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[Cultural Values of the Mendhak Sanggring Tradition and Their Integration into Social Studies Learning in Indonesian Junior High Schools ]]>
<![CDATA[Kusnul Khotimah]]>;
<![CDATA[Wiwik Sri Utami]]>;
<![CDATA[Katon Galih Setyawan]]>
<![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.v17i3.7708
<![CDATA[The Mendhak Sanggring tradition in Tlemang Village, East Java, represents a local cultural heritage rich in spiritual, social, historical, and educational values. In the context of Indonesia’s Merdeka Curriculum, which promotes contextual and culturally responsive learning, this tradition offers significant pedagogical potential. This study aims to identify the core cultural values embedded in the Mendhak Sanggring tradition and explore their integration into Social Studies (Ilmu Pengetahuan Sosial, IPS) learning at the junior high school level. A qualitative case study approach was employed, with data collected through in-depth interviews and participatory observations at the sacred site of Ki Buyut Terik’s tomb. Data were analyzed using Miles and Huberman’s interactive model, involving data reduction, presentation, and conclusion drawing. The study identified six key cultural values in the Mendhak Sanggring tradition: (1) religious (spiritual devotion and ethical conduct), (2) social (mutual cooperation and solidarity), (3) cultural (heritage preservation and identity), (4) historical (local historical awareness), (5) economic (community-based microeconomy), and (6) educational (character and intergenerational learning). These values align with the learning objectives of the IPS curriculum, including cultural identity, civic engagement, historical literacy, and economic understanding. Their integration into classroom learning enhances student engagement, relevance, and character development. The findings suggest that the Mendhak Sanggring tradition can serve as an effective model for culture-based Social Studies education. Educators are encouraged to design thematic, project-based modules that connect students to their local cultural environment, fostering critical and reflective learning.]]>
<![CDATA[Psychodrama Techniques To Improve Academic Self-Efficacy In Madrasah Aliyah Students ]]>
<![CDATA[Hara Permana]]>;
<![CDATA[Suwarjo Suwarjo]]>
<![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.v14i4.2288
<![CDATA[There are several symptoms experienced by students who have low academic self-efficacy, namely quickly giving up when working on difficult exam questions, only understanding some subject matter which they think is easy and not sure if their test scores pass in subjects they do not master. The purpose of this study was to determine the effectiveness of group counseling approach to rational emotive behavior therapy with psychodrama techniques to improve academic self-efficacy in class XI MA Madania Bantul Yogyakarta students. This study uses quantitative research methods using experimental types, this experimental research design uses a quasi-experimental research pattern with a nonequivalent control group design. The design of this study consisted of two sample groups selected by purposive sampling technique, namely the experimental group and the control group, each group consisting of 10 students. The data collection technique used is the Likert scale with the aim of measuring students' academic self-efficacy. The result of this research using independent t test is that the t-count value is greater than the t-table value (23.526 1.734). Based on the results of this test, there is a significant difference in values between the experimental and control groups. So it can be concluded that the hypothesis Ho is rejected and Ha is accepted. This means that psychodrama techniques are effective for increasing academic self-efficacy in class XI students of Madrasah Aliyah.Madania Bantul Yogyakarta.]]>
<![CDATA[Innovative Teaching with Yasaro Method: Enhancing Qur'an Translation for Elementary Students ]]>
<![CDATA[Rahma Aulia Nurcholis]]>;
<![CDATA[Banu Setyo Adi]]>;
<![CDATA[Setiawan Edi Wibowo]]>
<![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.v17i2.6247
<![CDATA[This study aims to evaluate the effectiveness of the Yasaro method as an innovative approach to enhancing students' understanding of the Qur'an at the primary education level. The Yasaro method focuses on teaching Qur'anic translation word by word and is implemented among early-grade students at Muhammadiyah Elementary School in Temanggung Regency. A qualitative descriptive approach was employed, utilizing a case study design. Data collection involved classroom observations, in-depth interviews with teachers and students, and analysis of learning documents. The study sample consisted of 65 second-grade students and one teacher. The findings indicate that the Yasaro method significantly improved students' comprehension and memorization of Qur'anic verses, particularly in mastering the meaning and recitation of Surah Al-Ma'un. However, several challenges were identified, including limited instructional time, classroom management difficulties, and minimal parental support for at-home learning. To address these challenges, the study recommends optimizing collaboration between teachers and parents and incorporating a wider range of learning media to enrich the instructional process. Overall, the research highlights the Yasaro method's potential as an effective and age-appropriate strategy for Qur'an instruction at the elementary school level, offering valuable insights for future development of innovative religious education methods.]]>
