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[Enhancing Elementary Students' Interest and Conceptual Understanding of the Solar System Through Edutainment-Based Interactive Learning Media ]]>
<![CDATA[Hutri Darmayanti]]>;
<![CDATA[Havifah Cahyo Khosiyono]]>;
<![CDATA[Ana Fitrotun Nisa]]>;
<![CDATA[Berliana Henu Cahyani]]>;
<![CDATA[Didi Supriyadi]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 17, No 3 (2025): SEPTEMBER 2025 ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v17i3.7064
<![CDATA[Traditional teaching methods in science education often struggle to effectively convey abstract concepts such as the Solar System, leading to low student engagement and limited conceptual understanding. Integrating interactive learning media, particularly edutainment games, offers a promising solution to enhance both interest and comprehension in elementary science learning. This study employed a quasi-experimental design using a Nonequivalent Control Group Design to evaluate the effectiveness of edutainment game-based learning media. Participants included two groups of sixth-grade students: an experimental group taught using edutainment games and a control group taught using conventional methods. Pretest and post-test assessments were administered to measure conceptual understanding, while a Likert-scale questionnaire evaluated students' learning interest. Data were analyzed using Paired Sample T-Tests to determine the significance of differences between pre- and post-intervention scores. Findings revealed a statistically significant improvement in both learning interest and conceptual understanding among students in the experimental group compared to the control group (p 0.001). Students exposed to edutainment game-based learning demonstrated higher engagement levels and deeper comprehension of the Solar System topic. The use of game-based interactive media not only fostered active learning but also addressed challenges associated with teaching abstract scientific content. These results support the integration of edutainment games into elementary science curricula as a means to enhance learning outcomes and student motivation.]]>
<![CDATA[Strategies for Revitalizing Tri Tangtu Local Wisdom Among College Students ]]>
<![CDATA[Runik Machfiroh]]>;
<![CDATA[Ida Rohayani]]>;
<![CDATA[Dicky Hidayat]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 16, No 1 (2024): AL-ISHLAH: JURNAL PENDIDIKAN ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v16i1.4940
<![CDATA[The challenge of integrating local wisdom values into the education of the younger generation, especially in the era of digital advancement marked by transitions from 4.0 to 5.0, is primarily due to a lack of awareness, educational curriculum gaps, and generational differences in understanding these values. This research focuses on the Tri Tangtu concept—a key element of West Java's traditional wisdom—emphasizing its significance in maintaining societal balance and harmony between individuals and their environment. The aim is to analyze Tri Tangtu comprehensively and develop strategies to rekindle students' interest in preserving and understanding this cultural legacy. Adopting a qualitative research approach, this study delves into the complexities of rejuvenating Tri Tangtu for student engagement, with data collection conducted through purposive sampling interviews, centering on students from Telkom University in Bandung, Indonesia. Results indicate a decline in students' engagement with traditional cultural values, often perceived as restrictive or superstitious. Notably, this research innovates by strategizing the revival of Tri Tangtu through new media platforms. It concludes that integrating local wisdom values into the curriculum, supported by social programs, community engagement, and technological interventions, is crucial for fostering students' cultural identity.]]>
<![CDATA[Promoting Vocational School Students' Critical Thinking in Speaking by Using Instagram: Teachers’ Voices ]]>
<![CDATA[Winny Berliana]]>;
<![CDATA[Sri Setyarini]]>;
<![CDATA[Nenden Sri Lengkanawati]]>;
<![CDATA[Bachrudin Musthafa]]>;
<![CDATA[Rojab Siti Rodiyah]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 17, No 2 (2025): JUNE 2025 ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v17i2.6693
