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[Enhancing Islamic Education in Asahan Regency: Muhammadiyah’s Institutional, Curricular, and Human Resource Management Contributions ]]>
<![CDATA[Imran Ariadin]]>;
<![CDATA[Hasan Asari]]>;
<![CDATA[Solihah Titin Sumanti]]>
<![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.v17i2.7184
<![CDATA[Islamic education is central to shaping the character and advancing the civilization of the Muslim community. In Indonesia, Muhammadiyah—one of the country’s largest Islamic organizations—has played a pivotal role in promoting Islamic education. This study explores Muhammadiyah's contribution to Islamic education in Asahan Regency, focusing on institutional development, curriculum integration, and human resource management. A qualitative research design was employed, utilizing interviews, observations, and document analysis. Data were collected through 10 in-depth interviews with key stakeholders and direct observations at several Muhammadiyah educational institutions. The study found that Muhammadiyah oversees 50 educational institutions in Asahan Regency. These institutions implement a curriculum that integrates religious and general sciences, reflecting the educational philosophy of K.H. Ahmad Dahlan. Human resource management practices emphasize professionalism and the internalization of Islamic values, contributing to improved educational outcomes. The integration of religious and general knowledge serves as a model for balancing spiritual and intellectual development. Muhammadiyah's approach aligns with the broader objectives of Islamic education reform, promoting intellectual independence and character building rooted in Islamic teachings. Muhammadiyah plays a critical role in enhancing the quality of Islamic education in Asahan Regency. The findings offer practical insights for curriculum design and staff development in Islamic educational institutions, while also contributing to academic discourse on holistic and integrative approaches in Islamic education.]]>
<![CDATA[Digital Adaptation and Perceptions of Architecture and Interior Design Students on Online Lecture Methods ]]>
<![CDATA[Tita Cardiah]]>;
<![CDATA[Andiyan Andiyan]]>;
<![CDATA[Husna Izzati]]>;
<![CDATA[Eliyana Firmansyah]]>
<![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.v14i4.1931
<![CDATA[The COVID-19 pandemic has transformed educational practices globally, compelling a shift from traditional in-person learning to online modalities. This shift significantly impacted Architecture and Interior Design studio courses, which traditionally rely on hands-on, collaborative studio environments. This qualitative descriptive study explored the challenges faced by students during the transition to online studio-based learning. Data were collected via questionnaires distributed to Architecture and Interior Design students to examine their experiences and adaptation processes. Findings revealed that students encountered both virtual/digital and physical/non-physical obstacles. Digital limitations included inadequate access to technological devices and varying levels of digital literacy among students and lecturers. Physical challenges involved the lack of appropriate equipment and working environments at home. Additionally, students faced non-physical barriers such as changes in time management, learning methodologies, behavioral adjustments, psychological stress, and unstable internet connectivity. The transition to online studio learning involved more than technological adaptation. Effective learning outcomes were influenced by the availability of physical tools and the ability to adjust to new learning rhythms and psychological demands. These findings highlight the need for comprehensive strategies that address not only digital readiness but also physical infrastructure and student well-being. Further research is recommended to explore in depth the behavioral and psychological dimensions of this transition.]]>
<![CDATA[Development of Culturally Responsive Teaching Self-Efficacy (CRTSE) Scale in Mathematics Learning at Junior High Schools ]]>
<![CDATA[Dian Kurniawan]]>;
<![CDATA[Dedi Nurjamil]]>;
<![CDATA[Ike Natalliasari]]>
<![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.v17i4.8665
<![CDATA[This study aimed to develop and validate a Culturally Responsive Teaching Self-Efficacy (CRTSE) scale and a culturally integrated mathematics teaching module for junior high schools in Banjar City, Indonesia. Culturally responsive teaching (CRT) supports inclusive and contextual learning by integrating students’ cultural backgrounds into instruction—an approach underutilized in Indonesian mathematics education. Using the ADDIE development model within a Research and Development (RD) framework, the study involved 350 seventh-grade students and 10 mathematics teachers across five culturally diverse schools. The CRT-based module focused on quadrilateral concepts contextualized through Banjar’s cultural sites. Expert validation rated the module as “very good” (average score: 3.875), and limited trials showed