anxiety and uncertainty, and dysfunctional beliefs, encompassing unrealistic assumptions about career paths, emerged as significant barriers. While differences in ethnic backgrounds contributed to varying levels of difficulty, high motivation was consistently observed across all groups, indicating an absence of motivational issues. The results underscore the need for culturally responsive counseling in universities. Understanding that ethnic background influences career decision-making challenges can guide counselors in providing tailored support. Ethnically sensitive approaches may address the specific difficulties faced by diverse groups, improving career counseling outcomes. This study highlights the role of cultural factors, particularly ethnic differences, in shaping career decision-making difficulties among Indonesian students. Future research should expand to include a broader range of ethnic groups to deepen understanding of Indonesia’s cultural diversity in career decision contexts.]]>
