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AL-ISHLAH: Jurnal Pendidikan Jl. Sukajadi 3 Kec. Balaimakam, Kab. Bengkalis, Riau, Indonesia
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Al Ishlah Jurnal Pendidikan
Published by STAI Hubbulwathan Duri
ISSN : 20879490     EISSN : 2597940X     DOI : DOI: https://doi.org/10.35445/alishlah.v17i2.7401
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
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.
Arjuna Subject : Umum - Umum
Articles 3,320 Documents
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Enhancing Elementary Students' Learning Outcomes through Visual Media-Driven Value Clarification Techniques Anisah Habibiyah; Sama' Sama'; M. Ridwan
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 2 (2025): JUNE 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i2.6737

Abstract

Low learning outcomes among elementary students often result from teaching strategies that inadequately integrate cognitive development with life values. Conventional methods typically lack visualization and fail to engage students emotionally, limiting their conceptual understanding. This study employed a quantitative quasi-experimental design using a non-equivalent control group. The participants were 70 fifth-grade students from Sumenep Regency, randomly assigned to an experimental and a control group. The intervention involved the use of visual media integrated with value clarification techniques in thematic learning. Data were collected through a validated and reliable 25-item multiple-choice learning outcome test. Statistical analyses included normality tests, homogeneity tests, and independent t-tests. The results revealed a statistically significant difference in learning outcomes between the experimental and control groups (p 0.05). Students in the experimental group achieved higher average scores, indicating the effectiveness of combining visual media with value-based learning strategies. These findings suggest that integrating value clarification techniques with visual learning media fosters deeper conceptual understanding and emotional engagement in elementary students. The novelty of this research lies in its simultaneous application of values education and visual aids within a thematic learning model, a combination rarely explored in previous studies. This approach offers a promising alternative for contextual, character-based learning aligned with the Pancasila learner profile and 21st-century education competencies.
Internalization of Character Education Values in Shaping Elementary School Students' Religious Behavior Alif Achadah; Wahidmurni Wahidmurni; Ahmad Fatah Yasin
AL-ISHLAH: Jurnal Pendidikan Vol 14, No 4 (2022): AL-ISHLAH: Jurnal Pendidikan
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v14i4.2509

Abstract

Character is one of the characteristics or personalities inherent in a person. The state of the school, which is established by considering religious programs or activities, will be able to instill the religious character in students. The values of character education can be instilled with habituation activities so that they can become habits inherent in students. This study aims at analyzing the values of religious character education implemented in SD NU Kepanjen and SDI Global School Malang, interpreting the process of internalizing the values of religious character education, and determining the impact of applying the values of religious character education. This research employs a qualitative approach using case study as the type of study. The data collection techniques are interviews, observation, and documentation. The data were analyzed through data collection, data condensation, data presentation, and conclusion/verification. The data validity checking is performed through triangulation of data sources and triangulation of methods. The results of this study indicate that: (1) the concept of character education values to improve students' religious behavior are: (a) the concept of excellent academic character education and religious awareness. (b) the concept of academic excellence includes honesty, discipline, exemplary, honesty, tolerance, environmental awareness, and the concept of religious awareness including obedience, trust, and habituation; (2) the process of internalizing the values of character education to improve students' religious behavior through the habituation of performing dhuha prayer in congregation, performing dhuhur prayer in congregation, reading the Quran together, carrying out GJS (the activities of collecting waste), and conducting PHBI; (3) the impact of internalizing character education values on students' religious behavior by refining the concept of character education applied in schools as well as the habituation of activities containing academic excellence and religious awareness. These are the efforts to refine students' religious behavior so that they have high awareness in performing worship. Thus, the attitudes reflecting faith, piety, good behavior, social awareness, tolerance, honesty, and discipline can be created. The findings of this study are: the concept of excellent academic character education and religious awareness, habituation of character education activities, and awareness of performing worship
Conflicts about Social Justice and Education Certainty: An Education Philosophy Perspective Muhammad Rafliyanto; Khozin Khozin
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): DECEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i4.7726

