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[Mindset and Self-Efficacy as Determinants of Grit: Evidence from a Vocational High School Context ]]>
<![CDATA[Muhamad Takiuddin]]>;
<![CDATA[Desi Ariska]]>;
<![CDATA[Muhamad Zainul Majdi]]>
<![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.v17i3.7435
<![CDATA[Grit is a crucial psychological trait for vocational high school students, contributing to their persistence and success in learning and future employment. This study investigates the influence of mindset and self-efficacy on students’ grit. A quantitative ex post facto design was used with a sample of 80 students from SMK Negeri 2 Selong, selected through simple random sampling based on Taro Yamane’s formula. Data were collected using validated Likert-scale instruments for mindset, self-efficacy, and grit. Multiple regression analysis was conducted using SPSS to assess the relationship and contribution of the independent variables to grit. The results indicated that mindset had a significant positive relationship with grit (p 0.05), while self-efficacy did not show a significant influence (p = 0.231). The model explained 22.7% of the variance in grit. The effective contribution of mindset was 23.9%, while self-efficacy had a negative contribution (-1.2%), suggesting that mindset played a more substantial role in predicting grit among students. The relative contribution was 105% for mindset and -5% for self-efficacy, indicating possible multicollinearity or suppression effects. The findings highlight the importance of fostering a growth mindset to enhance grit in vocational students. While self-efficacy is commonly associated with persistence, its non-significant result here suggests that other contextual or psychological factors may moderate its impact. Future research should explore additional variables that influence grit and validate these findings across diverse student populations.]]>
<![CDATA[The Influence of Contextual Teaching and Learning Methods and Emotional Intelligence Toward Vocational High School Students' Entrepreneurship Learning Outcomes ]]>
<![CDATA[Kafyanti Nurmeli]]>;
<![CDATA[Idris Idris]]>
<![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.v16i4.4395
<![CDATA[This study examines the effects of the Contextual Teaching and Learning (CTL) method and emotional intelligence on entrepreneurship learning outcomes in vocational high school students. Given the growing importance of entrepreneurial skills in education, understanding how teaching methods and emotional factors contribute to student success is crucial. The research employs a causative approach, focusing on Class XI students at a public vocational high school in Padang Panjang. Primary data were collected through questionnaires distributed to students, capturing their learning experiences with the CTL method and self-reported levels of emotional intelligence. Data analysis was conducted using SPSS to evaluate relationships and interaction effects between variables. The analysis reveals that the CTL method significantly improves learning outcomes for students in entrepreneurship. Emotional intelligence also has a positive effect on these outcomes, with students demonstrating higher emotional intelligence achieving better results. Notably, an interaction effect was found between the CTL method and emotional intelligence, suggesting that students benefit most when both are present. These findings highlight the value of combining contextual teaching methods with emotional intelligence to maximize learning outcomes. The interaction effect emphasizes that integrating these elements can create a more conducive learning environment for developing entrepreneurial skills. The study concludes that both the CTL method and emotional intelligence play critical roles in enhancing entrepreneurship education among vocational students. Schools are encouraged to adopt CTL methods while fostering emotional intelligence to improve student success in entrepreneurial competencies.]]>
<![CDATA[Navigating the Journey: A Phenomenological Exploration of Graduate Students’ Experiences in Scientific Article Writing ]]>
<![CDATA[Fitri Yuliana]]>;
<![CDATA[Sulis Triyono]]>;
<![CDATA[Ashadi Ashadi]]>
<![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.v17i2.6276
<![CDATA[Writing scientific articles presents considerable challenges for many graduate students, often due to insufficient support and resources. As academic publishing is crucial for scholarly development, understanding the obstacles students face is essential for providing effective interventions. This qualitative study employed a phenomenological approach to explore the experiences of ten graduate students from diverse academic disciplines and semesters. Data were collected using semi-structured interviews, preceded by an e-reflection exercise completed by each participant. Interpretative Phenomenological Analysis (IPA) was used to examine the data, following steps such as identifying significant themes, interpreting their meaning, and synthesizing the findings. The analysis revealed three primary challenges in scientific writing: difficulty selecting a topic, poor time management, and limited academic writing proficiency. To overcome these issues, students engaged in peer discussions, developed task lists, and participated in scientific writing training programs. These findings highlight the need for structured writing support within graduate programs. Institutions should consider implementing targeted interventions, such as peer writing groups and academic writing workshops, to enhance students’ writing competence and confidence. Graduate students encounter multifaceted challenges in scientific article writing. However, through collaborative strategies and institutional support, these obstacles can be effectively mitigated. Future research should further investigate scalable academic writing interventions to support student success.]]>
<![CDATA[The Relationship Between Students Interests and Attitudes: A Study of Junior High School in Batanghari City ]]>
<![CDATA[Retni Sulistiyoning Budiarti]]>;
<![CDATA[Dwi Agus Kurniawan]]>;
<![CDATA[Rido Ilham Widodo]]>;
<![CDATA[Wahyu Adi Pratama]]>
