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[Oral Peer Feedback in EFL Speaking Classrooms: Exploring Its Implementation and Perceived Influence on Students’ Speaking Confidence and Anxiety ]]>
<![CDATA[Poppy Fauziah Syafitri]]>;
<![CDATA[Yuli Tiarina]]>
<![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.v17i4.7513
<![CDATA[Speaking is widely recognized as one of the most challenging skills for English as a Foreign Language (EFL) learners due to affective factors such as speaking anxiety, fear of negative evaluation, and low self-confidence. Oral peer feedback has been proposed as a pedagogical approach to address these challenges by fostering learner interaction and reflection. This study employed a descriptive qualitative design to explore the implementation of oral peer feedback and students’ perceived influence of this practice on speaking performance, confidence, and anxiety. The study was conducted at a boarding school, Pondok Pesantren BUMI BOS, involving 38 eighth- and ninth-grade EFL students. Data were collected through classroom observations using an observation checklist and semi-structured interviews with selected students. Data analysis followed the Miles and Huberman framework, including data reduction, data display, and conclusion drawing, with triangulation applied to enhance credibility. The findings showed that oral peer feedback was implemented in a generally supportive and structured manner, characterized by recognition of strengths, balanced positive and constructive comments, and respectful communication. Students perceived oral peer feedback as helpful in increasing awareness of their speaking strengths and weaknesses, enhancing motivation, and building speaking confidence. However, students experienced difficulty providing actionable suggestions, often requiring teacher scaffolding. While many students reported reduced speaking anxiety, some continued to feel nervous when feedback was perceived as overly critical. Ninth-grade students demonstrated higher engagement and confidence than eighth-grade students. The study suggests that oral peer feedback has a positive perceived influence on students’ speaking engagement and confidence, particularly when supported by clear guidelines and teacher guidance, highlighting the importance of structured peer feedback training in EFL speaking classrooms.]]>
<![CDATA[Enhancing Academic Supervision of Madrasah Principals through Lesson Study Initiatives ]]>
<![CDATA[Ninik Supriyati]]>;
<![CDATA[Baharuddin Baharuddin]]>;
<![CDATA[Sutiah Sutiah]]>
<![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.v16i4.4965
<![CDATA[This study investigates the utilization of Lesson Study as a medium for academic supervision by the Head of MTs Negeri Rejoso, focusing on its role in improving teaching quality and fostering professional development among educators. A qualitative case study approach was adopted, employing data collection methods such as observation, interviews, and document analysis. These techniques provided comprehensive insights into the implementation and outcomes of Lesson Study activities in the madrasah context. The findings reveal that the Lesson Study is an effective academic supervision tool utilized by the Head of Madrasah. Key patterns of its application include collaborative lesson planning, classroom observation, and reflective discussions. This approach enables the Head of Madrasah to engage with teaching processes directly, identify teacher strengths and areas for improvement, and offer constructive feedback. Furthermore, Lesson Study fosters a collaborative culture, enhances teacher ownership of instructional practices, and strengthens involvement in continuous professional development initiatives. These findings emphasize the potential of Lesson Study to transform supervisory practices in educational settings. By integrating collaboration and active participation, Lesson Study supports the development of a shared commitment to improving teaching quality. The approach aligns with the goals of participatory supervision, enhancing both individual teacher performance and collective educational outcomes. Lesson Study serves as a sustainable and impactful medium for academic supervision in madrasahs. Future initiatives should focus on expanding its application and exploring its long-term effects on professional development and educational quality improvement.]]>
<![CDATA[The Integration Of Religious Values Into Sciences-Related Topic Toward Postmodernism Of Science In Islam ]]>
<![CDATA[Wedra Aprison]]>;
<![CDATA[Juanaidi Junaidi]]>
<![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.v14i4.2058
