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[Exploring the Relationship Between Reading Interest and Comprehension Skills in Grade IV Students: A Study on Children's Literature ]]>
<![CDATA[Dinda Febrianita Resitaningrum]]>;
<![CDATA[Bambang Saptono]]>
<![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.v16i4.5745
<![CDATA[This study explores the initial low reading interest and comprehension skills of fourth-grade students at Bintaran Elementary School and the impact of using children’s literature to address these issues. A qualitative descriptive approach was employed to provide an in-depth analysis of students' reading habits and comprehension abilities. Data were collected through interviews, observations, questionnaires, and documentation to capture a comprehensive picture of the situation. Findings revealed that students exhibited a low interest in reading, characterized by a general dislike of books, which directly impacted their reading comprehension skills. After the integration of children’s literature into the curriculum, students demonstrated improved engagement and comprehension. Teachers employed strategies such as book-reading competitions to motivate students, fostering both enjoyment and understanding of reading materials. The results highlight the importance of cultivating reading interest and comprehension skills in students to facilitate knowledge acquisition and the development of competencies essential for lifelong learning. Children’s literature emerged as an effective medium for enhancing these abilities, providing an engaging and relatable context for students. The use of children’s literature significantly improves reading interest and comprehension among elementary students. Future studies should explore the long-term effects of this approach and its application across diverse age groups and educational settings.]]>
<![CDATA[Pathways to Higher Education: The Role of Learning Culture, Achievement Motivation, and Family Environment in Shaping College Aspirations ]]>
<![CDATA[Umi Fitria]]>;
<![CDATA[Enny Kartini]]>;
<![CDATA[Surahman Surahman]]>
<![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.v17i3.7151
<![CDATA[Higher education plays a critical role in enhancing cognitive and non-cognitive skills, supporting workforce competitiveness in the digital era. However, in Indonesia, particularly East Kalimantan, student interest in pursuing tertiary education remains low. This study investigates how learning culture, need for achievement, and family environment influence students' interest in continuing to higher education, with learning motivation examined as a potential mediating variable. A quantitative approach was employed using a survey method. The population comprised 1,562 twelfth-grade students from five public high schools in Samarinda, East Kalimantan. A sample of 410 respondents was selected through proportional random sampling. Data were collected using validated Likert-scale questionnaires and analyzed using Structural Equation Modeling (SEM) via LISREL. Findings revealed that both learning culture and need for achievement have significant direct effects on students' interest in continuing their studies. Family environment, however, did not exhibit a direct influence. Learning motivation was significantly affected by need for achievement and family environment but did not significantly mediate the relationship between learning culture or need for achievement and students' interest in pursuing higher education. It was only a significant mediator in the case of family environment. The study concludes that fostering a strong learning culture and nurturing students’ achievement motivation are key drivers of higher education aspirations. While family environment plays an indirect role, learning motivation is not a universal mediator. These findings offer practical implications for educators and policymakers to strengthen school-based and motivational interventions targeting college readiness and access.]]>
<![CDATA[Islamic Boarding School Education Model (IB-SEM) to Create Leadership Integrity: Using NVivo 12 Analysis ]]>
<![CDATA[Diding Nurdin]]>;
<![CDATA[Suparta Rasyid]]>
<![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.v14i4.1936
<![CDATA[The purpose of this research is to create the character of a leader with integrity. Many problems are related to the honesty of the leader. This research method uses qualitative Design-Based Research (DBR), the qualitative data obtained is then processed using the NVivo 12 Plus application. The participants consisted of twenty-one participants, who came from two different Islamic boarding schools. The participants’ character consists of the principal, vice principal, kyai, mudaris, musyrif, and Islamic students. The results of the study show that there is a very strong impact on the formation of leader character and integrity through coaching in Islamic boarding schools. Educational guidance is carried out through 24-hour supervision every day while the students are in boarding school. The conclusion is that based on the results of the study, the coaching carried out at this Islamic boarding school must be a model for fostering Islamic students or students in Indonesia, especially students in Islamic boarding schools. integrated Islamic boarding school environment.]]>
<![CDATA[Enhancing Teachers’ Organizational Citizenship Behavior: Evidence from Islamic Junior Schools on the Impact of Support, Leader-Member Exchange, and Job Characteristics ]]>
<![CDATA[Ahmad Almafahir]]>;
<![CDATA[Mustaqim Mustaqim]]>;
<![CDATA[Fahrurrozi Fahrurrozi]]>
<![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.v17i4.6890