high student approval (93.02% positive response). Large-scale implementation was evaluated through pre- and post-tests using ANCOVA to assess learning gains. Results showed significant improvement (p .01) in students' mathematics achievement in experimental classes compared to control groups. Teachers' CRTSE scores indicated highest self-efficacy in facilitating cooperative learning (40.7%), with moderate confidence in understanding students’ cultural backgrounds (33.3%). The findings demonstrate that the culturally integrated module is valid, practical, and effective in enhancing students' mathematical understanding. The CRTSE scale offers a promising tool for assessing teacher readiness to implement CRT in mathematics. These results support the integration of CRT into Indonesia’s Merdeka Curriculum to promote equitable and contextual learning.]]>
<![CDATA[Instilling Islamic Values in Elementary School Students: A Case Study of the R2SC Method (Routine, Role Models, Spontaneity, and Conditioning) ]]>
<![CDATA[Moh Wardi]]>;
<![CDATA[Ismail Ismail]]>;
<![CDATA[Supandi Supandi]]>;
<![CDATA[Hodairiyah Hodairiyah]]>;
<![CDATA[Moh. Zainol Kamal]]>
<![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.v17i1.6209
<![CDATA[Instilling Islamic values in primary school students is crucial for fostering moral and spiritual character from an early age. This study examines the effectiveness of the R2SC technique (Routine, Role Model, Spontaneity, and Conditioning) in developing Islamic character in young learners by integrating structured activities and contextual learning. A qualitative case study approach was employed, with data collected through direct observation, in-depth interviews with educators and students, and document analysis of R2SC implementation in an Islamic elementary school. Thematic analysis was used to identify key patterns and insights. The findings indicate that the R2SC technique effectively instills Islamic values in students. Routine practices, such as communal prayers and religious activities, reinforce spiritual discipline. Educators and school staff serve as role models, demonstrating Islamic behaviors. Spontaneity in daily interactions helps students internalize values in real-life contexts, while conditioning ensures a supportive environment for continuous reinforcement. The study highlights the practical benefits of the R2SC approach in Islamic character education. It provides educators with a structured yet flexible methodology to integrate religious teachings into everyday school life, making moral education more impactful. The R2SC technique is a comprehensive method for Islamic character development in primary schools. Future research should explore its adaptability in different cultural and educational settings to enhance its global applicability and effectiveness.]]>
<![CDATA[Fostering Religious Moderation through Literary Exploration: A Case Study of S.K. Ali’s Love from A to Z in University Classrooms ]]>
<![CDATA[Dahlan Dahlan]]>;
<![CDATA[Nurdin Nurdin]]>;
<![CDATA[Mariano Satya Pramularsih]]>;
<![CDATA[Akram Ista]]>
<![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.v17i3.7562
<![CDATA[In multicultural societies, promoting religious moderation in higher education is essential for fostering tolerance and interfaith understanding. Literature, particularly contemporary Muslim narratives, offers a unique medium for exploring these values. This study investigates the use of Love from A to Z by S.K. Ali as a pedagogical tool to cultivate religious moderation among university students. The research aims to assess how literary engagement with Muslim identities and interfaith dynamics influences students’ critical awareness and empathetic understanding of religious and cultural diversity. Employing a qualitative case study approach, the study involved 30 undergraduate students enrolled in a literature and religion course at an Indonesian university. Data were collected through classroom observations, reflective journals, and semi-structured interviews. Thematic analysis was used to identify key patterns in students’ responses to the text. The findings indicate that reading and discussing Love from A to Z enhanced students’ interfaith empathy, critical engagement with religious representation, and appreciation of pluralism. The novel’s portrayal of everyday Muslim experiences prompted students to reflect on personal biases and societal assumptions, leading to more nuanced perspectives on religious identity and coexistence. Integrating diverse literary narratives into the university curriculum can effectively foster religious moderation by promoting empathy, dialogue, and critical thinking. This study highlights the pedagogical value of literature in nurturing inclusive worldviews in higher education contexts.]]>
<![CDATA[The Practice of Learning Community on Teachers’ Development: A Case of Indonesia ]]>
<![CDATA[Evitha Soraya]]>;
<![CDATA[Supadi Supadi]]>
<![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.v14i4.2292
