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[An Exploratory Rasch Model Investigation of Mathematics Anxiety Among Students ]]>
<![CDATA[Tatan Zenal Mutakin]]>;
<![CDATA[Munali Munali]]>;
<![CDATA[Shinta Dewi]]>
<![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.v17i3.7082
<![CDATA[Mathematics anxiety is a significant barrier to students' academic achievement and engagement with mathematical content. This study aims to explore the key aspects influencing mathematics anxiety among students at various educational levels in Indonesia. An exploratory quantitative approach was employed involving 256 students from elementary, junior high, and senior high schools across West Java, Banten, and the Special Region of Jakarta. Data were collected using a 49-item questionnaire administered via Google Forms. Rasch model analysis was conducted using Winsteps version 4.4.7 to assess item-person fit, followed by inferential statistical analysis using SPSS version 24. After Rasch calibration, 117 student responses and 33 items were deemed valid and reliable for further analysis. The findings identified the attitudinal and psychological aspects as the most influential in contributing to students’ mathematics anxiety. Key indicators included avoidance of mathematics-related tasks, negative perceptions of mathematics, and low self-confidence. Female students, particularly at the junior and senior high school levels, exhibited the highest levels of anxiety. To mitigate mathematics anxiety, it is recommended that educators implement engaging, real-life-based learning approaches, and foster positive beliefs about the role and accessibility of mathematics. Despite its valuable insights, the study is limited by its small, non-random sample and narrow geographic scope. Future research should involve a broader and more diverse population to strengthen generalizability.]]>
<![CDATA[The Influence of Discovery Learning Method and Reading Interest on Explanatory Text Writing Skills ]]>
<![CDATA[Putri Kartika Oktiana]]>;
<![CDATA[Erizal Gani Gani]]>
<![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.v14i4.2204
<![CDATA[The purpose of this research is to provide a detailed account of how discovery learning affects students' capacity to write explanatory texts and how this capacity interacts with students' overall reading interests. Competence with texting and writing. Quantitative research with a quasi-experimental design is the approach of selection. The participants in this analysis were all eighth graders. Purposeful sampling was employed (Class VIII.1 as the experimental class, 30 students and class VIII.2 as the control class, 30 students). A reading interest questionnaire and an evaluation of the participant's ability to write explanatory texts served as the research instruments. Explanatory text writing ability in the experimental group was found to be greater than that of the control group (Fcount(k) = 4.91 Ft(k) = 4.20). Students in both the experimental and control groups who reported a high level of interest in reading produced better explanatory texts than those in the low-interest group (Fcount (b) = 11.47 Ftable = 4.20). Writing explanatory texts is not moderated by a combination of discovery learning and reading interest (Fcount = 0.33 Ftable 4.20).]]>
<![CDATA[Designing a Basic Natural Science E-Module: Integrating Eco-Socioscience and Maqasid Shariah for Non-Science Learners ]]>
<![CDATA[Sukardi Abbas]]>;
<![CDATA[Abusahman Nasim]]>;
<![CDATA[Julkarnain Syawal]]>;
<![CDATA[Indriani Fahri]]>
<![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.v17i2.6691
<![CDATA[Climate change presents critical challenges to both ecosystems and human well-being, necessitating proactive educational approaches that engage students as future stewards of the environment. A comprehensive understanding that integrates religious, scientific, social, and environmental perspectives is essential to instill moral responsibility in students. This study aimed to develop a Basic Natural Science (BNS) learning module integrated with eco-socioscience and grounded in maqasid sharia principles. The research employed the 4-D development model: Define, Design, Develop, and Disseminate. Six experts—two each in material, design, and language—evaluated the module for validity. Practicality testing was conducted with 31 students. Validation results indicated high feasibility: material experts scored the module at 88.33%, design experts at 92.86%, and language experts at 89.16%, yielding an overall validity score of 90.12%. The practicality test returned an average score of 3.99 (out of 5), confirming the module's applicability in real learning environments. The module effectively integrates eco-socioscience content, such as the ecological and social impacts of pollution, while embedding Islamic ethical teachings. Concepts like stewardship (khalifah) and the prohibition of waste (israf) align environmental responsibility with Islamic values. This fusion promotes environmental awareness rooted in both scientific understanding and religious morality. The BNS module is a valid, practical, and effective educational tool. It successfully fosters environmental literacy and moral consciousness among students through an interdisciplinary and faith-based pedagogical approach.]]>
<![CDATA[Analysis of Student Learning Outcomes Assessment in Elementary Schools during the Covid-19 Pandemic: A Survey ]]>
<![CDATA[Fajri Ismail]]>;
<![CDATA[Mardiah Astuti]]>
<![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.v14i4.1404
