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[Developing Islamic Board Games Based on Local Wisdom to Teach Daily Manners in Early Childhood ]]>
<![CDATA[Irmawati Irmawati]]>;
<![CDATA[Siti Ratnawati]]>
<![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.v17i4.8425
<![CDATA[Early childhood education plays a vital role in character development, particularly in instilling moral and Islamic values such as daily manners. However, current teaching methods often rely on verbal instruction, which lacks engagement and contextual relevance. This study addresses the need for innovative, culturally grounded, and enjoyable learning media. This research employed a Research and Development (RD) approach based on a modified Borg Gall model. The study involved 30 Group B children from Ihsaniah Bangun Galih Kindergarten in Central Java, Indonesia. The development process included six stages: identifying needs, data collection, product design, expert validation, limited trials, and product revision. Data were collected through observation, interviews, and expert validation questionnaires, and analyzed using both quantitative and qualitative methods. The resulting product was an Islamic board game that integrated daily manners content with local wisdom. Expert validation yielded a high feasibility score (88.8%), and limited trials showed positive outcomes: 80% of children could recall relevant prayers, and 73% demonstrated improved manners. Teachers noted increased student engagement and ease of integration into thematic lessons. The findings suggest that Islamic board games based on local culture are effective tools for teaching manners in early childhood. The combination of play-based learning and cultural relevance enhances children's moral development and engagement.]]>
<![CDATA[Ethical Leadership Strategies of School Principals: Fostering a Harmonious and Productive Teacher Work Environment ]]>
<![CDATA[Yunita Sari]]>;
<![CDATA[Slamet Lestari]]>
<![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.v17i1.6090
<![CDATA[A harmonious work environment is essential in educational institutions, and ethical leadership plays a crucial role in fostering such an atmosphere. This study analyzes the ethical leadership strategies employed by a principal to promote a positive work environment in an Islamic school in East Lombok. This qualitative study used a case study approach. Data were collected through interviews with the principal and teachers, as well as documentation analysis. The data were analyzed using descriptive qualitative methods to identify key ethical leadership strategies. The findings reveal three primary ethical leadership strategies implemented by the principal: (1) serving as a role model through ethical behavior, (2) effectively managing ethical conflicts within the school, and (3) fostering the development of positive character among staff and students. These strategies contributed to creating a supportive and ethical work environment. The study highlights the importance of ethical leadership in educational settings, emphasizing the principal's role in maintaining professional integrity and encouraging moral behavior. However, the study is limited in scope, as it does not explore other potential factors influencing a positive work environment. Ethical leadership is essential in shaping a positive school culture. Future research should expand to public schools and broader geographical areas to gain a more comprehensive understanding of ethical leadership practices in different educational contexts.]]>
<![CDATA[Transforming Ethnopedagogic-Based Learning of Maluku History to Improve Student Understanding and Engagement ]]>
<![CDATA[Johan Pattiasina]]>;
<![CDATA[Sem Touwe]]>;
<![CDATA[Paisal Ansiska]]>
<![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.v17i3.7427
<![CDATA[History education is crucial in shaping students’ cultural identity and historical awareness. However, conventional memorization-based methods often fail to enhance students’ understanding and engagement, especially in regional contexts such as Maluku. Although previous studies have discussed the theoretical value of ethnopedagogics, empirical research on its effectiveness in regional history education remains limited. This study addresses that gap by evaluating an ethnopedagogic approach integrating local cultural values into history learning. Using a quasi-experimental design without a control group, the study involved 120 high school students in Ambon City. Data were collected through historical comprehension tests, classroom observations, and interviews. Paired t-tests measured changes in historical understanding, while ANOVA analyzed behavioural, emotional, and cognitive engagement differences. Results showed statistically significant improvements: comprehension scores increased from a pre-test mean of 57.5 (SD = 4.2) to a post-test mean of 77.5 (SD = 3.8) (t(119) = 4.32, p = 0.002), and engagement indicators improved significantly (F(2,118) = 5.21, p = 0.001). These findings provide empirical evidence supporting the integration of ethnopedagogic methods into Indonesia’s history curriculum. The study highlights how culture-based, experiential learning enhances student engagement, fosters critical understanding, and strengthens cultural identity. Further research with broader and comparative designs is recommended.]]>
<![CDATA[Comparative Studies of Employability in Higher Education: Private University and Public University ]]>
<![CDATA[Anissa Lestari Kadiyono]]>;
<![CDATA[Nisrina Budiana Putri]]>
<![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.v14i4.2617
