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[Blended Learning Method in Enhancing Students' Critical Thinking Skills: Challenges and Opportunities ]]>
<![CDATA[Abdul Haris Sunubi]]>;
<![CDATA[Bachtiar Bachtiar]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 14, No 4 (2022): AL-ISHLAH: Jurnal Pendidikan ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v14i4.2163
<![CDATA[The aim of this study is to determine the challenges and opportunities of the blended learning method in improving students' critical thinking skills at Junior High Schools in South Sulawesi. This type of research is a case study research with a qualitative approach. This research was conducted in 2022 at Senior High School in South Sulawesi in English subjects with two principals, 2 English teachers, and 45 students as respondents. Data collection techniques using observation to see the condition of this school, both the facilities and the infrastructure, interviews for students and teachers to get information and data about blended learning, and documentation is students' scores from some subjects. The result of this study is the blended learning method can improve students' critical thinking skills. The conclusion is that teachers must be able to develop innovative and creative teaching materials.]]>
<![CDATA[Fostering Sustainable Tourism Innovation through Agro-Eco-Edu-Tourism: A Teaching Factory (TeFa) Collaboration Between Vocational Schools and Destination Managers in Batu City ]]>
<![CDATA[Fiki Yusufi Afrian Suhansa]]>;
<![CDATA[Moh Khusaini]]>;
<![CDATA[Fitri Candra Wardana]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 17, No 2 (2025): JUNE 2025 ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v17i2.6331
<![CDATA[This study examines the implementation of the Agro-Eco-Edu-Tourism Program in the Teaching Factory (TeFa) model, a collaborative effort between vocational high schools and tourism destination managers in Batu City, aimed at integrating sustainability into tourism education and practice. A qualitative multi-site case study design was employed, collecting data through interviews, observations, and documentation from a public and a private vocational high school, both offering hospitality and tourism programs. Informants included school principals, teachers, students, and tourism managers. Findings indicate that the program successfully integrates eco-friendly practices into tourism operations through organic farming, eco-guided tours, the use of local products in hospitality services, and renewable energy adoption. These initiatives have enhanced tourism destinations by attracting eco-conscious visitors and promoting regional sustainability. For students, the program provided practical skills, real-world industry exposure, increased employability, and expanded professional networks. The results highlight the potential of school-industry collaboration to foster innovation in sustainable tourism education. Key challenges identified include the need for better coordination among stakeholders, deeper community involvement, and the integration of advanced eco-tourism technologies. The Agro-Eco-Edu-Tourism Program demonstrates an effective model for merging educational outcomes with sustainable tourism development. Strengthening stakeholder collaboration and securing long-term funding are recommended to enhance program sustainability.]]>
<![CDATA[Integrating Direct Teaching and Local Cultural Values to Improve Student Engagement and Learning Outcomes in Islamic Religious Education for Fifth Grade Students ]]>
<![CDATA[Klis Dianti]]>;
<![CDATA[Luthfiyah Luthfiyah]]>;
<![CDATA[Syarifuddin Syarifuddin]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): DECEMBER 2025 ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v17i4.7574
<![CDATA[This study investigates the effectiveness of the Direct Instruction model integrated with the local cultural values of Maja Labo Dahu in enhancing student engagement and learning outcomes in Islamic Religious Education among fifth-grade students at INPRES Tololara State Elementary School. The integration of cultural elements aimed to make learning more relevant and character-building for students. A classroom action research (CAR) design was employed, conducted over two cycles. Each cycle involved stages of planning, implementation, observation, and reflection. The participants were 15 fifth-grade students. Data were collected through structured observations of student learning activities and evaluations of student learning outcomes. The findings revealed notable improvements in both student engagement and academic achievement. Student learning activity increased from 61.67% in the first cycle to 85% in the second, while classical learning completeness rose from 60% to 86.67%. These gains were attributed to clearer instructional guidelines, the integration of culturally familiar content, and the use of demonstration and practice-based teaching techniques. Reflective analysis from the first cycle allowed for refinement of teaching strategies in the second cycle, leading to enhanced student motivation, interaction, and comprehension. Beyond academic improvements, the integration of Maja Labo Dahu supported the development of character values aligned with Islamic teachings, such as integrity, respect, and cooperation. In conclusion, combining the Direct Instruction model with local cultural values proved effective in improving both cognitive and character outcomes, offering a viable approach to enhancing the quality of elementary education.]]>
<![CDATA[Programming Skill Development in Computer Science Education: An Analysis of Gender, GPA, and Project Domain Influence ]]>
<![CDATA[Yogi Yunefri]]>;
<![CDATA[Reno Renaldi]]>;
<![CDATA[Muhammad Luthfi Hamzah]]>;
<![CDATA[Rizki Novendra]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 16, No 4 (2024): AL-ISHLAH: JURNAL PENDIDIKAN ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v16i4.5943
