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 Students' Learning Interest and Conceptual Understanding in Sociology: Using the Analogy Method and Canva Infographic Media ]]>
<![CDATA[Iwan Ramadhan]]>;
<![CDATA[Munawar Thoharudin]]>;
<![CDATA[Hadi Wiyono]]>;
<![CDATA[Sabirin Sabirin]]>;
<![CDATA[Suriyanisa Suriyanisa]]>
<![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.v16i4.6385
<![CDATA[This study evaluates the effectiveness of combining the analogy method with Canva infographics to enhance conceptual understanding and student engagement in Sociology learning, a subject often perceived as abstract and unengaging. A quasi-experimental one-group pretest-posttest design was conducted with 36 grade XI Sociology 6 students at SMA Negeri 8 Pontianak. Data collection involved pretests, posttests, Likert-scale questionnaires, and observation sheets to assess understanding and engagement. The findings revealed a significant improvement in posttest scores (mean pretest = 62.5; posttest = 81.5; p 0.001). The gain index (G = 0.5278) indicated a moderate increase in conceptual understanding, while Cohen’s d value of 1.58 reflected a large effect size. The analogy method simplified abstract sociological concepts by linking them to students’ real-life experiences, while Canva infographics provided creative and systematic visualizations of complex ideas. This combination also encouraged critical and creative thinking, enhancing student engagement. The study highlights the potential of integrating analogy-based methods with digital tools like Canva to address challenges in teaching abstract subjects. The findings support constructivist and dual-coding theories, which emphasize experiential learning and the integration of verbal and visual information. This research demonstrates that analogy methods paired with Canva infographics significantly improve students’ understanding and engagement in Sociology. Further studies should explore the broader applicability of this method across diverse subjects, educational levels, and learning environments.]]>
<![CDATA[Abid Al-Jabiri’s Epistemological Critique of Early Marriage in Case Based Learning: Contributions to Islamic Education ]]>
<![CDATA[Muniri Muniri]]>;
<![CDATA[Anis Sulalah]]>;
<![CDATA[Nur Chotimah Azis]]>
<![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.v17i3.7185
<![CDATA[Early marriage remains a pressing issue in many Muslim communities, including in Bangkalan, Madura, Indonesia, where it is often justified through religious reasoning. This phenomenon poses serious social, health, and educational challenges, particularly for young women. This study aims to critically examine early marriage through the lens of Abid Al-Jabiri’s Islamic epistemology—Bayani, Burhani, and Irfani—and to explore how these epistemological frameworks shape religious understanding and educational responses to early marriage. Utilizing a qualitative library research approach, this study analyzes relevant literature, including Islamic texts, philosophical works, and empirical research on early marriage. The analysis applies Al-Jabiri’s epistemological framework to assess the reasoning patterns behind the justification of early marriage and their impact on educational practices. The study finds that Bayani (textual) and Irfani (mystical) epistemologies often perpetuate early marriage due to their non-empirical and authority-based approach. In contrast, Burhani (rational-empirical) epistemology, which emphasizes logical reasoning and empirical evidence, offers a more critical and socially responsive framework. When applied to educational contexts, Burhani epistemology supports a more reflective, contextual, and student-centered understanding of Islamic teachings. Integrating Burhani epistemology into Islamic education and policy discourse can foster a more balanced, evidence-based approach to religious interpretation. This shift is essential to counter harmful practices such as early marriage and to promote holistic well-being and critical thinking among students in Islamic educational settings.]]>
<![CDATA[The Effect of Genre Approach to Improve University Students’ Critical Thinking Skills ]]>
<![CDATA[Gunawan Ismail]]>;
<![CDATA[Helaluddin Helaluddin]]>
<![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.v14i4.2209