<![CDATA[For a long time, Islam has a dichotomy tradition of science and religion. As a result of the Dutch colonialism, dual education and curriculum systems were born in Indonesia, namely the education system of the ministry of national education which was often considered as a secular curriculum and the education system of the ministry of religion which considered less in science aspect. The democratization era provides opportunity to synthesize them with the advent of Integrated Schools of Islam as an alternative. This research aims to find out how the integration of Islam values into science. The qualitative method is used as research methodology. The data were collected through observation, in-depth interview, and documentation. The result of the research reveals that the school not only teaches the science, but also the fact behind the fact. They integrate science and spiritual values of Islam. The integration is done by synthesizing two curriculums into one curriculum of Integrated Elementary School of Islam. It is a great effort towards the synthesis of postmodernism of science in Islam.]]>
<![CDATA[Exploring the Correlation Between Peer Interaction and Self-Esteem in Early Childhood: A Study of 5–6-Year-Olds in Indonesian Kindergartens ]]>
<![CDATA[Nuzulia Rizkika Wahyudyanti]]>;
<![CDATA[Anayanti Rahmawati]]>
<![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.v17i4.7381
<![CDATA[Self-esteem plays a critical role in early childhood development, influencing social competence, emotional well-being, and peer relationships. Given the increasing recognition of socio-emotional development in kindergartens, this study investigates the relationship between peer interaction and self-esteem in children aged 5–6 years. A quantitative correlational design was used, involving 100 kindergarten children selected through cluster random sampling from four schools in Banjarsari District, Surakarta. Data were collected using teacher-rated questionnaires adapted from validated instruments. The peer interaction scale consisted of 36 items (Cronbach’s α = 0.983), and the self-esteem scale included 7 valid items (Cronbach’s α = 0.762). Statistical analysis was conducted using the Pearson Product Moment correlation in SPSS 27. The analysis showed a significant positive correlation between peer interaction and self-esteem (r = 0.593, p 0.001), indicating a moderate relationship. Most children fell into the medium category for both peer interaction (65%) and self-esteem (62%). Boys showed slightly higher averages in both variables compared to girls. The findings support theoretical perspectives, including Vygotsky’s and Erikson’s views on socio-emotional development, emphasizing the importance of peer interaction in shaping children’s self-concept. While the study provides useful insights for educators and parents, its generalizability is limited due to its localized sample and reliance on teacher-reported data. Future research is recommended to adopt longitudinal designs and include observational or multi-informant assessments.]]>
<![CDATA[Tracing Trends in Educational Research on Creative Problem Solving: A Bibliometric Analysis (2007-2024) ]]>
<![CDATA[Nury Yuniasih]]>;
<![CDATA[Wahyu Sopandi]]>;
<![CDATA[Andi Suhandi]]>;
<![CDATA[Ernawulan Syaodih]]>
<![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.v17i1.6045
<![CDATA[Creative Problem Solving (CPS) enhances adaptability, fosters innovation, and improves productivity. However, integrating CPS in education remains challenging. This study examines trends, key themes, and gaps in CPS research within education from 2007 to 2024 through bibliometric analysis. Data was collected from Scopus due to its extensive interdisciplinary coverage and credibility in indexing peer-reviewed journals in education, psychology, and cognitive sciences. A total of 68 publications were selected based on relevance to CPS in education and journal type. The analysis focused on publication trends, thematic developments, and methodological approaches. Findings indicate that traditional curricula emphasizing rote memorization hinder CPS integration. Innovative approaches such as problem-based learning, project-based learning, and STEM education offer potential solutions. Between 2007 and 2018, research mainly explored CPS concepts. In 2019, the focus shifted towards instructional models, with 2020 marking the peak of CPS-related publications. Strategies supporting CPS development include automated assessment tools, flipped learning, and interdisciplinary approaches. Thematic analysis highlights the connection between CPS, creativity, and problem-solving. The study identifies significant advancements in CPS research, with implications for curriculum development, teacher training, and policy-making. Emerging technologies, including artificial intelligence (AI) and virtual reality (VR), show promise in expanding CPS applications in education. Future research should explore technology-enhanced CPS strategies to further enhance problem-solving skills across various educational contexts.]]>
