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[Empowering School Quality: The Impact of Principal’s Managerial Skills and School Culture in Public Elementary Schools ]]>
<![CDATA[Ambar Sekti]]>;
<![CDATA[Soedjono Soedjono]]>;
<![CDATA[Aryo Andri Nugroho]]>
<![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.v17i4.7590
<![CDATA[Improving school quality remains a critical challenge in elementary education, particularly in rural and semi-urban contexts where leadership capacity and organizational conditions vary considerably. Previous studies have highlighted the importance of principals’ managerial skills and school culture; however, limited research has examined their combined influence on school quality within an integrated theoretical framework. This study employed a quantitative ex-post facto design to examine the relationships among principals’ managerial skills, school culture, and school quality in public elementary schools in Boja District, Kendal Regency. Data were collected from 103 teachers selected through proportional random sampling using a structured Likert-scale questionnaire. Descriptive statistics, simple linear regression, and multiple regression analyses were conducted to assess both individual and combined effects of the independent variables on school quality. The findings indicate that principals’ managerial skills have a significant positive relationship with school quality (R² = 0.535), as does school culture (R² = 0.526). When examined simultaneously, principals’ managerial skills and school culture jointly explain 70.3% of the variance in school quality, indicating a strong and complementary association between leadership capacity and organizational culture. These results suggest that principals’ managerial skills contribute to school quality not only directly but also through the development of a positive school culture that supports effective teaching and learning. The study underscores the importance of integrated leadership and cultural development strategies in improving school quality, particularly in resource-limited educational contexts.]]>
<![CDATA[Enhancing Mathematical Problem-Solving Skills Through Flipped Classrooms and Discovery Learning: A Resilience-Based Approach for Elementary Students ]]>
<![CDATA[Yeni Dwi Kurino]]>;
<![CDATA[Tatang Herman]]>;
<![CDATA[Turmudi Turmudi]]>;
<![CDATA[Devi Afriyuni Yonanda]]>;
<![CDATA[Yuyun Dwi Haryanti]]>
<![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.v16i4.6243
<![CDATA[Mathematical problem-solving skills are essential for elementary students and can be enhanced through innovative teaching approaches. This study investigates the effectiveness of Discovery Learning and Flipped Classroom models in improving problem-solving abilities among fifth-grade students. A quasi-experimental design was employed with two experimental groups: one taught using Discovery Learning and the other using the Flipped Classroom model. The study involved 60 randomly selected fifth-grade students. Data collection was conducted using pretest and posttest assessments to evaluate mathematical problem-solving skills. The results indicate that students in the Discovery Learning group demonstrated a significantly greater improvement in their problem-solving scores compared to those in the Flipped Classroom group. The findings suggest that the interactive and exploratory nature of Discovery Learning contributes more effectively to the development of critical thinking and collaborative problem-solving skills. The study highlights the potential of Discovery Learning in fostering deeper understanding and engagement in mathematical problem-solving. While the Flipped Classroom also showed positive effects, Discovery Learning proved to have a stronger impact, suggesting its suitability for enhancing problem-solving capabilities in elementary education. Discovery Learning is more effective than the Flipped Classroom in improving mathematical problem-solving skills among fifth-grade students. These findings underscore the importance of adopting active learning approaches to strengthen critical and collaborative skills in mathematics education.]]>
<![CDATA[The impact of online learning implementation on satisfaction, motivation, quality of the learning process, and student learning outcomes ]]>
<![CDATA[Tri Wintolo Apoko]]>;
<![CDATA[Mohammad Balya Ali Sya'ban]]>
<![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.v14i4.2096
