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[Design and Evaluation of Google Sites–Based Learning Media to Teach Biographical Text Identification ]]>
<![CDATA[Tia Putriana]]>;
<![CDATA[Nursaid Nursaid]]>
<![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.v17i3.8001
<![CDATA[Effective learning in the digital era requires instructional media that are interactive, accessible, and aligned with student learning preferences. In Indonesian language instruction, particularly in teaching biographical texts, conventional methods often fail to engage students. This study aims to develop and evaluate Google Sites–based learning media for improving students’ ability to identify biographical texts. This research employed a Research and Development (RD) approach using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The study involved 24 tenth-grade students at MAN 1 Pesisir Selatan. Instruments included needs and curriculum analysis questionnaires, expert validation forms, practicality questionnaires, objective tests (pretest-posttest), and field notes. Media validity was assessed by experts in media, language, and pedagogy, while practicality and effectiveness were evaluated through user feedback and statistical testing. The media was rated highly valid, with expert scores of 86.15% (media), 95% (language), and 96.36% (pedagogy). Practicality assessments yielded scores of 94.67% (teachers) and 90.47% (students), indicating high usability and engagement. A paired sample t-test showed a significant improvement in student performance (p 0.001) from pretest to posttest, confirming the media’s effectiveness. The findings demonstrate that Google Sites-based media is a valid, practical, and effective tool for teaching biographical texts. It supports digital literacy and offers a scalable solution for blended and remote learning. The media serves as a promising alternative to traditional resources, fostering greater comprehension and learner autonomy in secondary education.]]>
<![CDATA[Optimizing Local Museum as a History Learning Medium: A Case Study in Central Sulawesi ]]>
<![CDATA[Suyuti Suyuti]]>
<![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.v14i4.2635
<![CDATA[This research was conducted to explore the function and role of the Museum in Central Sulawesi to be used as a medium for learning history. This qualitative study used a case study as the method. The data were obtained from observation to the field and analyzed using content analysis. The results of this study at the Museum of Central Sulawesi show that the readiness of human resources has not been maximized, the management and support system for audiovisual equipment that only used two workers were still very simple, efforts to increase the audio-visual space were still limited to socialization, the concept of the audio-visual room did not involve sufficient officers with a complete and integrated management system and did not follow the development of information technology and computer technology. As a conclusion, it is important to upgrade the facilities of the Museum in Central Sulawesi to optimize the use of this place as a medium for learning history.]]>
<![CDATA[Evaluating the Influence of Qualifications, Competencies, Managerial Expertise, and Work Discipline on High School Administrative Staff Performance ]]>
<![CDATA[Sarlota Singerin]]>
<![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.v16i4.5632
<![CDATA[This study investigates the influence of academic credentials, competencies, managerial skills, and work discipline on the performance of high school academic personnel in Malang City. This research is a descriptive quantitative study employing a purposive sampling strategy to choose a sample of 100 teacher respondents from high schools in Malang City. Purposive sampling was selected to guarantee that participants fulfilled specified criteria pertinent to the research objectives, facilitating more focused and significant data collection. The study's findings reveal that all four variables significantly influence the performance of academic staff, with t-values (academic qualifications: 2.510, competencies: 2.610, managerial abilities: 2.632, work discipline: 2.632) exceeding the critical t-value of 2.036, and corresponding significance values (Sig 0.05) indicating strong statistical relevance. These findings underscore the necessity of targeted professional development programs focused on enhancing academic qualifications, competencies, managerial abilities, and work discipline to bolster academic staff performance. Future research should consider larger, more diverse samples and explore additional variables that could further illuminate factors influencing staff performance. Limitations of this study include the limited sample size and the use of quantitative methods that may not delve deeply into the perceptions and experiences of academic staff.]]>
<![CDATA[Development of Digital Teaching Materials for Explanatory Texts: Integration of Genre Pedagogy, Literacy, and Critical Thinking for Junior High School ]]>
<![CDATA[Elly Sofiar]]>;
<![CDATA[Nani Solihati]]>;
<![CDATA[Zamah Sari]]>
<![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.v17i2.5675
<![CDATA[This study investigates student needs as the initial stage in developing digital teaching materials for Indonesian explanatory texts. The materials are designed using an integrated genre pedagogy that enhances both literacy skills and critical thinking. The research employed a descriptive quantitative approach using the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model. Data were collected from 65 eighth-grade junior high school students using a validated and reliable questionnaire. The instrument underwent validation and reliability testing to ensure data accuracy. Analysis was conducted using SPSS version 27. Findings revealed that 80% of students (28% strongly agree, 52% agree) support the development of digital teaching materials integrating genre pedagogy and critical thinking. Only 2% of respondents expressed disagreement. These results indicate a strong student preference for instructional content that promotes both literacy and critical thinking through structured genre-based approaches. The data suggest a significant demand among students for digital teaching materials that align with contemporary literacy and thinking skill development. The results will guide the next phases of teaching material design and development in the larger research project.]]>
