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[Information Technology-Based Learning to Increase Secondary School Students’ Learning Interest ]]>
<![CDATA[Raudya Setya Wismoko Putri]]>;
<![CDATA[Saliman Saliman]]>
<![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.v14i4.1643
<![CDATA[The purpose of this study was to determine the efforts of blended learning in increasing interest in learning Social Sciences in a secondary school. This study uses the Kemmis McTaggart action research model. The research was carried out throughout two cycles. Each cycle includes four levels, namely planning, implementation of activities, supervision, and contemplation consisting of 3 meetings per cycle. The data collection techniques used were observation forms, field notes, documents, questionnaires, and tests. A descriptive analysis of qualitative data was used to analyze the data. The results of the study prove that the use of blended learning in this school can increase interest in learning social studies using the blended learning phase between traditional courses and virtual/virtual courses. In-class learning and teacher-supervised mixed learning, and virtual classroom learning require students to study independently without teacher supervision. Using this type of learning will increase students' interest in learning from Cycle I to Cycle II. The average value of the first cycle is 63.5%, and the average value of the second cycle is 81%. Various aspects also experienced development. From cycle I to cycle II the average aspect of student attention experienced an escalation of 20%. From Cycle I to Cycle II, thirst increased by an average of 17%. Activity increased by an average of 19%. Cycle I and Cycle II curiosity increased by 21%. Enjoyment period I to period II increased by 17%. Confidence increased 16% from Cycle I to Cycle II.]]>
<![CDATA[Developing Canva-Based Interactive Multimedia with PBL Integrated into Google Forms and Liveworksheets for Elementary Indonesian Language ]]>
<![CDATA[Disha Hikarahmi Ramfineli]]>;
<![CDATA[Alwen Bentri]]>;
<![CDATA[Muhammadi Muhammadi]]>;
<![CDATA[Elfia Sukma]]>
<![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.v17i4.8496
<![CDATA[The integration of digital technology in elementary Indonesian language instruction remains limited, leading to monotonous learning and low student engagement, especially in the context of Society 5.0. This study aimed to develop and evaluate an interactive multimedia product based on Canva, integrated with Google Forms and Liveworksheets, and designed using the Problem-Based Learning (PBL) approach to support procedural text writing in grade IV. The research employed the ADDIE development model, involving analysis, design, development, implementation, and evaluation stages. Participants included three expert validators (material, media, language), 10 teachers in a Focus Group Discussion, and 56 fourth-grade students from three elementary schools in Padang, Indonesia. Data collection instruments included validation sheets, practicality questionnaires, and pretest-posttest learning outcomes analyzed using N-Gain and t-tests. Results showed that the developed multimedia was highly valid, with expert ratings ranging from 88.16% to 98.43% and FGD feedback averaging 97.34%. Practicality was rated very high by both teachers (94.32%) and students (95.85%). Effectiveness testing revealed a significant improvement in learning outcomes (N-Gain = 83.58%), with a t-test indicating significant differences between experimental and control groups (p 0.05). These findings demonstrate that Canva-based interactive multimedia with PBL is a valid, practical, and effective learning tool. It enhances engagement and procedural writing skills, aligning well with the demands of 21st-century and technology-integrated education.]]>
<![CDATA[Enhancing Early Childhood Numeracy: The Impact of Abacus Activities at the Bali Abacus House Guidance Institute ]]>
<![CDATA[Ni Ketut Erawati]]>;
<![CDATA[Hapidin Hapidin]]>;
<![CDATA[Sri Wulan]]>
<![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.v17i1.5580
<![CDATA[This study explores the implementation, opportunities, challenges, and influencing factors of numeracy skill development in children aged 5–6 years through abacus activities at the Bali Abacus House tutoring institution. A qualitative case study approach was used, involving 15 children, parents, and teachers over six months. Data were collected through observations, interviews, and document analysis. Triangulation techniques ensured accuracy and validity by cross-verifying information from multiple sources. Findings indicate that abacus activities provide a strong foundation for counting and mathematical concept development. Opportunities include improved arithmetic understanding, while challenges involve the need for trained instructors and children's transition from concrete to abstract mathematical thinking. The success of abacus learning is influenced by developmentally appropriate teaching methods, such as Montessori-based individualized learning. However, integrating abacus activities into different educational settings presents challenges, particularly with the increasing emphasis on digital literacy in modern curricula. Balancing hands-on learning with digital tools is crucial to maintaining engagement and effectiveness. Incorporating abacus activities into early childhood education can enhance cognitive processing and numeracy skills. A blended approach that integrates abacus-based learning with digital resources may optimize outcomes. Future research should examine the long-term impact of abacus training on mathematical proficiency and explore strategies for its integration into diverse educational models.]]>
<![CDATA[Unveiling Mathematical Elegance: Exploring The Synergy Between Algebra and Geometry ]]>
<![CDATA[Muhammad Aswal Anshari]]>;
<![CDATA[Mukhlis Mukhlis]]>;
<![CDATA[Abd. Kadir Jaelani]]>
<![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.v17i3.6279