<![CDATA[Exploring Students' Perceptions and Interest in the Merdeka Belajar Kampus Merdeka (MBKM) Program: A Case Study at Universitas Islam Nusantara ]]>
<![CDATA[Agus Ruswandi]]>;
<![CDATA[Hendi Suhendraya Muchtar]]>;
<![CDATA[Agus Mulyanto]]>;
<![CDATA[Riki Ruswandi]]>
<![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.v17i4.2485
<![CDATA[The Merdeka Belajar Kampus Merdeka (MBKM) program is a national initiative aimed at aligning higher education outcomes with workforce demands. However, at Universitas Islam Nusantara, student participation in MBKM remains low. This study investigates the perceptions, interest, and readiness of students—factors that may influence their engagement in the program. This study employed a quantitative survey design using a cross-sectional approach. Data were collected through an online questionnaire distributed to 207 students from three study programs within the Faculty of Teacher Training and Education. The sample was determined using the Isaac and Michael formula with a 1% error margin. Data were analyzed descriptively. Findings indicate that students’ perceptions of the MBKM program are varied and lack a dominant consensus. While 54.11% of respondents viewed the program as "very useful," only 21.26% considered it "very important" for future employment. Additionally, student knowledge about MBKM is limited, with only 0.97% claiming full awareness of the program. Interest was highest in internship (44.93%), student exchange (41.06%), and teaching assistantship (40.10%) activities. Overall, 63.77% of students expressed a strong interest in MBKM, yet only 31.40% felt ready to participate. The study highlights a gap between student interest and readiness, potentially due to limited socialization and understanding of the program. Enhanced communication strategies and institutional support are recommended to increase student engagement in MBKM.]]>
<![CDATA[Empowering Futures: The Role of Job Satisfaction Among Marginalized Female Workers in Supporting Children's Education and Community Participation ]]>
<![CDATA[Iskandar Agung]]>;
<![CDATA[Imran Siregar]]>;
<![CDATA[Herlinawati Herlinawati]]>;
<![CDATA[Abdul Kadir Ahmad]]>;
<![CDATA[M. Calvin Capnary]]>
<![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.v16i4.6073
<![CDATA[This study explores the impact of job satisfaction among female garment workers on their children’s educational continuity, focusing on the role of community involvement in supporting education. A qualitative approach was employed, utilizing focus group discussions, interviews, and document analysis to gather data. Thematic analysis was conducted to identify patterns and derive conclusions. Findings reveal that while female garment workers express job satisfaction due to the income it provides for family needs and education costs, barriers persist in advancing their children's education. Economic constraints, cultural norms prioritizing boys’ education, and limited access to resources inhibit aspirations for secondary and higher education. Additionally, the extensive work hours of mothers reduce their engagement in children's education. Community participation is minimal, affected by cultural attitudes, economic limitations, and ineffective policy implementation. This results in inadequate support for educational infrastructure, such as study rooms, libraries, and sports facilities. The interplay between job satisfaction and systemic barriers illustrates a paradox where income supports basic educational needs but fails to foster long-term educational aspirations. The lack of collective community action exacerbates the situation. To address these challenges, collaboration among companies, governments, and communities is essential. Initiatives such as targeted CSR funding, scholarships, and the development of educational infrastructure can mitigate barriers and improve educational outcomes for children of female garment workers.]]>
<![CDATA[The Application of Character Values in Indonesian History: Contextual Approaches and Their Implementation to Strengthen Students' Character ]]>
<![CDATA[Mira Puspita]]>;
<![CDATA[Azmi Fitrisia]]>
<![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.v17i2.6748