<![CDATA[Developing of Palembang-Local-Culture Narrative Reading Materials for the Eleventh Grade of Senior High School ]]>
<![CDATA[Silvia Indri Triani]]>;
<![CDATA[Eryansyah Eryansyah]]>;
<![CDATA[Margaretha Dinar Sitinjak]]>
<![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.v14i4.1529
<![CDATA[The objectives of this study were to find out the validity, practicality, and potential effect of the developed Palembang-local-culture narrative reading materials about Palembang food. This study was designed as research and development involving three phases including analysis, design, and evaluation and revision phases. The formative evaluation was done through one-to-one evaluation, small group evaluation, and field trial. The subjects of this study were eleventh grade of senior high school in Palembang. The validity was done in expert review. The validity score of the developed product was 3,20 which was categorized as high validity level. The practicality was conducted in one-to-one and small group evaluation. The practicality of one-to-one evaluation was 3,6 which was at very high practical level and the practicality in small group evaluation was 3,7 which was at very high practical level. The result in field trial was categorized as effective. It showed that there were 18 students (78,26%) out of 23 students in field trial reached the MMC (Minimum Mastery Criterion) which was 75.]]>
<![CDATA[Social Media as a Learning Tool: Its Influence on the Critical Thinking of Slow Learner Students in Civics Education ]]>
<![CDATA[Marsanda Puspitaningtias]]>;
<![CDATA[Ambiro Puji Asmaroini]]>;
<![CDATA[Sutrisno Sutrisno]]>
<![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.v17i4.8532
<![CDATA[In the digital era, social media is increasingly integrated into educational practices. However, its potential remains underutilized for students with special educational needs, particularly slow learners. This study investigates the impact of social media use on the critical thinking skills of slow learners within civic education instruction. A quantitative approach with a cross-sectional survey design was adopted. The sample comprised 55 slow learner students—30 from Junior High School 3 Ponorogo and 25 from Junior High School Muhammadiyah 2 Ponorogo. Data were collected using a validated and reliable questionnaire and analyzed through simple linear regression. The analysis revealed that social media use accounted for 22% of the variance in students’ critical thinking skills (R² = 0.22). The effect size, calculated using Cohen’s f², was 0.282, indicating a moderate effect. Key improvements were noted in students’ abilities to analyze, evaluate, and draw conclusions when social media was integrated into learning with teacher support. These findings suggest that purposeful and guided use of social media can significantly enhance critical thinking in slow learner students. The study highlights the importance of adaptive instructional design and teacher facilitation in maximizing the educational benefits of digital platforms. To foster inclusive and effective learning, educators should incorporate teacher-mediated social media strategies tailored to the needs of slow learners, particularly in civic education contexts.]]>
<![CDATA[Enhancing Critical and Creative Thinking through Research-Based Learning: The CCTRbL Model's Impact on Student Abilities ]]>
<![CDATA[Mawardi Mawardi]]>;
<![CDATA[Dani Kusuma]]>
<![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.v17i1.5542
<![CDATA[Developing critical and creative thinking skills is essential for prospective teachers to meet 21st-century education demands. However, these skills remain relatively low among teacher education students. This study investigates how higher education institutions can design learning experiences to foster these competencies, focusing on the Creative and Critical Thinking in Research-based Learning (CCTRbL) model. This study employed an action research approach based on a modified Burn model, comprising five stages: (1) Identifying, (2) Planning, (3) Intervening, (4) Observing, and (5) Reporting. The participants were 27 teacher education students. Data were collected using an integrated critical and creative thinking assessment rubric for evaluating students’ research-based paper tasks. Data analysis utilized categorical descriptive techniques and percentage calculations. The findings indicate that the CCTRbL model effectively enhances students' critical and creative thinking skills, with scores of 68.29 and 65.18, respectively, categorized as high. This suggests that the implemented model positively impacts students' ability to think critically and creatively. The study demonstrates that integrating critical and creative thinking in a research-based learning framework is beneficial for teacher education programs. The findings suggest that the CCTRbL model can be adapted for use at different educational levels with modifications suited to subject-specific requirements. The CCTRbL model is a promising approach to fostering critical and creative thinking skills in teacher education. It is recommended for broader application in primary, secondary, and higher education to enhance students' cognitive abilities and professional competencies.]]>
