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[Exploring Elementary School Teachers' Perspectives on Culturally Responsive Teaching: Insights from Karimunjawa ]]>
<![CDATA[Fatia Nur Azizah]]>;
<![CDATA[Sarwanto Sarwanto]]>;
<![CDATA[Roemintoyo Roemintoyo]]>
<![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.v17i1.6271
<![CDATA[Culturally Responsive Teaching (CRT) plays a vital role in promoting inclusive education. However, its implementation in geographically remote regions remains underexplored. This study investigates elementary school teachers’ perspectives on integrating CRT within the Independent Curriculum in the remote Karimunjawa District of Indonesia. A qualitative approach was employed involving ten public elementary school teachers. Data were collected through interviews, classroom observations, and document analysis. Triangulation of sources ensured the validity of findings. The data analysis involved reduction, presentation, and conclusion drawing. The findings indicate that while teachers generally recognize the importance of CRT and possess a basic understanding of its principles, significant barriers hinder effective implementation. These include limited access to professional development, lack of institutional support, and low confidence in applying CRT strategies. Teachers expressed a strong need for culturally relevant materials and methods to better engage students in reflecting on their cultural identities. The study highlights the unique challenges faced by educators in remote areas, particularly in adapting CRT to local contexts. It emphasizes the importance of culturally inclusive pedagogical practices and reveals gaps in training and resources. There is an urgent need for targeted CRT training, improved school support, and policy initiatives that prioritize culturally inclusive teaching in remote settings. These measures are essential to empower teachers and foster equitable learning environments across diverse educational landscapes.]]>
<![CDATA[Examining the Relationship Between Science Literacy, Science Process Skills, and Higher-Order Thinking Skills in Elementary Teacher Education Students ]]>
<![CDATA[Idam Ragil Widianto Atmojo]]>;
<![CDATA[Roy Ardiansyah]]>;
<![CDATA[Hanifaw Rahma Setyaningrum]]>;
<![CDATA[Dwi Yuniasih Saputri]]>
<![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.v16i4.5807
<![CDATA[Science literacy is crucial for prospective elementary school teachers to enhance their higher-order thinking skills. Science education that emphasizes the development of higher-order thinking skills is based on science process skills. This research aims to determine the relationship between science literacy and science process skills on HOTS (Higher Order Thinking Skills) cognitive learning outcomes. The study employs a quantitative approach with a correlational method. Data collection for the variables of science literacy and HOTS cognitive learning outcomes was conducted through written tests, while data collection for the science process skills variable was carried out through performance tests developed by the researcher. The population consists of all 2022 Elementary School Teacher Education Study Program or PGSD students in Sebelas Maret University, with random cluster sampling. Data analysis employs multiple correlation analysis. The results indicate a positive and significant relationship between science literacy and science process skills on HOTS cognitive learning outcomes, with a significance value of 0.000 0.05 and a Pearson correlation value of 0.495. There is a positive and significant combined relationship between science literacy and science process skills on HOTS (Higher Order Thinking Skills) cognitive learning outcomes, with a moderate level of correlation. The findings of this study have important implications for students' enhancement of their science process skills, science literacy, and HOTS cognitive learning outcomes. This research positively impacts academic programs by encouraging students and implementing relevant teaching strategies and methods, thereby improving science literacy, science process skills, and HOTS cognitive learning outcomes.]]>
<![CDATA[Blended Learning as a Catalyst for Boosting University Students' Learning Motivation ]]>
<![CDATA[Novita Sari Pohan]]>;
<![CDATA[Almasdi Syahza]]>;
<![CDATA[Suarman Suarman]]>
<![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.v17i2.6723