<![CDATA[History education holds strategic potential in shaping student character by integrating values essential to national identity, such as nationalism, integrity, tolerance, and empathy. However, recent revisions to Indonesian History learning materials have not sufficiently emphasized these character-building elements. This gap presents a challenge in transforming history education from mere knowledge transmission into a medium for character development. This study employed a qualitative approach using Critical Discourse Analysis (CDA). Data were collected through document analysis, in-depth interviews with educators, and classroom observations. The analysis focused on identifying discursive patterns in history teaching materials and the nature of educator-student interactions during lessons. The study revealed that current history materials lack consistent integration of character values. Educators often rely on traditional narratives that fail to engage students with contextual or ethical dimensions of historical events. Additionally, classroom practices rarely encourage reflective or empathetic discussions that could foster character development. These findings highlight the need to reframe history learning as a platform for character education. Strategies such as incorporating value-based narratives, promoting student-centered discussions, and aligning content with contemporary social issues are discussed. The study proposes a responsive pedagogical framework tailored to the challenges of globalization and evolving educational priorities. This research offers practical recommendations for enhancing Indonesian History curricula to better support character education. It contributes to the broader discourse on curriculum reform and underscores history’s role in shaping morally grounded and socially responsible citizens.]]>
<![CDATA[Strategies and Challenges in Synchronous and Asynchronous English Learning Activities ]]>
<![CDATA[Nurdevi Bte Abdul]]>;
<![CDATA[Maharida Maharida]]>
<![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.v14i4.1494
<![CDATA[Technology has a fundamental role in the teaching and learning process, particularly in Covid-19 pandemic situation. This situation forces all the components of education such as teachers, students, and educational practitioners to conduct their role by using technology in English Learning Activities (ELA). Online learning activities can be conducted synchronously and asynchronously. This study is concerned with exploring students’ strategies and challenges in online English language activities. Observation and semi-structured interview protocol are applied to collect the data. There were 20 students who participated as research subjects of this study. To analyze the data, the researcher applied six analysis steps. It consists of organizing and preparing the raw data, reading through all data, coding the data, interrelating themes/description, and interpreting the meaning of themes/description. The researcher also discussed the literature at the end of the study. It also involves Discourse Analysis approach collaboratively to present the data in extract form. The results of study indicated that students attended learning activities synchronously and asynchronously. Synchronous learning strategies consisted of face to face interaction in zoom, google meet, discussion in room chat, attendance in Google Form or in academic information system. Asynchronous learning strategies covered Google Classroom, Email, and Schoology. The students found challenges in terms of trouble signals, limited internet data, insufficient knowledge on educational technology, and inflexible instructional materials. Thus, it can be stated that online learning activities give promises and challenges to the students. ]]>
<![CDATA[Integration of Planning, Organizing, Implementation, and Evaluation in Improving the Effectiveness of In-Depth Learning Management in Elementary Schools ]]>
<![CDATA[Lisa Virdinarti Putra]]>;
<![CDATA[Sisca Septiani]]>;
<![CDATA[Nur Intan Rochmawati]]>;
<![CDATA[Wiwik Pudjaningsih]]>;
<![CDATA[Siswi Yulfani]]>
<![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.v17i4.8606
<![CDATA[Creative thinking is a key 21st-century skill, yet its development in elementary education remains limited due to traditional, teacher-centered methods. While inquiry-based learning promotes cognitive engagement and gamification fosters motivation, few instructional models combine both to enhance creativity systematically. This study developed and validated the INGAME model (Inquiry Model with Gamification Elements) using the ADDIE instructional design framework. A research and development (RD) approach guided the model’s creation, expert validation, and classroom implementation. Participants included 23 fifth-grade students and one teacher from an Indonesian public elementary school. Data were gathered through expert validation sheets, teacher and student questionnaires, creative thinking rubrics, observations, and