<![CDATA[This study aims to find out whether online learning contributes to student learning satisfaction, whether online learning has a positive influence on students' learning motivation, whether online learning has a significant influence on the quality of the learning process, and whether online learning has a positive impact on student learning outcomes. The research method used is a survey method, which collects respondent data as a research sample and is processed with statistical data and presentation in the form of graphs and percentage figures. The instruments used in this study are questionnaires to find out or measure the level of satisfaction, motivation, and quality of the learning process and documents in the form of student learning outcome scores (midterm test scores). The instrument used is created in the form of a Google form (GF) to reach student data online. The population of this study is all students of the Faculty of Teacher Training and Education UHAMKA in semesters 2, 4, and 6. While the research sample was 1007 out of the total number of active students as many as 4042. The results showed that (1) the level of satisfaction of FKIP UHAMKA students to online learning was 52.53%, (2) student motivation for online learning by 54.51%, (3) the quality of the online learning process by 56.10, and (4) student learning outcomes through online learning increased by 96.21%. Therefore, it was concluded that online learning has a positive impact on learning motivation, the quality of the learning process and student learning outcomes.]]>
<![CDATA[Inclusive Leadership and Diversity-Friendly Schooling: A Case Study from an Elementary School in Indonesia ]]>
<![CDATA[Muhammad Bakhtiar Safari]]>;
<![CDATA[Hermanto Hermanto]]>
<![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.v17i4.8456
<![CDATA[Creating inclusive, diversity-friendly schools remains a major challenge in under-resourced educational settings. In Indonesia, particularly rural areas like East Lombok, limited infrastructure, absence of special education teachers, and rigid school culture hinder efforts toward educational equity. This study investigates how inclusive leadership practices can foster an inclusive school culture despite such systemic constraints. This research employed a qualitative single-site case study at Aikmel 02 Public Elementary School, purposively selected for its strong commitment to inclusive practices despite lacking formal inclusive school designation. Data were collected through in-depth interviews, direct observation, and document analysis, involving a principal and two experienced classroom teachers. Data were analyzed using the interactive model of Miles, Huberman, and Saldana (2014), with open thematic coding aligned with Carmeli et al.’s (2010) framework of inclusive leadership: openness, accessibility, and availability. Findings indicate that inclusive leadership was practiced through empathetic engagement with diversity, collaborative decision-making, flexible pedagogy, and strategic use of limited resources. The principal mobilized internal capacities, supported teacher autonomy, and facilitated external training partnerships. Despite systemic, cultural, and pedagogical barriers, adaptive strategies enabled meaningful inclusion for students with diverse needs. This study highlights how inclusive leadership in low-resource contexts can drive school-level transformation. By prioritizing trust, relational ethics, and collaborative culture, leaders can overcome structural limitations. The findings offer insights for policy development, school leadership training, and grassroots innovation in inclusive education.]]>
<![CDATA[Impact of Digital Media on Character Development and Social Skills Among Primary School Students at Sekolah Indonesia Jeddah ]]>
<![CDATA[Triastuti Dian Anggraeni]]>;
<![CDATA[Aprilia Tina Lidyasari]]>;
<![CDATA[Marwan Marwan]]>;
<![CDATA[Agus Herwanto]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 17, No 1 (2025): MARCH 2025 ]]>
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DOI: 10.35445/alishlah.v17i1.6031
<![CDATA[The increasing exposure of primary school students to digital media raises concerns about its influence on character development and social skills. This study examines the effects of digital media on students at Sekolah Indonesia Jeddah, focusing on responsibility, empathy, and discipline. Additionally, it explores the role of social-emotional learning (SEL) in mitigating negative effects and enhancing social behaviors. A mixed-method approach was employed, incorporating surveys, interviews, and behavioral observations. Data were collected from primary school students to assess their digital media consumption patterns and their impact on character development and social interactions. Findings reveal a significant relationship between digital media usage and students' character development. Increased screen time was associated with reduced face-to-face interactions, affecting empathy and collaboration. However, structured SEL interventions were found to enhance students’ social skills, promoting responsibility and discipline despite high digital engagement. The study highlights the dual impact of digital media, where excessive usage can hinder interpersonal skills, while controlled exposure, combined with SEL strategies, fosters positive character traits. The integration of SEL into primary education emerges as a key approach to balancing digital consumption and social-emotional development. The findings emphasize the need for a balanced media exposure strategy and SEL integration in primary education to support students' holistic development. Educators and parents should collaborate to regulate media use and implement SEL programs that nurture essential social and emotional competencies.]]>
