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[Error Solving PISA-Oriented Math Problem Content Quantity Junior High School Students ]]>
<![CDATA[Budi Murtiyasa]]>;
<![CDATA[Asiyah Asiyah]]>
<![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.v14i4.2275
<![CDATA[The low mathematical literacy of students causes students to find it challenging to solve PISA-type questions, so they make mistakes. This study examines errors in solving PISA-oriented mathematical problems based on Newman's error analysis. This research involved 14 subjects of class VII A Junior High School Batik Special Program Surakarta. This research data results from error data analyzed from students' answers to solve PISA math problems. Data collection techniques used are written tests, interviews, and documentation. This research instrument uses three items of mathematical problems described from PISA in 2012 on quantity content. After the questions are ready, the next step is consulting the instrument with the supervisor. Before being tested, the questions went through a validation process by one lecturer and one mathematics teacher. The validity of the data in this study uses triangulation techniques. Data analysis techniques are data reduction, data presentation, and conclusions. Based on the results of writing tests and interviews obtained that 1) comprehension errors with a percentage of 23.68% of the cause because students do not understand the meaning of the question, 2) transformation errors with a percentage of 13.16% of the cause due to students confused filtering information and using relevant mathematical procedures, 3) errors of process skills with a percentage of 23.68% of the cause due to lack of skilled running the calculation operation, 4) writing errors of final answers with a percentage of 39.48% The reason is that students are not used to writing conclusions on the answer sheet.]]>
<![CDATA[Unraveling Emotional Intelligence: Exploring Parenting Patterns and Sociodemographic Determinants ]]>
<![CDATA[Tri Lestari]]>;
<![CDATA[Nandang Rusmana]]>;
<![CDATA[Tiane Noor Rahmianti]]>;
<![CDATA[Ipah Saripah]]>
<![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.v17i2.7037
<![CDATA[Emotional intelligence (EI) plays a critical role in adolescents' social and academic development. This study investigates the influence of perceived parenting styles and sociodemographic factors on the emotional intelligence of junior high school students. A quantitative descriptive approach was utilized, involving 177 seventh-grade students who completed standardized questionnaires assessing emotional intelligence, parenting styles, and demographic information. Findings reveal that 51% of students exhibit moderate levels of emotional intelligence. The most commonly perceived parenting styles were permissive and indifferent, while students who perceived their parents as authoritative demonstrated higher EI levels. Significant differences in EI were also found across gender, age, and parental education. Female students reported higher EI scores than males. Students aged 13 exhibited greater emotional intelligence compared to those aged 12 and 14, potentially due to key developmental transitions at that age. Furthermore, higher parental education was associated with elevated EI levels among students. These results underscore the relevance of parenting style and sociodemographic background in shaping emotional intelligence during early adolescence. Schools are encouraged to support the development of EI through structured counseling programs. School counselors should tailor interventions based on students’ developmental stages and family contexts. Emotional intelligence among junior high school students is significantly shaped by parenting styles and demographic factors. Future research should explore additional variables such as socioeconomic status and cultural background to inform more comprehensive and culturally responsive interventions.]]>
<![CDATA[Bullying Case Analysis: Types, Contributing Factors, Impacts, and Prevention in Junior High School ]]>
<![CDATA[Wiwin Haryani]]>;
<![CDATA[Supriyoko Supriyoko]]>;
<![CDATA[Rahayu Retnaningsih]]>
<![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.v17i4.8423