<![CDATA[In today’s dynamic and complex society, the ability to represent mathematical concepts and solve real-world problems is essential for mathematics education students. This study explores how algebraic and geometric representations can be synergized to solve environmental problems commonly faced in everyday life, particularly through the “builder’s problem” involving quadrilaterals. Using a qualitative, exploratory case study approach, one student with high mathematical ability was selected through a 10-item Mathematical Ability Test (TKM). Data collection included a problem-solving task and semi-structured interviews to examine the student’s reasoning processes. Data were analyzed using Miles and Huberman’s model: data condensation, data display, and conclusion drawing. Triangulation of test results, written work, and interview data ensured the validity of findings. Results indicate that the student was able to construct a mathematical model of the problem algebraically and then reinterpret it geometrically, revealing an equivalent but more conceptually elegant solution. Specifically, solving for the yard boundary of a rectangular plot algebraically led to the same value as determining the radius of an incircle within a right triangle geometrically. However, while the algebraic representation was more precise, the geometric approach offered deeper visual insight into the structure of the problem. This study highlights the importance of dual representations in enhancing mathematical understanding and problem-solving. It suggests the integration of real-world contexts and multiple solution strategies in teacher education programs, and recommends further research with diverse participants to deepen insights into algebra-geometry interactions in problem solving.]]>
<![CDATA[Feasibility Assessment of Interactive Multimedia as an Innovation for Mathematics Learning in Elementary Schools ]]>
<![CDATA[Sri Winarni]]>;
<![CDATA[Muhammad Akhyar]]>;
<![CDATA[Sudiyanto Sudiyanto]]>
<![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.v14i4.2279
<![CDATA[Mathematics is a subject that is full of challenges and practical tasks that students must be able to do, this of course must be in line with the availability of various appropriate and innovative learning tools and resources which can then be used by students to deepen the material. Through research that aims to develop an interactive multimedia, it is hoped that it can become one of the appropriate learning media for students to use. This type of research is a Research and Development (RnD) method that adopts a 4D development model (Define, Design, Develop, Disseminate), with a focus on extracting data on Development (D) which contains an assessment of the feasibility of media products, with data collection techniques, namely non- test through a questionnaire, accompanied by a questionnaire instrument validation sheet. The data will be analyzed descriptively using percentage conversion in order to describe the feasibility of multimedia products. The results show that interactive multimedia that has gone through an assessment process from each evaluator with details, namely the assessment of media experts 90.1%, material expert assessments 83.3%, linguistic experts assessment 98%, media developer assessments 89.9% and assessment of elementary school teachers 97%. Through the results of the assessment, it can be concluded that the product of innovation in the form of interactive multimedia for learning in elementary schools is included in the category suitable for use as learning media]]>
<![CDATA[Innovations in Islamic Religious Education in Bilingual Madrasah Aliyah: A Systematic Literature Review ]]>
<![CDATA[Machfud Bachtiyar]]>;
<![CDATA[M Yunus Abu Bakar]]>;
<![CDATA[Evi Fatimatur Rusydiyah]]>
<![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.v17i2.5453
<![CDATA[In response to evolving educational demands, especially in the post-COVID-19 context, Madrasah Aliyah Bilingual has implemented various learning innovations aimed at enhancing educational quality and student outcomes. This study employs a Systematic Literature Review (SLR) to examine and synthesize learning innovations adopted by the institution. Sources were selected based on relevance, credibility, and contribution to the understanding of innovation in Islamic education. The findings reveal three major innovation themes: (1) Digital technology integration, including the use of podcasts and virtual platforms to sustain learning continuity and boost student motivation; (2) Adaptive curriculum development, exemplified by strategic library management and the Bilingual Class System to foster reading interest and global readiness; and (3) Interactive pedagogical approaches, such as the "Arabic Day" initiative to strengthen language proficiency and experiential hadith instruction to enhance cognitive engagement. These innovations reflect Madrasah Aliyah Bilingual’s proactive stance in modernizing Islamic education. The study underscores the critical role of ongoing innovation in curriculum, pedagogy, and technology to support students in achieving their full potential and responding to global educational challenges.]]>
<![CDATA[The Effectiveness of a Local Wisdom-Based Children’s Literature Module to Enhance Short Story Writing Skills in Grade IV Elementary Students ]]>
<![CDATA[Lintang Kironoratri]]>;
<![CDATA[Much Arsyad Fardani]]>;
<![CDATA[Rani Setiawaty]]>;
<![CDATA[Imaniar Purbasari]]>;
<![CDATA[Isnaini Khalimatus Sa’diyah]]>;
<![CDATA[Kurnia Wulandari]]>
<![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.v17i4.8204
