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[Sociocultural Curriculum Design in Islamic Education: Insights from a Local Wisdom Based Approach in West Java ]]>
<![CDATA[Ceceng Saepulmilah]]>;
<![CDATA[Tatang Muh Nasir]]>;
<![CDATA[Rizwan Martiadi]]>;
<![CDATA[Dadang Komara]]>;
<![CDATA[Siti Aini Latifah Awaliyah]]>
<![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.v17i4.7813
<![CDATA[This study explores the integration of local Sundanese cultural values into the Islamic Religious Education (PAI) curriculum through a sociocultural approach. In Indonesia’s multicultural context, aligning Islamic teachings with local wisdom is essential to make religious education more meaningful and contextually relevant. Employing a qualitative descriptive design, data were collected through literature analysis, classroom observations, and semi-structured interviews with four PAI teachers at SMPN 1 Kadipaten, Tasikmalaya Regency, West Java. Additional data sources included school documents and extracurricular activity reports. Thematic analysis was conducted to identify patterns of curriculum integration, teaching strategies, and student character development. Findings reveal that Sundanese values—silih asah (mutual learning), silih asih (compassion), and silih asuh (nurturing)—were systematically embedded into core Islamic competencies such as akhlaq, muamalah, and fiqh. These values enhanced students’ engagement in religious and social activities, improved discipline, empathy, and social responsibility, and fostered collaboration among schools, families, and communities. Authentic assessments were used to evaluate behavioral outcomes. The sociocultural model provides a culturally grounded and pedagogically effective framework for character education in Islamic contexts. Despite challenges such as limited instructional time and lack of standardized modules, teacher initiative played a critical role in successful implementation. The study suggests this model can serve as a reference for other culturally rich regions in designing meaningful Islamic curricula.]]>
<![CDATA[Designing Environment-Based Interactive Multimedia for Enhanced Language Learning in Indonesian Language and Literature Education Program ]]>
<![CDATA[Sitti Harisah]]>;
<![CDATA[Ida Nur'aeni]]>;
<![CDATA[Ulinsa Ulinsa]]>;
<![CDATA[Asrianti Asrianti]]>
<![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.v17i1.6134
<![CDATA[Traditional teaching methods in the "Learning Models" course of the Indonesian Language and Literature Education program often lack engagement and contextual relevance. This study aims to develop and assess the feasibility of environment-based interactive multimedia as an innovative instructional tool to improve comprehension and application among prospective teacher candidates. This research employed a developmental approach, incorporating data from observations, interviews, and questionnaires. A product assessment questionnaire served as the primary instrument. Feasibility was evaluated through expert validation and user testing, including individual and small group trials. Both qualitative and quantitative descriptive analyses were used to interpret the data. The developed multimedia product demonstrated high feasibility scores: content expert validation (91.5%), instructional design expert validation (91.5%), media expert validation (94.0%), individual trial (94.7%), and small group trial (88.2%). All results fall within the "very good" or "good" categories, indicating strong validity and practicality. Findings suggest that environment-based interactive multimedia enhances learner engagement and supports effective instruction in teacher education. The product is well-suited for integration into the "Learning Models" course. The multimedia product is highly feasible for educational implementation. Further research is recommended to examine its effectiveness across other courses and learner populations.]]>
<![CDATA[Evaluating the Effectiveness of Problem-Based Learning (PBL) in Schools: A Comprehensive Meta-Analysis ]]>
<![CDATA[Deby Cinthia]]>;
<![CDATA[Ganefri Ganefri]]>;
<![CDATA[Asmar Yulastri]]>;
<![CDATA[Giatman Giatman]]>;
<![CDATA[Dedy Irfan]]>;
<![CDATA[Hansi Effendi]]>
<![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.v17i3.7008
<![CDATA[Problem-Based Learning (PBL) has been widely promoted as a student-centered approach that fosters critical thinking. However, evidence from individual studies often varies across educational levels and contexts. This study aimed to synthesize empirical findings through a meta-analysis to evaluate the overall effectiveness of PBL in enhancing learners’ critical thinking skills. A systematic search was conducted across academic databases, yielding 2,250 articles. After applying inclusion and exclusion criteria, 25 studies were selected for analysis. Data were coded based on research design, educational level, and implementation characteristics. Statistical analyses were performed using both fixed-effect and random-effect models to estimate the pooled effect