<![CDATA[The integration of digital tools in education has underscored the need for innovative strategies to develop critical skills, particularly in English as a Foreign Language (EFL) contexts. Among vocational school students, the ability to think critically and speak effectively in English is essential for employability and global communication. This qualitative study explored the use of Instagram to enhance critical thinking in speaking among vocational school students in Indonesia. Five EFL teachers, all experienced in using Instagram in the classroom, participated in the research. Data were collected through semi-structured interviews, classroom observations, and analysis of students' Instagram-based speaking activities. Thematic analysis was employed to identify key patterns and insights. Findings indicate that Instagram supports critical thinking development by encouraging students to analyze content, evaluate different viewpoints, and articulate arguments through speaking tasks. Students also demonstrated improved fluency and confidence. However, challenges such as digital distractions and varying levels of digital literacy emerged. Teachers highlighted the need for structured guidance and scaffolding to mitigate these issues. Instagram holds significant potential as a pedagogical tool for enhancing critical thinking in speaking within EFL vocational settings. Effective implementation requires intentional instructional design, including reflective questioning, peer feedback, and guided support. Future research should examine the long-term effects of social media-based learning on learners’ cognitive and linguistic progress.]]>
<![CDATA[WhatsApp Management for Effective Online Learning in Fiqh Subjects and ITS Implications for Character Education ]]>
<![CDATA[Tatang Ibrahim]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 14, No 4 (2022): AL-ISHLAH: Jurnal Pendidikan ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v14i4.2436
<![CDATA[The effectiveness of using Whatsapp media as an online learning medium has yet to be tested. Especially if it is associated with character education which is the essence of education itself. This study aims to 1) to find out how the teacher's activities in online-based learning using WhatsApp media at Madrasah Ibtidaiyah, 2) to find out how the learning outcomes of Madrasah Ibtidaiyah students are using WhatsApp media, 3) to find out how the parents of Madrasah Ibtidaiyah students respond to the use of WhatsApp as an online-based learning media. The research method used is descriptive quantitative, which produces findings that 1) teacher activity in online-based learning using WhatsApp media is still low with a percentage of 69.30% being in the sufficient category. 2) student learning outcomes using WhatsApp as an online learning medium have not been achieved classically with a percentage of 76.9%. 3) parents' responses to WhatsApp as an online learning medium are positive with a percentage of 82%. The use of WhatsApp as a learning medium at the Madrasah Ibtidaiyah level is less effective, so the implication is that it does not support the implementation of Character Education at Madrasah Ibtidaiyah.]]>
<![CDATA[Optimization IPAS Learning Outcomes through the Snowball Throwing Model Based on Animated Media among Elementary School Students ]]>
<![CDATA[Theresyam Kabanga']]>;
<![CDATA[Jesika Jesika]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): DECEMBER 2025 ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v17i4.7323
<![CDATA[This study investigates the effectiveness of integrating the Snowball Throwing cooperative learning model with animated video media to improve learning outcomes in Integrated Natural and Social Sciences (IPAS) among elementary school students. The approach addresses low engagement and underachievement in IPAS learning under the Merdeka Curriculum. A two-cycle Classroom Action Research (CAR) was conducted with 13 fourth-grade students at UPT SDN 4 Makale Selatan. Instruments included observation sheets, interviews, and a validated IPAS achievement test. Data were analyzed using descriptive statistics, paired-sample t-tests, Cohen’s d, and normalized gain (N-Gain). Student performance improved significantly from Cycle I (mean = 66.92; mastery = 46.15%) to Cycle II (mean = 80.76; mastery = 92.30%). Statistical analysis showed a significant effect (t(12) = 6.24, p .001) with a large effect size (d = 1.73) and moderate-to-high learning gain (N-Gain = 0.62). Improvements were also observed in students’ engagement, reasoning, and collaborative skills. The results demonstrate that combining Snowball Throwing and animated videos creates a student-centered, interactive learning environment. Animated media served as cognitive scaffolds, while the cooperative model fostered active inquiry and peer interaction. This integration aligns with social constructivist principles and supports 21st-century competencies, particularly critical thinking and collaboration.]]>
<![CDATA[Enhancing Social Studies Outcomes Through Experiential Learning and Social-Emotional Development Using Poster Media in Fifth-Grade Classrooms ]]>
<![CDATA[Muhamad Rusadi Letasado]]>;
<![CDATA[Julhidayat Muhsam]]>;
<![CDATA[I Wayan Lasmawan]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 16, No 4 (2024): AL-ISHLAH: JURNAL PENDIDIKAN ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v16i4.5670
