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[Effective Learning for Early Childhood during Global Pandemic ]]>
<![CDATA[Mohammad Fauziddin]]>;
<![CDATA[Diana Mayasari]]>;
<![CDATA[Lussy Midani Rizki]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 13, No 1 (2021): AL-ISHLAH: JURNAL PENDIDIKAN ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v13i1.458
<![CDATA[This study aims to examine the effectiveness of online learning based on interactive media with parental involvement on early childhood learning outcomes at TK Mutiara Bunda Bangkinang, group B, in 2021. The research method employed was an experimental design using a pretest-posttest control group design. The study involved 40 children, consisting of 20 in the experimental group and 20 in the control group. Research instruments included a learning achievement test and a parental involvement questionnaire. The findings revealed a significant improvement in the learning outcomes of the experimental group compared to the control group. The average pretest score of the experimental group was 52.4, which increased to 80.5 in the posttest, while the control group improved from 53.1 to 68.2. Aspect-based analysis indicated significant improvements in cognitive skills, fine motor skills, and parental involvement in the experimental group. An independent t-test showed a p-value of 0.002 ( 0.05) and an effect size of 0.94, categorized as large. Thus, it can be concluded that online learning based on interactive media with parental involvement is effective in enhancing early childhood learning outcomes and encouraging active parental engagement in the learning process.]]>
<![CDATA[Evaluating Indonesia’s Elementary School Admission Policy Using the CIPP Model: A Case Study in Central Tapanuli ]]>
<![CDATA[Winda Winastri Siregar]]>;
<![CDATA[Dadan Suryana]]>;
<![CDATA[Nuhafizah Nurhafizah]]>;
<![CDATA[Nenny Mahyuddin]]>
<![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.v17i4.7694
<![CDATA[The New Student Admission policy (Penerimaan Peserta Didik Baru / PPDB) is intended to promote equitable, transparent, and accountable access to basic education in Indonesia. However, its implementation at the elementary level, particularly in rural contexts, remains uneven and underexplored. This study evaluated the implementation of PPDB in three public elementary schools in Sibabangun District, Central Tapanuli Regency, using the Context, Input, Process, Product (CIPP) evaluation model. A mixed-methods approach with a sequential explanatory design was employed. Quantitative data were collected through structured questionnaires administered to school principals and teachers, while qualitative data were obtained through semi-structured interviews and document analysis. Descriptive statistics and thematic analysis were used to analyze the data. The findings indicate that, in the context dimension, PPDB implementation aligns with policy objectives but requires stronger collaboration with private schools to optimize zoning-based admissions. In the input dimension, human resources, facilities, and implementation mechanisms are generally adequate. The process dimension reveals partial compliance with established procedures, with challenges related to schedule adherence and unmet enrollment targets. In the product dimension, PPDB implementation reflects the principles of objectivity, transparency, accountability, and fairness, although enrollment outcomes remain suboptimal. These findings highlight the need for continuous evaluation, improved inter-school coordination, and context-sensitive implementation strategies to enhance the effectiveness of PPDB in rural elementary school settings.]]>
<![CDATA[The Urgency of Pancasila and Citizenship Education to Strengthen National Character with Global Citizenship Dimensions ]]>
<![CDATA[Mas'ud Roziq Afan]]>;
<![CDATA[Ardhana Januar Mahardhani]]>;
<![CDATA[Hadi Cahyono]]>;
<![CDATA[Zamawi Chaniago]]>
<![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.v16i4.5759
