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[Creative Thinking Ability of Biology Teachers at State Senior High Schools in Pekanbaru ]]>
<![CDATA[Febblina Daryanes]]>;
<![CDATA[Riki Apriyandi Putra]]>
<![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.v14i4.1377
<![CDATA[The teacher is one of the determinants of success in the learning process and the formation of the soft skills and hard skills of the students. If a teacher has the ability to think creatively and make decisions with a focus on improving higher-order thinking and is consistent over time, it is likely to be successful in training students' creative thinking skills. This study aims to analyze the level of creative thinking skills of Biology teachers at SMA Negeri Pekanbaru City. The population in this study were all Biology teachers in Pekanbaru City Senior High School, amounting to 62 people. The sampling technique used was saturated sampling. Data was collected using questionnaires and interview guidelines, the questionnaire was compiled based on 4 indicators of creative thinking developed by Marzano. The questionnaire data was analyzed by calculating the percentage and then interpreted into several categories, while the results of the interviews were analyzed qualitatively. The results showed that the level of creative thinking skills of Biology teachers in Pekanbaru City High School was 81.35%. The indicator of creative thinking ability, namely "developing new ways" is the indicator with the highest achievement, which is 83.1%. The indicator of creative thinking ability "setting personal standards" has the lowest achievement among other indicators, which is 78.7%. Teachers who have been teaching for more than 20 years achieved very good categories on the indicators of “maximizing skills and knowledge” and “setting and using personal standards”. From the results of the study, it can be concluded that the level of creative thinking of Biology Teachers in Pekanbaru City Senior High School is in the good category]]>
<![CDATA[Transforming School Environmental Culture through Managerial Leadership of School Principals: A Case Study of SMP Negeri 2 Kajen ]]>
<![CDATA[Turiyah Turiyah]]>;
<![CDATA[Harjito Harjito]]>;
<![CDATA[Nurkolis Nurkolis]]>
<![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.v17i4.8767
<![CDATA[Creating an environmentally conscious school culture is essential to advancing education for sustainable development. This study explores how the managerial leadership of the principal at SMP Negeri 2 Kajen transforms school environmental culture within the framework of Indonesia’s Adiwiyata (Green School) Program. A qualitative case study approach was used to examine the principal’s leadership across five managerial functions: planning, organizing, implementing, monitoring, and innovating. Data were collected through in-depth interviews, observations, and document analysis involving school leaders, teachers, and the Adiwiyata team. Thematic analysis was applied using the Miles and Huberman model. The principal played a strategic role in embedding environmental values into the school vision, work plans, and daily routines. Participatory planning involved teachers and the Adiwiyata team, while structured coordination ensured clear task distribution. Implementation included daily waste sorting, Clean Friday routines, school greening, and recycling workshops. Monitoring mechanisms used rubrics and evaluation meetings, while innovations such as digital environmental campaigns and tree adoption fostered student engagement. These practices led to improved environmental behaviors, teacher collaboration, and community involvement. The study demonstrates that effective managerial leadership can institutionalize environmental culture by integrating sustainability into school governance. The findings offer a practical model for schools seeking to align educational leadership with ecological responsibility.]]>
<![CDATA[Empowering English Students: SEM Analysis of Motivation and Academic Outcomes in Al-Islam Muhammadiyah Course ]]>
<![CDATA[Desri Arwen]]>;
<![CDATA[Euis Yanah Mulyanah]]>;
<![CDATA[Ishak Ishak]]>;
<![CDATA[Yayat Ruhiat]]>;
<![CDATA[Yujin Lee]]>
<![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.v17i1.7044
<![CDATA[This study explores the complex relationships among Educational Psychology (EP), Al-Islam Muhammadiyah Course (AMC), English Language Education Students (ELES), Learning Motivation (LM), and Academic Outcomes (AO) in a value-based educational context. Understanding these interactions can inform curriculum design and instructional strategies to enhance student achievement. A quantitative approach was employed using an explanatory survey method. Data were collected from 165 ELES enrolled in AMC courses. Structural Equation Modeling (SEM) with LISREL software was utilized to examine direct and indirect effects among variables. Instrument validity and reliability were assessed through Confirmatory Factor Analysis (CFA), with Composite Reliability (CR 0.7) and Average Variance Extracted (AVE 0.5) ensuring robust psychometric properties. Findings indicate that EP and AMC have minimal direct effects on LM and AO; however, their influence is significantly mediated through LM. In contrast, ELES exhibits a direct, positive impact on AO, highlighting its role in fostering essential academic competencies. Despite an elevated RMSEA value (0.144), the model remains theoretically sound and interpretable. The study confirms that LM serves as a crucial mediator, reinforcing established theoretical frameworks on student motivation and achievement. Institutions can leverage these insights by incorporating motivation-driven teaching strategies within the ELES curriculum. This research underscores the importance of LM in enhancing AO. While statistical model fit is essential, theoretical coherence remains paramount in evaluating educational models. Future studies should further explore motivational interventions to optimize student learning outcomes.]]>
<![CDATA[Transforming Molecular Geometry Learning through EddPuzzle Interactive Videos to Improve High School Students' Visual Intelligence ]]>
<![CDATA[Revani Putri Iswaji]]>;