interviews, then analyzed using descriptive statistics and thematic analysis. Validation results showed high content and structural validity (mean = 90.16%). Practicality, based on teacher feedback, was rated as high (mean = 82%). Effectiveness was confirmed through both student self-assessments (mean = 79%) and creative thinking rubric scores, which showed improvement across Torrance’s four indicators: fluency, flexibility, originality, and elaboration (average gain = +1.13). Observation data revealed active student engagement throughout the model’s eight gamified inquiry phases, averaging 85.8% participation. The INGAME model successfully integrates cognitive rigor with motivational design, offering a structured, scalable solution for fostering creativity in elementary classrooms. It contributes to educational innovation aligned with SDG 4 and national curriculum reform by operationalizing “motivated constructivism” through inquiry and gamification.]]>
<![CDATA[Impact of Learning Discipline on Students' Qur'an Memorization Achievement ]]>
<![CDATA[Syaiful Anam]]>;
<![CDATA[Wahidmurni Wahidmurni]]>;
<![CDATA[Mohammad Samsul Ulum]]>;
<![CDATA[Widiyanto Widiyanto]]>;
<![CDATA[Miftahul Ulum]]>;
<![CDATA[Ahmad Barizi]]>
<![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.v17i1.6069
<![CDATA[This study examines the impact of learning discipline on the achievement of Qur'anic memorization among students in three Islamic boarding schools. Learning discipline is defined as students' consistent adherence to the rules governing the tahfidzul Qur'an process, particularly in terms of a serious attitude during Halaqoh sessions, attendance, and time management. A quantitative approach was employed using Structural Equation Modeling with Partial Least Squares (SEM-PLS) to analyze the relationship between learning discipline and Qur'anic memorization achievement. Learning discipline was measured through three indicators: (X3.1) serious engagement in memorization during Halaqoh sessions, (X3.2) attendance, and (X3.3) time management. Data were collected from students enrolled in tahfidzul Qur'an programs at three Islamic boarding schools. The findings indicate that learning discipline has a significant positive effect on Qur'anic memorization achievement, as demonstrated by a P-value of 0.000 (0.005). This result confirms that students with higher levels of discipline perform better in memorization tasks. The study highlights the critical role of discipline in enhancing students’ memorization achievements. The results suggest that Islamic boarding schools should strengthen policies that encourage punctuality, attendance, and focused engagement in Halaqoh sessions to optimize students' tahfidz outcomes. The significant effect of learning discipline on Qur'anic memorization underscores its importance in tahfidzul Qur'an education. These findings provide valuable insights for educators and policymakers in improving the effectiveness of Qur'anic memorization programs in Islamic boarding schools.]]>
<![CDATA[Integrating Mrs. Ruswo's Leadership Values into History Learning through a Contextual Approach ]]>
<![CDATA[Nurul Ismi Lestari]]>;
<![CDATA[Dyah Kumalasari]]>;
<![CDATA[Arfaton Arfaton]]>;
<![CDATA[Mhd Asrian Syah]]>;
<![CDATA[Muhamad Abdu]]>
<![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.v17i3.6493
<![CDATA[This study explores the leadership values of Mrs. Ruswo, a key figure in the March 1, 1949, General Offensive during Indonesia’s struggle for independence. It aims to examine how her leadership can be integrated into contextual history learning to support character education, particularly in developing students’ leadership qualities. Employing a qualitative descriptive-analytical approach, data were gathered through literature review, semi-structured interviews with historians and educators, and field observations at relevant historical sites. The study focused on extracting leadership traits exemplified by Mrs. Ruswo and their pedagogical applications in secondary education. Findings reveal that Mrs. Ruswo demonstrated exceptional leadership through community mobilization, logistical support, and women's empowerment during the independence struggle. Her core leadership values include courage, social care, perseverance, vision, and empowerment. These values are aligned with the goals of character education and can serve as practical models in history teaching. Integrating Mrs. Ruswo’s leadership into history education through a contextual approach—such as reflective discussions, leadership projects, and field-based learning—enables students to relate historical content to real-life leadership challenges. This method fosters deeper engagement, critical thinking, and personal development. Educational implications highlight that incorporating local female figures like Mrs. Ruswo in curriculum design not only enriches historical understanding but also promotes inclusive and value-based education.]]>
