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[Development Writing Text Module Based on Project Based Learning Through Exploring Local Wisdom of Kediri Residency for Elementary School Teacher Education’s Students ]]>
<![CDATA[Endang Sri Mujiwati]]>;
<![CDATA[Rian Damariswara]]>;
<![CDATA[Karimatus Saidah]]>
<![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.v14i4.1413
<![CDATA[Writing is the way to express the idea according to the author knowledge, By writing, students can exercise their writing ability according to their interest in educational themes but Pre eliminary research on elementary school teacher education student in a university of Kediri show that students in the Language Studies course have obstacles in understanding various text materials like difficulty mentioning the variety of texts and difficulty identifying the structure of each variety of text.The purpose of developing the various type of text module is first to describe the module development procedure based on the ADDIE development model, second to describe the validity of the module based on the assessment of Indonesian language experts, and third to find out whether the module is practical for use by elementary school teacher education program students. The development method uses the ADDIE model, the research subjects are elementary school teacher education students at the University in Kediri class of 2020. The data analysis technique used is descriptive quantitative to describe the data in the form of questionnaire scores of validity and practicality, and descriptive qualitative to describe the data in the form of suggestions and comments and observations during the implementation process. The results showed that the module developed was declared very valid by Indonesian language experts with a score of 95.6% and was stated to be very practical according to the results of the practicality questionnaire distributed to students with a score of 86.7%.]]>
<![CDATA[Enhancing Mathematics Achievement through Virtual Manipulatives: A Meta-Analysis of K–9 Intervention ]]>
<![CDATA[Lisda Fitriana Masitoh]]>;
<![CDATA[Enggar Prasetyawan]]>
<![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.v17i4.7586
<![CDATA[Virtual manipulatives (VMs) have emerged as innovative tools in mathematics education, yet their overall effectiveness remains unclear. This study aims to synthesize existing evidence on the impact of VMs on K–9 students’ mathematics achievement. A meta-analysis was conducted following PRISMA guidelines. A systematic literature search identified 23 experimental studies published between 2012 and 2022 that investigated the effectiveness of VMs in mathematics learning. Inclusion criteria required studies to provide sufficient statistical data and include control groups using either traditional methods or concrete manipulatives. Data were analyzed using the random-effects model via OpenMEE, and moderator analyses were performed based on education level and control group type. The overall effect size was strong and statistically significant (Cohen’s d = 1.603, 95% CI [0.881, 2.324], p 0.001), indicating that VMs significantly improve mathematics achievement. Subgroup analyses revealed larger effects at the secondary level (d = 1.810) than at the primary level (d = 1.280), and greater effectiveness when compared to traditional methods (d = 1.979) than to concrete manipulatives (d = 1.473). Despite some heterogeneity (I² = 97.95%), publication bias was not evident. Findings affirm that VMs are effective tools for enhancing mathematics achievement across K–9 settings. Educators are encouraged to integrate VMs, especially in secondary classrooms. Further research should explore long-term impacts and broader contextual variables.]]>
<![CDATA[A Character Formation Model in Integral Schools: An Analysis Through Weber's Theory of Social Action ]]>
<![CDATA[Iwan Kuswandi]]>;
<![CDATA[Asmoni Asmoni]]>
<![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.v17i1.5455
<![CDATA[Character development in education is essential for fostering moral and ethical values in students. This study examines character development models within two Islamic elementary schools—Luqman Al-Hakim Integral Elementary School and Al-Wathoniyah Integrated Islamic Elementary School—through the lens of Max Weber’s social action theory. The study explores how these schools integrate character education within their curricula. A qualitative research approach was adopted, utilizing observations, interviews, and document analysis to collect data. The qualitative analysis method was employed to interpret the findings, focusing on how character education is structured and implemented in both institutions. The findings indicate that Luqman Al-Hakim Integral Elementary School emphasizes monotheistic beliefs in character development, fostering a deep connection between religious principles and daily life. In contrast, Al-Wathoniyah Integrated Islamic Elementary School applies the water philosophy, which promotes adaptability, patience, and resilience. Both institutions actively engage parents in the educational process to reinforce character formation at home. Additionally, the curriculum integrates general education with Islamic teachings, particularly the Quran, ensuring a holistic approach to character building. The study highlights the significance of integrated character education models in Islamic schools. The incorporation of religious values alongside academic knowledge fosters well-rounded students with strong moral foundations. These findings suggest that collaborative efforts between educators and parents enhance character development, making such models effective for broader implementation in Islamic education.]]>
<![CDATA[The Effectiveness of Writing Short Story Texts Using E-Modules Based on Electronic Publication for Senior High School ]]>
<![CDATA[Kristia Apriyani]]>;
<![CDATA[Ernalida Ernalida]]>;
<![CDATA[Didi Suhendi]]>
<![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.v17i3.4437