size. Publication bias was examined using Egger’s Test, Funnel Plot, and Rank Correlation Test. The meta-analysis indicated that PBL has a significant positive effect on critical thinking skills, with a pooled effect size of 1.134 (p 0.001) and a 95% confidence interval ranging from 0.730 to 1.537. A high heterogeneity level was observed (I² = 95.047%), suggesting variations in study characteristics such as instructional methods, learner populations, and cultural contexts. Although Egger’s Test suggested possible publication bias, Funnel Plot and Rank Correlation Test results supported the overall robustness of the findings. This study provides strong evidence that PBL is an effective strategy for improving critical thinking across different educational levels. Successful implementation requires adequate institutional support, teacher training, and contextual adaptation. The findings highlight the importance of adopting PBL more broadly as a framework for 21st-century education.]]>
<![CDATA[BENTO Curriculum Design for Eating Habits of Early Children ]]>
<![CDATA[Dewi Mulyani]]>;
<![CDATA[Dinar Nur Inten]]>;
<![CDATA[Helmi Aziz]]>
<![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.v16i4.5686
<![CDATA[The BENTO (Bersih, Sehat, Halalan Thoyyiban) Curriculum was developed to instill early childhood eating habits that are clean, healthy, and halal, incorporating religious values into daily routines. This study assesses the curriculum’s development and effectiveness in promoting these values. The curriculum was designed and tested using the ADDIE model, which includes Analysis, Design, Development, Implementation, and Evaluation phases. This structured approach allowed researchers to methodically develop and refine the curriculum based on its goals. The BENTO curriculum emphasizes a holistic, integrative approach, focusing on health, safety, and the meaningful incorporation of Islamic principles in early education. Through activities, children learn about the health and religious benefits of eating according to Islamic practices. Content areas include basic needs, animals, professions, plants, and culture, with learning resources drawn from children’s personal experiences, community environments, events, and designated learning times. The curriculum fosters moral education by teaching, internalizing, and adapting religious values in eating habits. It utilizes engaging and child-centered strategies to make the learning experience both enjoyable and meaningful, contributing to the development of moral awareness and actions in young children. The BENTO curriculum provides an effective framework for integrating religious and health-related values into early childhood eating habits. The authentic evaluation process highlights its potential for meaningful impact in early education. Further research should explore its applicability in diverse cultural contexts.]]>
<![CDATA[Exploring the Role of Seating Layouts in Enhancing Elementary Students’ Learning Motivation: Evidence from a Controlled Study ]]>
<![CDATA[Haya Haya]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 17, No 2 (2025): JUNE 2025 ]]>
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DOI: 10.35445/alishlah.v17i2.7121
<![CDATA[Classroom seating arrangements have long been considered influential in shaping students’ learning experiences, particularly in terms of motivation. This study investigates how seating positions impact students' learning motivation and explores the associated dynamics of social interaction within the classroom setting. A quantitative quasi-experimental design (Nonequivalent Control Group Design) was employed. The study involved 80 fourth-grade students from classes 4A and 4B, selected using a saturated nonprobability sampling technique. Data were gathered through the Motivated Strategies for Learning Questionnaire (MSLQ) and the Classroom Seating Rating Scale for Students (CSRS-S). Data analysis included validity, normality, and linearity tests, followed by hypothesis testing using simple regression. Findings indicated that students seated in the front and middle rows exhibited significantly higher motivation levels than those in the back rows. Contributing factors included increased teacher interaction, stronger peer support, and fewer environmental distractions. Additionally, group seating arrangements were more effective in enhancing motivation compared to individual seating. The results suggest that both seating position and arrangement significantly influence learning motivation. Classroom designs that promote interaction and reduce distractions can positively affect student engagement and motivation. Seating configurations that encourage proximity to the teacher and social interaction, such as group seating in the front or middle rows, enhance students’ motivation. These findings have practical implications for optimizing classroom layouts to foster a more engaging learning environment.]]>
<![CDATA[EnglishTeachers’ Professional Development During COVID-19: Indonesian Elementary English Teacher Context ]]>