<![CDATA[Pancasila and Citizenship Education (PPKn) is vital in fostering student character aligned with Pancasila values and promoting global citizenship awareness. This study examines the role of PPKn in addressing educational challenges in globalization and character development. A literature study approach was adopted, analyzing diverse sources, including scientific journals, books, and articles, to gain insights into the implementation of PPKn in education. Findings reveal that PPKn significantly shapes student character through Pancasila principles, such as mutual cooperation, social justice, and respect for diversity. Furthermore, PPKn enhances students' global awareness on issues like human rights, cultural diversity, and social responsibility. As a compulsory subject at all educational levels, PPKn integrates global values into its curriculum to prepare students for challenges like climate change, social inequality, and cultural conflict. By adopting innovative learning methods, PPKn cultivates a generation with integrity, strong character, and the capability to contribute at an international level. The integration of local and global perspectives in PPKn supports the creation of a national identity that is adaptive to modern demands. PPKn plays a pivotal role in character education and global readiness, ensuring students are equipped to address contemporary issues and contribute positively to society. This reinforces the development of a nation's character, responsive to the challenges of globalization.]]>
<![CDATA[Interactive English Teaching Materials Based on Digital Literacy of Millennial Muslims ]]>
<![CDATA[Aria Septi Anggaira]]>;
<![CDATA[Suhono Suhono]]>;
<![CDATA[Yeasy Agustina Sari]]>;
<![CDATA[Nurul Aryanti]]>;
<![CDATA[Aldi Permana Putra]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 14, No 4 (2022): AL-ISHLAH: Jurnal Pendidikan ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v14i4.2156
<![CDATA[Research that compiles interactive textbooks based on digital literacy for high school is still limited, especially based on Islamic literacy for Madrasah Aliyah Students. This research is the initial stage of a research development with 4D Models (Define, Design, Develop, and Disseminate) which aims to discover and analyze the needs of interactive teaching materials based on digital literacy of millennial Muslims in English subjects at Madrasah Aliyah. The subjects of this study were students of Islamic senior high schools (MAN) in Lampung Province, Islamic senior high school (MAN) 1 Kota Metro, Islamic senior high school (MAN) 1 Bandar Lampung, and Islamic senior high school (MAN) 1 Pringsewu. The number of respondents was 97 students. The research data were obtained through a questionnaire consisting of 16 questions which is the development of four indicators., namely: students' needs for content/topics based on digital literacy of millennial Muslims, student needs related to four language skills (listening, speaking, reading, and writing) that are Islamic and digitally taught, students' needs for Islamic learning activities/processes, and students' needs for learning evaluation. The results obtained an average of 80.9%. Thus, interactive teaching material based on the digital literacy of millennial Muslims is needed in English Learning at Madrasah AliyahInteractive Teaching Material, Digital Literacy Millennial Muslim Generation)]]>
<![CDATA[Integrating Character Education through Peer Interactions: Challenges and Opportunities in a Modern Islamic Boarding School in Indonesia ]]>
<![CDATA[Wahono Wahono]]>;
<![CDATA[Nur Hidayah]]>;
<![CDATA[Zulkarnain Zulkarnain]]>;
<![CDATA[Endang Sri Radjeki]]>
<![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.v17i4.7331
<![CDATA[Modern Islamic boarding schools (pesantren) aim to integrate character education into daily student life, yet the role of peer interactions in shaping moral development remains underexplored. This study investigates how peer relationships support or hinder character formation in a contemporary pesantren context. A sequential explanatory mixed-methods design was employed at Pondok Modern Ponorogo. The quantitative phase involved 212 students completing a validated Likert-scale questionnaire assessing three dimensions: Peer Support, Collaborative Learning, and Moral Challenges (Cronbach’s α = 0.926). The qualitative phase included semi-structured interviews with 15 purposively selected students to explain the patterns found in the survey. Data were analyzed using descriptive statistics and thematic analysis. Survey findings revealed generally high levels of peer support and collaborative learning, alongside substantial exposure to moral challenges such as peer pressure, gossip, and conformity. Interviews explained how peer interactions reinforce religious practice, emotional resilience, and teamwork, but also revealed experiences of exclusion, stress, and ethical ambiguity. Students identified both positive and negative peer influences as central to their character development. Peer interactions in pesantren function as a double-edged force: they can promote moral growth through encouragement and collaboration but can also undermine integrity when negative norms dominate. Structured peer mentoring, accountable group work, and ethical reflection sessions are recommended to harness peer influence constructively. This study offers actionable strategies for educators seeking to embed character education within Islamic boarding school life through context-sensitive, peer-driven approaches.]]>