<![CDATA[Evaluating the Feasibility of a Flipbook-Based Physics Learning Media Integrated with Local Culture: A Case Study on Matter State Changes ]]>
<![CDATA[Dwi Ayu Nurfaizah]]>;
<![CDATA[Tien Aminatun]]>;
<![CDATA[Fitriani Fitriani]]>;
<![CDATA[Insih Wilujeng]]>;
<![CDATA[Laifa Rahmawati]]>;
<![CDATA[Yusman Wiyatmo]]>
<![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.v17i3.6604
<![CDATA[The integration of technology-based learning media with local cultural contexts remains limited in physics education, particularly in teaching abstract concepts such as matter state changes. This study aimed to evaluate the feasibility of an electronic flipbook integrated with local cultural potential and to assess student responses toward its use in physics learning. This research employed a research and development (RD) approach using the 4-D model (define, design, develop, and disseminate), limited to the development stage without classroom implementation. The validation process involved eight expert validators, while student responses were collected from 15 junior high school students. Data were obtained through validation sheets and student response questionnaires, then analyzed descriptively using percentage scores. Validation results indicated that the developed flipbook was highly feasible, with an average score of 90.75% across content, presentation, linguistic, and graphic aspects. Student responses also showed very positive evaluations, with an average score of 93.75%, particularly noting the media’s attractiveness, readability, and contextual integration with local culture. These findings confirm that the electronic flipbook is a valid and feasible medium for physics learning, offering both technological innovation and cultural relevance. The integration of local cultural elements enriched the contextualization of abstract physics concepts, aligning with constructivist learning principles. However, further classroom implementation is needed to evaluate its effectiveness in improving student learning outcomes. The developed flipbook is feasible as a culturally integrated physics learning medium. Future research should focus on large-scale trials to measure its impact on students’ conceptual understanding and motivation.]]>
<![CDATA[Educational financing contribution to the course and training institution (LKP) of Uswatun Hasanah, Aceh Besar District ]]>
<![CDATA[Rina Fitriana]]>;
<![CDATA[Murniati AR]]>;
<![CDATA[Nasir Usman]]>
<![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.v14i4.2368
<![CDATA[Education financing and contribution to education financing at the Course and Training Institute (LKP) at LKP Uswatun Hasanah is carried out through the implementation of management functions, namely planning, implementation, supervision and accountability. This study aims to determine the planning, use, supervision, and financial accountability at LKP Uswatun Hasanah in Aceh Besar District. The research approach is descriptive method. Data collection techniques were carried out through interviews, observations, and documentation studies as well as data analysis techniques used including data reduction activities, data presentation, and conclusion drawing/verification. Research subjects are LKP leaders, secretaries, instructors and treasurers of financial management management at LKP Uswatun Hasanah, Aceh Besar District. The results of the study show: (1) Program planning is carried out based on technical instructions for meeting 8 national education standards as a reference by involving the LKP Treasurer and secretary, and the lack of instructor involvement in the planned budgeting process, (2) The use of government assistance and student tuition funds is implemented. in accordance with the technical instructions and the planned program, (3) Supervision of the use of government assistance funds and student tuition funds is carried out by the head of the institution, the Education Office and the inspectorate. Supervision is carried out by comparing the planned program with its implementation, and (4) accountability for the use of funds has been carried out with the treasurer and secretary of the institution.]]>
<![CDATA[Empowering Parents Through Implementing the Traditional Game’s Guidebook for Early Childhood Development ]]>
<![CDATA[Muhammad Yusuf Alfayed]]>;
<![CDATA[Serafin Wisni Septiarti]]>
<![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.v17i2.6285