<![CDATA[This study aims to compare the employability of final-year students at public universities and private universities so that it can provide an overview to prospective students or the Ministry of Education on the quality of graduates as future worker generations. The research design used is non-experimental quantitative, with 92 students from public universities and 93 students from private universities as the subject. The study used a two-stage cluster random sampling data collection technique. Data were collected based on the employability theory of Dacre Pool (2007). A comparison of employability was calculated using a t-independent test for two independent samples. The results show no significant difference in employability between final-year students at public and private universities. As many as 77% of final-year students in public universities and 76% of final-year students in private universities have employability which tends to be high, which means they tend to have the knowledge, understanding, skills, and personal attributes that can make them feel satisfied and successful in his work. However, there are differences in work readiness patterns, where state university students have the lowest score on the experience dimension, while private university students get the lowest score on the degree subject knowledge dimension. This study requires further explanation on this matter in order to obtain further answers regarding the work readiness of university graduates.]]>
<![CDATA[Building Religious Harmony with A Humanistic Education: The Potential and Strategies to Overcome the Conflict Threat in Pesantren ]]>
<![CDATA[Musthofa Musthofa]]>;
<![CDATA[Nasikhin Nasikhin]]>;
<![CDATA[Mohammad Rofiq]]>;
<![CDATA[Qasem Muhammadi]]>
<![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.v17i2.6428
<![CDATA[Religious harmony is increasingly challenged by rising fanaticism, exclusivity, and intolerance, particularly in religious educational settings. This study analyzes the strategy of fostering religious harmony through a humanistic education approach at Pesantren Khaffiah Village in Batang Regency, Central Java. Employing a qualitative case study design, the research explores the pesantren’s educational practices and their role in promoting interreligious understanding. Data were collected through observations, interviews, and documentation to examine how humanistic values are integrated into religious instruction. The study identifies four main threats to religious harmony: excessive fanaticism, social exclusivity, the spread of intolerant ideologies, and internal conflict. These issues are rooted in a limited understanding of peaceful religious teachings among new students, social isolation, and socio-economic disparities. In response, Pesantren Khaffiah implements a four-pronged strategy grounded in Islamic humanism. This includes (1) teaching classical Islamic texts emphasizing peace and ethics, such as Ihya’ Ulumuddin and Riyadhus Shalihin, (2) organizing a “Humanistic Learning Day” that addresses humanitarian issues, (3) launching the “Santri Peduli” social service program to foster inter-organizational cooperation, and (4) offering the “Art of Harmony” extracurricular initiative to build tolerance through artistic collaboration. These findings contribute to the development of a humanistic education model aimed at promoting religious harmony in Islamic boarding schools. The model offers practical insights for Islamic educational institutions seeking to nurture peaceful coexistence in diverse religious contexts.]]>
<![CDATA[Development of Canva-Based Islamic Religious Education Teaching Materials to Support Independent Learning for PPG Students at the State Islamic University ]]>
<![CDATA[Fauziah Nasution]]>;
<![CDATA[Suparni Suparni]]>;
<![CDATA[Farhani Azkia]]>
<![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.v17i4.7330
<![CDATA[The implementation of the independent learning paradigm within the Teacher Professional Education (PPG) program requires teaching materials that are flexible, engaging, and aligned with professional competency demands. In Islamic Religious Education (PAI), existing materials often lack visual support, contextual relevance, and higher-order thinking integration, which may limit students’ independent learning readiness. This study aimed to develop and evaluate Canva-based PAI teaching materials grounded in the independent learning paradigm for PPG students at a State Islamic University. A Research and Development (RD) approach based on the Borg and Gall model was employed, focusing on product validity, practicality, and effectiveness. Product validity was assessed by three expert validators consisting of subject-matter, language, and media experts. Practicality was evaluated through questionnaires completed by lecturers and supervising teachers. Effectiveness testing involved 120 in-service PPG Batch 1 students at UIN SYAHADA Padangsidimpuan in 2024. Data were collected through questionnaires, observations, and learning outcome tests. The developed teaching materials, designed as Canva-based PowerPoint slides integrated with a Higher Order Thinking Skills (HOTS) question bank aligned with the Knowledge Test blueprint, demonstrated strong evaluation results. The average validity score was 4.26 out of 5, indicating high validity. Practicality achieved an average score of 4.37, categorized as very practical, while effectiveness reached an average score of 4.60, categorized as very effective. Additionally, the graduation rate increased from 84.5% prior to implementation to 99.9% after use of the materials. These findings indicate that the developed Canva-based PAI teaching materials are valid, practical, and supportive of independent learning in the PPG context, offering a promising instructional resource for Islamic teacher education.]]>
<![CDATA[Enhancing Student Motivation in Arabic Language Learning through the Cooperative Integrated Reading and Composition (CIRC) Model: A Case Study in Islamic Schools of Banten ]]>
<![CDATA[Nur Afif]]>
<![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.v16i4.6003
