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[Local Wisdom Value in Implementing of Merdeka Belajar Kampus Merdeka in Era Digital ]]>
<![CDATA[Rifari Baron]]>;
<![CDATA[Suwarsito Suwarsito]]>;
<![CDATA[Chodidjah Chodidjah]]>;
<![CDATA[Vivian Lisma Lestari]]>
<![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.v14i4.2048
<![CDATA[The study's purpose was to obtain the concept of the value of local wisdom in the digital era with the existence of an independent learning policy on an independent campus. This study analyzed all research data related to the value of local wisdom and MBKM that has been carried out by previous researchers. This study was a literature review research through a qualitative approach. The research data was taken from research results that have been published in national and international journals in the period 2010-2022. The data analysis stage used in this study was a qualitative approach which includes: data reduction, data presentation, and conclusion. The results of this study resulted in the concept of applying local wisdom values that were compatible with the application of the MBKM policy and were also related to advances in digital technology with all the demands for quality human resources. Educators and educational institutions must work together to develop local wisdom values in MBKM policy-based learning. Educators can use the results of this research as theoretical input for developing learning facilities]]>
<![CDATA[Motivational Factors and Learning Enthusiasm: A Multi-Level Analysis in Buddhist Sunday Schools in Wonogiri Regency ]]>
<![CDATA[Santi Tritana]]>;
<![CDATA[Hesti Sadtyadi]]>;
<![CDATA[Novianti Novianti]]>
<![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.v17i2.7195
<![CDATA[Buddhist Sunday Schools (Sekolah Minggu Buddha, SMB) face ongoing challenges in sustaining students’ learning enthusiasm across different educational levels. Understanding how motivation influences engagement is critical to improving instructional practices in these multi-level settings. This study employed a mixed-methods design to explore the relationship between motivational factors and learning enthusiasm among 38 students (18 elementary, 10 junior high, and 10 senior high) from three SMBs in Wonogiri, Indonesia. Data were gathered through questionnaires, classroom observations, and semi-structured interviews. The analysis revealed a clear developmental trend in motivational orientation. Elementary students were predominantly driven by extrinsic motivation (r = 0.85, p 0.05, R² = 0.72), junior high students demonstrated a balanced mix of extrinsic and intrinsic factors, while high school students were primarily intrinsically motivated (r = 0.82, p 0.05, R² = 0.67). These findings indicate that students' motivational profiles evolve with age and educational stage. The results highlight the importance of tailoring motivational strategies to students' developmental levels. Effective interventions may include age-appropriate curriculum design, interactive and experiential learning activities, and structured spiritual mentorship to foster both engagement and long-term spiritual growth. This study underscores the value of differentiated motivational approaches in SMB settings. Adapting instructional methods to align with students' motivational development can enhance learning enthusiasm and support meaningful participation in religious education.]]>
<![CDATA[Teaching Ability of Economic Teachers with Certification and its Impact on Students’ Economic Achievement ]]>
<![CDATA[Salmiah Salmiah]]>;
<![CDATA[Yulia Novita]]>;
<![CDATA[Alfiah Alfiah]]>;
<![CDATA[Novian Aldo]]>
<![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.v14i4.1683
<![CDATA[The objective of the research was to know the impact of teaching ability of economic teachers that were certified upon the student’s achievement in economic subject. The type of this research was quantitative method. The population and sample of the research were all economics students with total of forty-four students. The data of teaching ability was collected by questionnaires and student’s achievement were taken from documentation of economic scores from economic teachers.Then, the data was analyzed with serial correlation. Based on the result of data analysis, it could be concluded that there was a positive relationship of teaching ability of economics teachers that werecertified with students’ achievement in economic subject with very low relationship.]]>
<![CDATA[Comparative Effectiveness of Website, Application, and Built-In Operating System Media in Digital Record Management Learning ]]>
<![CDATA[Yuliansah Yuliansah]]>;
<![CDATA[Peni Arumsari]]>;
<![CDATA[Sutirman Sutirman]]>;
<![CDATA[Riana Isti Muslikhah]]>
<![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.v17i4.7408
<![CDATA[Integrating technology into archival learning is essential for equipping vocational students with competencies aligned with the digital era. This study investigates the comparative effectiveness of three digital media—Windows Explorer (WE), Digital File Cabinet (DFC), and ERISE—in enhancing students’ knowledge and skills in archival practice. A post-test only control group experimental design was employed involving 214 students enrolled in an Archival Management course. Participants were randomly assigned to three groups: control (WE, n = 74), experimental group 1 (DFC, n = 74), and experimental group 2 (ERISE, n = 63). Data were collected using a 30-item multiple-choice test (targeting cognitive levels C2–C4; Cronbach’s Alpha = 0.65) and performance assessments using a rubric based on the 2023 National Competency Test. Statistical analysis included normality and homogeneity testing, followed by the Kruskal–Wallis test for group comparisons. Results revealed significant differences among the three groups in both knowledge and skill outcomes (p 0.001). ERISE and DFC yielded higher knowledge scores than WE, although all groups scored below 70. In terms of skills, ERISE and DFC outperformed WE, with mean scores above 75. The findings suggest that purpose-built digital platforms like ERISE and DFC are more effective than default operating system tools for archival learning. However, the low average knowledge scores highlight the need for instructional strategies that balance practical application with theoretical understanding.]]>
