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[Maintaining Islamic Values in the Modern World: The Role of Informal Education and Socio-Cultural Dynamics in Rural East Java ]]>
<![CDATA[Rohmad Rohmad]]>;
<![CDATA[Roibin Roibin]]>;
<![CDATA[Ahmad Barizi]]>;
<![CDATA[Ahmad Walid]]>;
<![CDATA[Fadhil Akbar]]>
<![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.v17i1.6645
<![CDATA[This study examines the internalization of Islamic values in religious-based communities and the factors influencing this process. The objective is to understand how informal education in families and communities shapes children’s Islamic character and to identify related challenges and opportunities. A qualitative approach with a case study method was employed, utilizing participant observation, in-depth interviews with religious figures, parents, and children, and document analysis of community religious activities. Findings suggest that the internalization of Islamic values is most effective through practice-based approaches, such as congregational prayer, reading books, and participating in socio-religious activities. Socio-cultural factors, particularly the culture of collectivism, play a significant role in reinforcing these values, while challenges arise from the influence of digitalization and modernization, which reduce children’s involvement in religious practices. The study emphasizes the need for collaboration among families, communities, and educational institutions to adapt Islamic learning methods to technological changes. It also calls for policies that support community-based informal education to ensure the continued transmission of Islamic values.]]>
<![CDATA[Assessing the Implementation of a Culinary Skills Program in Vocational High School: A CIPP Model Evaluation ]]>
<![CDATA[Ade Hari Fitri]]>;
<![CDATA[Ernawati Ernawati]]>;
<![CDATA[Elida Elida]]>;
<![CDATA[Muhammad Giatman]]>
<![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.v17i3.7600
<![CDATA[The Culinary Expertise Program at SMKN 1 Luak, established in 2015, aims to equip students with professional skills for employment or entrepreneurship. However, tracer studies from 2021 to 2023 indicate that a significant number of alumni are unemployed or work outside their field, raising concerns about program effectiveness. This study employed the CIPP (Context, Input, Process, Product) evaluation model using a mixed-methods approach. Quantitative data were collected from 87 alumni through questionnaires, while qualitative insights were obtained from six purposively selected school stakeholders via semi-structured interviews. Data were analyzed using descriptive statistics and thematic analysis. The overall program scored 76.60%, indicating moderate appropriateness. The context dimension, including alignment with school vision and graduate needs, was rated as appropriate. The input component revealed moderate curriculum relevance and inadequate infrastructure, particularly a lack of standard practice facilities. The process evaluation showed that theory-based instruction was implemented effectively, but practical learning activities were constrained by limited resources. The product aspect received positive ratings, with most students meeting skill competency standards and obtaining certification, although graduate employment outcomes remain suboptimal. While the program meets several of its educational objectives, gaps remain in curriculum-industry alignment, infrastructure adequacy, and student motivation. Strengthening partnerships with industry, revising the curriculum to match labor market demands, and investing in hands-on learning facilities are essential to improve graduate employability and program impact.]]>
<![CDATA[Revitalizing Elementary Education: The Impact of Characteristic Learning Development and P5 Implementation on Mitigating Learning Loss ]]>
<![CDATA[Sri Dewi Nirmala]]>;
<![CDATA[Tita Rosita]]>;
<![CDATA[Wakhudin Wakhudin]]>;
<![CDATA[Sendi Ramdhani]]>;
<![CDATA[Riandi Marisa]]>
<![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.v16i4.5761
<![CDATA[This study analyzes strategies to reconstruct learning experiences in elementary schools, focusing on character development and the Pancasila Student Profile Strengthening Project (P5) to mitigate learning loss. Conducted in Bogor, Jakarta, and Banyumas, this research used a phenomenological approach to explore participants' lived experiences, aligning with the study’s focus on personal insights into learning loss impacts. Purposive sampling selected participants, including teachers, principals, and two students from each of five schools, chosen for their direct engagement in character education and P5 activities. Data were collected via interviews, observations, and documentation, with credibility validated through triangulation. Findings reveal that learning loss impacts are significant and multifaceted, including declines in motivation, increased learning disparities, dropout risks, delays in reading, and decreases in academic performance and character. Effective character development was identified as involving positive reinforcement, a character-centered school culture, teacher modeling, and habitual practices. The P5 project, implemented through a project-based learning model, effectively integrated Pancasila values, fostering essential character traits such as perseverance, hard work, and adaptability alongside academic skills. The results highlight the P5 project's role in addressing learning loss by enhancing both academic and character growth. This approach provides practical insights for schools aiming to strengthen student resilience and adaptability. The study concludes that character development and P5 implementation can effectively reconstruct learning experiences in elementary education, supporting both academic recovery and character formation. These findings offer implications for educators and policymakers seeking comprehensive strategies to address learning loss in Indonesian schools.]]>
<![CDATA[Mapping the English Pronunciation Errors of Pignatelli Triputra University Students ]]>
<![CDATA[Poniman Poniman]]>;
<![CDATA[Melania Lulut Mariani]]>;
<![CDATA[Muhammad Sirod]]>
<![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.v17i2.6176