<![CDATA[The integration of digital technology into education necessitates innovative learning tools that go beyond traditional textbooks. One such innovation is the use of electronic modules (e-modules), particularly those based on Electronic Publication (EPUB) formats, which offer interactive and accessible learning experiences. This study investigates the effectiveness of EPUB-based e-modules in improving students' ability to write short story texts.This descriptive quantitative study involved 28 grade XI students from a senior high school. The research employed a pretest-posttest design to measure students’ performance in writing short story texts before and after using the EPUB-based e-module. Data were collected using a performance-based writing test assessed through a standardized rubric. Statistical analysis included descriptive statistics, normality tests, and a paired sample t-test.The average student score increased from 56.43 (pretest) to 79.43 (posttest) after using the EPUB-based e-module. The results of the paired t-test indicated a statistically significant difference between pretest and posttest scores (p = 0.000 0.05), confirming the effectiveness of the e-module in enhancing students’ writing skills.The findings demonstrate that EPUB-based e-modules are effective teaching tools for improving students’ ability to write short stories. Their interactive and flexible design supports better engagement and learning outcomes. This study recommends further development and integration of EPUB-based materials in language learning to promote digital literacy and writing proficiency.]]>
<![CDATA[Contribution of Critical Reading Skills and Scientific Vocabulary Mastery to Exposition Text Writing Skills ]]>
<![CDATA[Maharani Dwi Putri Asriati]]>;
<![CDATA[Erizal Gani]]>
<![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.v14i4.2202
<![CDATA[The purpose of this study was to describe the contribution of critical reading skills to students' exposition text writing skills, to describe the contribution of scientific vocabulary mastery to students' exposition text writing skills, to describe the contribution of students' critical reading skills and scientific vocabulary mastery to students' exposition text writing skills. This type of research is quantitative with a descriptive method using a correlational design. The population of this research is the students of class X senior high school totalling 223 people. Sampling was carried out using proportional random sampling. The number of research samples was 45 students. The research instrument is an objective test and a performance test. The research data were in the form of exposition text writing skill scores, critical reading skills test scores, and students' scientific vocabulary mastery scores which were converted into grades. Data analysis used the Pearson product-moment correlation test, multiple correlation test, t-test, f-test, and determinant coefficient to determine the contribution of the independent and dependent variables. The results showed that critical reading skills contributed significantly 36.72% to the skill of writing exposition texts. Mastery of scientific vocabulary contributed significantly by 36.97% to the skill of writing expository text. Critical reading skills and scientific vocabulary mastery together contribute to the skill of writing expository text by 42.25%. In conclusion, critical reading skills and scientific vocabulary mastery together have a significant contribution to exposition text writing skills. ]]>
<![CDATA[Assessing the Impact of Education Policies in Indonesia: Challenges, Achievement, and Future Direction ]]>
<![CDATA[Ika Widiastuti]]>
<![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.v17i2.6803
<![CDATA[This study examines the impact of education policies in Indonesia over the past decade, focusing on challenges, achievements, and future directions for educational sustainability. The analysis is guided by the objectives of decentralization reforms and alignment with global standards such as the Sustainable Development Goals (SDGs). A systematic literature review was conducted, synthesizing findings from 25 peer-reviewed articles published between 2014 and 2024. Reputable journals were selected to ensure credibility and relevance. Key themes included policy frameworks, implementation outcomes, and regional disparities. The findings reveal significant achievements, such as increased school enrollment rates, reduced illiteracy, and greater inclusivity. However, challenges persist, including unequal resource distribution, inconsistent educational quality across regions, insufficient teacher training, and limited technological integration. Policies aimed at bridging equity gaps and fostering innovation remain underdeveloped. Despite substantial progress, systemic issues hinder the full realization of policy objectives. Effective implementation requires robust monitoring, stakeholder collaboration, and equity-focused initiatives. Best practices identified from the literature highlight the importance of adaptive strategies tailored to Indonesia's diverse educational landscape. The study emphasizes the need for enhanced policy design and execution to address existing challenges and ensure a resilient, inclusive education system. Strategic recommendations include strengthening teacher capacity, leveraging technology, and fostering equitable resource distribution to sustain long-term progress.]]>
<![CDATA[The Role of Organizational Behavior Mediation in Organizational Cultural Relations and Education Quality: A Teacher's Perspective in Serang City Elementary School ]]>
<![CDATA[Ida Dahlia]]>;
<![CDATA[Sudadio Sudadio]]>;
<![CDATA[Isti Rusdiyani]]>
<![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.v17i4.7904
<![CDATA[Improving the quality of education in elementary schools requires attention not only to academic inputs but also to internal organizational factors. This study investigates the mediating role of organizational behavior in the relationship between organizational culture and the quality of education in elementary schools in Serang City. A qualitative research design was employed to explore the perceptions and experiences of educators. Data were collected through in-depth interviews with 10 school principals and 20 teachers from various public elementary schools. Purposive sampling was used to ensure diverse perspectives based on school accreditation and performance levels. Thematic analysis was applied to identify patterns related to organizational culture, behavior, and education quality. The findings indicate that a strong, inclusive, and open organizational culture fosters positive organizational behavior among teachers, including higher motivation, collaboration, and job satisfaction. These behaviors, in turn, significantly contribute to the improvement of teaching practices and student achievement. Organizational behavior emerged as a key mediating variable that strengthens the influence of culture on education quality. The study highlights the critical role of school leadership in shaping a supportive organizational culture that promotes positive behavior and educational outcomes. Managing both culture and behavior effectively can create a more conducive learning environment and drive sustainable improvements in educational quality. The findings suggest that school principals should actively cultivate collaborative norms and teacher involvement in decision-making processes.]]>