<![CDATA[This study examines the influence of gender, age, and academic performance (GPA) on proficiency in Python, SQL, and Java among computer science students, aiming to inform more inclusive and effective programming curricula. A quantitative approach was employed, with t-tests and ANOVA used to analyze differences in programming skills based on gender and age. Data were collected from undergraduate computer science students and evaluated using standardized programming assessments. The t-test results revealed a significant gender disparity in Python proficiency, with males scoring higher (M=2.8) than females (M=2.4; t=2.19, p=0.03). No significant gender differences were observed for SQL (t=-1.46, p=0.145) or Java (t=-1.21, p=0.227). ANOVA results indicated no significant differences in programming skills across age groups for Python (F=0.48, p=0.487), SQL (F=0.012, p=0.914), or Java (F=0.062, p=0.804). The findings suggest that gender influences Python proficiency, highlighting the need for targeted educational interventions to support female students. Conversely, instruction in SQL and Java may proceed without specific gender-based adjustments. This study underscores the importance of inclusive curricula and targeted support, such as mentorship programs and specialized training, to address gender disparities in programming education. By fostering equity, these efforts can better prepare students for success in the technology sector. Further research should explore additional factors influencing programming proficiency to refine educational strategies.]]>
<![CDATA[Designing PBL-Based Mobile Learning: A Needs Analysis for Enhancing 21st Century Skills in Vocational Schools ]]>
<![CDATA[Yolanda Idha Fitri]]>;
<![CDATA[Yeka Hendriyani]]>;
<![CDATA[Muhammad Giatman]]>;
<![CDATA[Resmi Darni]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 17, No 2 (2025): JUNE 2025 ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v17i2.6699
<![CDATA[Advancements in information and communication technology have significantly transformed educational practices, including those in vocational high schools. Preparing students with 21st-century competencies—such as creativity, critical thinking, collaboration, and communication—has become increasingly essential, particularly in the digital era. This study aimed to assess the need for developing a mobile learning application using a problem-based learning (PBL) approach for the static routing topic within the Network Infrastructure Administration course at vocational high schools (SMK). The research involved both students and teachers as respondents to identify learning gaps, assess student competencies, and determine the desired features for an effective mobile learning tool. Findings revealed that a mobile learning solution incorporating the PBL approach holds significant potential to enhance students’ understanding of static routing concepts. The analysis indicated that learners struggle with abstract technical content and benefit from interactive and contextualized learning strategies. The study highlights that mobile learning applications designed with PBL principles can bridge existing instructional gaps by fostering self-directed learning and critical thinking. Key considerations for development include accessibility, engaging interactive features, and integration of problem-solving tasks aligned with real-world scenarios.]]>
<![CDATA[Implementation of Principal Managerial Supervision in Improving School Performance at The State Vocational School of Aceh Besar Regency ]]>
<![CDATA[Sufrida Sufrida]]>;
<![CDATA[Yusrizal Yusrizal]]>;
<![CDATA[Nasir Usman]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 14, No 4 (2022): AL-ISHLAH: Jurnal Pendidikan ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v14i4.1501
<![CDATA[Principals as supervisors are required to have knowledge, attitudes, and skills in management and leadership so that they can carry out their duties, in this case carrying out managerial supervision. This study aims to explain the principal's managerial supervision program in improving school performance, implementation of managerial supervision, evaluation of the implementation of managerial supervision, and factors that influence the success and obstacles in implementing managerial supervision in schools. This study uses a descriptive qualitative approach, with data collection techniques through observation, interviews and documentation studies. The research subjects were the principal, vice principal, teachers and school supervisors. The research results show that: (1) The school program is prepared or planned at the time of the new school year work meeting, which contains the principal's supervision program. The supervision program includes a schedule for the implementation of supervision; (2) managerial supervision by the principal in its implementation has not been so maximal; (3) Evaluation of managerial supervision is carried out by looking at the performance of teachers and staff. Meanwhile, the follow-up actions taken are verbal warnings, other than personal reprimands will also be delivered at a general meeting; (4) Supporting factors include support from the local government, the education office and school supervisors as well as the willingness of school residents to learn and improve their quality. Inhibiting factors include the limited time of the principal and also the lack of community support for the school.]]>
<![CDATA[Needs Analysis for a STEM-Based Interactive E-Worksheet Using Heyzine and Problem-Based Learning in Elementary Mathematics ]]>
<![CDATA[Mutiara Rachmadini]]>;
<![CDATA[Neza Agusdianita]]>;
<![CDATA[Agus Susanta]]>;
<![CDATA[Ade Gusti Ningsih]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): DECEMBER 2025 ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v17i4.8658