<![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.v14i4.1171
<![CDATA[The urgency of this research is that it is expected to be a reference for teachers to find out the interests and attitudes of students at the state junior high school or madrasah tsanawiyah level on the respiratory system material. This study aims to determine how the relationship between interests and attitudes of students at a state junior high school and a state madrasah tsanawiyah in Batanghari on the respiratory system material. The instrument used was a questionnaire which was distributed to students using descriptive quantitative methods. The data analysis technique used is descriptive statistics and inferential statistics, using normality, homogeneity, and regression tests. In the study, it was found that there was a significant relationship between the variables of interest in learning and the attitudes of students in learning the respiratory system material for both students. This is indicated by the table of regression test results, which shows that the B value is positive, other evidence is also shown from the t-count value which is larger and has a positive value compared to the t-table value which indicates the interest variable has a relationship with the attitude variable. Therefore, it is very important to develop students' interest in the respiratory system material in order to improve students' learning attitudes, so that it can help improve their learning outcomes.]]>
<![CDATA[Applying the Contextual Teaching and Learning Model to Enhance 21st Century Skills in Fikih Learning: A Case Study in Madrasah Aliyah ]]>
<![CDATA[Milda Muliati]]>;
<![CDATA[Silfia Hanani]]>;
<![CDATA[Zulfani Sesmiarni]]>;
<![CDATA[Supratman Zakir]]>;
<![CDATA[Iswantir M]]>
<![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.v17i4.7941
<![CDATA[The limited application of varied, contextual teaching methods in Fikih learning has led to a gap in students' ability to connect religious concepts with real-life situations, limiting the development of 21st-century skills. This study investigates the implementation of the Contextual Teaching and Learning (CTL) model in Fikih education at Madrasah Aliyah and its effectiveness in enhancing students’ critical thinking, creativity, collaboration, and communication skills. Using a qualitative case study approach, data were collected through classroom observations, in-depth interviews with a principal, one Fikih teacher, and students, as well as document analysis. Data were analyzed using thematic coding and triangulation to ensure validity. Findings reveal that CTL was implemented through key stages including constructivism, inquiry, questioning, learning communities, modeling, reflection, and authentic assessment. Students showed improved engagement, deeper understanding of Fikih concepts, and increased ability to relate them to contemporary social issues. Challenges identified include varying student abilities and time constraints, which were addressed through differentiated instruction, teacher creativity, and stakeholder collaboration. The study concludes that CTL is an effective pedagogical model for Islamic education, particularly in fostering 21st-century competencies in Fikih learning. It highlights the need for continuous professional development for teachers, integration of authentic assessments, and the use of real-life contexts in religious instruction. Broader implementation of CTL is recommended to support holistic student development in Madrasah environments.]]>
<![CDATA[The Effect of Value Clarification and Locus of Control Learning on Students' Moral Development Level ]]>
<![CDATA[Sukisno Sukisno]]>;
<![CDATA[Supiana Dian Nurtjahyani]]>
<![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.v16i4.5659
<![CDATA[Moral education aims to enhance the ability to think morally and make ethical decisions by emphasizing methods of moral consideration and fostering recognition of value-based reasoning. This study investigates the influence of value clarification and locus of control on students' moral development. An experimental design was employed, using a questionnaire-based treatment to collect data from 150 students at Poltekes Surabaya and PGRI Ronggolawe University. Primary data was obtained directly from participants, ensuring reliability and relevance. Findings revealed that Value Clarification Learning significantly improves students' moral development, supported by a significance value exceeding 0.05. This method fosters active learning, encouraging students to integrate values into their daily lives. It also motivates learners to seek information and confidently express their opinions. The research demonstrates the effectiveness of Value Clarification Learning in promoting moral judgment, decision-making, self-value development, and respect for others. By actively engaging students, this method facilitates deeper moral understanding and practical application. Value Clarification Learning positively impacts students' moral development, highlighting its potential as a powerful educational strategy to enhance moral reasoning and ethical decision-making in higher education contexts. Future research should explore its application across diverse populations to generalize findings.]]>
<![CDATA[Leveraging Local Historical Heritage to Strengthen Students' National Insight and Nationalism ]]>
<![CDATA[Aulia Mutiara Putri]]>;
<![CDATA[Dyah Kumalasari]]>;
<![CDATA[Dimas Aditia]]>
<![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.v17i2.6599