<![CDATA[Accurate pronunciation is critical for effective oral communication in English. However, many English as a Foreign Language (EFL) learners continue to struggle with mispronunciations, resulting in frequent misunderstandings during conversation. This study focuses on identifying common pronunciation errors among university students to inform targeted instructional strategies. A descriptive quantitative method was utilized, involving 30 students from Pignatelli Triputra University (UPITRA). Participants completed a pronunciation test comprising 125 commonly used English words. The test aimed to measure pronunciation accuracy and categorize error types. The results revealed that pronunciation errors ranged between 11% and 20% across the sample. Errors occurred across all phoneme types, including consonants, vowels, and diphthongs. Analysis indicated three primary causes of these mispronunciations: reliance on incorrect pronunciation analogies, spelling-based pronunciation attempts, and interference from native language phonology. These findings underscore the persistent challenges EFL learners face with English pronunciation. The identified error patterns suggest that conventional teaching approaches may not sufficiently address specific phonological issues. The study highlights the need for focused pronunciation training programs that consider linguistic interference and learner assumptions. Implementing such targeted interventions could significantly improve students' spoken English proficiency and minimize communication barriers.]]>
<![CDATA[Optimization Reading to Learn Learning Model on Narrative Text Writing Skills for Junior High School Students ]]>
<![CDATA[Yenni Hayati]]>;
<![CDATA[Ridha Hasnul Ulya]]>;
<![CDATA[Mira Amazola]]>;
<![CDATA[Hafrizal Hafrizal]]>;
<![CDATA[Bima Muhammad Galuh]]>;
<![CDATA[Ilhami El Husna]]>
<![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.v14i4.2193
<![CDATA[Educational research is currently more dominated by the development of learning models. However, this has not shown satisfactory results because it tends not to be piloted or disseminated. The purpose of this study is to explain the effect of applying the reading to learn learning model on improving students' narrative text writing skills, especially junior high school students. The sample of this study was the 9th-grade students of SMPN 5 Padang Panjang, totaling 32 students. Data was collected by processing the results of the pretest in the form of performance obtained before the implementation of the reading to learn learning model and the post-test obtained after the implementation of the reading to learn learning model. Data were analyzed using the descriptive analysis method. Based on the results of data analysis, it was found that there was an increase in students' narrative text writing skills before and after the implementation of the reading to learn learning model. This increase can be seen from the number of scores obtained by students regarding the completeness of the narrative text structure from 68 to 89, the completeness of narrative elements from 60 to 75, and the application of EBI from 50 to 72. Therefore, this study can be useful to see the effectiveness of the reading to learn learning model toward students' writing skills and as a way out of writing problems.]]>
<![CDATA[Exploring English Lecturers’ Perceptions of Content-Based Instruction in Islamic Higher Education: A Qualitative Case Study in Indonesia ]]>
<![CDATA[Zulkifli Surahmat]]>;
<![CDATA[Muhammad Basri]]>;
<![CDATA[Abdul Halim]]>
<![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.v17i4.7929
<![CDATA[Content-Based Instruction (CBI) is widely recognized for enhancing student engagement and integrating language learning with meaningful content. However, its implementation in Islamic Higher Education remains underexplored, particularly regarding English lecturers’ perceptions and practices.This qualitative case study investigates how English lecturers in Islamic Higher Education institutions in South Sulawesi, Indonesia, perceive and implement CBI. Eleven lecturers were selected using purposive sampling. Data were collected through questionnaires, focus group discussions, and classroom observations, then analyzed thematically using ATLAS.ti 24.Findings show that lecturers generally possess a strong understanding of CBI and endorse its application, especially for its ability to enhance student motivation and learning depth. Many reported success in designing interactive, content-rich lessons aligned with students’ academic fields. However, challenges were noted in the balanced integration of language skills—particularly listening, speaking, reading, and writing—which were often fragmented. In addition, some lecturers struggled with adapting instructional materials to meet both content and language objectives effectively.The study highlights both the promise and the limitations of CBI in faith-based contexts. While CBI can support language development and contextual learning, its success relies heavily on lecturers' pedagogical competence, institutional support, and ongoing professional development. Structured training is essential to enhance consistency in language integration and content relevance.]]>
<![CDATA[Performance Evaluation Models for School Principals: Insights from Supervisory Practices in Yogyakarta, Indonesia ]]>
<![CDATA[Ernani Astuti]]>;
<![CDATA[Lia Yuliana]]>;
<![CDATA[Muh. Saidil Ikhwan]]>
<![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.v17i3.7110
<![CDATA[Effective principal performance assessment plays a vital role in enhancing school leadership, teacher effectiveness, and student outcomes. However, the implementation of such evaluations often faces various practical challenges. This study investigates the principal assessment process at SMA Pangudi Luhur Yogyakarta, aiming to identify key obstacles and propose actionable improvements. A qualitative research design was employed, incorporating in-depth interviews with principals, vice principals, and school supervisors, as well as document analysis. The data were thematically analyzed to uncover recurring issues and patterns in the assessment process. The findings reveal three primary challenges: (1) limited understanding of assessment criteria and components among vice principals, (2) insufficient technical support provided by school supervisors, and (3) lack of structured mentoring during the verification stage. These issues hinder the reliability and effectiveness of the principal evaluation process. To improve the assessment system, the study recommends targeted technical training for school staff, integration of digital tools for efficient data management, and strengthened collaboration among stakeholders involved in the evaluation process. These strategies are expected to enhance the transparency, accuracy, and impact of principal performance assessments. This study contributes to the discourse on educational leadership by identifying critical gaps in current assessment practices and offering practical solutions. Although limited to a single institution, the findings provide a foundation for broader investigations into principal evaluations across different school contexts and their long-term effects on school improvement.]]>