<![CDATA[This article aims to evaluate the programs organised by a professional learning community in Indonesia, MGMP (Subject Teacher Conference), as a forum for teachers' professional development with two principles: communal deliberation and subject teachers. Forty teachers were randomly selected and surveyed (N = 40), and three school inspectors were interviewed (N = 3). This recent study employed a mixed-method design. Furthermore, a content analysis was carried out to study the standards of MGMP development. Findings revealed that the programs have been consistent with the underlying principles of MGMP and are effective for Social Science teachers' development. Although more attention should be given to teachers' real performance in classes, the researchers believe regular meetings have provided teachers with opportunities to exchange ideas, discover solutions, and create a pool of current information and valuable experiences. The communal deliberation is contextual to the practice of PLC in Indonesia. It never changes the goal objective to improve teachers' professional development to improve student's quality of learning. It strengthens the spirit of collegiality in teachers' cooperation and collaboration.]]>
<![CDATA[Identifying Junior High School Student’s Learning Needs and Challenges in Science Education ]]>
<![CDATA[Wiwit Yuli Lestari]]>;
<![CDATA[Hertien Koosbandiah Surtikanti]]>;
<![CDATA[Taufik Rahman]]>;
<![CDATA[Riandi Riandi]]>
<![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.v17i2.6347
<![CDATA[Understanding students’ needs in science education is essential for improving teaching strategies and learning outcomes. This study investigates students’ preferences regarding teaching methods, learning materials, and supplementary education outside school.The study employed a descriptive research design involving 119 students and 28 teachers from seven randomly selected schools in Ciamis. Participants had prior experience with online learning. Data were collected through questionnaires and interviews and analyzed quantitatively using percentage-based analysis.Findings reveal that 95% of students enjoy learning science due to its real-life relevance. Approximately 79% favor practical-based learning methods, citing ease of understanding and increased engagement, while 21% reported disinterest or discomfort with practical activities. Face-to-face instruction was preferred by 88.2% of students for its interactive benefits, though 3.57% felt teachers did not sufficiently involve them, potentially limiting critical thinking development. Regarding learning materials, 79.8% of students confirmed material availability, preferring those that are visual, durable, and easy to understand. Only 7.6% of students pursued additional lessons, primarily to enhance comprehension or complete assignments.These findings highlight students' inclination toward interactive and visually supported science instruction. Barriers such as limited engagement and lack of exposure to practical learning should be addressed to foster a more effective educational experience.Identifying and addressing students’ preferences in science education can inform more effective instructional approaches and resource development.]]>
<![CDATA[Validation of CORE-Model-Based Geometry Teaching Materials Supported by Wingeom Software ]]>
<![CDATA[Sri Yulianti]]>;
<![CDATA[Darhim Darhim]]>;
<![CDATA[Bambang A.P Martadiputra]]>;
<![CDATA[Jarnawi Afgani Dahlan]]>
<![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.v17i4.7284
<![CDATA[This study aims to evaluate the content validity of geometry teaching materials designed for Grade VII junior high school students. These materials were developed using the Connecting, Organizing, Reflecting, and Extending (CORE) instructional model, supported by Wingeom software, to enhance students' conceptual understanding of geometry. To assess validity, expert validation was conducted using structured questionnaires. Six categories of experts participated: subject-matter experts, media experts, mathematicians, school mathematicians, language experts, and learning evaluation experts. Each category included five experts. The Content Validity Index (CVI) was employed to quantify the degree of agreement among experts regarding the relevance of the materials. The results showed high content validity across all expert groups. Specifically, the s-CVI values were 0.96 for media experts, 0.98 for subject-matter experts, 0.97 for mathematicians, 0.96 for school mathematicians, and similarly high scores for evaluation and language experts. These scores exceed the commonly accepted threshold for strong content validity (s-CVI ≥ 0.90). The high CVI values indicate that the geometry teaching materials are valid in terms of content, language, instructional design, and evaluation components. Consequently, the materials are appropriate for use in further research related to mathematics learning processes at the junior high school level.]]>
<![CDATA[Synergizing Early Childhood Education Management and Higher Education: A Path to Enhanced Business Sustainability ]]>
<![CDATA[Ahmad Nur Budi Utama]]>;