<![CDATA[Kusumawati Dwiningsih]]>
<![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.v17i3.7146
<![CDATA[Understanding molecular geometry poses a significant challenge for high school students due to its abstract nature, often leading to misconceptions. This study aims to develop and evaluate an EddPuzzle-based interactive video to enhance students’ conceptual understanding and visual intelligence in molecular geometry. Employing a Research and Development (RD) method, the study adopts the 4D model (Define, Design, Develop, Disseminate) but is limited to the development phase. The interactive video was validated by three experts and achieved a median score of 4 across content, construct, and visual intelligence criteria, indicating excellent validity. The product was tested on 30 eleventh-grade students using a one-group pretest-posttest design. The results showed a significant improvement in students’ understanding and visual intelligence, supported by N-Gain scores—93.3% of students reached the high category for cognitive tests, and 86.7% for visual intelligence tests. The Wilcoxon Signed-Rank Test confirmed a statistically significant difference (p 0.05) between pretest and posttest scores. Student feedback indicated high practicality: 100% expressed interest in using the media, 97.8% found the material easier to understand, and 96.7% considered the video user-friendly. These findings suggest that EddPuzzle-based interactive videos are effective and feasible tools for improving students’ visual intelligence in chemistry learning. Integrating interactive technology into science education supports more engaging and student-centered learning aligned with 21st-century education goals.]]>
<![CDATA[Collaborative Problem Based Learning to Improve Metacognitive of Chemistry Students: Systematic Literature Review ]]>
<![CDATA[Rusly Hidayah]]>;
<![CDATA[Fauziatul Fajaroh]]>;
<![CDATA[Parlan Parlan]]>;
<![CDATA[I Wayan Dasna]]>
<![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.v14i4.1172
<![CDATA[While collaborative problem-based learning (PBL), particularly in Western nations, has been researched and shown to be beneficial in enhancing students' metacognitive skills, it is still sparingly used in Asian nations like Indonesia. This study's goal was to learn more about the potential benefits of cooperative PBL on students' metacognitive skills. The systematic literature review (SLR) research design was used for this study, and the requirements were full text, journal articles, open access, accredited national and international publications between 2010 and 2020, and articles on the role of collaborative PBL in chemistry students' metacognitive development. The findings of the SLR used in this study show that PBL enhances students' metacognitive skills, particularly in chemistry students. The majority of research, however, continues to employ unreliable, nonstandard methods. Therefore, it is believed that this research may be used as supplemental data to acquire in-depth PBL findings.]]>
<![CDATA[Innovative Strategies for Islamic Religious Education: Pesantren Day for Life Skill Development ]]>
<![CDATA[Abdul Kholid Achmad]]>;
<![CDATA[Noor Amiruddin]]>;
<![CDATA[Hasan Basri]]>
<![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.v17i2.5888
<![CDATA[Life skills education is essential in shaping students’ character, confirming their roles as servants of God and stewards (khalifah) on earth. Embedding life skills into formal school curricula is necessary to nurture holistic human development grounded in Islamic values. This qualitative study, utilizing a phenomenological approach, was conducted at MI Unggul Sabilillah to explore the implementation of life skills education and identify supporting and inhibiting factors. Data were gathered through interviews, observations, and documentation to gain a comprehensive understanding of the phenomenon. The findings indicate that life skills education at MI Unggul Sabilillah is integrated through the innovative Pesantren Day program. This initiative includes structured, systematic activities aimed at developing student independence. These activities cultivate essential life competencies such as decision-making, interpersonal communication, self-awareness, mutual respect, discipline, self-regulation, confidence, and active participation. Students also demonstrate the ability to articulate ideas, think critically, understand religious teachings deeply, and exhibit leadership qualities. The consistent implementation of these programs is driven by the vision and philosophy of the madrasah's founders. Teacher expertise and commitment further enhance the effectiveness of life skills training. Continuous evaluation ensures that the programs remain effective and aligned with the school’s educational goals.]]>
<![CDATA[Strategies and Challenges in Teacher Development: A Comparative Multisite Study in Indonesian Higher Education ]]>
<![CDATA[Topan Iskandar]]>;
<![CDATA[Mesiono Mesiono]]>;
<![CDATA[Masganti Sit]]>
<![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.v17i4.7283
<![CDATA[Lecturer quality is a key determinant of higher education performance, yet universities face persistent challenges in developing teaching staff effectively. This study examines and compares strategies for lecturer development and the obstacles encountered by Indonesian universities in improving academic staff quality. Using a qualitative approach with a multisite study design, the research was conducted at four universities—two public and two private—selected to reflect geographical diversity and institutional characteristics. Data were collected through in-depth interviews, participant observation, and analysis of institutional documents, and were analyzed thematically. The findings indicate that lecturer development strategies commonly include continuous professional training, scholarship programs for advanced study, international collaboration, and performance-based incentive systems. Despite these efforts, implementation is constrained by limited budgets, resistance to organizational change, complex administrative procedures, and unequal access to resources across institutions. The study highlights the need for more adaptive and context-sensitive lecturer development policies. Strengthening inter-institutional collaboration and aligning development programs with institutional capacities and local needs are critical to overcoming existing barriers. This study contributes practical insights for policymakers and university leaders in designing more effective and sustainable lecturer development strategies tailored to diverse institutional contexts.]]>