<![CDATA[The Development of Interactive Learning Media Based on Discovery Learning Oriented to Students’ Concept Understanding and Mathematical Disposition ]]>
<![CDATA[Tiara Saharani]]>;
<![CDATA[Agus Maman Abadi]]>
<![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.v16i4.5681
<![CDATA[Interactive learning media that enhance active student participation are essential for optimizing mathematics learning and developing mathematical competencies. This research focused on designing interactive media based on discovery learning to improve students' conceptual understanding and mathematical disposition, ensuring their validity, practicality, and effectiveness. The study utilized the ADDIE development model, encompassing Analysis, Design, Development, Implementation, and Evaluation phases. The research involved 35 students from class XI SMA Negeri 4 Yogyakarta and assessed the media's validity, implementation practicality, and learning effectiveness. The interactive media were developed following discovery learning principles and made accessible via laptops and smartphones. Validation confirmed their effectiveness, achieving a 92.3% implementation rate. Wilcoxon and proportion tests revealed significant improvements in students' conceptual understanding and mathematical disposition. The average concept understanding test score exceeded the KKTP threshold (75), while the mathematical disposition questionnaire average surpassed the high criteria minimum (102). Furthermore, 88.5% of students reached the KKTP (75) threshold in conceptual understanding, and 94.2% met the high criteria (102) for mathematical disposition. The findings indicate that discovery learning-based interactive media significantly enhance students' conceptual understanding and disposition. The accessibility and engagement features align well with effective learning strategies for high school mathematics. Discovery learning-based interactive media are valid, practical, and effective tools for improving mathematical understanding and disposition in high school settings, supporting broader adoption in similar educational contexts.]]>
<![CDATA[School Management to Magnify the Quality of Inclusive Early Childhood Education Through Sekolah Penggerak ]]>
<![CDATA[Yetty Faridatul Ulfah]]>;
<![CDATA[Annafi' Nurul 'Ilmi Azizah]]>;
<![CDATA[M. Fatchurrohman]]>;
<![CDATA[Nailla Faizzatis Syifa]]>
<![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.v17i2.6969
<![CDATA[This study investigates the school management practices of inclusive Early Childhood Education at Harapan Bunda Wita within the Sekolah Penggerak (Mover School) program. It focuses on the role of effective management in enhancing educational quality through curriculum integration and teacher competency development. Unlike previous research that typically centers on the roles of principals or teachers, this study explores broader management strategies aimed at improving educational outcomes. This research employed a qualitative descriptive design using a case study approach. The study was conducted at Harapan Bunda Wita, an inclusive school located in Kartasura, Sukoharjo, from September to October 2024. Primary data were collected through interviews with key stakeholders, including the Chief of the Foundation, the Headmaster, and three teachers designated as mover teachers. Data analysis followed six stages: (1) data preparation and processing, (2) data review, (3) data coding, (4) thematic description and setting, (5) presentation of results, and (6) interpretation of data and findings. Findings reveal that school management at Harapan Bunda Wita within the Sekolah Penggerak program is effectively carried out through the four core management functions: Planning, Organizing, Actuating, and Controlling (POAC). These functions were found to be well-integrated into the school's daily operations. Despite the effective implementation of POAC, several challenges were identified, particularly in three key areas. Nonetheless, appropriate and context-specific solutions have been applied to overcome these obstacles, ensuring that the management processes continue to support the program's goals. The study highlights the importance of strategic and adaptive management in inclusive early childhood education within government-initiated improvement frameworks.]]>
<![CDATA[Designing Blended Learning System with Realistic Mathematic Education for Vocational High School Students ]]>
<![CDATA[Minarti Minarti]]>;
<![CDATA[Lukman El Hakim]]>
<![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.v14i4.2120
<![CDATA[The Covid 19 pandemic has reached a new phase in Indonesia, necessitating the implementation of health standards across the board. One health regimen to prevent Covid 19 is blended learning, an alternative to combining indirect (online) and face-to-face (offline) learning. This research aims to give vocational students more flexibility in their education by developing a realistic mathematics education (RME) learning design for the area and volume of rotating objects. The research-and-development method was used for this work. This study focuses on high school students who are enrolled in vocational programmes. According to the findings of the need assessment and the student analysis, a random sample of participants provided the data. In order to improve education, it is indeed necessary to first assess both student demands and abilities. Discussed and modified to suit the pedagogical goals, performance targets, and learning results are analysed and compared. This research suggests that teachers learning about the surface area and volume of rotating objects would benefit from a blended learning design using the RME technique. This occurs when students are able to apply what they have learned to hypothetical situations that match the RME's criteria.]]>
