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AL-ISHLAH: Jurnal Pendidikan Jl. Sukajadi 3 Kec. Balaimakam, Kab. Bengkalis, Riau, Indonesia
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Al Ishlah Jurnal Pendidikan
Published by STAI Hubbulwathan Duri
ISSN : 20879490     EISSN : 2597940X     DOI : DOI: https://doi.org/10.35445/alishlah.v17i2.7401
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
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.
Arjuna Subject : Umum - Umum
Articles 3,320 Documents
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Fostering the Intercultural Learning in Drama Subject at Higher Education Eripuddin Eripuddin; Pipit Rahayu; Rice Gus Gulita Sari
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 1 (2025): MARCH 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i1.6805

Abstract

Intercultural learning plays a crucial role in preparing students for global engagement by fostering awareness of diverse cultures and enhancing communication across cultural boundaries. This study investigates the integration of intercultural learning within higher education, specifically in the English Department. A descriptive qualitative approach was employed, involving 23 fifth-semester English Department students selected through total sampling. A structured questionnaire was administered to assess students' cultural awareness, intercultural communication skills, and appreciation for diverse perspectives. The collected data were analyzed descriptively to evaluate students' intercultural competencies. The results indicate that 60.00% of students actively observe and recognize cultural differences in daily interactions. Additionally, 58.26% report a moderate level of confidence in communicating effectively in multicultural contexts, while 60.87% express a strong appreciation for diverse viewpoints and their contribution to enriching the learning experience. These findings suggest that integrating intercultural learning into the curriculum can significantly improve students' cultural sensitivity and communication skills. By promoting cultural understanding and inclusivity, such integration supports the development of more globally competent graduates.
Virtual Reality-Based Learning Innovations in Early Childhood Education Benteng Martua Mahuraja Purba; Basuki Wibawa; Eveline Siregar; Ronald Sianipar; Dewi Lidya S
AL-ISHLAH: Jurnal Pendidikan Vol 16, No 4 (2024): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v16i4.4718

Abstract

Early Childhood Education (PAUD) in Indonesia is designed for children under six to foster learning motivation and interest. However, young learners often focus more on play than education. Virtual reality (VR)-based learning offers innovative opportunities to enhance learning experiences and deepen material comprehension. This study utilizes a qualitative approach through a Systematic Literature Review (SLR) of articles published in Indonesian journals. Primary data are derived from literature on virtual reality-based educational innovations aimed at increasing early childhood interest in learning. The findings reveal that virtual reality significantly enhances learning interest among early childhood learners compared to traditional methods. VR-based learning also improves educational outcomes, memory retention, and student engagement. These outcomes demonstrate the effectiveness of VR as a tool for stimulating curiosity and motivation in early learners. The study highlights the potential of virtual reality in early childhood education and its role in transforming traditional learning methods. By integrating VR, educators can create immersive and engaging experiences that align with the developmental needs of young learners. The findings emphasize the need to develop VR infrastructure and encourage its adoption in PAUD schools across Indonesia. The study advocates for educators to embrace VR technology to enrich early childhood learning, ultimately fostering greater interest and engagement among young learners.
Strategic Insights into Establishing an English Course in Makassar: A SWOT Analysis of the 'My Liberty' Strategy Ishafiuddin Ismail; Firman Firman
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 2 (2025): JUNE 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i2.6476

Abstract

This study investigates the implementation of the "My Liberty" strategy for establishing an English course in Makassar, aiming to offer an innovative and holistic alternative to conventional language programs. Using a qualitative approach guided by grounded theory, the study employs SWOT analysis to assess the strategy’s strengths, weaknesses, opportunities, and threats. Data were collected through structured interviews with the course founders, who play central roles in both planning and execution. The interview protocol focused on strategic rationale, implementation steps, challenges faced, and potential for future development. Findings reveal that "My Liberty" distinguishes itself through a personalized curriculum, strong parental engagement, and enrichment activities that support holistic growth. Key strengths include its tailored content and trust-based parent relationships. However, initial challenges such as limited public exposure and operational inefficiencies emerged. Opportunities for growth include targeting elementary school students and leveraging online platforms to widen access. Persistent threats include low brand recognition and concerns regarding student well-being. The study highlights the potential of the "My Liberty" model to address gaps in traditional English education by combining innovation with community trust. At the same time, it underscores the need for improved outreach and operational refinement. This research offers practical insights for educators and entrepreneurs aiming to develop innovative language programs in urban settings. The findings provide strategic recommendations for refining educational initiatives in an increasingly competitive and dynamic environment.
Analysis of Mathematical Literacy in Solving PISA Problems based on Students' mathematical Ability Latief Sahidin; Tuti Indah Sari
AL-ISHLAH: Jurnal Pendidikan Vol 14, No 4 (2022): AL-ISHLAH: Jurnal Pendidikan
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v14i4.1789