<![CDATA[This study aims to analyze the implementation of the assessment of student learning outcomes during the Covid-19 pandemic. This study uses a quantitative survey method involving 3 schools in Palembang. Research data collection through surveys containing several questions assisted through Google Forms. Questionnaires distributed with mixed techniques containing questions about the implementation of the assessment, types of assessments, and assessment media. Quantitative data were analyzed by descriptive technique. The results showed that the assessment was carried out comprehensively from knowledge, attitudes and skills or an authentic assessment. The assessment is influenced by student motivation, self-regulation, teacher interaction, assessment instructions, design, infrastructure, and media during implementation. The implementation is supported by internet networks, quotas, assessment applications, smartphones, and laptops.]]>
<![CDATA[Development of Monopoly Wordwall Media to Enhance English Vocabulary Mastery in Elementary School ]]>
<![CDATA[Nikmatul Chasanah Tarasti]]>;
<![CDATA[Sigit Yulianto]]>
<![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.v17i4.7716
<![CDATA[Game-based learning media integrates game elements with educational objectives, offering an engaging and enjoyable learning experience. This study aimed to (1) develop Mowall-based interactive media for English language learning, (2) evaluate its feasibility, and (3) assess its effectiveness for fourth-grade students. The research employed a Research and Development (RD) design based on the Borg and Gall model. The participants were fourth-grade students from SDN Wonosari 02, Semarang City. Data were collected using interviews, documentation, needs and response questionnaires, validation sheets, and pretest-posttest instruments. Data analysis involved normality tests, paired-sample t-tests, and N-gain calculations. Validation results indicated high feasibility of the media: 96.9% from media experts, 95% from material experts, and 86.7% from language experts. Normality tests showed that pretest and posttest data were normally distributed (small-scale: 0.773 and 0.090; large-scale: 0.635 and 0.112). Paired t-test results showed significant improvement in student performance (small-scale: p = 0.003; large-scale: p = 0.000, both p 0.005). N-gain scores were 0.35 (small-scale) and 0.53 (large-scale), both indicating moderate effectiveness. In conclusion, the Mowall interactive media is both feasible and moderately effective in improving English learning outcomes among fourth-grade students.]]>
<![CDATA[The Eclecticism of Ahmad Dahlan's Ideas at Muhammadiyah Universities ]]>
<![CDATA[Ani Aryati]]>;
<![CDATA[Eka Yanuarti]]>
<![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.v16i4.5984
<![CDATA[This study examines Ahmad Dahlan's educational philosophy and its application at Muhammadiyah University of Palembang (UMP). Dahlan emphasized Islamic education as a means to enhance societal welfare and align with human needs. A qualitative approach was employed, incorporating phenomenology to explore subjective experiences of study participants. Primary data was gathered through participant observation and in-depth interviews, while secondary data was derived from institutional documents and literature on Dahlan's educational philosophy. Findings reveal that Dahlan’s educational principles, while foundational, remain unsystematized. He advocated for Islamic education grounded in practical life improvement, aligning with people's needs. At UMP, implementation of Dahlan’s philosophy is partial. Shifts have occurred, notably in the principles of education, which now align more with national education system laws than solely the Quran and Hadith. Additionally, leadership at UMP shows limited integration of Dahlan’s ideas, often exhibiting elitism that diminishes organizational inclusivity and support for marginalized communities. The study highlights gaps between Dahlan’s foundational principles and their practical application at UMP. Leadership challenges and adherence to broader educational frameworks contribute to these discrepancies. While Ahmad Dahlan's educational philosophy offers essential principles for Islamic education, UMP has yet to fully realize its potential. Addressing leadership and systemic alignment issues is critical to enhancing the institution's adherence to Dahlan’s vision.]]>
<![CDATA[Implementing the Team Assisted Individualization Learning Model to Enhance Anecdotal Text Writing Skills in Grade X Students ]]>
<![CDATA[Junifer Siregar]]>;
<![CDATA[Meliana Br Gultom]]>
<![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.v17i3.7385
<![CDATA[This study aims to investigate the effectiveness of the Team Assisted Individualization (TAI) learning model in improving Grade X students' skills in writing anecdotal texts. Writing is a fundamental language skill that remains challenging for many students, particularly in crafting anecdotal texts, which require creativity, structure, and a clear narrative. This research was conducted at SMA Swasta Teladan Pematangsiantar during the 2022/2023 academic year, involving 70 Grade X students selected through cluster sampling. A pre-experimental one-group pretest-posttest design was employed. Students were assessed using a written test administered before and after the implementation of the TAI model. Data were analyzed using a paired sample t-test at a 0.05 significance level. The results showed a substantial improvement in students’ writing performance. The average pre-test score was 44.22, categorized as low, while the average post-test score increased to 77.88, indicating a good level of writing proficiency. The statistical analysis yielded a t-value of -28.01, which exceeded the critical value (t-table = 1.996), leading to the rejection of the null hypothesis. These findings indicate that the TAI learning model significantly enhances students’ ability to write anecdotal texts. The collaborative and individualized nature of the TAI model supports active student engagement, idea development, and writing fluency. This study recommends the integration of the TAI model into Indonesian language instruction to foster students' writing competence and motivation.]]>
