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[Contextualizing Acid–Base Chemistry Learning through Local Wisdom: Development of an Interactive E-Module Based on the Poto Wua Ta’a Tradition in Indonesia ]]>
<![CDATA[Sri Sulystyaningsih Natalia Daeng Tiring]]>;
<![CDATA[Wendelinus O.Janggo]]>
<![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.v17i4.8643
<![CDATA[Chemistry education in Indonesia often faces challenges such as abstract content, limited laboratory access, and lack of contextual learning. Integrating local wisdom into science instruction offers a culturally relevant approach to enhance student engagement and understanding. This study aimed to develop an interactive e-module on acid–base concepts contextualized through the traditional Poto Wua Ta’a practice in Sikka Regency, Indonesia. Using the 4D development model (Define, Design, Develop, Disseminate), the module was created by integrating acid–base theory with cultural practices involving betel leaf, areca nut, and lime. Expert validation involved five validators assessing the content, media, and language components. Feasibility was tested through individual (n=10), small-group (n=30), and field trials (n=60), with both qualitative and quantitative data collected. Expert validation yielded an average Aiken’s V score of 0.89, indicating high content validity. Practicality scores increased across trials: 87% (individual), 89% (small group), and 91% (field), all categorized as "very practical." Student feedback confirmed improved understanding of acid–base concepts through cultural context and multimedia features. The e-module effectively contextualizes abstract chemistry content using local wisdom, enhancing student comprehension and motivation. Its development aligns with constructivist, ethnopedagogical, and place-based learning principles, while supporting goals in the Merdeka Curriculum and SDG 4.]]>
<![CDATA[Enhancing Fourth-Grade Students' Learning Outcomes Using Rabdology Board Media in Elementary Mathematics Education ]]>
<![CDATA[Andriana Rosda]]>;
<![CDATA[Rahayu Condro Murti]]>;
<![CDATA[Marwan Marwan]]>;
<![CDATA[Agus Herwanto]]>;
<![CDATA[Agustian Agustian]]>;
<![CDATA[Sigit Wibowo]]>
<![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.v17i1.6544
<![CDATA[Improving students' learning outcomes in mathematics, particularly multiplication, remains a challenge in elementary education. This study investigates the effectiveness of the rabdology board as a visual and interactive learning tool to enhance the multiplication skills of fourth-grade students at SD Negeri 16 Panjak, West Kalimantan. A combination of quantitative and qualitative approaches was used. The intervention included introducing the rabdology board, demonstrating its use, providing directed practice, facilitating group discussions, and evaluating student learning outcomes. Data were collected through learning outcome tests and classroom observations. Findings indicate a significant improvement in students' multiplication learning outcomes, increasing from 58% to 80% after using the Rabdology Board. Additionally, students demonstrated higher motivation and active engagement in learning. The study highlights the effectiveness of interactive and visual teaching aids in enhancing students’ comprehension and engagement in mathematics. The rabdology board provided a structured approach that facilitated faster multiplication calculations and improved conceptual understanding. The rabdology board is an effective tool for improving multiplication learning outcomes in elementary students. Its integration into mathematics education can serve as an alternative strategy to enhance student performance and engagement. Further research could explore its application in other mathematical concepts and educational settings.]]>
<![CDATA[Exploring the Relationship between Village Head Leadership Styles and Community Engagement in Village Education ]]>
<![CDATA[Dwi Suharnoko]]>
<![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.v17i3.7270
<![CDATA[Community participation is critical for the success of village education programs, particularly in rural areas. However, the role of village head leadership styles in shaping such participation remains underexplored. This study investigates how different leadership styles—particularly participatory, transformational, and authoritarian—influence community engagement in education initiatives at the village level. A mixed methods approach was employed using an exploratory-sequential design. The qualitative phase involved semi-structured interviews and focus group discussions with village heads, officials, and residents from six villages. The findings from this phase informed the design of a structured survey, which was distributed to 150 respondents across diverse village settings. Quantitative data were analyzed using correlation and regression techniques. The study found that participatory leadership is strongly associated with higher levels of community involvement in village education programs. Villages led by participatory or transformational leaders demonstrated more inclusive planning and stronger program ownership. Conversely, authoritarian leadership correlated with lower participation rates. Socio-economic conditions were found to moderate these relationships; for example, economically disadvantaged villages showed lower participation even under participatory leadership. These results highlight the effectiveness of participatory leadership in fostering educational engagement but also underscore the influence of contextual factors such as income levels and cultural norms. The study confirms that leadership style alone is insufficient without parallel support structures. Leadership development strategies emphasizing inclusivity and empowerment are essential for improving education outcomes in rural communities. Future programs should integrate leadership training with socio-economic support mechanisms.]]>