<![CDATA[Clinical Supervision Model: Efforts to Improve the Performance of Islamic Religious Education Teachers in Indonesia ]]>
<![CDATA[Rizki Kurniaty]]>;
<![CDATA[Indrayuda Indrayuda]]>
<![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.v16i4.5836
<![CDATA[This study seeks to develop an effective clinical supervision model to enhance the performance of Islamic Religious Education (PAI) teachers in primary schools within Agam District, addressing challenges in classroom practices and improving learning quality. Using a qualitative approach with a development research design, the study began with a comprehensive needs analysis. Data were collected through interviews, observations, and document analyses involving Islamic Education teachers in Agam District. Identified needs guided the formulation of objectives for the clinical supervision model. The developed clinical supervision model is grounded in moral and ethical principles, including fairness and equality, as foundational to the supervision process. Key components of the model include supervision methods, evaluation tools, training strategies, and communication mechanisms tailored to address teachers’ challenges. By focusing on tailored supervision strategies, the model emphasizes practical support for teachers, fostering professional growth and ethical conduct. It highlights the importance of structured and supportive oversight in achieving higher teaching standards and improved classroom outcomes. The study provides an effective clinical supervision model designed to support the performance of Islamic Education teachers in Indonesia, particularly in the Agam District. The model holds the potential to significantly enhance the quality of Islamic Education by addressing practical challenges faced by teachers, ensuring better educational outcomes for primary school students.]]>
<![CDATA[Quo Vadis Education Administration at Madrasah Diniyah in Indonesia ]]>
<![CDATA[Hamdanah Hamdanah]]>
<![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.v14i4.2533
<![CDATA[This paper is a paper-based on literature review with field studies. This paper has three critical questions. First, what is the concept of education administration study? Second, how is the course of Madrasah Diniyah in Indonesia? and third, what about Quo Vadis education administration at Madrasah Diniyah in Indonesia? by using a content analysis approach to explain the concept of education administration and the ideas of Madrasah Diniyyah and Quo Vadis education administration at Madrasah Diniyyah in Indonesia. The results of this study are first to know the concept of education administration and secondly to the idea of Madrasah Diniyyah in Indonesia and the third Quo Vadis of education administration in Madrasah Diniyyah in Indonesia.]]>
<![CDATA[Demographic and Contextual Predictors of Mental Health Outcomes among Indonesian Doctoral Students: A Cross-Sectional Study ]]>
<![CDATA[Juliana Irmayanti Saragih]]>;
<![CDATA[Fitri Andriani]]>;
<![CDATA[Hari Basuki Notobroto]]>
<![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.v17i4.8564
<![CDATA[Doctoral students face unique academic, financial, and social pressures that increase their risk of mental health problems. While global data suggest high rates of depression, anxiety, and stress among Ph.D. candidates, no systematic investigation has been conducted in the Indonesian context. This cross-sectional study assessed the mental health of 245 Indonesian doctoral students using the Depression Anxiety Stress Scales-21 (DASS-21). Data were collected via an online questionnaire and analyzed using chi-square tests and multinomial logistic regression to identify demographic and contextual predictors of mental distress. Findings revealed high prevalence rates: 47.8% reported moderate to very severe depression, 59.2% reported anxiety, and 47.3% experienced stress—exceeding global averages. Gender was the strongest predictor; women were significantly more likely to experience all three symptoms (p .001). Marital status and living arrangements were also significant, with married students and those living with family reporting better outcomes. Students employed while studying reported lower distress across all dimensions than full-time students. Field of study and stage of study were associated with mental health in bivariate analyses but lost significance in multivariate models, indicating confounding effects. The findings suggest that demographic and contextual factors such as gender, social support, and work-study balance significantly influence doctoral students’ mental health. Given the high prevalence of distress, institutions should prioritize targeted support systems, especially for women and full-time students. This study provides essential baseline data for policy and intervention development in Indonesian higher education.]]>
<![CDATA[The Impact of Management Factors on Lecturer Professionalism and Teaching Quality Performance ]]>
<![CDATA[Siti Saodah Susanti]]>;
<![CDATA[Hery Saparudin]]>;
<![CDATA[Lia Saniah]]>
<![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.v17i1.5928