<![CDATA[This study aims to determine the impact of using a genre-based approach on students’ critical thinking skills through learning to write essays. This study uses a quasi-experimental design involving 54 students (experimental and control classes) taking writing course one at the Indonesian Language and Literature Education Study Program, Muhammadiyah University of Palembang, South Sumatra, Indonesia. Data were collected using a written essay test which was then assessed using the critical thinking skills assessment rubric. The collected data were analyzed using SPSS 20.00 by performing paired sample t-test, independent sample t-test, and MANOVA. The group of students who used the genre approach was proven to improve critical thinking skills compared to the group that used the conventional method. Thus, it is hoped that teachers can consider this genre approach as an alternative learning method for improving students’ critical thinking skills.]]>
<![CDATA[Development and Validation of a Semiotic Project-Based Module to Support Early Childhood Numeracy Literacy ]]>
<![CDATA[Christine Wulandari Suryaningrum]]>;
<![CDATA[Astri Widyaruli Anggraeni]]>;
<![CDATA[Nurul Imamah Ah]]>;
<![CDATA[Misyana Misyana]]>;
<![CDATA[Kuni Hikmah Hidayati]]>
<![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.v17i4.7589
<![CDATA[Early Childhood Education (ECE) often relies on paper-based activities that limit children’s engagement and contextual learning. To address this, a semiotic project-based module was developed to enhance early numeracy literacy through culturally relevant, hands-on learning aligned with children's developmental needs. This research employed a Research and Development (RD) design using the 4D model (Define, Design, Develop, and Disseminate). Module development included needs analysis, diagnostic assessment, media and activity design, expert validation, small- and large-scale trials, and evaluation. The module integrated semiotic elements (icons, indices, and symbols) within project-based learning themed around traditional foods from Jember, Indonesia. Validity, practicality, and effectiveness were assessed through expert review, teacher questionnaires, and observational data. Expert validation results showed an average validity score of 85%, categorized as “very valid.” Teacher responses in the small-scale trial (n=13) indicated 92.3% rated the module “very effective,” while the large-scale trial (n=13) achieved 100% in the same category. Observations of children’s participation indicated a 98% engagement rate, demonstrating high practical effectiveness. The findings suggest that the module is valid, practical, and effective in supporting early numeracy literacy. The use of semiotic representations within culturally contextualized projects provided meaningful numeracy experiences. However, the small sample size and local context limit generalizability. Further research with diverse populations and objective assessments is recommended.]]>
<![CDATA[Enhancing School Effectiveness: The Impact of Principal Leadership, Infrastructure Utilization, and Administrative Services in Junior High Schools ]]>
<![CDATA[Fita Ramadhani]]>;
<![CDATA[Sugiyono Sugiyono]]>;
<![CDATA[Resky Nuralisa Gunawan]]>;
<![CDATA[Zafrullah Zafrullah]]>
<![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.v17i1.6274
<![CDATA[This study investigates the influence of principal leadership, infrastructure utilization, and administrative services on school effectiveness in public junior high schools in Tual City. Effective school management is essential for improving educational outcomes, particularly in regions where resources and leadership play a critical role in performance. The research involved 133 teachers and 318 students, selected through appropriate sampling techniques. Data were collected using a structured questionnaire covering four key variables: principal leadership, infrastructure use, administrative services, and school effectiveness. Data analysis was conducted using SPSS version 25, employing tests for normality, linearity, multicollinearity, and heteroscedasticity to ensure statistical validity. Findings revealed that principal leadership, infrastructure use, and administrative services were rated in the high category, with more than 86% of both teacher and student responses reflecting positive perceptions. Regression analysis showed a positive and significant combined effect of these three variables on school effectiveness, with results for teacher responses (F = 5.122, sig. = 0.00) and student responses (F = 32.334, sig. = 0.00) indicating strong statistical significance. These results emphasize the crucial role of leadership quality, efficient use of infrastructure, and strong administrative support in enhancing school effectiveness. The study underscores the need for targeted efforts in strengthening these areas to improve the overall quality of education in Tual City's junior high schools.]]>
<![CDATA[Assessing the Effectiveness of the Picture and Picture Model in Teaching Prayer Movements in Islamic Religious Education ]]>
<![CDATA[Khoirul Anwar]]>;
<![CDATA[Ubaidillah Ubaidillah]]>
<![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.v16i4.6005