<![CDATA[Organizational Citizenship Behavior (OCB) among teachers plays a pivotal role in enhancing school effectiveness. However, research on its antecedents in faith-based educational settings, particularly Islamic junior schools, remains limited. This study investigates how perceived organizational support (POS), leader–member exchange (LMX), and job characteristics influence teachers’ OCB. A quantitative correlational design was used involving 173 teachers from 20 Islamic junior schools in Pandeglang, Indonesia, selected via cluster random sampling. Validated Likert-scale instruments measured the four constructs. Data were analyzed using SPSS 29 through linear regressions and ANOVA, with classical assumption tests ensuring model validity. All three predictors—POS, LMX, and job characteristics—showed significant positive effects on OCB. Job characteristics emerged as the strongest predictor, explaining 87.8% of the variance. Collectively, the three factors accounted for 90.5% of OCB variance. Among demographic variables, only length of service significantly influenced OCB, with more experienced teachers reporting higher levels. Findings underscore the importance of enriching job design, fostering supportive leadership, and enhancing organizational support to cultivate voluntary, extra-role behaviors in teachers. The high explained variance suggests strong alignment between these organizational factors and OCB, particularly in culturally and spiritually embedded school environments. The study contributes to extending Social Exchange Theory and the Job Characteristics Model within the context of Islamic education. Future research should consider multi-source data and longitudinal designs to further validate these findings.]]>
<![CDATA[Optimizing Pancasila Education Through Modern Teaching Materials: A Need Analysis for Effective Learning ]]>
<![CDATA[Tarisa Jayanti]]>;
<![CDATA[Wuri Wuryandani]]>;
<![CDATA[Setiawan Edi Wibowo]]>;
<![CDATA[Jaka Pasa Tribrata]]>
<![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.v17i1.6248
<![CDATA[Pancasila Education plays a vital role in shaping student character in line with national values. However, its implementation in schools often remains suboptimal and does not reflect the evolving characteristics and needs of today’s learners. This study investigates the necessity for innovative, technology-integrated teaching materials to enhance the effectiveness of Pancasila Education. This qualitative research employed a case study approach. Data were collected through observations, interviews, questionnaires, and document analysis, involving teachers and students as key participants. The findings reveal a strong need among teachers for innovative and student-centred teaching materials, particularly those that leverage digital technologies to make learning more relevant and engaging. Although many schools are equipped with adequate technological infrastructure, teachers often face challenges in designing and integrating technology-based instructional tools into Pancasila Education. These challenges stem primarily from a lack of training and limited access to appropriate digital teaching resources. To optimize Pancasila Education, it is essential to develop teaching materials aligned with both technological advancements and students' learning characteristics. Teacher capacity-building programs focusing on digital pedagogy and instructional design are recommended. These efforts will not only improve the learning experience but also ensure that Pancasila values are effectively internalized by students in a way that resonates with the digital era.]]>
<![CDATA[The Impact of Principals' Managerial Quality and School Climate on Enhancing Teacher Performance ]]>
<![CDATA[Hamidah Hamidah]]>;
<![CDATA[Aan Komariah]]>;
<![CDATA[Nur Aedi]]>;
<![CDATA[Eka Prihatin]]>;
<![CDATA[Syifa Hanifa Salsabil]]>
<![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.v16i4.5844
<![CDATA[Teacher performance in junior high schools in Pidie Jaya District faces challenges due to varying levels of managerial quality and school climate, both essential for achieving educational goals. This study aims to assess the influence of principals' managerial quality and school climate on teacher performance in this region. A quantitative survey approach was employed, with data collected from 92 proportionally selected respondents using the Slovin formula. Multiple linear regression analysis was conducted, and hypothesis testing utilized t-tests for simple regression and F-tests for multiple regression. The analysis supports four hypotheses: (1) Principals' managerial quality positively affects teacher performance; (2) School climate positively impacts teacher performance; (3) Principals' managerial quality positively influences school climate; (4) Collectively, principals' managerial quality and school climate significantly impact teacher performance. These findings highlight the combined role of managerial quality and school climate in enhancing teacher effectiveness. The study concludes that principals should prioritize both managerial functions and the development of a supportive school climate. Effective communication, collaboration, and strong relational dynamics are key areas that need to be focused on to improve teacher outcomes. Strengthening teacher performance in Pidie Jaya requires principals to balance managerial responsibilities with fostering a positive school climate, suggesting that leadership practices focused on these areas can substantially benefit educational quality.]]>
<![CDATA[Enhancing Observation Report Writing through Differentiated Project-Based Learning with Real Objects and Motivation ]]>
<![CDATA[Ogi Maya Sari]]>;
<![CDATA[Tressyalina Tressyalina]]>
<![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.v17i3.7740
<![CDATA[Writing observational reports poses challenges for vocational high school students, particularly in organizing factual information systematically. To address this issue, this study explores the effectiveness of a differentiated Project-Based Learning (PjBL) model assisted by real objects and moderated by students’ learning motivation. A quantitative experimental design with a 2×2 factorial structure was used. The population included all Grade X students at SMK Negeri 1 Padang Panjang (2024/2025), from which two comparable classes were purposively selected: X AKL1 (experimental group) and X AKL2 (control group). The experimental group was taught using a differentiated PjBL model with real objects, while the control group received conventional instruction. Instruments included a performance-based writing test and a Likert-scale motivation questionnaire. Data were analyzed using normality, homogeneity, t-tests, and two-way ANOVA in SPSS 25. The experimental group significantly outperformed the control group in writing observational reports (mean = 75.23 vs. 57.40; p 0.001). Among high-motivation students, the experimental group scored higher (84.11 vs. 81.00; p = 0.041), as did low-motivation students (67.44 vs. 56.56; p = 0.002). A significant interaction was found between the instructional model and learning motivation (Fₕ = 4.3238 Fₜ = 4.149). The findings indicate that integrating differentiated instruction, PjBL, and real objects can enhance students’ writing performance and motivation. This approach is especially effective in vocational education contexts, aligning with the Merdeka Curriculum’s emphasis on contextual, student-centered learning.]]>