<![CDATA[Integrating Local Culture into Creativity Development: A Case Study of the Geti Asem Batik Program in Indonesian Primary Education ]]>
<![CDATA[Darmaji Darmaji]]>; Triyanto Triyanto;
<![CDATA[Chumdari Chumdari]]>
<![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.v17i3.7563
<![CDATA[Local culture holds significant potential to enhance students' creativity, identity, and innovation. However, it remains underutilized in primary education. This study explores the implementation of the Geti Asem (Gerakan Membatik Akhir Semester) program as a means to integrate cultural values into learning and foster creativity among elementary students. This qualitative case study was conducted at SDN 3 Pule, Selogiri District, Wonogiri Regency. Data were collected through observations, interviews, and document analysis involving the principal, two teachers, and 14 fifth-grade students. The data were analyzed using the Miles and Huberman interactive model, employing triangulation techniques for validation. The Geti Asem program is implemented through a participatory approach that engages students directly in the batik-making process. This approach cultivates critical thinking, self-expression, and originality. Teachers serve as facilitators, offering technical guidance while fostering a creative and supportive learning environment. The program is supported by strong moral encouragement from parents, educators, school leaders, and the local community. However, it faces challenges such as limited facilities and tools, which hinder optimal time management and student access during practice. This study demonstrates that local culture-based learning, exemplified by the Geti Asem program, can significantly enrich creativity and character education in primary students. It supports the effective implementation of the Pancasila Student Profile (P5) through a contextual and participatory model, contributing to the broader discourse on cultural pedagogy in Indonesian education.]]>
<![CDATA[Teaching Factory Model Using Flipped Classroom and Knowledge Management System Based in Improving 21st Century Competencies in Vocational High Schools ]]>
<![CDATA[Vitriani Vitriani]]>;
<![CDATA[Finanta Okmayura]]>;
<![CDATA[Gunawan Ali]]>;
<![CDATA[Robby Satria]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 15, No 2 (2023): AL-ISHLAH: Jurnal Pendidikan ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v15i2.3785
<![CDATA[The students in Vocational High Schools are demanded to have skills and competencies to face the world industry, but sadly many Vocational School Graduates have the incompatibility of skills and competencies, which seriously causes high unemployment rates. Therefore, an effective learning model needs to be implemented to overcome this problem. This research aims to produce a Teaching Factory Model Using Flipped Classroom and Knowledge Management System (KMS) Based. Providing a learning model that can be a solution to increase the competence of vocational students in meeting the needs of the industrial world and the business world in facing challenges in the Revolution 4.0 era. The research methodology used is Research and Development with ADDIE stages. This research produces a Model Teaching Factory based Flipped Classroom and Knowledge Management System. Based on the study results, the learning model teaching factory based Flipped Classroom and Knowledge Management System valid, practical and effective in Enhancing 21st Century Competencies in Vocational High Schools. The renewal of the model is designed to calibrate the Teaching Factory model based on Flipped Classroom and Knowledge Management System, a 21st century competency needed by the industrial world.]]>
<![CDATA[Enhancing Social-Emotional Learning in Elementary Schools: The 4Rs Strategy (Reading, Writing, Respect, and Resolution) ]]>
<![CDATA[Rashika Ardafa Sahila]]>;
<![CDATA[Unik Ambar Wati]]>;
<![CDATA[Ika Damayanti]]>;
<![CDATA[Edy Mawardi]]>;
<![CDATA[A.S Almunawwarah]]>
<![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.v17i2.6620