Abstract

Education is widely regarded as a pathway to social justice and equality. However, in practice, structural inequalities persist, especially in developing countries like Indonesia. Despite national commitments to equitable education, significant disparities remain due to rigid standardization, centralized control, and limited responsiveness to local contexts. This study examines the philosophical tensions between social justice and educational certainty, drawing on the frameworks of John Rawls and Paulo Freire. This research employed a qualitative literature review method grounded in philosophical analysis. Key texts by Rawls and Freire were examined alongside Indonesian educational policy documents, constitutional principles, and contemporary studies. A thematic synthesis approach was used to analyze the convergence and divergence of liberal justice theory, critical pedagogy, and Indonesia’s juridical-ideological foundations. Findings reveal that educational certainty—often pursued through standardization and bureaucratic regulation—can contradict the principles of justice as fairness and emancipation. Rawls's institutional model emphasizes distributive justice and equal opportunity, while Freire's liberatory pedagogy focuses on critical consciousness and dialogical empowerment. In the Indonesian context, both perspectives highlight tensions between policy frameworks and lived educational experiences. This study proposes a reconciliatory framework that integrates Rawlsian and Freirean insights within Indonesia's constitutional philosophy. It argues for an education system that ensures structural equity while empowering learners as agents of transformation. The implications are relevant for educational policymakers, philosophers, and practitioners seeking socially just and context-sensitive reforms.
Exploring the Effectiveness of E-Learning in Boosting Motivation for Islamic Education Teaching Methods Among Future Educators Supardi Ritonga; Decky Saputra; Koiy Sahabudin Harahap; Amri Amri
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 1 (2025): MARCH 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i1.6659

Abstract

This study investigates the influence of e-learning strategies on the learning motivation of prospective teachers in the Islamic Religious Education (PAI) Study Program at STAIN Bengkalis. The integration of digital tools is becoming increasingly relevant in enhancing student engagement and academic performance. A quantitative research design was employed using regression analysis. Data were gathered from 90 fifth-semester students through closed-ended questionnaires, focusing on their motivation levels in relation to the use of technology-based learning media, including e-books, educational videos, and online discussions. The findings indicate that e-learning strategies have a significant positive impact on student motivation, accounting for 45% of the variance in learning motivation. However, 55% of the variation is attributed to other factors, such as personal interest in the subject matter and self-efficacy. These results suggest that while e-learning tools are effective in boosting motivation, they are not the sole contributors. Internal factors and individual learner differences also play a crucial role and must be addressed to fully optimize learning outcomes. E-learning strategies significantly enhance motivation among prospective PAI teachers. However, a more comprehensive approach—considering both internal and external factors—is necessary for achieving sustained academic motivation. Future research should examine additional variables, such as time management and social interaction, to refine e-learning practices in Islamic education.
Enhancing Teacher Competence in Learning Design through LMS-Based CMC Training Model with MKPS Flow: A School Supervisor-Led Approach Karyat Heryana; Sumarto Sumarto; Asep Suryana; Cepi Triatna
AL-ISHLAH: Jurnal Pendidikan Vol 16, No 4 (2024): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v16i4.5973