Abstract

The purpose of this study was to analyze mathematical literacy skills in solving PISA problems in terms of students' abilities. This research is a qualitative research. The research subjects included 3 grade VIII students of SMP Negeri 5 Kendari. Determination of subjects based on the results of the initial test, then grouped and assigned one subject each from the high, medium and low ability groups. Data collection techniques used include initial tests, mathematical literacy tests and interviews. Data analysis includes data reduction, data presentation and conclusion drawing. The results showed that the mathematical literacy skills of high-ability subjects and moderate-ability subjects were able to write down all facts and formulate problems with appropriate verbal descriptions, use appropriate strategies at the completion stage and carry out certain rules or formula calculations and write and verbally describe an illustration. through the relationships of the facts that exist to draw a conclusion correctly. While the subject of low ability, unable to write down the facts completely and not correctly formulating the problem, unable to choose the right strategy to solve problems and carry out calculations both in writing and verbally, and unable to make conclusions.
Holistic Education Management and Students’ Adaptive Abilities: A Case Study at State Senior High School 10 Medan Diana Diana; Mesiono Mesiono; Achyar Zein
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): DECEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i4.8602

Abstract

This study explores how holistic education management contributes to students’ adaptive abilities in academic and social contexts at State Senior High School 10 Medan. In the face of 21st-century challenges, adaptability has become a critical skill, and holistic education offers a promising framework. Using a qualitative case study design, data were collected through interviews, observations, and document analysis involving school leaders, teachers, students, and parents. Thematic analysis was employed to interpret patterns related to curriculum, pedagogy, collaboration, and school culture. Findings reveal four key components that support student adaptability. First, the integration of academic, character, social, and spiritual elements in the curriculum enhances students’ academic and social resilience. Second, Project-Based Learning fosters critical thinking, creativity, and teamwork. Third, collaboration among schools, families, and communities strengthens social support and broadens learning experiences. Fourth, an inclusive school culture promotes empathy, tolerance, and flexible social skills. These practices significantly contribute to students’ adaptive capacities but face constraints such as limited teacher competence and insufficient policy support. The study confirms that adaptability emerges from the integration of holistic curriculum, innovative learning, collaborative partnerships, and inclusive culture. It highlights the need for coherent education policies and sustained teacher development to scale such practices.
Fostering Religious Character Education Through the Implementation of Digital Literacy Culture Eny Wahyu Suryanti; Any Ikawati
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 1 (2025): MARCH 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i1.6377

Abstract

In the digital era, educators must adopt innovative strategies to integrate learning technology effectively. Digital literacy culture serves as a key approach to strengthening students' religious character education. This study explores strategies for enhancing religious character education through the implementation of digital literacy culture in schools. This research employs a qualitative descriptive approach, utilizing interviews, observations, and documentation for data collection. The study examines how digital literacy initiatives contribute to character development within the school environment. Findings indicate that the integration of digital literacy culture in religious character education is facilitated through various literacy programs, character-building activities, and technology-based innovation movements. These initiatives not only improve students' engagement with digital tools but also reinforce essential moral values. The implementation of digital literacy culture significantly enhances the quality of innovative learning while fostering core religious values such as honesty, discipline, skills, independence, responsibility, and tolerance. These attributes prepare students to navigate the challenges of the globalized world. The study concludes that digital literacy culture is an effective strategy for strengthening religious character education. Future research should explore broader educational settings and assess long-term impacts to further optimize digital literacy initiatives in character development.
Teachers' Competence in Developing Teaching Modules through In-House Training (IHT) at Madrasah Ibtidaiyah Sri Wahyuni; Sabar Narimo; Achmad Fathoni
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 3 (2025): SEPTEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i3.6990