<![CDATA[Traditional games are culturally rich educational tools that support children's cognitive and social development. However, the increasing dominance of modern technology and online games has led children to neglect these heritage-based activities. To address this issue, this study aimed to develop a guidebook to help parents reintroduce traditional games to early childhood in a structured and engaging way. This research employed the Research and Development (RD) approach using the ADDIE model, which includes Analysis, Design, Development, Implementation, and Evaluation phases. The study was conducted at Posyandu Pandan Wangi, Pandan Lagan Village, Jambi Province. The guidebook was validated through product trials involving 1 material expert, 1 media expert, 5 posyandu cadres, and 30 parents. Validation results showed that the guidebook received high feasibility scores: 48 from the material expert, 68 from the media expert, and 97 from the posyandu cadres, all classified as “very feasible.” Additionally, an effectiveness test conducted with parents showed a significant improvement in knowledge about traditional games, with an N-Gain score of 89.67%, indicating a high level of effectiveness (75%). The study concludes that the guidebook is both feasible and effective as a learning medium for parents to promote traditional games to young children. Future applications of this guidebook in broader communities are recommended to help preserve cultural heritage and encourage educational play among children.]]>
<![CDATA[The Comparison of Shotput Techniques in Junior High School: O’Brien Style vs Spin Style ]]>
<![CDATA[Akhmad Sobarna]]>;
<![CDATA[Mochamad Ishak]]>;
<![CDATA[Asep Rahmat]]>;
<![CDATA[Ahmad Afandi Harja]]>
<![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.v14i4.2195
<![CDATA[This research aims to compare the shotput technique between the O’Brien style and the spin style. This study uses comparative causal research. The population in this study is 150 junior high school students in Belitung. Through purposive sampling techniques obtained samples, namely the sample in this study is class VIII which amounts 15 students. The research design used is quantitative, which utilized the result of posttest after completing the learning. The initial analysis used hypotheses with the help of the SPSS24 (Statistical Product and Service Solution) computer program. The researcher's hypothesis test uses the t-test (independent sample t-test). Based on the SPSS output, the t-test (independent sample t-test) with a significant level of 0.04 with a specified lower limit of 0.05 obtained t calculated = 2.134 and t table = 2.0484. The H0 acceptance area is if t calculates 2.0484, it is clear that H0 is rejected. Thus, it can be concluded that there is a comparison between O'Brien style and Spin style, in which O’Brien Style gives the best results in learning shotput to students from junior high school students in the research field.]]>
<![CDATA[Integrating Dulmuluk Theater into Character Education: A Cultural Approach to Social Transformation in Schools ]]>
<![CDATA[Nugroho Notosutanto Arhon Dhony]]>;
<![CDATA[Wadiyo Wadiyo]]>;
<![CDATA[Nur Sahid]]>;
<![CDATA[Agus Cahyono]]>
<![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.v17i4.7950
<![CDATA[This study examines how Dulmuluk theater—a traditional performing art from Palembang, Indonesia—can be integrated into formal education as a medium for character development and social transformation. While recognized as cultural heritage, its pedagogical use in schools remains underexplored. A qualitative hermeneutic phenomenological approach was employed to understand the lived experiences of educators and students involved in Dulmuluk-based learning. Data were collected through classroom observations, semi-structured interviews with 3 teachers and 6 students, documentation review, and audiovisual materials. Thematic analysis was used to interpret the data. Findings revealed that Dulmuluk theater effectively conveys moral values such as honesty, discipline, environmental awareness, respect for parents, social solidarity, and responsibility. These values are internalized through a three-stage process: understanding (exploration of scripts and character analysis), application (performance-based learning and collaboration), and habituation (reflection and behavior reinforcement). Students demonstrated improved moral reasoning, social interaction, and empathy through their engagement with the theater. The integration of Dulmuluk into character education aligns with constructivist and socio-cultural learning theories by fostering experiential, affective, and culturally relevant learning. It serves as a powerful tool for reinforcing local values, enhancing emotional literacy, and supporting inclusive, democratic learning environments. The study recommends formal curriculum integration and teacher training to support this approach.]]>