<![CDATA[Mathematics instruction in Indonesian elementary schools often relies on conventional, text-heavy worksheets that lack interactivity and contextual relevance. These limitations hinder students’ engagement, problem-solving development, and alignment with 21st-century competencies and Profil Pelajar Pancasila (P3). This study aims to identify the needs of teachers and students for a STEM-based, interactive E-Worksheet using Heyzine integrated with Problem-Based Learning (PBL). An exploratory sequential mixed-methods design was employed as the initial phase of a broader design-based research cycle. Quantitative data were collected from 22 fifth-grade teachers and 110 students across 11 public elementary schools in Bengkulu City through validated questionnaires. Qualitative insights were obtained from semi-structured interviews with five teachers. Data were analyzed using descriptive statistics and thematic coding. Findings reveal that less than half of students (47.27%) found existing worksheets clear and engaging. Teachers rated the current modules at 40–45% across core indicators, citing weak integration of STEM-PBL principles, low interactivity, and insufficient alignment with P3 values. Both students and teachers emphasized the need for multimedia-rich, contextually relevant materials that support inquiry and collaboration. The study highlights a significant gap between curricular goals and actual classroom practices. It underscores the urgency of developing interactive, multimodal digital worksheets using platforms like Heyzine to enhance student engagement, problem-solving skills, and teacher readiness for digital pedagogy.]]>
<![CDATA[Shaping Noble Character: The Impact of Islamic Religious Education on Student Morals at Junior High School ]]>
<![CDATA[Euis Latipah]]>;
<![CDATA[Ita Nurwita]]>;
<![CDATA[Lia Amelia Z]]>;
<![CDATA[Dede Fatimah]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 17, No 1 (2025): MARCH 2025 ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v17i1.6462
<![CDATA[Islamic Religious Education (PAI) plays a significant role in shaping students' morals by instilling Islamic values, promoting good behavior, and fostering a religious school environment. This study aims to analyze the role of PAI in moral development and identify key factors that support its effectiveness. A qualitative descriptive method was employed using purposive sampling. Data were collected through observation, interviews, and documentation, followed by data reduction, presentation, and conclusion drawing to ensure a comprehensive analysis. Findings indicate that PAI contributes significantly to students’ moral development at SMP Yapip Pacet. Teachers serve not only as educators but also as role models in daily life. The success of moral education is influenced by the integration of classroom learning, school-wide practices, and collaboration between the school and family. The study highlights the importance of reinforcing teachers' roles, employing effective learning strategies, and fostering a supportive school environment. The synergy between education, habitual practices, and parental involvement enhances the internalization of Islamic values in students’ daily lives. PAI is essential in shaping students' character, requiring continuous strengthening through effective teaching, role modeling, and school-family collaboration. Future research should explore innovative approaches to further enhance moral education in different educational settings.]]>
<![CDATA[Development of Interactive Articulate Storyline Media to Enhance Learning Interest in Pancasila Education for Fourth-Grade Elementary Students ]]>
<![CDATA[Junita Dewi Afiyah]]>;
<![CDATA[Susilo Tri Widodo]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 17, No 3 (2025): SEPTEMBER 2025 ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v17i3.7098
<![CDATA[Interest in learning Pancasila Education is essential for developing 21st-century competencies such as character and citizenship. However, low student engagement in this subject remains a challenge. Learning media can play a critical role in increasing interest and motivation.This study aimed to develop and evaluate an interactive learning medium using Articulate Storyline to enhance fourth-grade students' interest in Pancasila Education. The research employed a Research and Development (RD) approach using the ADDIE model (Analyze, Design, Develop, Implement, Evaluate). Participants included fourth-grade students and teachers from the Ki Hajar Dewantara Elementary School cluster in Semarang, Indonesia. Data collection involved expert validation, student and teacher responses, and pre- and post-tests using learning interest indicators. Statistical analysis included normality, homogeneity, t-tests, and N-Gain tests. The media received a 92% feasibility score from both media and material experts, categorized as "very feasible." Student and teacher responses were also positive, with scores of 87% and 86%, respectively. The t-test yielded a significance value of 0.000, indicating a significant difference in learning interest before and after media use. The N-Gain score was 0.605 (60.5%), categorized as "moderately effective."These results confirm the media’s effectiveness in increasing students’ interest in Pancasila Education by providing interactive, engaging, and accessible content tailored to student characteristics.The Articulate Storyline-based media is feasible and moderately effective for enhancing fourth-grade students’ learning interest in Pancasila Education and is recommended for broader classroom implementation.]]>
<![CDATA[The Effect of Compensation and Empowerment on Teacher and Staff’s Loyalty ]]>
<![CDATA[Nur Asni Gani]]>;
<![CDATA[Anita Kusumaningrum]]>;
<![CDATA[Nurul Kusuma Dewi]]>;
<![CDATA[Ari Kartiko]]>;
<![CDATA[Ainun Nisai Anuha]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 14, No 4 (2022): AL-ISHLAH: Jurnal Pendidikan ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v14i4.2133
<![CDATA[The goal of this study is to figure out how compensation affects loyalty by giving people more power. It does this by using a quantitative method called SEM (Structural Equation Modeling) analysis with the help of the SPSS 23 and Amos 24 programmes. The research instrument was put through tests to see if it was valid and if it could be trusted. In this study, 125 people answered a questionnaire. The data was collected using a saturated sampling method, meaning the whole population was used as a sample. Based on the results of this study, we know that the value of cr in H1 is 4.215.2. This means that it has significant results, which means that compensation variables significantly affect loyalty. Since H2 has a cr value of 2.860 2, we know that the empowerment variables have a big effect on loyalty. H3 has a value that says the total effect of pay on loyalty through empowerment is greater than the direct effect. This means that empowerment is an intervening variable that will help make teachers and staff more loyal.]]>