<![CDATA[This study evaluates the impact of an experiential learning model, supported by poster media, on social studies learning outcomes among fifth-grade students at SD Negeri 1 Sikumana, Kupang City. Social and Emotional Learning (SEL) plays a critical role in primary education, fostering academic and social growth, promoting positive behavior, and creating an inclusive learning environment. A quasi-experimental design with a post-test-only control group was employed. The population consisted of 60 students, with 30 students randomly sampled to ensure equal selection probability. Social studies learning outcomes were assessed through a multiple-choice test, and data were analyzed using descriptive statistics and one-way ANOVA. The analysis revealed a significant effect of the experiential learning model on social studies learning outcomes (F(1, 28) = 19.551, p 0.05). The results indicate that the experiential learning approach, coupled with poster media, meaningfully enhances learning outcomes, with the F value exceeding the F table value and a significance level below 0.05. This led to the rejection of the null hypothesis (Ho) and the acceptance of the alternative hypothesis (H1). The findings suggest that adopting experiential learning models tailored to students' needs can improve engagement and academic performance. Teachers are encouraged to use evidence-based methods that accommodate diverse learning styles, fostering better outcomes. This study highlights the effectiveness of experiential learning enhanced by poster media in improving social studies outcomes, providing a foundation for refining teaching practices and informing educational policies to support student success and well-being.]]>
<![CDATA[Politeness in Classroom Directives: A Pragmatic Analysis of Indonesian Language Teachers’ Speech Acts in Kikim Selatan Junior High Schools ]]>
<![CDATA[Noprilia Noprilia]]>;
<![CDATA[Tressyalina Tressyalina]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 17, No 3 (2025): SEPTEMBER 2025 ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v17i3.7053
<![CDATA[Effective teacher-student communication is essential in educational settings, particularly through directive speech acts guided by politeness principles. This study investigates how Indonesian language teachers in junior high schools in Kikim Selatan District utilize directive speech acts and politeness strategies during classroom instruction. A qualitative descriptive approach was employed, involving five teachers from four different schools. Data were collected through non-participant classroom observations and audio recordings. The analysis followed the Miles and Huberman interactive model, focusing on categorizing types of directive speech acts and identifying politeness principles. The analysis revealed a predominance of commands (70 instances) and challenges (49), with advising (23), suggesting (15), and requesting (5) used less frequently. The most commonly applied politeness principles were generosity (41 instances) and appreciation (38), which served to reduce the potential for face-threatening acts and foster a more respectful classroom environment. The choice of speech acts was context-dependent: calm classroom settings facilitated clear instructions and challenges, while noisy environments prompted more assertive and persuasive strategies. These findings highlight the nuanced application of speech acts influenced by classroom dynamics and underscore the importance of integrating politeness strategies into instructional communication. Teachers adapted their language based on environmental cues to maintain engagement and authority while preserving student rapport. The study contributes to the broader understanding of educational discourse by demonstrating the role of politeness in directive communication. It suggests practical applications for teacher training programs to enhance communication flexibility and empathy in classroom management.]]>
<![CDATA[Vocational High School Teachers and Students’ Perception of the Emergency Curriculum During New Normal Era in Palembang ]]>
<![CDATA[Neta Dian Lestari]]>;
<![CDATA[Ramanata Disurya]]>;
<![CDATA[Reva Maria Valianti]]>;
<![CDATA[Rambat Nur Sasongko]]>;
<![CDATA[Muhammad Kristiawan]]>;
<![CDATA[Sudarwan Danim]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 14, No 4 (2022): AL-ISHLAH: Jurnal Pendidikan ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v14i4.2100