<![CDATA[The Effect of Study Program Accreditation on Decision-Making of New Students Through Promotion in Higher Education in Mojokerto ]]>
<![CDATA[Rosanna Wulandari]]>;
<![CDATA[Yudiyanto Tri Kurniawan]]>;
<![CDATA[Siti Kori’ah]]>;
<![CDATA[Anita Kusumaningrum]]>;
<![CDATA[Ari Kartiko]]>
<![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.v14i4.2102
<![CDATA[The research was conducted at a university in Mojokerto Regency. The selection of this area is because Mojokerto district has a geographical location close to the city of Surabaya, the capital of the province of East Java and Malang, which we know as a student city in Indonesia. This study aims to analyze the accreditation of decision-making through promotion. The method used in this study uses a quantitative method with an explanatory research design, which means explaining the relationship of each variable in selecting the sample using probability sampling with a random sampling approach. The analytical tool used is to use a validity test and a reliability test where the instrument is declared valid if r count r table, while it is declared reliable if the Cronbach alpha value is 0.60. hypothesis testing using techniques analysis SEM (structural equation modelling) or AMOS (analysis of moment structure). The steps taken in the SEM analysis are by developing a model based on concepts and theories, construct-path chart, Conversion of a path diagram to a structural model, elect matrix input, Solution standard model, and goodness evaluation of fit index and Interpretation and modification. The results of hypothesis testing in this study indicate that the three hypotheses have a significant effect, and the promotion variable is able to mediate the study program accreditation variable on decision-making.]]>
<![CDATA[Enhancing Trigonometric Critical Thinking Through Innovative Learning: A Design Thinking Approach ]]>
<![CDATA[Dhidik Joko Purnomo]]>;
<![CDATA[Ida Dwijayanti]]>;
<![CDATA[Aryo Andri Nugroho]]>
<![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.v17i2.6891
<![CDATA[This study aims to identify alternative solutions for enhancing students' critical thinking skills in mathematics, taking into account the needs of students and teachers, as well as developments in science, technology, and future educational demands. A design thinking approach was adopted, following five key stages: empathize, define, ideate (including meta-analysis), prototype, and test. The research involved 90 tenth-grade students and 8 mathematics teachers from three schools: SMAN 1 Semarang, SMAN 5 Semarang, and SMAN 14 Semarang. Data were collected through observations, questionnaires, and interviews. The findings reveal three innovative learning strategies that can effectively foster critical thinking in mathematics education: the development of differentiated project-based learning (PBL) grounded in TPACK and supported by Articulate Storyline; the use of Jejak Timur Media, assisted by the Math City Map; and the implementation of differentiated PBL activities that integrate the Jejak Timur Math City Map. These innovations, developed through the design thinking process, demonstrate the potential of integrating technology and student-centered learning models to improve critical thinking outcomes. The study concludes that applying the design thinking framework to the development of mathematics instruction offers effective and adaptable strategies to meet the evolving challenges of education and promote essential 21st-century skills.]]>
<![CDATA[Developing Individual Students through Changes of Thinking Pattern and Self Perception on Learning Activities ]]>
<![CDATA[Pratiwi Indah Sari]]>;
<![CDATA[Redi Indra Yudha]]>
<![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.v14i4.1685
<![CDATA[The purpose of the study was to know the development of students through the changes of thinking patterns and self-perceptions of students during learning process. The design of research was qualitative research. The informant or the most appropriate key person was the 2016 Students of Economic Education Study Program. The research data was collected with observation, interviews and documentations. The research concluded that there was an increase in student understanding positively. This was because, the students were more invited to participate in depth through various case studies given on course materials rather than just observing. Thus, it can be concluded that the learning process that is on the bench of college or college education level was very different from other education level, which in the learning process is put forward the development of insights and deeper patterns of thinking. Nevertheless, there was still a tendency of student minds that had not been directed so that they could be free to create through various opinions that certainly could be accounted for.]]>
<![CDATA[Needs Analysis of Project-Based Learning Integrated with Local Wisdom to Enhance Literacy in Elementary Schools ]]>
<![CDATA[Rusidah Rusidah]]>;
<![CDATA[Santi Oktarina]]>;
<![CDATA[Farida Ratu Wargadalem]]>
<![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.v17i4.7749