<![CDATA[Latifah Fatmawati]]>;
<![CDATA[Dewi Rochsantiningsih]]>;
<![CDATA[Slamet Supriyadi]]>
<![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.v14i4.1746
<![CDATA[Teachers have important role in learning process to improve the quality of education output and outcome Indonesia. Therefore, to be professional teachers, activities should be carried out during COVID-19 pandemic to develop professionalism of teachers. The purpose of this research is to discover what teacher professional development (TPD) activities that the teachers could engage during COVID-19 pandemic. This study also examines the viewpoints of teachers from both private and public schools. The method of the research employs qualitative research and focuses on case study technique utilized to investigate teachers’ thoughts on what TPD activities they participated in during the COVID-19 pandemic. The result of the research indicates that elementary teachers can still participate in TPD activities using the existing online platform even during pandemic. Teachers can develop their professionalism in creating and developing online media in learning during COVID-19 pandemic. In conclusion, the COVID-19 pandemic provides new TPD opportunities for teachers and expands their understanding of internet technology and promote collaboration among teachers. However, further research should be conducted to address teachers' professional development in a deeper and broader perspective in Indonesia. It is expected to cover wider areas of teachers from different institution including higher education institutions. In order that we can learn about the types of TPD activities that may be done remotely during the pandemic from many perspectives.]]>
<![CDATA[Synthesizing Determinants of E-Learning Continuance Intention: A Meta-Analysis and Weight Analysis ]]>
<![CDATA[Hardisem Syabrus]]>;
<![CDATA[M.Yogi Riyantama Isjoni]]>;
<![CDATA[Aulia Apriani]]>;
<![CDATA[Maha Rani]]>
<![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.v17i4.6591
<![CDATA[Understanding the factors influencing students' intention to continue using e-learning platforms is critical for sustaining digital education, especially in the post-pandemic era. While individual studies provide varying insights, a comprehensive synthesis is needed to clarify the most influential predictors of E-Learning Continuance Intention (ECI). This study conducted a systematic meta-analysis and weight analysis of 14 predictor variables related to ECI. Relevant peer-reviewed quantitative studies published between 2005 and 2022 were retrieved from Google Scholar. Inclusion criteria focused on empirical studies reporting correlation coefficients between ECI and its predictors. Meta-analysis was performed using Comprehensive Meta-Analysis Software, while weight analysis was applied to assess predictor significance based on frequency and strength of tested relationships. The findings identified Perceived Usefulness, Satisfaction, and Perceived Playfulness as best predictors, supported by both high correlation values and consistent significance across studies. Experimental predictors such as User Perception and Utility Value showed strong correlations but limited testing frequency. Four predictors, including Attitude and Social Influence, demonstrated lower predictive strength. Notably, Experiential Learning showed no significant correlation with ECI in either analysis. This study contributes to theoretical development by confirming and refining key constructs within the Expectation-Confirmation Model (ECM) in the e-learning context. The results provide practical implications for designing effective e-learning environments and highlight areas for future research, including underexplored or context-dependent predictors.]]>
<![CDATA[The Pedagogical and Professional Abilities of Pre-Service Teachers through a Project-Based Research Learning Model ]]>
<![CDATA[Sumarmi Sumarmi]]>;
<![CDATA[Alfyananda Kurnia Kurnia Putra]]>;
<![CDATA[Adellia Wardatus Sholeha]]>;
<![CDATA[Pratidina Izza Rahmasyah]]>;
<![CDATA[Muhammad Aliman]]>;
<![CDATA[Neni Wahyuningtyas]]>;
<![CDATA[Wan Ibrahim Wan Ahmad]]>
<![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.v17i1.5867
<![CDATA[The Kurikulum Merdeka (Independent Curriculum) policy allows pre-service teachers to engage in two-semester internships, offering extended practical experience in schools. This study aimed to analyze the pedagogical and professional abilities of pre-service teachers in the digital era following the implementation of the Project-Based Research Learning model within the Teaching Assistance program. A mixed-methods approach was employed, combining quantitative and qualitative data. Research instruments included open-ended questionnaires and in-depth interviews. Data were analyzed using descriptive statistical techniques and thematic qualitative analysis. Findings revealed that pre-service teachers demonstrated strong pedagogical and professional competencies in the digital teaching environment after applying the Project-Based Research