<![CDATA[Bullying in schools remains a critical issue despite the implementation of various prevention programs. The persistent increase in cases suggests that current interventions lack a holistic approach. This study investigates the forms, impacts, and prevention strategies of bullying in a junior high school context. A qualitative descriptive study was conducted using a single-case study design at SMPN 3 Pedan. Data were collected through semi-structured interviews and direct observations involving students (victims, perpetrators, witnesses), teachers, and school staff selected via purposive sampling. The Miles and Huberman model guided data analysis, involving data reduction, presentation, and conclusion drawing. Four primary types of bullying were identified: verbal, social, mild physical, and cyberbullying, with verbal bullying being the most prevalent. The psychological impacts included anxiety, low self-esteem, and social withdrawal, while physical effects such as sleep disturbances and somatic complaints were also reported. Cyberbullying showed more severe and lasting consequences. Existing school responses were found to be inadequate due to the absence of a clear reporting mechanism, vague disciplinary measures, and limited stakeholder involvement. Findings highlight the urgent need for a comprehensive, restorative approach to address bullying. This includes teacher and staff training, implementation of a confidential reporting system, and integration of character education and digital literacy into the school culture to build a safer and more inclusive environment.]]>
<![CDATA[Integration of Electrical Conductivity Concept in Measurement and Instrumentation Learning: Case Study on the Use of Soil Fertility Monitoring Tool for Electrical Engineering Students ]]>
<![CDATA[Rahmaniar Rahmaniar]]>;
<![CDATA[Najla Lubis]]>;
<![CDATA[Agus Junaidi]]>;
<![CDATA[Ihsan Fahreza]]>
<![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.v16i4.6218
<![CDATA[This research examines the integration of the concept of electrical conductivity in the Measurement and Instrumentation course through a soil fertility monitoring tool. Using a mixed methods approach, the study involved 30 third-year Electrical Engineering students who engaged with a specially designed soil monitoring system as a learning medium and practicum tool. Quantitative analysis showed a significant increase in student understanding, with the mean test score increasing from 42.3 (SD = 8.7) in the pre-test to 78.5 (SD = 9.5) in the post-test (p 0.001, η² = 0.61). Practical skills assessment showed that 83% of students achieved proficiency in tool calibration, while 90% successfully integrated electrical conductivity data with other parameters. Qualitative findings showed an increase in student engagement, with 92% reporting an increase in learning motivation. This implementation resulted in three main outcomes: improved theoretical understanding through hands-on experience, improved technical measurement skills, and the development of an interdisciplinary perspective linking engineering to agricultural applications. The findings suggest that integrating real-world applications into engineering education can significantly improve technical competence and practical skills, providing a model for curriculum development in other engineering disciplines. This study offers valuable insights for engineering educators who want to bridge the gap between theoretical knowledge and practical applications in measurement and instrumentation courses.]]>
<![CDATA[Enhancing Vocabulary Mastery through Brain-Based Learning Strategies: A Study on Junior High School Students ]]>
<![CDATA[Irmayanti Kusuma]]>;
<![CDATA[St Asriati AM]]>;
<![CDATA[Ratna Dewi]]>
<![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.v17i2.5362
<![CDATA[Vocabulary plays a critical role in language development, enabling individuals to communicate ideas, comprehend meaning, and foster social interaction. Brain-based learning—an instructional approach aligned with how the brain naturally processes information—engages multiple cognitive functions, such as memory and sensory input, making vocabulary acquisition more effective and durable. This study aimed to examine the effectiveness of brain-based learning in improving students’ vocabulary achievement at SMP Dunia Harapan Makassar. A quantitative research method was employed using a quasi-experimental design. Two groups of eighth-grade students (ages 13–14), each consisting of 20 students, were selected based on similar English proficiency levels determined by a pre-test. The experimental group received instruction using brain-based strategies, while the control group followed traditional methods. Data were collected through vocabulary pre-tests and post-tests. The results revealed a statistically significant improvement in vocabulary scores in the experimental group. The mean post-test score of the experimental group was 90.6, compared to 82.6 in the control group. A t-test analysis confirmed that the difference was statistically significant (p 0.05), indicating that brain-based learning had a positive impact on students’ vocabulary achievement. The findings support the effectiveness of brain-based learning in enhancing vocabulary acquisition among junior high school students. This approach can serve as a valuable strategy for English language instruction. Brain-based learning significantly improves vocabulary achievement. Future studies should explore its long-term effects and broader application in language learning contexts.]]>