<![CDATA[In the digital era, enhancing the quality of education demands innovative approaches. Blended learning—combining face-to-face and online instruction—has emerged as a promising model to boost students’ learning motivation. This study employed a quantitative descriptive design to evaluate the effectiveness of blended learning in improving student motivation at UIN Suska Riau. Data were collected through questionnaires and observations. The population consisted of all students enrolled in the Economic Education Study Program, with a sample size of 143 respondents. The data were analyzed using descriptive statistics and inferential tests, including normality, homogeneity, and paired sample t-tests. Findings revealed a significant improvement in students’ learning motivation after the implementation of blended learning. The pretest results showed an average motivation score of 38.23, categorized as moderate. After blended learning was applied, the posttest average rose to 52.05, indicating a high level of motivation. A paired sample t-test yielded a p-value of 0.000 ( 0.05), confirming a statistically significant difference between pretest and posttest motivation levels. The results demonstrate that blended learning significantly enhances student motivation. These findings suggest that integrating blended learning can be an effective strategy for educators aiming to foster motivation and engagement. This study provides practical insights for lecturers and educational institutions seeking to adopt innovative learning models and develop more dynamic instructional strategies.]]>
<![CDATA[Awwaliyah Madrasah Diniyah Compulsive Education Policy for Elementary School Students (Multicase Study in Indramayu and Kuningan Regencies, West Java) ]]>
<![CDATA[Umar Sidiq]]>;
<![CDATA[Mukhibat Mukhibat]]>
<![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.v14i4.2490
<![CDATA[There are regulations from the Regional Governments of Indramayu and Kuningan Regencies to require SD/MI students to attend the first madrasa program. Furthermore, this study examines the process of establishing and sustaining regional regulations (Perda). This research is a case study with a multi-case design. Therefore, a qualitative approach is appropriate in conducting this research. In-depth interviews, participant observation, and documents were used to collect data. In addition, data reduction, data display, and verification are used in the data analysis process. To ensure the validity of the data analysis, the researcher rechecked the data through credibility, transferability, dependability, and suitability. The results showed that (1) Perda no. 2 of 2003 comes from the government's religious politics to minimize social ills. Meanwhile, the existence of Regional Regulation No. 2 of 2008 was influenced by social engineering as a consequence of the formulation of the first madrasa law and was later funded by the government (2) Top-down and bottom-up theory integrated with a participatory approach was applied to investigate the First Madrasah Aliyah Education Policy strategy. Participation of the community, government, and members of the parliamentary education commission get together to involve religious education and regional development. There are three steps in carrying out the implementation; the stages of formulation, legislation, implementation and control of local regulations.]]>
<![CDATA[School Principals’ Perceptions of Curriculum Reform: A Case Study in Central Java ]]>
<![CDATA[Soedjono Soedjono]]>;
<![CDATA[Senowarsito Senowarsito]]>;
<![CDATA[Harto Nuroso]]>;
<![CDATA[Lasminto Lasminto]]>;
<![CDATA[Rizki Fauzan]]>;
<![CDATA[Hansen Lutfiartha]]>
<![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.v17i3.7859
<![CDATA[The implementation of Kurikulum Merdeka in Indonesia emphasizes curriculum adaptation based on students’ needs, institutional characteristics, and local contexts. Key mediating principles—focus, alignment, and flexibility—guide curriculum execution across classroom, school, district, and national levels. This study investigates school principals’ perceptions of these principles and explores their mediation strategies in preparing for curriculum implementation.This qualitative exploratory case study involved nine purposively selected principals from elementary, junior high, and senior high schools in three residencies of Central Java (Semarang, Pati, and Pekalongan). Data were collected through semi-structured interviews and document analysis, then analyzed using Miles and Huberman’s interactive model. Triangulation, member checking, and expert validation were employed to ensure credibility and trustworthiness.Principals demonstrated positive perceptions of the Kurikulum Merdeka’s mediating principles. At the classroom level, strategies focused on student-centered learning and literacy activities. At the school level, internal collaboration and professional learning communities supported alignment with local needs. District-level mediation involved cooperation with education offices and stakeholder forums. At the national level, principals simplified policy directives through infographics and digital media. Curriculum leadership played a central role in aligning policy with practice.The study highlights how curriculum leadership facilitates the integration of national policies into local school contexts through multi-level mediation strategies. Differences in implementation were noted across school levels, particularly in stakeholder engagement and assessment practices.To ensure sustainable and contextual implementation of Kurikulum Merdeka, targeted curriculum leadership training—especially for elementary school principals—is recommended.]]>