<![CDATA[This research aims to investigate the implementation of full-day school during the new normal period carried out by four state vocational high schools in Palembang City during the new normal period after Covid-19. This study also aims to see the development and improvement of the quality of education with the emergency curriculum. The method used in this study is a descriptive case study, which describes the phenomenon or social phenomenon under study by describing the value of independent variables, both one or more variables (independent) based on indicators of the variables studied for exploration and classification. To collect the data, the researchers employed interviews with the participants. Meanwhile, content analysis was used to analyze the data. Based on the results of the research, namely the perceptions of teachers and students against full-day school during the new normal as well as the implementation of emergency curriculum at state vocational high schools in Palembang City, it can be concluded that the respondents’ statements are in accordance with the questionnaire that the researcher has given to students with a value of 210 questionnaire respondents with a number of questions, namely 35 questions, the conclusion is 84.05% in the very high category. This implies the positive perceptions of both teachers and students in Palembang.]]>
<![CDATA[Religious Orientations in Pancasila Student Projects: Insights from the Merdeka Curriculum ]]>
<![CDATA[Suhartono Suhartono]]>;
<![CDATA[Achmad Basari Eko Wahyudi]]>;
<![CDATA[Moh. Salimi]]>;
<![CDATA[Ratna Hidayah]]>;
<![CDATA[Wahyono Wahyono]]>;
<![CDATA[Hasan Zainuri]]>;
<![CDATA[Siti Fatimah]]>;
<![CDATA[Anesa Surya]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 17, No 1 (2025): MARCH 2025 ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v17i1.6137
<![CDATA[The Merdeka Curriculum represents an educational reform aimed at enhancing the quality of learning in Indonesia. A central component of this curriculum is the Project for Strengthening the Profile of Pancasila Students (P5), which seeks to cultivate students’ core values, including religious character. However, the religious dimension of the P5 profile remains underexplored, especially at the elementary level. This study analyzes the implementation of the P5 project in developing students’ religious profiles in elementary schools in Kebumen, focusing on Grades I and IV. Data were collected using focus group discussions, interviews, observations, and documentation. The data were analyzed using the Miles and Huberman model, involving data condensation, data display, and conclusion drawing/verification. Findings reveal that students exhibit strong religious characteristics across five indicators: religious behavior (88.75%), personal behavior (88.50%), social behavior (87.88%), environmental behavior (80.50%), and national behavior (88.00%). These outcomes place the religious attitudes of students in the "excellent" category. Schools employed various strategies to instill religious values aligned with the P5 framework. These included narrative-based instruction, daily habituation practices, and teacher modeling to foster faith, piety toward God, and noble conduct. The implementation of P5 in the religious dimension has been effective in cultivating strong religious attitudes among elementary students. These findings highlight the importance of integrated character-building approaches within the Merdeka Curriculum.]]>
<![CDATA[Pesantren Medical: Health Education Management for Santri Towards an Islamic and Healthy Lifestyle ]]>
<![CDATA[Jasuli Jasuli]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): DECEMBER 2025 ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v17i4.7987
<![CDATA[Islamic boarding schools (pesantren) often emphasize religious purity but lack integrated systems to promote hygienic practices. This study addresses the gap by exploring how health education can be managed effectively within a pesantren context to foster a healthy and Islamic lifestyle among santri (students). Using a qualitative case study approach, this research was conducted at Pesantren Nurul Qarnain in Jember, Indonesia. Data were collected through in-depth interviews, participatory observations, and document analysis. Thematic analysis was carried out using Miles and Huberman’s interactive model, with triangulation ensuring credibility. The study identified three key components of successful health education management: (1) participative kyai leadership that models hygiene and spiritual discipline, (2) structured institutional systems including SOPs, hygiene evaluations, and collective routines, and (3) the role of santri husada as internal health cadres who provide peer-based education and monitoring. These elements facilitated the transformation of hygiene behaviors from externally enforced routines into internalized, community-driven habits grounded in Islamic values. The integration of leadership, institutional systems, and peer empowerment created a sustainable health culture. The "Pesantren Medical" model developed through this study offers a culturally embedded, replicable framework for other faith-based residential schools. It demonstrates how religious values, when operationalized through leadership and structure, can drive behavioral change and promote holistic well-being.]]>