<![CDATA[Influence of Mind Mapping in Counseling to Increase Students’ Creative Thinking ]]>
<![CDATA[Irman Irman]]>;
<![CDATA[Silvianetri Silvianetri]]>
<![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.v14i4.2388
<![CDATA[The main problem experienced by students today is the low level of creative thinking. One treatment that can be used to improve students' creative thinking is mind mapping in counselling. This study aims to examine the influence of mind mapping in counselling to increase students' creative thinking. This research method uses true experiments with a pretest posttest control group design. The research population is the students of a public junior high school in Malang City. The research sample was 16 people who were taken randomly. The research instrument used a creative thinking test with a validity of 0.950, reliability of 0.943 and data analysis using an independent t-test. The results showed: (1) mind mapping is a very appropriate and interesting technique used in counselling services because the way mind mapping works is in accordance with the brain structure that makes students relax and happy, (2) there is a significant influence of mind mapping in counselling on improving students' creative thinking. This study has limitations in terms of the number of samples in the intervention is still small and tested in one school. It is recommended to be tested on a large sample in schools at various levels and cultures.]]>
<![CDATA[Creative Media Education: Navigating Legal Challenges and the Role of Audio Engineering ]]>
<![CDATA[Ella Elvrita]]>
<![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.v17i1.5522
<![CDATA[Creative media education, rooted in technology, arts, and culture, has rapidly evolved alongside globalization and technological advancement. This field includes disciplines such as audio engineering, film production, interactive animation, and the music business. This study explores two main questions: the position of creative media education within the framework of Creative Industries 5.0 and the extent to which regulatory nomenclature hinders the development of new academic programs. A normative-empirical juridical approach was adopted to analyze legal frameworks, policy challenges, and industry demands related to creative media education in Indonesia. The integration of emerging technologies, particularly Artificial Intelligence (AI), is significantly transforming creative media education. AI enables automation, enhances learning experiences, and predicts learner needs, fostering adaptability and innovation. Additionally, the field promotes diversity and inclusivity by integrating multicultural perspectives, thereby increasing its relevance to global audiences. However, rigid and outdated nomenclature in Indonesian higher education has limited institutions’ responsiveness to industry developments, creating a disconnect between academic programs and market needs. Overcoming nomenclature challenges requires active collaboration between academia and the creative sector. Proposed solutions include forging partnerships with media companies, upgrading educational infrastructure, providing hands-on learning opportunities, and reforming regulatory frameworks. These strategies aim to align curricula with industry expectations, improving graduates’ employability and problem-solving skills. To strengthen the role of creative media education in the era of Creative Industries 5.0, Indonesian higher education must embrace technological integration and reform academic structures to align with industry trends.]]>
<![CDATA[Key Success Factors in Social Enterprise Proposals: Insights from Social Entrepreneurship Projects in Education ]]>
<![CDATA[Romi Kurniadi]]>;
<![CDATA[Suratno Suratno]]>
<![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.v16i4.5923
<![CDATA[Social entrepreneurship education is crucial for cultivating entrepreneurial mindsets and addressing societal challenges, particularly in developing regions. This study explores the themes and priorities emerging from student-generated social enterprise proposals within a project-based learning program. A qualitative case study approach, grounded in the interpretivism paradigm, was employed to analyze 11 social enterprise proposals developed by 110 students. Reflexive thematic analysis was utilized to identify key patterns and themes in the proposals. The analysis revealed that students emphasized community benefits, such as job creation and income generation, and innovative approaches, including technology integration and product diversification. However, the concept of social risk-taking, a fundamental aspect of entrepreneurial intention, was notably underrepresented in the proposals. The underrepresentation of social risk-taking underscores a gap in current educational frameworks. Incorporating experiential learning opportunities and risk management strategies could better prepare students for the complexities of real-world social entrepreneurship. These findings align with established principles of social entrepreneurship while also highlighting divergences that inform future curriculum development. This study contributes to the literature on social entrepreneurship education by illustrating how student perceptions align with and diverge from the core principles of social entrepreneurship. The findings provide actionable insights for designing curricula that more effectively equip students with the skills and mindset necessary for successful social entrepreneurial ventures.]]>