<![CDATA[Strengthening Inclusive Education by Examining Factors Affecting Universal Design for Learning (UDL) Implementation in Elementary School: A Systematic Literature Review ]]>
<![CDATA[Dea Karlina]]>;
<![CDATA[Farida Kurniawati]]>;
<![CDATA[Wahyuni Christyani Martono]]>
<![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.v17i3.6468
<![CDATA[Universal Design for Learning (UDL) is widely recognized as a framework to foster inclusive education, yet its successful adoption in elementary schools depends on multiple contextual and motivational factors. This study investigates how UDL is implemented and what drives teachers to adopt its principles. A systematic literature review (SLR) was conducted following PRISMA guidelines. Four databases (Scopus, ScienceDirect, Taylor Francis, and ProQuest) were searched using defined keywords and Boolean operators. Studies published between 2014 and 2024 that addressed UDL implementation in elementary schools were considered. After screening and applying inclusion and exclusion criteria, 12 empirical studies were selected. Self-Determination Theory (SDT) was used as the analytical lens to examine how autonomy, competence, and relatedness influence teachers’ motivation in adopting UDL. The synthesis identified key factors affecting UDL implementation, including teacher self-efficacy, knowledge of UDL principles, access to resources, professional development, and supportive school leadership. Teachers’ motivation, shaped by psychological needs, played a decisive role in sustaining UDL practices. Reported benefits of UDL included improved student engagement, equitable access to learning, reduced barriers for learners with disabilities, and enhanced instructional flexibility for teachers. This review highlights that both psychological motivation and institutional support are crucial for effective UDL implementation in elementary schools. Strengthening teacher training, fostering collaboration, and ensuring adequate resources are essential strategies to promote inclusive classrooms. The study provides theoretical and practical insights for educators and policymakers seeking to advance inclusive education through UDL.]]>
<![CDATA[The Effectiveness of Collaborative Writing Strategy in Improving Essay Writing Skills of University Students in the EFL Context ]]>
<![CDATA[La Ode Nggawu]]>;
<![CDATA[Desy Liliani Husain]]>;
<![CDATA[Sitti Agustina]]>;
<![CDATA[Yustih Yasin]]>
<![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.v14i4.2738
<![CDATA[Essay writing skills are able to predict a person's success in higher education because the processes involved when composing it are indeed able to hone the abilities or skills of a student in academic life. This study aims to improve the essay writing skills of English Education students by applying the collaborative writing strategy. Classroom Action Research design is applied to answer the research questions, and then there are two cycles conducted successfully in the research. Each cycle consists of several stages, namely planning, implementation, observation, and evaluation, divided into three meetings. The research data were collected by assessing students’ writing in each cycle and analyzed using the band score from NCTE. The study results indicate an increase in the quality of students' essay writing skills after doing the writing process through Collaborative Writing in several aspects of writing. The effectiveness of this strategy was seen that more than 75% of students involved got their writing scores improved. It proves that the fruitful collaboration and interaction among students in collaborative work enhances the quality of writing, making it better and worth reading.]]>
<![CDATA[Implementing Total Quality Management (TQM) in Education: Enhancing Competitive Advantage and Sustainable Performance in Educational Institutions ]]>
<![CDATA[Asep Rosidin]]>;
<![CDATA[Endang Herawan]]>;
<![CDATA[Diding Nurdin]]>
<![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.v17i2.6361
<![CDATA[In an increasingly competitive educational landscape, Total Quality Management (TQM) offers a strategic approach to enhance institutional quality, stakeholder satisfaction, and long-term sustainability. Despite its potential, consistent implementation of TQM remains challenging due to limited resources, institutional readiness, and cultural variations. This study investigates how TQM can be effectively adapted in Indonesian secondary schools by incorporating culturally relevant leadership practices—an area that remains underexplored. A qualitative case study approach was employed, involving three public high schools in Bandung Regency, Indonesia. Data were collected through in-depth interviews, direct observations, and document analysis to understand TQM implementation in these educational settings comprehensively. The findings indicate that TQM practices have contributed to improvements in school accreditation scores, stakeholder engagement, and operational efficiency. Notably, culturally embedded leadership approaches enhanced stakeholder trust and alignment with local values. However, challenges persist in the form of limited training opportunities, resource constraints, and inconsistencies in cultural adaptation, which have impeded the full realization of TQM benefits. This study demonstrates that while TQM can substantially improve educational quality and institutional competitiveness, its long-term success depends on sustained investment in capacity-building, culturally responsive leadership, and strategic resource allocation. The integration of local leadership values within TQM frameworks emerges as a critical factor for effective adaptation in Indonesian schools. These insights are transferable to other contexts facing similar barriers in implementing quality management systems in education.]]>