Abstract

Teacher competence is a critical factor in educational success, yet traditional training methods often lack interactive and contextual relevance. This study aimed to improve teacher competence by developing a novel training model facilitated by school supervisors. Employing a research and development (RD) methodology, the study involved 15 teachers: 3 for small-group trials and 12 for large-group trials. Data were collected through interviews, observations, questionnaires, and Focus Group Discussions (FGDs). The research procedure included an analysis of current training practices, literature review on LMS-based Coaching, Mentoring, and Consulting (CMC) training using the MKPS flow, design and validation of the training model, iterative trials, and final model development. The study demonstrated that the LMS-based CMC training model effectively enhanced teacher competence. The model emphasized interactive mentoring by school supervisors and collaborative learning among teachers. It differed from conventional one-way training by fostering active engagement, contextual relevance, and problem-solving skills. The training addressed real-world challenges, enabling teachers to integrate learned skills into classroom practices. The CMC model promotes teacher reflection, independence, and continuous professional development. Unlike traditional methods, it encourages dynamic interaction and skill application in authentic teaching contexts, ensuring sustainability and relevance of the competencies developed. The LMS-based CMC training model provides a comprehensive and innovative approach to teacher development, supporting ongoing skill-building and collaboration, which are essential for long-term educational improvement.
Fostering Child-Friendly Schools Through Strengthened School-Parent Partnerships: Addressing Violence and Bullying Against Female Students in Senior High Schools Sonya Veronika Nggauk; Lucky Endrawati; Dhia Al Uyun
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 2 (2025): JUNE 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i2.6329

Abstract

Creating a child-friendly school environment requires collaborative efforts between schools and parents, particularly in combating violence and bullying targeting female students. This study explores how school-parent partnerships can enhance student safety and foster inclusivity in senior high schools. Using a qualitative case study approach, research was conducted in three private senior high schools in Malang, Indonesia (SMA A, SMA B, and SMA C). Data collection methods included in-depth interviews, classroom observations, and document analysis involving principals, teachers, parents, and students. The findings indicate that strong school-parent collaboration significantly reduces gender-based violence, such as body shaming and sexual harassment. These partnerships improved communication, encouraged joint prevention efforts, and strengthened a shared sense of responsibility among stakeholders. A safer and more inclusive school climate emerged, positively impacting the well-being of female students. Effective engagement between schools and families plays a strategic role in establishing protective systems and promoting a respectful school culture. The study underlines the importance of gender-sensitive strategies and inclusive school policies in creating supportive learning environments. To ensure all students, particularly girls, feel protected, schools should strengthen communication with parents and involve them in safety initiatives. This research underscores the crucial role of school-parent collaboration in addressing gender-specific issues and advancing child-friendly educational spaces.
Improving Students’ Reading Comprehension in Narrative Text Through Students Team Achievement Division (STAD) Farizawati Farizawati; Mustakim Sagita; Rengganis Siwi Amumpuni
AL-ISHLAH: Jurnal Pendidikan Vol 14, No 4 (2022): AL-ISHLAH: Jurnal Pendidikan
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v14i4.1288

Abstract

The purpose of the study was to find out whether the use of the students who are taught English by using the Students Team Achievement Division and those who are taught English by using other methods is increasing reading skills. The writer used Student Team Achievement Division (STAD) to teach the students. The Design of the research was quantitative research. The instrument used Student Team Achievement Division (STAD) to collect data in this research was a set of tests, which consisted of test that are Pre-test and Post-test. A pre-test was given before the writer treated the students by using techniques, in order to find out the student’s ability in mastering reading skills. Post-test was given after the writer did experimental teaching six times. It was aimed to find out the improvement of the student’s ability in mastering speaking after teaching students with used classroom debate techniques. The result of the data analysis revealed that the experimental class had a total score of 832, whereas the control class had a total score of 173,377. The experimental class had a mean score of 20,133, while the control class had a mean score of 16,76. It was discovered that the experimental class's mean difference score was greater than the control class's (20,133-16,76). The outcome was, on the other hand, 0.99. Because of that, higher than (20,33 16,76). It means, was accepted. And the conclusion indicated that the ability of the students in mastering reading had increased after the writer Student Team Achievement Division (STAD) technique.
Adaptive and Transformational Leadership During Crisis: A Case Study of a Junior High School in Yogyakarta Farid Setiawan; Nurwanto Nurwanto; Hanif Cahyo Adi Kistoro; Wajiran Wajiran
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): DECEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i4.7810