<![CDATA[Interactive Media Development With Genially Application Materials Build Curved Side Space For Elementary School Students ]]>
<![CDATA[Marvira Delvi]]>;
<![CDATA[Jesi Alexander Alim]]>;
<![CDATA[Mahmud Alpusari]]>
<![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.v14i4.2083
<![CDATA[This study is a Research and Development (RD). This study was developed by using development models with three phases: the preliminary analysis phase, the development phase or manufacture (Prototyping Phase) and the assessment phase. The product developed in this study was an interactive media product with the genial application of curved side room building materials for elementary school students that have valid and practical criteria so that this interactive media product can be used by teachers and students. Moreover, the interactive media product can be an alternative to the learning process. Students were positively more enthusiastic in learning because the use of interactive media provided learning that was different from the usual learning, and developing interactive media with the application genially material builds curved side rooms can create the teaching and learning process more interesting. The aim of this study is to develop an interactive media development product with the application of genially valid and practical curved side building materials. The interactive media product was validated by three experts: material experts, media experts, and linguists. Meanwhile, the practicality of interactive media products was seen from the questionnaire of teacher responses to interactive media products and the practicality of students given by researchers during the trial was limited to small groups. Data collection techniques carried out by researchers were observation, interviews, and questionnaires. Data processing was carried out in a quantitative and qualitative.]]>
<![CDATA[Assessing the Impact of the Independent Learning Curriculum: A Case Study in Elementary Schools ]]>
<![CDATA[Rizka Safitri]]>;
<![CDATA[Mohamad Agung Rokhimawan]]>
<![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.v16i4.5606
<![CDATA[This study evaluates the implementation of the independent learning curriculum in elementary schools using the Context, Input, Process, Product (CIPP) evaluation model. Addressing this curriculum's effectiveness is essential for enhancing educational quality, resources, teaching strategies, and student learning outcomes. A mixed-methods approach was adopted, involving qualitative interviews and quantitative questionnaires to collect data from a principal, a vice principal for curriculum, and 15 teachers. This dual approach enabled an in-depth examination of curriculum implementation factors. Analysis reveals that the independent learning curriculum is implemented effectively and efficiently. "Effectiveness" is defined as the curriculum’s success in meeting learning objectives, while "efficiency" refers to resource optimization in teaching. Despite these positive outcomes, the study identified notable challenges: limited teacher competency in assessments, inconsistencies in teaching methodologies, and constraints in available facilities and infrastructure. To address these challenges, several strategies are proposed: diversifying reference materials, establishing robust assessment formats, implementing game-based learning activities, promoting online self-training, and fostering stronger learning communities within schools. These strategies aim to mitigate the identified challenges and enhance curriculum delivery. Implementing the proposed strategies is expected to improve the effectiveness and efficiency of the independent learning curriculum, potentially leading to substantial improvements in student educational outcomes. This study highlights the need for continuous curriculum assessment and support for teachers to ensure sustained educational quality and effectiveness.]]>
<![CDATA[Integrating Heutagogy and Flipped Learning in Islamic Higher Education: A Framework for Knowledge Construction and Self-Directed Learning ]]>
<![CDATA[Fathiyatul Haq Mai Al Mawangir]]>;
<![CDATA[Sutrisno Sutrisno]]>;
<![CDATA[Muhammad Nasir]]>
<![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.v17i2.7414
<![CDATA[The digital revolution has reshaped many sectors, including education. However, Islamic higher education institutions often remain bound by traditional methods, limiting their ability to support 21st-century learning, which values flexibility, accessibility, and learner autonomy. This study employs a literature review with a contextual and thematic analysis approach. It uses content analysis to explore the integration of the heutagogical approach and the flipped learning model within Islamic higher education settings. Findings reveal that heutagogical learning design should rest on four key principles: flexibility, learner agility, negotiated learning, and inquiry-based instruction. These principles are operationalized through six core components—explore, create, collaborate, connect, reflect, and share. Implemented through flipped learning, these elements encourage self-directed learning both before and after classroom sessions, enhancing learner engagement and addressing limitations in conventional instructional models. The synergy between heutagogy and flipped learning provides a viable framework for Islamic higher education to foster knowledge construction and autonomy. This approach not only modernizes pedagogical practices but also aligns with the Islamic objective of developing insan kamil—holistic individuals grounded in monotheism and moral character, equipped for lifelong, independent learning.]]>