<![CDATA[Arabic language proficiency is vital in Islamic education to understand religious texts and strengthen connections to Islamic heritage. Despite its importance, motivation in learning Arabic often remains low among students. This study aims to evaluate the Cooperative Integrated Reading and Composition (CIRC) model’s effectiveness in enhancing student motivation in Arabic language learning. A quasi-experimental design with a pretest-posttest control group was employed, involving 60 students from Islamic schools in Banten. Participants were divided equally into an experimental group, taught using the CIRC model, and a control group, which followed conventional methods. Data were collected through validated motivation scales, classroom observations, and interviews. The experimental group demonstrated a significant increase in motivation scores, from an average of 62.5 to 80.3, compared to a smaller improvement in the control group (61.7 to 65.4). Observational data revealed greater student engagement, active participation, and collaborative efforts in the CIRC group. Interviews confirmed that the collaborative elements of the CIRC model fostered enthusiasm, peer interaction, and confidence among students. The findings underscore the CIRC model’s potential to create an engaging and interactive learning environment, enhancing student motivation in Arabic language classes. The collaborative framework of CIRC appears to address diverse student needs effectively. Implementing the CIRC model in Islamic schools could significantly improve Arabic language learning outcomes. Future studies should explore its long-term impact on language proficiency and application across various subjects and educational contexts.]]>
<![CDATA[Implementation of the Disaster-Based “Make A Match” Learning Model on Interest and Learning Independence of Islamic Private High School Students ]]>
<![CDATA[Nurul Infitah]]>;
<![CDATA[Tony Wijaya]]>
<![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.v14i4.2050
<![CDATA[This study aims to determine the application of the Disaster based Make a Match learning model regarding student interest and learning independence. The type of this study is quasi-experimental by designing a non-equivalent, post-test only control group. The research subjects were class XI IPS Islamic private high school students in Jember Regency. The analysis of the data used is descriptive statistics and the Mann-Whitney test. As a result, the average learning interest score of the control class was 19.95, and the experimental class was 26.20. Hence, the average learning interest score of the experimental class was higher than that of the control class. Similarly, the average score of learning independence in the experimental class is more critical than in the control class. The control score is 17.35, and the experimental score is 34.20. The hypothesis test results showed a significant difference between the two groups using the Disaster based Make A Match learning model and the traditional learning model. The research concludes that students' interest and independence in learning using the disaster-based make a match learning model is more significant than in the conventional learning model.]]>
<![CDATA[Strengthening the Assertiveness of Minangkabau Female Students Through Group Guidance Based on Sumbang Duo Baleh Values for Preventing Sexual Harassment in Higher Education ]]>
<![CDATA[Desi Herlina]]>;
<![CDATA[Yarmis Syukur]]>
<![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.v17i4.8418
<![CDATA[Sexual harassment remains a pervasive issue in higher education, often exacerbated by a lack of assertive behavior among female students. In the context of Minangkabau culture, Sumbang Duo Baleh—a set of traditional values governing ethics and decorum—can serve as a foundation for character-based interventions. This study aimed to examine the effectiveness of group guidance based on Sumbang Duo Baleh in strengthening assertiveness among Minangkabau female students to prevent sexual harassment. A quasi-experimental design with a pretest-posttest control group was employed. Twenty Minangkabau female students were randomly assigned to an experimental group (receiving Sumbang Duo Baleh-based guidance) and a control group (receiving standard group guidance). Assertiveness levels were measured using a Likert-scale questionnaire. Data were analyzed using the Wilcoxon Signed-Rank Test and Mann-Whitney U Test. The experimental group showed a significant increase in assertiveness scores from pretest to posttest (Z = -2.805, p 0.005), moving from low to high categories. In contrast, the control group showed only a moderate increase. Between-group analysis also showed significant differences in posttest scores (p = 0.011), indicating the higher effectiveness of the Sumbang Duo Baleh-based intervention. Integrating local wisdom into group guidance effectively enhances assertive behavior, empowering students to respond to potential harassment. This culturally grounded approach not only preserves traditional values but also strengthens character education within higher education institutions.]]>
<![CDATA[Types of Academic Dishonesty, Empathic Concern, and Peer Reporting Intention: Indonesian Students’ Perspective ]]>
<![CDATA[Anna Armeini Rangkuti]]>;
<![CDATA[Rahmadianty Gazadinda]]>;
<![CDATA[Santi Yudhistira]]>
<![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.v17i1.6206
<![CDATA[Academic dishonesty remains a persistent issue in higher education, undermining academic integrity and fairness. Peer reporting is a potential deterrent; however, it is underutilized, particularly in collectivist cultures like Indonesia, where group cohesion is highly valued. This study investigates the types of academic dishonesty, levels of empathic concern, and students’ intentions to report a classmate’s misconduct. A survey was conducted among 228 Indonesian university students, assessing peer reporting intentions in response to two hypothetical scenarios—exam cheating and plagiarism. Empathic concern was measured using the Interpersonal Reactivity Index (IRI). Findings indicate significant differences in peer reporting intentions based on the type of academic dishonesty. Students were more inclined to report exam cheating than plagiarism (t = 10.545, p .001). Additionally, empathic concern negatively influenced the likelihood of reporting exam cheating (F = 7.572, p.05), suggesting that students with higher empathic concern were less likely to report misconduct. These findings underscore the need for universities to establish explicit policies and clear peer reporting procedures for all forms of academic dishonesty. Addressing students' empathic concerns when promoting ethical behavior is crucial in fostering a culture of academic integrity. Understanding the interplay between cultural values, academic dishonesty, and empathic concern is vital for designing effective interventions that encourage academic integrity in higher education.]]>