<![CDATA[Implementation of Tawhid Education at State Madrasah Ibtidaiyah in Medan ]]>
<![CDATA[Salamuddin Salamuddin]]>;
<![CDATA[Putri Ani Dalimunthe]]>;
<![CDATA[M Fajri Syahroni Siregar]]>
<![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.v14i4.2486
<![CDATA[This study aims to describe learning methods and models, teacher efforts, and obstacles in teaching monotheism in madrasas. Then this study wants to find out the obstacles faced by teachers in adopting the teaching of monotheism. The research method used in this research is qualitative. Data was collected through observation, structured interviews and documentation. The data analysis technique uses data reduction, data presentation, and drawing conclusions. The results showed that the teaching methods taught in moral beliefs were speech, question and answer, discussion, practice, recitation and uswah. The teacher tries to introduce students to the teaching of monotheism in schools, such as performing the Duha prayer, reading Al-Asma-ul Husna, memorizing letters. Choose a surah, read the Qur'an 'amma' and celebrate the great Islamic important day. Supporting factors in the implementation of the teachings of monotheism by Madrasah Ibtidaiyah are high student interest in learning, good class leadership made by teachers, parental support, and community support. However, there are also obstacles, namely increasing and decreasing student interest in learning, differences in student intelligence levels, ability to manage learning, teachers, inadequate school facilities and some parents being overworked.]]>
<![CDATA[A Public Speaking Training Model for Enhancing Senior High School Teachers' Pedagogical Communication Competence ]]>
<![CDATA[Pauline Tricia Putri Andriani]]>;
<![CDATA[Pujiriyanto Pujiriyanto]]>
<![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.v17i4.9056
<![CDATA[Effective pedagogical communication is essential for high school teachers to create engaging and interactive learning environments. However, many teachers struggle with public speaking, which negatively impacts classroom dynamics and student motivation. This study aims to develop and evaluate a structured public speaking training model to enhance teachers’ communication competencies. Using a Research and Development (RD) approach based on the ADDIE model, the study designed a public speaking training book tailored to senior high school teachers. The model was validated by content and media experts, and its effectiveness was tested through a quasi-experimental pretest–posttest control group design involving 40 teachers in Denpasar, Indonesia. Expert validation yielded high feasibility scores for both content (125) and media (76), indicating the training model was “very suitable.” Field testing showed strong practicality (92% average rating). The experimental group improved significantly in public speaking competence, with a gain score of 0.5 (moderate), compared to 0.2 (low) in the control group. Statistical analysis confirmed these differences as significant (t = -10.466, p 0.001; ANOVA F = 8.609, p 0.05). The training model is feasible, practical, and effective in improving pedagogical communication. It addresses the gap in teacher professional development by focusing on public speaking as a core competency. This model can be integrated into continuing professional development programs to enhance teaching quality in line with Education 5.0 demands.]]>
<![CDATA[Mapping of Religious Moderation Literature in Higher Education: A Bibliometric Review ]]>
<![CDATA[M. Nuzulul Ulum]]>;
<![CDATA[Sunarto Sunarto]]>;
<![CDATA[Baharudin Baharudin]]>;
<![CDATA[Umi Hijriyah]]>;
<![CDATA[Agus Susanti]]>;
<![CDATA[Qonita Shabira]]>
<![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.v17i1.6695
<![CDATA[Religious moderation has become a critical focus in higher education, particularly in fostering social harmony and inclusive national identity. This study aims to analyze current trends in religious moderation research within the higher education sector and identify opportunities for future research development. A Systematic Literature Review (SLR) approach was utilized, guided by PRISMA protocols to ensure accuracy and relevance. A total of 160 publications were initially gathered from ERIC, Taylor Francis, and Mendeley databases indexed in Scopus. Based on defined inclusion criteria, 23 publications from 2019 to 2024 were selected for in-depth analysis. Bibliometric analysis was conducted using VOSviewer 1.6.20 software. Findings reveal fluctuating trends in religious moderation research, with a notable increase in publications during 2022, likely influenced by contemporary social issues and educational policies. Indonesia emerged as the leading contributor, followed by Jordan and Canada. Predominantly, qualitative and quantitative methodologies were employed. Thematically, research concentrated on radicalism, curriculum development, and religious tolerance. Density mapping further indicates a research gap in the exploration of nationalism within the context of religious moderation. The limited focus on nationalism suggests an opportunity for future research to bridge this gap and reinforce the role of religious moderation in cultivating inclusive national identity within higher education. This study underscores the need for continued and diversified research on religious moderation, emphasizing its potential to promote social cohesion and counter radical ideologies in academic environments.]]>