<![CDATA[Literacy in elementary education involves not only reading and writing but also critical, creative, and contextual thinking. However, students often face difficulties in writing due to limited exposure to contextualized learning models and culturally relevant materials. This study explores the need for a Project-Based Learning (PjBL) model integrated with local wisdom to enhance students’ writing literacy, particularly in composing folklore. This paper reports on the initial analysis phase of a broader model development effort using the ADDIE framework. A mixed-methods approach was employed, involving 61 fourth-grade students and 3 teachers from SD Negeri Air Balui. Data were gathered through validated questionnaires and semi-structured interviews and analyzed descriptively. The findings indicate a strong need for a culturally contextual PjBL model. Over 85% of students and 75% of teachers expressed that such a model would significantly support literacy development, particularly in writing. Students also identified difficulties in idea generation and writing processes, largely due to limited instructional support and media. Integrating local wisdom into PjBL is seen as an effective strategy to enhance literacy, foster cultural appreciation, and build essential 21st-century skills. The study emphasizes the importance of developing a contextual, collaborative, and meaningful learning model to support both academic and character development in elementary education.]]>
<![CDATA[Developing Local Wisdom-Based Augmented Reality Modules for Science and Social Studies Learning in Elementary Schools ]]>
<![CDATA[Nurul Mahruzah Yulia]]>;
<![CDATA[Suttrisno Suttrisno]]>
<![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.v16i4.5987
<![CDATA[This study aims to develop and evaluate a local wisdom-based science learning module integrated with augmented reality (AR) for Grade V elementary school students. The module incorporates elements of Bojonegoro's natural and social environment to enhance contextual learning. The research employed the ADDIE model (Analysis, Design, Development, Implementation, Evaluation) with a sample of 100 students from three elementary schools in Bojonegoro. The development process included analyzing student needs, designing, validating, and revising the module before implementation and evaluation. Validation involved assessments from IT learning method experts, science education experts, and practitioners. Validation results indicated the module was highly suitable for use: 95% were from IT experts, 90% were from science education experts, and 94% were from practitioners. Implementation demonstrated significant improvements in students’ science learning outcomes, with an average score increase from 56 to 88. Additionally, the module enhanced student motivation (92%) and participation (96%) during the learning process. The integration of augmented reality in the module effectively addressed limitations in real-world observation, engaging students and diversifying science learning media. The module’s emphasis on local wisdom further enriched students' understanding of their cultural and environmental context. The developed AR-based local wisdom science module is an effective and engaging tool for improving learning outcomes and fostering motivation among elementary school students.]]>
<![CDATA[Islamic Religious Education Model with Knowing-Doing-Meaning-Sensing-Being Approach to Realize Knowledge Integration ]]>
<![CDATA[Sodikin Sodikin]]>;
<![CDATA[Imaduddin Imaduddin]]>;
<![CDATA[Zainal Abidin]]>;
<![CDATA[Akhmad Sirojuddin]]>
<![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.v14i4.2549
<![CDATA[The transformative education of pesantren has become an idol among the community because it has advantages from scientific integration. This article aims to describe and find out the model of Islamic Religious Education with the Knowing-Doing-Meaning-Sensing-Being approach to Realize the Integration of Science. This article uses a type of qualitative research with a case study approach. The data collection technique is done by interview, observation, and documentation. At the same time, the data analysis technique uses the method of Miles and Huberman, namely by data reduction, display, and verification. This article shows that education teaches children to understand what must be done in everyday life. The formation of children's character with habituation is carried out in Islamic boarding schools. The education model carried out by MAN Al-Yasini is integrated, namely by strengthening the feeling of transformative education.]]>
<![CDATA[Visual Gender Representation in Indonesian Language Textbooks of the Merdeka Curriculum for Primary Schools ]]>
<![CDATA[Tri Ismiyati]]>;
<![CDATA[Akbar Al Masjid]]>;
<![CDATA[Ana Fitrotun Nisa]]>;
<![CDATA[Banun Hafivah Cahyo Khosiyono]]>;
<![CDATA[Berliana Henu Cahyani]]>
<![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.v17i4.6882
<![CDATA[Textbooks play a crucial role in shaping children's perceptions of gender from an early age. As primary sources of learning, visual representations within textbooks can either reinforce or challenge gender stereotypes. This study investigates the portrayal of gender in Indonesian language textbooks used in the Merdeka Curriculum for primary schools. Using a qualitative visual content analysis based on the Brugeilles and Cromer framework, this study examines two government-published Indonesian language textbooks for Grades III and IV. The analysis focuses on three key aspects: the frequency of male and female characters, their occupations, and depicted activities. Visual data were categorized and quantified to assess patterns of gender representation. Findings reveal persistent gender imbalances in both textbooks. Male characters are more frequently depicted, especially in group settings and public spaces. Male characters also hold more diverse and prestigious occupations, while female characters are more often associated with domestic roles and emotional expression. Although the Grade IV textbook shows slightly improved balance in occupational representation, gender stereotypes remain evident in activity types and settings. These patterns suggest that gender bias continues to be embedded in educational materials, despite the progressive aims of the Merdeka Curriculum. The findings call for greater attention to gender-sensitive illustration practices and the development of inclusive learning resources. Teachers are encouraged to critically engage with textbook content and promote discussions on gender equality in the classroom.]]>