<![CDATA[This study aims to investigate the implementation and effectiveness of the Picture and Picture learning model in enhancing Grade II students’ understanding of prayer movements at MIN 2 Jember. This approach is considered to help young learners better visualize and comprehend the sequence of prayer movements through structured visual aids. A qualitative case study approach was used, with data collected from interviews and documentation. Participants included teachers, students, and the principal, providing a comprehensive view of the learning model’s application and impact. Findings indicate that the Picture and Picture method significantly improves students' grasp of prayer movements. By arranging sequential images, students develop a clearer understanding of each step involved in the prayer sequence. Indicators of effectiveness include students' ability to organize images correctly, explain the movements, demonstrate conceptual understanding, and actively participate in class activities. The study demonstrates that using the Picture and Picture model enhances students' learning by promoting visualization, active engagement, and critical thinking. This method not only helps in understanding complex religious concepts but also encourages interaction and deeper comprehension. The Picture and Picture method effectively supports young learners in visualizing and internalizing prayer movements, making it a valuable tool for educators teaching complex concepts. Its application across subjects could foster critical thinking and active learning among elementary students.]]>
<![CDATA[Design of Augmented Reality Learning Media for Islamic Religious Education: Encouraging Religious Moderation in Junior High Schools ]]>
<![CDATA[Ahmad Ta'rifin]]>;
<![CDATA[Aisyah Zubaidah]]>;
<![CDATA[Nurlaila Ana]]>;
<![CDATA[Mohammad Yasin Abidin]]>;
<![CDATA[Ulul Albab]]>;
<![CDATA[Hani Hasnah Safitri]]>
<![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.v17i2.5788
<![CDATA[This study aims to develop an Augmented Reality (AR)–based learning medium for Islamic Religious Education (IRE), integrating the concept of religious moderation in junior high schools. The initiative addresses the need for innovative, technology-driven educational tools that align with current pedagogical trends and religious values. The research employed a Research and Development (RD) approach using the ADDIE model—Analysis, Design, Development, Implementation, and Evaluation. The AR learning media, named DOSIMA, was created as an Android application modeled on a modified Ludo game to deliver educational content through interactive images, videos, and web-based resources. The product was tested in three junior high schools with diverse characteristics: SMP Negeri 2 Kajen, SMP Negeri 1 Petungkriyono, and SMP NU Kesesi. Expert validation was conducted by media, content, and language specialists. Validation results confirmed the feasibility and appropriateness of the media. Field tests indicated a significant improvement in students’ cognitive abilities, with average test scores increasing from 71% to 89.5%. The N-gain score of 63.125% placed the product in the "Effective" category. The findings highlight the effectiveness of AR-based tools in enhancing religious education and promoting religious moderation. This challenges the prevailing notion that Islamic education is inherently traditional or non-technological. The study underscores the potential of integrating AR in religious education and offers a foundation for policy development to foster religious moderation in secondary education settings.]]>
<![CDATA[Student Motivation in Online Learning for Advanced Civics Courses ]]>
<![CDATA[Dita Afianti]]>;
<![CDATA[Banu Setyo Adi]]>;
<![CDATA[Inggit Dyaning Wijayanti]]>
<![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.v14i4.2362
<![CDATA[Implementing a distance learning system has resulted in all teaching and learning activities innovated with online learning that can be accessed via distance. In this case, students certainly experience different difficulties and challenges. The encouragement and motivation from students to keep the spirit of following the lesson will determine the success of learning. This study aims to determine students' motivation to learn in online learning for advanced Civics courses at the PGMI study program at UIN Sunan Kalijaga Yogyakarta. This type of research is descriptive qualitative research, and the subject is students in the Advanced Civics course, totalling 33 students. Data collection techniques in this study were interviews and questionnaires. The data analysis technique uses an interactive model of Miles's theory; Huberman and Saldana analyze data in three stages: data condensation, presenting data (data display), and drawing conclusions or verification (conclusion drawing and verification). The results showed that the Advanced Civics Study Program students at the PGMI UIN Sunan Kalijaga Yogyakarta had high motivation, obtaining 72.66%. This means that even though students have undergone online lectures with a distance learning system for 4 semesters, it does not affect students' motivation to continue learning, even though there are several obstacles during the process. The results showed that the Advanced Civics Study Program students at the PGMI UIN Sunan Kalijaga Yogyakarta had high motivation, obtaining 72.66%. This means that even though students have undergone online lectures with a distance learning system for 4 semesters, it does not affect students' motivation to continue learning, even though there are several obstacles during the process. The results showed that the Advanced Civics Study Program students at the PGMI UIN Sunan Kalijaga Yogyakarta had high motivation, obtaining 72.66%. This means that even though students have undergone online lectures with a distance learning system for 4 semesters, it does not affect students' motivation to continue learning, even though there are several obstacles during the process.]]>
<![CDATA[Enhancing Sixth Graders' Mathematical Communication Skills Using the RADEC Learning Model: A Focus on Ratio Concepts ]]>
<![CDATA[Siti Muhdiati]]>;
<![CDATA[Wahyu Sopandi]]>;
<![CDATA[Atep Sujana]]>;
<![CDATA[Innaka Arina Haq]]>;
<![CDATA[Ali Juma Khomis]]>
<![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.v17i3.6721
<![CDATA[Mathematical communication skills are critical for students to effectively understand and articulate mathematical concepts, directly impacting their numeracy and academic success. This study examines the effectiveness of the RADEC (Read, Answer, Discuss, Explain, Create) instructional model in improving the mathematical communication skills of sixth-grade students. A quasi-experimental design with a quantitative approach was employed, involving 60 sixth-grade elementary students. The experimental group (n = 30; 19 males, 11 females) received instruction through the RADEC model, while the control group (n = 30; 12 males, 18 females) was taught using the Problem-Based Learning (PBL) approach. Data were collected using a test consisting of five open-ended descriptive questions administered as pre- and post-tests. The N-Gain score was used to assess improvement, and the Mann-Whitney U test was applied to evaluate statistical significance. The RADEC group exhibited a moderate increase in mathematical communication skills, whereas the PBL group demonstrated only a low level of improvement. Statistical analysis confirmed a significant difference between the two groups (asymp. Sig. 0.001, α = 0.05), indicating that the RADEC model was more effective. These findings suggest that the RADEC model enhances students’ mathematical communication more effectively than PBL, likely due to its emphasis on active engagement and collaborative learning. The model shows promise as a pedagogical approach and warrants further investigation regarding its impact on other mathematical competencies, including problem-solving, representation, critical thinking, and mathematical connections.]]>
<![CDATA[Islamic Religious Education Teachers’ Strategies in Fostering Students’ Religious Values in Madrasah ]]>
<![CDATA[HM. Ridlwan Hambali]]>;
<![CDATA[Dadan Rusmana]]>;
<![CDATA[Siti Saodah Susanti]]>;
<![CDATA[Khermarinah Khermarinah]]>;
<![CDATA[Fakhrurrazi Fakhrurrazi]]>
<![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.v14i4.2612
<![CDATA[The purpose of this study was to identify the strategies of Islamic Religious Education (PAI) teachers in fostering students’ religious values in madrasas as well as to evaluate supporting and inhibiting factors experienced by the teachers. This study used literature study as the research method. Ten articles were taken as the data of this study. To analyze the data, content analysis was implemented. The findings reported that PAI teachers used expository strategies for developing students’ religious values in madrasas. The development of religious values is divided into three types, namely the formation of faith, the formation of worship, and the formation of morals. PAI teacher strategies in fostering religious values are in the form of doing religious activities, such as istighasah, dhuha prayer, reading prayers before and after studying, and reading the quran. Supporting factors for the strategy of fostering religious values in madrasas are the increasing interest of students in the religious field, cooperation between teachers, and well-functioning madrasa regulations.]]>