<![CDATA[Writing instruction in Indonesian elementary schools often relies on traditional methods such as lectures and rote exercises, resulting in low student engagement and underdeveloped writing skills. This study aimed to evaluate the effectiveness of a children’s literature module incorporating Grobogan local wisdom in enhancing short story writing skills among Grade IV students at SDN 1 Penganten. A quantitative pre-experimental approach was employed using a one-group pretest-posttest design. A total of 27 students participated in the intervention. Writing skills were assessed before and after the use of the module. Data were analyzed using the Shapiro-Wilk test for normality, paired sample t-test to assess significance, and N-Gain to measure learning improvement. Results indicated that both pretest and posttest data were normally distributed (p 0.05), validating the use of parametric testing. The paired t-test showed a statistically significant improvement in writing performance (p = 0.000). The average N-Gain score of 0.47 falls within the moderate improvement category, suggesting that the module was effective in enhancing students’ writing skills. The integration of familiar cultural elements into the module fostered greater student motivation, authentic expression, and reflection, contributing not only to literacy development but also to cultural awareness and character education. These findings support the goals of Indonesia’s Independent Curriculum and highlight the pedagogical value of culturally responsive learning materials. The study offers practical implications for educators, curriculum developers, and policymakers in developing relevant instructional strategies grounded in local wisdom.]]>
<![CDATA[Teaching Management of Islamic Religion Education Based on Virtual Reality at Junior High School ]]>
<![CDATA[Sudiro Sudiro]]>;
<![CDATA[Munjin Munjin]]>
<![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.v16i4.6183
<![CDATA[The rapid advancement of technology has permeated various sectors, including education, introducing innovative tools such as Virtual Reality (VR). VR provides computer-generated simulations that enable immersive interactions between students and teachers within artificial environments. Despite its potential to enhance knowledge and skills, VR adoption in education, particularly in Islamic Religious Education (IRE), remains limited due to challenges such as infrastructure, human resources, and funding. This study investigates the management of VR-based IRE teaching using a qualitative approach. Data were collected through interviews, observations, and document analysis. The data were then processed through reduction, display, and conclusion drawing to provide comprehensive insights into teaching practices and the integration of VR. The findings reveal that IRE teaching management using VR involves three key stages: preparation, action, and evaluation. The use of VR facilitates more effective instructional delivery, engaging students in high-order thinking to solve problems. Furthermore, VR-supported teaching fosters active student participation, increasing engagement by over 35%. The immersive nature of VR creates an interactive and stimulating learning environment, which is particularly beneficial for conveying complex IRE concepts. The integration of VR in IRE presents a promising approach to modernizing religious education and enhancing cognitive and problem-solving skills. However, the study underscores the need to address infrastructural and resource barriers to expand VR adoption in educational settings. This study highlights the potential of VR to revolutionize Islamic Religious Education, emphasizing its role in fostering engagement and higher-order thinking. Efforts to overcome implementation barriers are essential for broader application in education.]]>
<![CDATA[The Role of Islamic Education in Shaping Disciplinary Culture and School Climate: Evidence from Bengkulu Province, Indonesia ]]>
<![CDATA[Sumarto Sumarto]]>;
<![CDATA[Emmi Kholilah Harahap]]>
<![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.v17i2.7429
<![CDATA[This study examines the role of Islamic education in shaping a culture of discipline and improving school climate in senior high schools in Bengkulu Province, Indonesia. The quantitative survey design included two groups of 300 students and 50 teachers from various senior high schools. For the student sample, there were 30 people and the teacher sample was 5 people. The sampling method used stratified random sampling. They were selected from public and private high schools. Data were collected using structured questionnaires and analyzed through one-way ANOVA to identify differences in school climate perceptions based on the level of Islamic education integration. The findings reveal a significant positive correlation between the integration of Islamic education and improvements in student behavior, as well as in teacher-student relationships. The one-way ANOVA results show statistically significant differences in school climate perceptions corresponding to varying levels of Islamic education integration. Schools with stronger implementation of Islamic values demonstrated a more disciplined culture and a more positive, orderly, and motivational environment. The study highlights how Islamic education contributes not only to fostering discipline but also to creating a peaceful and inspiring school climate. The integration of Islamic values encourages students and educators to view discipline as a fundamental aspect of religious practice, promoting time management, adherence to school rules, and mutual respect. Islamic education plays a vital role in cultivating discipline and enhancing the overall school climate in Bengkulu Province. Its integration supports educational success by aligning moral teachings with behavioral expectations, contributing to a harmonious and productive school environment.]]>
<![CDATA[Analysis of Industrial Revolution 4.0 Technology-Based Learning in Higher Education ]]>
<![CDATA[Mesterjon Mesterjon]]>;
<![CDATA[Suwarni Suwarni]]>;
<![CDATA[Diah Selviani]]>
<![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.v14i4.1870
<![CDATA[This study aimed to obtain an overview of the implementation of industrial revolution 4.0 technology-based learning management to improve university learning management, particularly in Bengkulu. The research method used was descriptive qualitative. According to the study's findings, Dehasen University of Bengkulu, Muhammadiyah University of Bengkulu, and Hazairin University of Bengkulu all have access to ICT network infrastructure. As a result, 84% of students and members of the academic community can easily find ICT tools for learning, 83% can easily learn how to use ICT tools for learning on campus, 87% can understand when and how to use ICT tools to achieve specific learning objectives, and 73% have s. This ease of using and accessing SIAKAD, e-learning, and an electronic library]]>