<![CDATA[Agus Syarif]]>;
<![CDATA[Bunga Ayu Wulandari]]>;
<![CDATA[Romi Kurniadi]]>
<![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.v16i4.5977
<![CDATA[Early Childhood Education (ECE) in Indonesia faces critical challenges, including limited financial resources, inadequate managerial support, and weak marketing strategies, which hinder the sustainable growth of ECE institutions. This study proposes a collaborative business management model between ECE institutions and universities to address these issues. The research employed a Focus Group Discussion (FGD) approach, involving 15 participants comprising ECE managers and university representatives. Discussions centered on operational challenges faced by ECE institutions and the potential for universities, leveraging their expertise in business, research, and student engagement, to provide strategic managerial and financial support. Data were analyzed using thematic analysis to design a collaborative model. The findings revealed that universities can play a pivotal role in addressing ECE management constraints by offering expertise in marketing strategies, financial planning, and operational management. The proposed model emphasizes mutual benefits, with universities enhancing their community engagement and Key Performance Indicators (KPIs), while ECE institutions receive essential support to improve educational quality and sustainability. This study addresses a gap in the literature by demonstrating the feasibility and advantages of university-ECE partnerships. Such collaborations can transform both sectors by fostering cross-sector policies, improving community development, and enhancing educational outcomes. The collaborative model offers a strategic solution to ECE sustainability challenges in Indonesia. Future efforts should focus on policy frameworks to support these partnerships, enabling broader implementation and long-term impact on educational and societal advancement.]]>
<![CDATA[The Relationship of Student Process Skills to Student Responses with the Student Team Achievement Division (STAD) Learning Model in Elementary Schools and Madrasah Ibtidaiyah ]]>
<![CDATA[Kamid Kamid]]>;
<![CDATA[Sri Winarni]]>;
<![CDATA[Rohati Rohati]]>;
<![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.v14i4.1534
<![CDATA[Abstract Effective learning can be increased by forming several groups that have diversity in abilities, gender, and ethnicity. So this research was conducted with the aim of knowing the relationship between students' process skills on student responses to the Student Team Achievement Division (STAD). learning model for the volume of blocks and cubes. This research is a survey research, this study uses quantitative data analysis with the help of SPSS statistics 25, to find descriptive statistics, test assumptions and test hypotheses. The results obtained from this study were conducted in 4 schools, namely 2 SD and 2 MI with 36 students in each class. So the total number of students is 144 students. Based on the T test, the results showed that there were significant differences in students' process skills in students' responses to the Student Team Achievement Division (STAD). learning model for the volume of blocks and cubes between schools. Based on the correlation test, it was concluded that there was a relationship between students' process skills on student responses with the Student Team Achievement Division (STAD). learning model for the inter-school volume of blocks and cubes. the writer gives suggestions, namely the implementation of the Student Team Achievement Division (STAD) cooperative learning model as an effort to improve Student Process Skills. Abstrak Pembelajaran yang efektif dapat ditingkatkan dengan membentuk beberapa kelompok yang mempunyai keragaman dalam kemampuan, jenis kelamin, hingga sukunya. Sehingga penelitian ini dilakukan dengan tujuan untuk mengetahui hubungan antara keterampilan proses siswa pada respon siswa dengan model Pembelajaran Student Team Achievement Division (STAD) materi volume balok dan kubus. Penelitian ini merupakan penelitian survey, penelitian ini menggunakan analisis data kuantitatif dengan bantuan SPSS statistic 25, untuk mencari statistik deskriptif, Uji asumsi dn Uji Hipotesis. Hasil yang diperoleh dari Penelitian ini dilakukan pada 4 sekolah yaitu 2 SD dan 2 MI dengan masing-masing kelas berjumlah 36 siswa. Sehingga total siswa keseluruhan yaitu 144 siswa. Berdasarkan uji T didapat hasil terdapat perbedaan yang signifikan pada keterampilan proses siswa pada respon siswa dengan model Pembelajaran Student Team Achievement Division (STAD) materi volume balok dan kubus antar Sekolah. Berdasarkan uji korelasi disimpulkan bahwa terdapat hubungan antara keterampilan proses siswa pada respon siswa dengan model Pembelajaran Student Team Achievement Division (STAD). materi volume balok dan kubus antar sekolah. maka penulis memberikan saran yaitu pada pelaksanaan model pembelajaran kooperatif tipe Student Team Achievement Division (STAD) sebagai upaya untuk meningkatkan Keterampilan Proses Siswa. ]]>