<![CDATA[Integrating Aesthetic Assessment of Tourism Landscapes into Environment-Based Education Curriculum ]]>
<![CDATA[Dodi Sukma R.A]]>;
<![CDATA[Sri Wahyuni]]>
<![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.v17i1.6961
<![CDATA[Riau Province holds significant potential for the development of natural tourist attractions, particularly around the Koto Panjang Hydropower Reservoir, including Puncak Kompe, Raja Onam, and Taman Bunga Tepian Mahligai. Evaluating the aesthetic quality of these landscapes is crucial for supporting tourism and sustainable development. This study assessed the visual landscape aesthetics of these destinations using the Scenic Beauty Estimation (SBE) method. Data collection involved field observations, photography via DSLR cameras and drones, and questionnaires distributed to two groups of respondents: visitors and non-visitors. The SBE method categorized aesthetic values into low, medium, and high, based on respondent perceptions. The analysis revealed variations in aesthetic quality across the destinations. Puncak Kompe achieved the highest SBE score of 42 among visitors, indicating strong visual appeal. Raja Onam and Taman Bunga Tepian Mahligai also received high aesthetic scores of 49 and 40, respectively, from their respondent groups. Scores above 40 were classified as high, confirming the scenic richness of these locations. These findings highlight the significant aesthetic and visual value of the studied sites, suggesting their potential to attract a broad range of visitors. Additionally, the study illustrates the effectiveness of integrating the SBE method into environmental education. This research offers valuable insights for promoting sustainable tourism development in Riau, while also serving as a reference for incorporating landscape aesthetics into environmental education curricula.]]>
<![CDATA[Integrating Hiem Aceh Ice Breakers in Islamic Religious Education: Impact on Student Engagement and Challenges ]]>
<![CDATA[Sulhan Yus]]>;
<![CDATA[Jarjani Usman]]>;
<![CDATA[Zulfatmi Zulfatmi]]>;
<![CDATA[Muji Mulia]]>;
<![CDATA[Zubaidah Zubaidah]]>
<![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.v17i3.7122
<![CDATA[Hiem, a form of Acehnese oral tradition rich in riddles and local wisdom, is gradually being forgotten by the younger generation. Revitalizing this tradition through education offers opportunities to enhance students' cognitive abilities, linguistic skills, and cultural identity. This study explores the impact and challenges of integrating Acehnese hiem-based ice breakers into Islamic Religious Education (IRE) learning. This qualitative field study was conducted at SDN Trans Despot Leungah, Aceh Besar. Data were collected through interviews, classroom observations, documentation, and post-test assessments. The sample consisted of 30 respondents, including teachers and students selected through purposive sampling. Data were analyzed through thematic categorization following verification and triangulation. Findings indicate that the use of hiem-based ice breakers significantly increased student engagement, motivation, and enthusiasm during IRE lessons. Students demonstrated improved Acehnese language proficiency and better learning outcomes. Teachers and students positively perceived the integration of local cultural content into classroom activities. However, a notable challenge was language diversity; not all students were fluent in Acehnese, necessitating differentiated instructional strategies. The implementation of hiem-based ice breakers not only enhanced classroom interaction and student focus but also served as an effective tool to preserve and transmit Acehnese cultural heritage within formal education. While the impact is promising, broader application requires pedagogical adjustments to accommodate linguistic diversity and curriculum integration.]]>
<![CDATA[Identify Student Learning Styles in the New Normal Era : Study on Prospective Biology Teachers ]]>
<![CDATA[Syamsu Rijal]]>;
<![CDATA[Ahmad Yani]]>;
<![CDATA[Siti Darwa Suryani]]>;
<![CDATA[Ambo Upe]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 15, No 4 (2023): AL-ISHLAH: JURNAL PENDIDIKAN ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v15i4.2618