<![CDATA[In the context of Industry 4.0, students are increasingly exposed to complex emotional and social challenges that often carry over into the school environment. These evolving dynamics pose a significant challenge for educators, especially when students struggle to identify and manage their emotions. To address this, effective strategies in social emotional learning (SEL) are crucial. This study explores the application of the 4Rs model—Reading, Writing, Respecting, and Resolving—as a framework to enhance students’ empathy and emotional self-regulation at SD Muhammadiyah Suronatan, with a focus on identifying both its supporting and inhibiting factors. Using a qualitative case study approach, data were collected through classroom observations, interviews with teachers and students, and analysis of school documentation. This method provided an in-depth understanding of how the 4Rs model supports SEL development in an elementary school setting. The findings demonstrate that the 4Rs model has a meaningful impact on students' social and emotional growth. Reading activities helped students recognize and understand various emotions, while writing tasks encouraged them to express and reflect on their feelings. Respecting, in the form of appreciation activities, strengthened the emotional bond between teachers and students and promoted a more empathetic classroom environment. Finally, resolution activities provided structured opportunities for students to engage in decision-making and conflict resolution. In conclusion, the integration of the 4Rs model has proven effective in promoting empathy and emotional regulation among students. These findings offer valuable insights for other elementary schools seeking to implement SEL strategies that respond to the demands of Industry 4.0.]]>
<![CDATA[Character Building Based on The State Philosophy in The Context of Islamic Education ]]>
<![CDATA[Giantomi Muhammad]]>;
<![CDATA[Harkit Rahmawati]]>;
<![CDATA[R. Rofiani]]>;
<![CDATA[Aan Hasanah]]>;
<![CDATA[Bambang Samsul Arifin]]>
<![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.v14i4.2439
<![CDATA[Character education is an important issue that is of concern to various groups, especially in the field of Islamic education. This is because character education is often understood the same as moral education as a very important material in Islamic education. As for character education in Indonesia, besides making religion a source of values (Core ethical values), it also has a state philosophy (Pancasila) as the basis for character education. Therefore, it is necessary to have a clear concept of character education based on state philosophy in the context of Islamic education so that it can be implemented synergistically. The current trend shows a shift in the philosophical values of the Indonesian State (Pancasila), which can be seen in the decline in the quality of the character of the Indonesian people. On the other hand, Islamic education also has a responsibility to maintain and improve the moral quality of students. Therefore, it is important to strive for an understanding of the philosophical values of the state in the context of Islamic education, especially among the younger generation. On the basis of these objectives, through a study of various relevant literatures with analytical descriptive techniques, this study was conducted to analyze how character education is based on state philosophy in the context of Islamic education. The results of the study prove that there is no Pancasila ideology that is contrary to Islamic values. All Pancasila ideologies form a perfect Islam, especially in socializing.]]>
<![CDATA[Boosting Metacognition through STAD and NHT: A Study of Multiethnic Middle Schoolers in Ternate ]]>
<![CDATA[Ermin Ermin]]>;
<![CDATA[Najamudin Marsaoly]]>;
<![CDATA[Paramitha Cahyani]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): DECEMBER 2025 ]]>
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DOI: 10.35445/alishlah.v17i4.8012
<![CDATA[Metacognitive skills are essential for 21st-century learners, enabling students to plan, monitor, and evaluate their thinking processes. However, these skills remain underdeveloped among junior high school students in Ternate, particularly in multiethnic classroom settings. This study investigates the effectiveness of cooperative learning models—STAD, NHT, and a combined STAD–NHT model—in enhancing students' metacognitive skills across different ethnic groups. This quasi-experimental study employed a pretest–posttest nonequivalent control group design involving 76 multiethnic Grade VII students from four public junior high schools in Ternate City. Students were grouped into four treatment conditions: STAD, NHT, combined STAD–NHT, and conventional learning. Data on metacognitive skills were collected through an essay-based test aligned with Corebima’s rubric, and analyzed using ANCOVA with LSD post hoc tests to examine the effects of learning models, ethnicity, and their interaction. The combined STAD–NHT model produced significantly greater improvements in students’ metacognitive skills compared to individual models and conventional learning. Ternate ethnic students showed higher metacognitive gains than their Makian and Tidore peers. A significant interaction between learning models and ethnicity was found, indicating that sociocultural factors influenced the effectiveness of cooperative learning. Findings suggest that combining STAD and NHT can support metacognitive development in multiethnic classrooms. However, cultural responsiveness in instructional design is critical. Further research is needed to explore how cultural norms shape collaborative learning and metacognitive growth.]]>