<![CDATA[This study investigates how local cultural heritage sites in Metro City—specifically the Dokterswoning House and Santa Maria Hospital—contribute to fostering national insight and strengthening nationalism. As historical assets, these sites hold educational value and play a crucial role in shaping national identity and public appreciation for historical and cultural values.A qualitative research approach was employed, using in-depth interviews to gather insights from local residents, site managers, and historians. The study aimed to explore community perceptions and experiences regarding the educational and nationalistic potential of these heritage sites. Data were analyzed through qualitative descriptive methods to examine the link between heritage use and national awareness.Findings indicate that the Dokterswoning House and Santa Maria Hospital serve as effective mediums for historical education, promoting national values through organized educational programs, heritage tourism, and active community participation. These initiatives have enhanced public awareness of national identity and deepened emotional ties to the nation.The integration of local heritage into community life not only preserves cultural memory but also cultivates patriotism and civic responsibility. Familiarity with historical narratives associated with these sites was found to significantly influence individuals’ sense of national belonging.This research highlights the strategic role of cultural heritage in advancing national insight at the local level. It advocates for sustained heritage management and educational programming as essential tools for nation-building and identity formation.]]>
<![CDATA[Improving Pancasila and Civic Education Learning Motivation Through Quizzes with Feedback at Senior High School in Poliwali ]]>
<![CDATA[Anwar Sewang]]>;
<![CDATA[Mustapa T.]]>
<![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.v14i4.2040
<![CDATA[This classroom action research aims to increase the learning motivation of Pancasila and civic education subject of Class XII students at a state high school in Polewali by giving quizzes accompanied by feedback. The subjects of this study were all students in that class with the total number of the students were 30 students. The research was conducted in two cycles. The data collection technique was using learning motivation questionnaires and students’ observation sheets. The results showed that giving quizzes accompanied by feedback could increase students’ learning motivation at the high school in Polewali. The beginning of the first cycle resulted in the high category with an average score of 79.33, and the end of the first cycle in the high category was with an average score of 88,93. Meanwhile, the final result of the second cycle was in the very high category with an average of 101.77. This implies that there is a significant improvement of students’ learning motivation after given treatments using quizzes and feedback.]]>
<![CDATA[Enhancing Senior High School Students' Critical Thinking in Economics Learning Through the Project-Based Learning Model ]]>
<![CDATA[Selvita Eka Eviana Purba]]>;
<![CDATA[Ari Data]]>;
<![CDATA[Emirensiana Adha]]>;
<![CDATA[Retno Hernawati]]>;
<![CDATA[Erika Simanungkalit]]>;
<![CDATA[Yeheskial Nggandung]]>
<![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.v17i4.8505
<![CDATA[Critical thinking is essential in economics education, yet many senior high school students are still taught through memorization-focused methods, limiting the development of higher-order thinking skills. Project-Based Learning (PjBL) offers a potential alternative by engaging students in real-world, inquiry-based tasks. This quasi-experimental study employed a nonequivalent control group pretest–posttest design involving 71 senior high school students. The experimental group received instruction using the PjBL model, while the control group followed conventional teaching. Data were collected using a validated 20-item multiple-choice critical thinking test aligned with Bloom’s revised taxonomy (C4–C6). ANCOVA was used to analyze posttest differences, with pretest scores as covariates. Hedges’ g and normalized gain (N-gain) were calculated to assess effect magnitude and improvement. ANCOVA results revealed a statistically significant difference in posttest scores favoring the PjBL group (F = 5.686, p = .020), with a medium effect size (Partial Eta Squared = .078). The experimental group outperformed the control group with a mean posttest score of 67.86 versus 60.00. Hedges’ g was 0.522, and N-gain for the PjBL group (M = 0.558) exceeded that of the control group (M = 0.435). The findings suggest that PjBL is effective in enhancing students’ critical thinking in economics, particularly when projects are grounded in real-life contexts such as local inflation data. PjBL implementation requires structured planning, authentic tasks, and clear assessment criteria.]]>
<![CDATA[Enhancing Vocational Education in Egypt: The Role of Project-Based Learning in Developing 21st-Century Skills ]]>
<![CDATA[Nisa Ulaini]]>;
<![CDATA[Azmi Fitrisia]]>
<![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.v17i1.6051
<![CDATA[In the era of globalization and technological advancements, 21st-century skills—such as critical thinking, collaboration, creativity, and problem-solving—are essential for vocational high school students. This study examines the effectiveness of Project-Based Learning (PjBL) in fostering these competencies within Egypt’s vocational education system. A qualitative research approach was employed, utilizing in-depth interviews with educators and an analysis of student project outcomes. Data collection focused on assessing how PjBL influences students’ skill development and the challenges associated with its implementation. Findings indicate that PJBL significantly enhances not only students' technical expertise but also their adaptability and critical thinking skills, preparing them for the evolving labor market. Additionally, institutional support and continuous professional development for educators emerged as key factors in ensuring effective PJBL integration. These results highlight the potential of PJBL as an innovative pedagogical approach aligned with Egypt’s ongoing educational reforms. By fostering essential 21st-century skills, PJBL can better prepare vocational students for the workforce. However, successful implementation requires strategic institutional backing and teacher training. PjBL is a valuable instructional strategy for modernizing vocational education in Egypt. Its broader application could contribute to global educational advancements, equipping students with the competencies needed in a dynamic, interconnected world. This study adds to the discourse on enhancing vocational education through active, skill-oriented learning methodologies.]]>