<![CDATA[The diversity of students results in various learning styles and routines. This definitely calls for lecturers to be flexible with students' learning preferences, as preferences play a significant role in the learning process in the midst of a pandemic. This study intens to identify and analyze the learning preferences of prospective biology teachers at Puangrimaggalatung University's Faculty of Teacher Training and Education. Additionally, efficient teaching options in the new normal period The total sample was 102 students, using the total sampling technique. The research was carried out in the even semester of the 2021/2022 academic year. The instrument used is a learning style questionnaire. The data obtained are analyzed descriptively. The results showed that most learning styles of prospective Biology teachers at Puangrimaggalatung University, dominated by visual learning styles by 60%, kinesthetic by 19%, followed by auditory by 14% and the last one was a combination type by 7%. It can be concluded that the learning style of prospective biology teachers in the new normal era is a visual learning style, so it is necessary to develop learning tools or strategies that are able to accommodate student learning styles visually. The research sample is only present on one campus; additional sites and research samples may be included in larger studies. Given that the new normal needs learning new things, certain tactics are necessary. Therefore, further study is required to create learning models that can take into account different student learning preferences.]]>
<![CDATA[Fostering Learning Base Digital Mind Maps To Improve Student’s Problem-Solving Skills in Senior High Schools ]]>
<![CDATA[Ningsih Fahruddin]]>;
<![CDATA[Yenita Zuriani]]>;
<![CDATA[Bagus Endri Yanto]]>
<![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.v17i2.6768
<![CDATA[Problem-solving skills are essential for fostering creativity and enhancing students' decision-making abilities. One promising strategy to develop these skills is through active learning using digital mind maps, which help students visually structure and connect information. This study employed a quasi-experimental, non-equivalent control group design to assess the effectiveness of digital mind maps in enhancing problem-solving skills. A total of 100 students were selected through cluster sampling. The experimental group engaged in active learning using digital mind maps, while the control group followed a traditional learning approach. Data were collected using standardized test instruments, with validity evaluated through the Aiken index and reliability measured using Cronbach’s alpha. Quantitative descriptive analysis was used to interpret the results. The findings showed a statistically significant improvement in problem-solving skills among students in the experimental group compared to the control group (Sig = 0.00 α), indicating the effectiveness of digital mind maps in facilitating learning. The use of digital mind maps within an active learning framework significantly enhances students' ability to solve problems. This method not only supports the development of critical thinking and decision-making skills but also promotes a shift in how students process and engage with information in science education. Digital mind maps are an effective active learning tool for improving students' problem-solving abilities and have meaningful implications for educational practices.]]>
<![CDATA[Development of a Character Education Model at Pondok Pesantren Riyadhul Muhibbin, Balangan Regency During The Covid-19 Pandemic ]]>
<![CDATA[Faisal Rahman]]>;
<![CDATA[Abdul Mun'im Amaly]]>;
<![CDATA[Cucu Abdul Qosim]]>
<![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.v14i4.2434
<![CDATA[The purpose of this study is to accurately and authentically explain character building at the Pondok Pesantren Riyadhul Muhibbin in Balangan Regency, South Kalimantan Province, during the Covid-19 Pandemic, as well as the models used in the process. The qualitative descriptive method was applied in this investigation. The data for this study came from interviews with the caretaker's head, who served as the primary source of information, as well as ustadz and priests, as well as 25 students and their parents. Documentation as supporting data from the interviews and observations in the form of passive participation observations. The character education paradigm in this pesantren reflects the inspirational contribution of Tuan Guru Sekumpul, KH. Muhammad Zaini al-Banjari, a renowned figure and excellent scholar. He was made an idol for the santri so that his example, from childhood to becoming a charismatic preacher in the 1990s, might influence character formation by emphasizing akhlakul karimah, which became a common habit and formed from humanity's collective conscience.]]>