<![CDATA[This study investigates the influence of management factors—Total Quality Management (TQM), pedagogical competence, and empowerment management—on the professionalism and teaching performance quality of lecturers. A quantitative approach with a correlational design was employed. The total population, consisting of fewer than 100 lecturers, was selected using total sampling. Data collection utilized a Likert-scale questionnaire (1-5), and analysis was conducted using Structural Equation Modeling (SEM) via SmartPLS. Findings reveal that TQM does not significantly impact the quality of teaching performance but has a significant positive effect on lecturer professionalism. Conversely, pedagogical competence significantly influences teaching performance quality but does not affect professionalism. Empowerment management shows no significant relationship with teaching performance quality, yet it significantly impacts lecturer professionalism. While lecturer professionalism positively affects teaching performance, TQM, pedagogical competence, and empowerment management, when mediated through professionalism, do not exhibit a significant effect on performance quality. These results suggest the limited effectiveness is due to suboptimal implementation, insufficient management support, and external factors such as creativity, teaching experience, and work environment. The study underscores the need for improved TQM practices aligned with instructional goals, targeted pedagogical training, and more structured empowerment initiatives to enhance lecturer performance. Future research should explore additional factors, including creativity, teaching experience, and organizational culture, to gain a comprehensive understanding of determinants influencing teaching performance quality.]]>
<![CDATA[Implementing the Missouri Mathematics Project Learning Model to Enhance Students’ Physics Problem-Solving Skills ]]>
<![CDATA[Desy Shafira Siahaan]]>;
<![CDATA[Muhammad Syukri]]>;
<![CDATA[Evendi Evendi]]>;
<![CDATA[Susilawati Susilawati]]>;
<![CDATA[Erni Maidiyah]]>;
<![CDATA[Fitria Herliana]]>
<![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.v17i3.7197
<![CDATA[Problem-solving is a critical competency for students, particularly in physics education. However, observations and literature reviews indicate that students' physics problem-solving abilities remain low. This deficiency is often linked to underdeveloped mathematical skills, which are essential for understanding and applying physics concepts. This study aims to analyze the significant differences in students' physics problem-solving abilities between those taught using the Missouri Mathematics Project (MMP) model and those taught using conventional instructional methods. This quasi-experimental research employed a nonequivalent control group design. The study was conducted at Madrasah Aliyah Negeri (MAN) Tanjungbalai with a population of 95 students. A purposive sampling technique was used to select 47 students, divided into experimental and control groups. The instruments used were a physics problem-solving test consisting of five essay questions and a student response questionnaire. Data were analyzed using the independent t-test.Findings reveal that students in the experimental group, taught using the MMP model, demonstrated significantly higher problem-solving ability than those in the control group. This is evidenced by the N-Gain scores: the experimental class achieved an average N-Gain of 0.74, compared to 0.51 in the control class.The results indicate that the MMP model positively influences students' physics problem-solving skills. The structured and collaborative nature of MMP may enhance conceptual understanding and application, suggesting its potential as an effective teaching strategy in physics education.]]>
<![CDATA[The Coagulation of Politeness and Character in Indonesian Language Learning in the Digital Era ]]>
<![CDATA[Syahrul Ramadhan]]>;
<![CDATA[Dewirahmadanirwati Dewirahmadanirwati]]>;
<![CDATA[Ridha Hasnul Ulya]]>;
<![CDATA[Norliza Binti Jamaluddin]]>
<![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.v17i2.6844
<![CDATA[The digital era has reshaped higher education, particularly in how students communicate both face-to-face and through digital platforms. This study explores linguistic politeness as a key component of student character development and examines its role in shaping communicative behavior in academic settings. A descriptive-analytical approach was used with 30 university students, assessed across five politeness indicators: respectful greetings, polite requests, appropriate language use, avoidance of harsh expressions, and responsiveness. Data were collected through observations of classroom discussions and digital communications (e.g., WhatsApp and E-learning platforms). A frequency-based coding system was applied, with descriptive statistics processed using Microsoft Office tools. The findings revealed high levels of politeness in face-to-face interactions, particularly in greetings and responsiveness. However, digital contexts showed a decline in polite request strategies and a limited awareness of hierarchical norms. For instance, while students consistently used formal greetings in person, these were often omitted in emails. This variation indicates a gap in students’ ability to adapt politeness strategies across contexts. It highlights the importance of integrating digital etiquette into language learning to support ethical and respectful communication. Linguistic politeness should be emphasized in both physical and digital academic environments to cultivate ethical, inclusive, and socially responsible communicators. Interactive learning methods—such as role-play, simulations, and collaborative discussions—are effective in developing these skills and should be embedded in curriculum design.]]>