<![CDATA[The Influence of Leadership Style and Management of Boarding School on Community Interest (Comparative Study between Modern Islamic Boarding Schools and Salafi Islamic Boarding Schools in Rangkasbitung Lebak) ]]>
<![CDATA[Rumbang Sirojudin]]>
<![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.v14i4.2136
<![CDATA[There have been Islamic boarding schools in Indonesia for as long as there have been schools in general, and they play a crucial role in the country's educational system. The researchers set out to learn how different types of leadership and administration at Islamic boarding schools affect students' level of community interest. With a 2 x 2 factorial experimental design, this study used the ex post facto method, sometimes known as a comparative causal relationship. A questionnaire was employed as the data collection technique for this investigation. Descriptive and inferential statistics were employed to examine the data. Path A two-way ANOVA revealed that Fcount is higher than Ftable (Fcount = 5.81 Ftable (0.05; 1:116) = 3.92), indicating that count variables contributed more to the overall variation in this path than did table variables. For some reason, in Row B, we see that Fcount is larger than Ftable (Fcount = 8.73 Ftable (0.01; 1:116) = 6.86). Larger AB interactions are found using Fcount (Fcount = 140.51 Ftable (0.01; 1:116) = 6.86) when looking at rows A * B. Findings from this research indicate a positive correlation between leadership styles and community interest. Additionally, modern Islamic boarding schools and Salafi Islamic schools have vastly different approaches to administration.]]>
<![CDATA[Evaluating One-to-One Scaffolding and Peer–Scaffolding in Mathematics Learning: Which is Effective? ]]>
<![CDATA[Imam Kusmaryono]]>;
<![CDATA[Dyana Wijayanti]]>
<![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.v17i1.6199
<![CDATA[Effective mathematics learning is shaped by teacher-student interactions and a supportive learning environment. Scaffolding, as a pedagogical strategy, plays a vital role in addressing learning difficulties and enhancing student achievement. This mixed-method study employed a sequential explanatory design, combining quantitative and qualitative approaches. Eighty Grade X students participated as research subjects. Data were collected through mathematics achievement tests, classroom observations, and interviews. Quantitative data assessed the impact of scaffolding on learning outcomes, while qualitative data explored interaction patterns within the scaffolding process. The findings indicate that both one-to-one and peer scaffolding significantly improve students' mathematics achievement. One-to-one scaffolding provides direct teacher guidance but tends to foster student dependency due to its unidirectional nature. In contrast, peer scaffolding promotes mutual interaction, collaboration, and knowledge construction among students, fostering greater engagement and autonomy in learning. While both scaffolding methods are beneficial, peer scaffolding offers a more dynamic and cooperative learning experience. It encourages open communication, peer support, and cognitive development through shared understanding. As a result, peer scaffolding is recommended as a more effective approach for enhancing mathematics learning and fostering a collaborative classroom culture.]]>
<![CDATA[Transforming Student Satisfaction in the Digital Era: A Study of the Effects of Hybrid Learning and Digital Literacy in Islamic Religious Education ]]>
<![CDATA[Husnul Mu'amalah]]>
<![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.v16i4.6143