<![CDATA[Enhancing Student Learning Outcomes through the Communicative Language Teaching Approach ]]>
<![CDATA[Muhammad Aswad]]>;
<![CDATA[Andi Mega Januarti Putri]]>;
<![CDATA[Putu Wahyu Sudewi]]>
<![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.v16i4.5204
<![CDATA[Traditional teaching methods focused on imparting information often fail to optimize students' communicative abilities in second language acquisition, particularly English. This study explores the effectiveness of Communicative Language Teaching (CLT) in enhancing language skills, including speaking, listening, reading, and writing. A qualitative descriptive approach was employed, utilizing observations and interviews with teachers and students in an English as a Second Language (ESL) learning context in Indonesia. Data collection focused on classroom dynamics, student-teacher interactions, and participants' experiences with CLT. The findings indicate that CLT positively impacts students’ language acquisition. Structured and supportive communication activities fostered significant improvements across all language domains. Students exposed to interactive and authentic communication exercises demonstrated enhanced confidence and proficiency in English. These results underscore the importance of integrating communication-focused methodologies in ESL education. The participatory nature of CLT encourages active engagement, enabling learners to apply language skills in real-life scenarios. Teachers reported that CLT activities also motivated students, promoting collaboration and practical use of language. This study highlights the efficacy of CLT in improving language skills and advocates for its broader adoption in teaching English as a second language in Indonesia. It suggests a shift from traditional, information-based methods to more dynamic, communication-centered approaches, emphasizing the value of student interaction in achieving language proficiency.]]>
<![CDATA[An Analysis Of Students’ Problem-Solving Skills Based On Mathematic Disposition During The Covid-19 Pandemic ]]>
<![CDATA[Asmaul Husna]]>;
<![CDATA[Yudhi Hanggara]]>
<![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.v14i4.2051
<![CDATA[One of the psychological factors that affect problem solving ability is mathematical disposition. Students need a positive mathematical disposition that will make them persistent in facing problems and developing good habits in learning mathematics. The condition of Covid-19 outbreak emphasizes the importance of positive mathematical disposition and good problem solving skills. This study aims at describing students' mathematical problem-solving skills based on mathematical dispositions during the Covid-19 Pandemic. This research belongs to a qualitative descriptive study that involved 27 students in the fourth semester as the research subject. The research data were collected from questionnaires, test descriptions, and interviews. The questionnaire results were used to categorize students' mathematical dispositions. It was followed by an interview with two students selected from each group of mathematical disposition categories. The results of tests and interviews were analyzed based on the category of students' mathematical dispositions. The results of this study showed the three categories of students' mathematical dispositions i.e high, moderate, and low. The students with high mathematical dispositions show good mathematical problem-solving skills because they can perform all indicators of mathematical problem-solving abilities. The students of moderate mathematical disposition were only able to perform the 2-3 indicators. The students of the low mathematical disposition category only fulfilled the 1-2 indicators.]]>
<![CDATA[Enhancing Higher Order Thinking Skills through Active Learning in Islamic Religious Education at a Vocational High School in Indonesia ]]>
<![CDATA[Muhammad Arifin Rahmanto]]>;
<![CDATA[Bunyamin Bunyamin]]>;
<![CDATA[Sintha Wahjusaputri]]>
<![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.v17i4.8464
<![CDATA[This study investigates the implementation of Active Learning strategies to enhance Higher Order Thinking Skills (HOTS) in Islamic Religious Education (PAI) at a vocational high school in Indonesia. The research responds to the challenge of improving students' analytical, evaluative, and creative abilities in a subject often taught through passive methods. A qualitative descriptive approach was used, involving structured interviews, classroom observations, and document analysis. Participants included 12 students, two PAI teachers, and one vice principal at SMKN 3 South Tangerang. Data were analyzed using an interactive model that incorporated reduction, display, and verification processes. The study found that Active Learning strategies—such as problem-based learning, project-based learning, think-pair-share, and role-play—were effectively integrated into PAI instruction. These methods were supported by two key approaches: the administrative mode (lesson planning, classroom management, and HOTS-based assessments) and the internalization mode (reflection, values education, and student-centered expression). As a result, students showed notable improvement in HOTS indicators: analysis (C4) increased from 62% to 78%, evaluation (C5) from 58% to 74%, and creation (C6) from 55% to 71%. Active Learning in PAI not only improved cognitive outcomes but also fostered reflective and ethical engagement with Islamic teachings. The findings suggest that structured yet flexible pedagogical models can make religious education more participatory, contextual, and relevant to real-world challenges, particularly in vocational school settings.]]>