Learning model. Most participants favored group projects over individual assignments, citing benefits such as: fostering collaboration aligned with gotong royong (mutual cooperation) values, facilitating shared problem-solving, expediting project completion, and reducing individual workload. The study also identified several challenges faced by pre-service teachers during implementation, including classroom management and digital content adaptation, which are discussed in detail. The Project-Based Research Learning model effectively enhances both pedagogical and professional competencies among pre-service teachers in the digital era. Group-based projects are particularly beneficial for collaborative skill development. Future research should further explore strategies to address the challenges encountered during digital teaching practice.]]>
<![CDATA[Evaluating the Effectiveness of MOOC-Based Learning for Enhancing Civil Servant Competence: A Case Study in Karanganyar Regency ]]>
<![CDATA[Rahmawati Sururama]]>;
<![CDATA[Kurnia Yuniasari]]>
<![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.v16i4.6030
<![CDATA[Education is crucial for enhancing the competencies of State Civil Apparatus (ASN) as public servants tasked with delivering quality services. To support this, the Indonesian government introduced a Massive Open Online Course (MOOC) program as an innovative approach to professional development. Karanganyar Regency was selected as the pilot region for MOOC implementation, given its readiness in digital infrastructure and its role as a model for other regions. This research aims to assess the effectiveness of the MOOC program in improving ASN competencies and to identify challenges to its successful implementation. Using a descriptive qualitative method with an inductive approach, the study collected data through observations, interviews with key stakeholders, and documentation analysis. Participants included ASNs enrolled in the MOOC program, program facilitators, and local government officials. Data analysis was conducted through reduction, presentation, and conclusion-drawing techniques. The findings indicate that the MOOC program significantly enhanced competencies such as digital proficiency, task management, and technical knowledge among ASNs. However, challenges were identified, including low quota fulfillment, suboptimal graduation rates, limited leadership control, and inadequate digital literacy among older participants. These barriers were compounded by inconsistent dissemination of information and limited participant engagement. Addressing these obstacles is vital to improving future MOOC implementations. Recommendations include enhanced leadership involvement, targeted training to improve digital literacy, and more effective communication strategies. The experience of Karanganyar Regency underscores the potential of MOOCs as a transformative tool for civil servant education, provided implementation challenges are systematically addressed.]]>
<![CDATA[Character Education as a Strategy to Prevent Promiscuity Among Senior High School Students in Merauke ]]>
<![CDATA[Kristiani Butar-Butar]]>;
<![CDATA[Agus Basuki]]>;
<![CDATA[Marwan Marwan]]>;
<![CDATA[Agus Herwanto]]>;
<![CDATA[Agung Prihatmojo]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 17, No 2 (2025): JUNE 2025 ]]>
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DOI: 10.35445/alishlah.v17i2.6410
<![CDATA[Character education plays a critical role in shaping students’ values and behaviors, serving as a preventive measure against social issues such as promiscuity. In Merauke, a region with distinct cultural and social dynamics, addressing adolescent behavior through character development is essential. This qualitative study employed a case study design to explore the impact of character education on preventing promiscuity among high school students in Merauke. Conducted in 2023, the research involved students, parents, and teachers at a local high school. Data were gathered through in-depth interviews and direct observations, then analyzed thematically to examine the roles of educators and families in guiding students’ moral development. Findings indicate that effective character education—integrating moral values, ethics, and social responsibility—significantly contributes to reducing risky behaviors among students. Collaboration between schools, parents, and communities enhances the effectiveness of these programs. Participants reported noticeable improvements in students’ sense of responsibility and decision-making. However, challenges such as limited parental awareness and the pervasive influence of technology hinder optimal outcomes. The study highlights the importance of tailoring character education to the unique cultural context of Merauke. To address ongoing challenges, greater efforts are needed to involve families and integrate local values into the curriculum. Strengthening character education holistically may offer a sustainable strategy for mitigating adolescent promiscuity in the region.]]>