<![CDATA[This study investigates the impact of hybrid learning and digital literacy on student satisfaction within Islamic Religious Education. As educational institutions increasingly adopt digital technologies, understanding their influence on student satisfaction is essential. A quantitative approach was employed using regression analysis to examine the relationship between hybrid learning, digital literacy, and their combined effects on student satisfaction. The study population consisted of 242 active students in the Islamic Education program at STIT Bustanul Ulum Anak Tuha, Lampung Tengah. A purposive sampling method was applied, selecting 65 students from the main campus based on specific criteria, including ownership of electronic devices and active enrollment. The findings demonstrate that flexibility and accessibility in hybrid learning, coupled with students' digital literacy, significantly enhance their overall satisfaction. Hybrid learning provides adaptive and personalized educational experiences, while digital literacy fosters comfort and engagement with online platforms. These factors collectively contribute to improved student satisfaction and learning outcomes. The results emphasize the need for universities to invest in robust digital infrastructure and provide targeted training programs to optimize hybrid learning environments. The implications of these findings extend beyond Islamic Religious Education, offering insights for other educational institutions aiming to enhance teaching strategies in the digital era. By prioritizing hybrid learning strategies and promoting digital literacy, universities can elevate student satisfaction and academic achievement, creating effective and adaptable learning environments for the future.]]>
<![CDATA[Enhancing Pedagogical and Content Knowledge through Preservice Training: A Study on Islamic Religious Teacher Candidates ]]>
<![CDATA[Hendri Kuswiran]]>;
<![CDATA[Qolbi Khairi]]>
<![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.v17i2.6466
<![CDATA[Improving the competencies of future teachers requires innovative approaches, including preservice training aimed at strengthening Pedagogical Content Knowledge (PCK)—a fusion of subject matter expertise and pedagogical skills. This study investigates the effectiveness of preservice training in enhancing PCK among prospective Islamic Religion teachers. A quantitative, one-group pre-test–post-test design was implemented involving 45 students from the Islamic Education Department at Fatmawati Sukarno State Islamic University, Bengkulu, Indonesia. Participants were selected using purposive sampling to target a specific population. Data were collected through tests measuring both content and pedagogical knowledge and analyzed using paired sample t-tests and descriptive statistics. Post-test results indicated a significant improvement in both content and pedagogical knowledge compared to pre-test scores. Statistical analysis yielded a significance value of 0.000 (p 0.05), confirming the training's effectiveness in developing students' PCK. The findings demonstrate that preservice training plays a vital role in advancing prospective Islamic teachers' integrated understanding of subject matter and pedagogy. These results support the inclusion of structured PCK-focused training in teacher education curricula. Preservice training significantly enhances the PCK of future Islamic Religion teachers. Future research could explore the development of a digital literacy-based PCK model to inform the design of effective, subject-specific training programs across various educational disciplines.]]>
<![CDATA[Implementation of the 2013 Curriculum Theory of John Dewey's Perspective Empire Philosophy for the Madrasah Ibtidaiyah Teacher ]]>
<![CDATA[Dian Dian]]>;
<![CDATA[Saepul Rizal]]>;
<![CDATA[Yayang Khaeriah]]>
<![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.v14i4.1639
<![CDATA[This study was motivated by the fact that teachers had many difficulties adopting the 2013 curriculum, particularly the new 2013 curriculum set at a private Madrasah Ibtidaiyyah. The goal of this study was to determine teachers' grasp of the 2013 Curriculum in terms of planning, implementation, and assessment of the learning process. The study's subjects were seven teachers and it was done at the start of the 2021/2022 school year. This is a qualitative study using the descriptive method. Data is gathered using a variety of means, including questionnaires, observations, and documentation. The expert assessment was used to conduct the instrument validity test (Judgement Expert). According to the findings of the study, 1) teachers' understanding of the 2013 curriculum as seen from planning is in the category Often (61 percent -80 percent) and the percentage of understanding is 73 percent; 2) teachers' understanding of the 2013 curriculum as seen from implementation is in the Rare category (61 percent -80 percent) and the percentage of understanding is 65 percent; and 3) teachers' understanding of the 2013 curriculum as seen from implementation is in the Rare category (61 percent -80 percent) and the percentage of understanding is 70 percent]]>