Abstract

The COVID-19 pandemic posed significant challenges for private schools in Indonesia, particularly in terms of financial stability, declining student enrollment, and weakened institutional management. This study investigates how adaptive and transformational leadership was implemented to manage crisis conditions at Muhammadiyah Junior High School 10 (SMP Muhdasa) in Yogyakarta, with a focus on the leadership practices of a newly appointed female principal. Using a qualitative descriptive approach, data were collected through field observations, in-depth interviews with the principal, and analysis of school documents between January and March 2024. The data were analyzed using Gadamerian hermeneutics to explore leadership strategies in a crisis context. Findings show that the principal employed adaptive and transformational leadership marked by participatory communication, strategic decision-making, and stakeholder engagement. Internally, the school’s resilience was supported by a strong organizational culture, inclusive team dynamics, and spiritual motivation. Externally, collaboration with Muhammadiyah networks, parents, and community stakeholders played a crucial role in supporting the school’s recovery and innovation efforts. The study highlights that effective crisis leadership is not only managerial but also deeply rooted in value-based, inclusive, and collaborative approaches. The principal's integration of spiritual values, philanthropic programs, and digital transformation fostered institutional resilience. This case provides a reference model for school leaders navigating educational crises through adaptive and transformational leadership.
Enhancing Islamic Religious Learning Outcomes in Elementary Schools: Evaluating the Impact of the Differentiated Learning Model Muhammad Anshori
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 1 (2025): MARCH 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i1.5088

Abstract

Differentiated learning is a pedagogical strategy designed to address the diverse learning needs of students, improving their engagement and comprehension. This approach is particularly relevant in Islamic religious education, where varying student backgrounds and skills necessitate adaptable teaching methods. This study examines the effectiveness of the differentiated learning model in enhancing learning outcomes in elementary-level Islamic religious education. This research employs a quantitative quasi-experimental design with a nonequivalent control group framework, utilizing a pretest-posttest approach. The study includes two class groups: class VA (35 students) as the experimental group and class VB (34 students) as the control group. A saturated sampling method was used, ensuring all students in both classes were included. Data were analyzed using an independent sample t-test to assess statistical significance. The pretest mean score for class VA was 68.2, while class VB scored 56.06. After implementing differentiated learning, the post-test mean score for class VA increased to 87.6, whereas class VB scored 71.09. The independent sample t-test yielded a p-value of 0.000 (p 0.05), indicating a statistically significant difference in learning outcomes between the two groups. The results demonstrate that the differentiated learning model significantly enhances student performance in Islamic religious education at the elementary level. These findings suggest that adopting differentiated instruction can improve learning effectiveness, making it a valuable strategy for educators.
Development of Augmented Reality-Based Digital Teaching Materials on Optical Instruments to Enhance Conceptual Understanding and Project Skills Indah Saputri; Asrizal Asrizal; Fauziah Ulmi; Annisa N; Aprina Maharani ZAN; Hazrati Ashel
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 3 (2025): SEPTEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i3.6096

Abstract

Students often struggle with conceptual understanding and project-based skills in physics, particularly in abstract topics such as optical instruments. Traditional teaching methods and limited visualization tools contribute to these difficulties. This study addresses the need for innovative instructional resources by developing digital teaching materials integrated with Augmented Reality (AR) to enhance learning outcomes. This research employed a Research and Development (RD) approach following the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). Instruments included a needs analysis questionnaire, expert validation sheets, and student practicality questionnaires. Descriptive statistics were used to analyze the data, with validation assessed using Aiken’s V and practicality evaluated using a Likert scale. The developed digital teaching materials underwent expert validation across five components: material substance, visual communication, learning design, software utilization, and AR integration. The average Aiken’s V score was 0.94, indicating high validity. Practicality testing with 35 grade XI students yielded an average score of 96, categorized as "very practical," showing the teaching materials were easy to use, engaging, and beneficial for learning. The findings support the potential of AR-based teaching materials to address conceptual gaps and foster student engagement. While validity and practicality were confirmed, further research is needed to measure effectiveness in improving learning outcomes. The AR-integrated digital teaching materials are valid and practical for supporting students' conceptual understanding and project skills in optical physics. These materials represent a promising tool for modernizing physics instruction in secondary education.

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