<![CDATA[History of the Development of Islamic Education in Indonesia (A Case Study of Old Order and New Order Governments (1945-1998) ]]>
<![CDATA[Zulkifli Tanjung]]>
<![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.v14i4.2610
<![CDATA[The development of Islamic educational institutions in Indonesia has undergone the different developments in accordance with the period of government politics. The old order era and the new order era, for example, have their own dynamics of development. This study analyzes the development of Islamic education that occurred during the Old Order and the New Order governments (1945-1998). This research uses a historical approach which is based on literature study. Library research is a method of collecting data and information; from books, magazines, documents, journals, history books, and others. The results of this study indicate that: 1) The thought of Islamic education in the period of independent Indonesia was characterized by a dualistic education model: a) the education and teaching system in secular public schools did not recognize religious teachings, which was the legacy of the Dutch colonial government. b) Islamic education and teaching system that grows and develops in the Islamic community, both isolated-traditional and synthetic with a variety of educational patterns. 2) The practice of education from the time of Indonesia's independence until 1965 can be said to be heavily influenced by the Dutch education system. This colonial education practice continues to discriminate between the children of officials and ordinary children. 3) Islamic education has strengthened its position after entering and being inclusive in the national education system which is regulated in Law No. 2 of 1989 which further regulated a series of government regulations relating to education and then continued with the enactment of Law No. 20 of 2003. Meanwhile, the development of post-New Order Islamic education is a topic that needs further research.]]>
<![CDATA[Ethnopedagogical Approaches in Art Education: The Role of Balahak Performance in Cultural Transmission in Siulak Mukai ]]>
<![CDATA[Alrizka Hairi Dilfa]]>;
<![CDATA[Wadiyo Wadiyo]]>;
<![CDATA[Udi Utomo]]>;
<![CDATA[Agus Cahyono]]>;
<![CDATA[Kusrina Widjayantie]]>;
<![CDATA[Dhani Windra Guspa]]>
<![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.v17i4.8218
<![CDATA[Traditional performing arts play a vital role in transmitting cultural values across generations. In Siulak Mukai, Kerinci Regency, the Balahak performance serves not only as a festive tradition but also as a medium of cultural and character education. This study explores how Balahak functions as an ethnopedagogical tool within community-based art education. Using a qualitative case study approach, data were collected through participatory observation of Balahak performances, in-depth interviews with local artists, community leaders, and participants, and analysis of related documentation. Data were analyzed using the Miles and Huberman model, with triangulation techniques employed to ensure validity. Findings show that Balahak performances consist of three stages—preparation, core, and reflection—which facilitate cultural value transmission and skill regeneration. Elements such as music, poetry, symbolic roles, and inclusive participation enable informal learning rooted in local traditions. Community members of all ages engage actively, creating a dynamic space for intergenerational education.Balahak reflects key principles of ethnopedagogy by embedding cultural knowledge, social norms, and character values within an experiential and communal art form. Its structure supports cultural preservation and strengthens identity, making it a viable model for integrating indigenous knowledge into formal and non-formal art education.]]>
<![CDATA[Fostering Moral Education Through the Habituation of the Seven Sunnahs of Prophet Muhammad at Madrasah Tsanawiyah ]]>
<![CDATA[Rudi Ahmad Suryadi]]>;
<![CDATA[Muhtar Jarkasih]]>;
<![CDATA[Nazelina Salsabila Putri]]>;
<![CDATA[Elit Fuziawati]]>
<![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.v17i1.6460
<![CDATA[Moral decline among students highlights the urgent need for character education rooted in Islamic values. This study examines the habituation process of the seven Sunnahs of the Prophet Muhammad at MTs Akhlaqiyah and its role in moral education. A descriptive qualitative approach with a case study design was employed. Data were collected through observations, interviews, documentation, and questionnaires. Validation was ensured through triangulation and extended observations, and data were analyzed using collection, reduction, and conclusion-drawing techniques. The findings reveal the structured habituation of the seven Sunnahs, including Tahajjud and Dhuha prayers, murojaah (Qur'an recitation), dhikr (remembrance of Allah), maintaining ablution, charity, and congregational prayers. While Tahajjud is performed outside of school, other activities are well-facilitated within the institution. This habituation program has significantly improved students' time discipline, honesty, social awareness, responsibility, and respect for teachers and parents. The structured implementation of these religious practices fosters positive behavioral change and strengthens students' moral character. By integrating Islamic teachings into daily routines, the program enhances spiritual discipline and ethical awareness, preparing students to navigate moral challenges in contemporary society. The habituation of the seven Sunnahs effectively shapes students' character in alignment with Islamic values. This study underscores the importance of integrating religious practices into educational frameworks to cultivate a morally upright generation. Future research should explore long-term impacts and potential scalability to other educational institutions.]]>
<![CDATA[The Implementation of Online Learning for Economic Education Students at the University ]]>
<![CDATA[Nanik Hindaryatiningsih]]>;
<![CDATA[Hartina Hartina]]>;
<![CDATA[Ramly Ramly]]>;
<![CDATA[Edy Karno]]>
<![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.v14i4.2770
<![CDATA[The purpose of this study was to determine and analyze the implementation of online learning on university students majoring in economic education at Halu Oleo University, Kendari. This type of research was a case study research. The informants in this study consisted of Economic Education students who were taken using the Purposive Sampling technique (n=100 students). The data were collected through questionnaires, interviews and documentation. The data analysis used data reduction, data presentation, and conclusion. Test the validity of the data using triangulation techniques. The findings of this study were the implementation of online learning for Economic Education students was as follows: the learning applications most often used by Economic Education students were zoom meetings, WhatsApp groups and google classroom. Regarding the availability of learning time, students felt that it was enough, although it cannot be denied that sometimes it was also not enough. To access online learning, Economics Education students used a private packet connection type with less stable network quality. Economic education students' learning readiness was quite good, but the concentration and involvement of students were not good and the ability to understand learning materials is also still lacking. This study concluded that online learning in university could be used a variation of device technology which was designed by a teacher or used from the internet.]]>
<![CDATA[Integrating Gayo Tradition: Alang Tulung in Blended Project-Based Learning ]]>
<![CDATA[Lisa Lisa]]>;
<![CDATA[E. Elvis Napitupulu]]>;
<![CDATA[Asmin Panjaitan]]>;
<![CDATA[Edi Syahputra]]>;
<![CDATA[Elmanani Simamora]]>
<![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.v17i2.6595
<![CDATA[In the context of globalization, traditional cultural values are increasingly at risk of being overlooked in modern education. The Alang Tulung tradition of the Gayo people in Aceh, which promotes gotong royong (mutual cooperation), social responsibility, and collaboration, offers meaningful values for character development in youth. This study investigates the integration of Alang Tulung into a Blended Project-Based Learning (BPjBL) model. A qualitative approach was employed, utilizing semi-structured interviews, classroom observations, learning outcome evaluations, and student surveys. The study aimed to assess both the cultural significance and educational effectiveness of the Alang Tulung-based BPjBL model. The findings indicate that incorporating Alang Tulung values into BPjBL enriched students’ learning experiences and supported cultural preservation. Academic performance improved significantly, with an N-Gain score of 0.72. Collaboration skills also increased, with an average score of 4.6 and 92% of students displaying optimal teamwork. Additionally, 90% of participants reported a deeper understanding of the Alang Tulung tradition, and 88% recognized its relevance to contemporary education. While the model proved effective, challenges such as limited internet connectivity and the absence of structured cultural learning modules were noted. These barriers suggest the need for infrastructure improvements and curriculum development. The integration of local cultural traditions like Alang Tulung into educational models can enhance student engagement, foster character development, and contribute to cultural preservation amidst globalization.]]>