Abstract

Elementary school teachers, particularly in Madrasah Ibtidaiyah, face challenges in developing character-based teaching modules due to limited relevant training. This study aimed to enhance teacher competence through in-house training (IHT) integrated with intensive mentoring and digital technology. A qualitative case study was conducted at a Madrasah Ibtidaiyah in Kebakkramat, Karanganyar, involving 10 teachers, supported by the principal and school supervisor. Data were collected through observation, interviews, and documentation, and analyzed using the Miles and Huberman interactive model. The IHT program significantly improved teachers' competence in designing character-based teaching modules aligned with the Merdeka Curriculum. Findings showed that 80% of participants understood the structure of teaching modules, 70% could align learning outcomes and objectives with activities and assessments, and 80% successfully compiled contextual and systematic modules. All participants benefited from peer feedback and facilitator guidance, while 90% reported increased confidence in implementation. The integration of digital tools such as Google Docs, Canva, and collaborative platforms further supported the training's effectiveness. The study demonstrates that a structured IHT model, combining practical mentoring and technology use, effectively builds both technical and pedagogical competencies. These findings contribute to national efforts in developing adaptive, tech-literate teachers capable of delivering student-centered learning. However, the study's limitations include its small sample size and single-school context. Future research should explore broader implementation with continuous mentoring and strengthened digital reflection practices to ensure sustainable professional development.
The Mobile Learning Cognitive Counseling Approach for Improving Counseling Practicum Skills Among Undergraduate Students during Covid-19 Pandemic Budi Astuti; Rizqi Lestari
AL-ISHLAH: Jurnal Pendidikan Vol 14, No 4 (2022): AL-ISHLAH: Jurnal Pendidikan
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v14i4.2681

Abstract

Students as prospective counsellors need to understand the theory of counselling approaches well to carry out effective counselling practicums. This study aims to develop a mobile learning design for a cognitive counselling approach to improve counselling skills in students. This type of research is research and development. The data collection technique used a questionnaire to determine student and lecturer perceptions of mobile learning media in learning. The sample in this study were 116 students and 38 lecturers of guidance and counselling in Indonesia who were selected using a simple random sampling technique. The results showed that 22.4% of students thought that mobile learning could help the learning process of the counselling approach, and 54% of lecturers thought that mobile learning was needed in learning activities. The mobile learning cognitive counselling approach is a website-based media consisting of 9 features: landing page, login page, initial test, material, final test, chat room, record, developer profile, and contact. The developed mobile learning has been validated by media experts and is declared suitable for learning activities. The researcher tested the effectiveness of mobile learning on 14 students of Yogyakarta State University. The data analysis used the Wilcoxon signed-ranked test and showed the p-value at 0,0000,005, which means that mobile learning effectively improves students' understanding of counselling approaches. Mobile learning contributes as a novelty in guidance and counselling as an innovative media that can be used in the university to deliver content for students in guidance and counselling study programs
Enhancing Elementary School Management: An Evaluation of Facilities and Infrastructure Management with CIPP Model Rifan Budiyanto; Sri Marmoah; Karsono Karsono
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 2 (2025): JUNE 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i2.6688

Abstract

Effective management of school facilities and infrastructure is essential for supporting quality education. This study evaluates how facilities and infrastructure are managed in elementary schools using the CIPP (Context, Input, Process, Product) evaluation model. A descriptive qualitative approach was used, with data collected through observations, interviews, and document analysis. The research was conducted at SD Negeri Tekaran 2, Wonogiri, Central Java, involving the principal and six teachers as participants. Data were analyzed using the Miles and Huberman model.Findings indicate that SD Negeri Tekaran 2 has adequate infrastructure, including well-equipped classrooms, a library, sports and arts facilities, sanitation, and technology resources. In the input phase, infrastructure management is supported by transparent budget planning, involving procurement, routine maintenance, and emergency allocations with expert involvement. The process involves periodic inspections, damage reporting, and asset inventory. In the product phase, well-maintained facilities have positively impacted learning outcomes, increased student motivation, and enhanced practical skills, fostering a supportive and effective learning environment.The study concludes that systematic and transparent management of school facilities significantly contributes to the quality of education in elementary schools. Well-maintained infrastructure not only supports teaching and learning but also enhances the overall educational experience and outcomes.
Navigating the Implementation of the Merdeka Curriculum in Basic Education: A Case Study of Elementary Schools in Banten Province Saefullah Rizqi Ramdani; Nina Riska; Lukmanul Hakim; Atin Fatimah
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): DECEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i4.7031

Abstract

The Merdeka Curriculum represents a major reform in Indonesian education aimed at promoting flexibility, student-centered learning, and character development through the Pancasila Student Profile. This study investigates how the Merdeka Curriculum is implemented in elementary schools in Banten Province, focusing on teachers’ interpretations, pedagogical practices, contextual challenges, and stakeholder involvement. Using a qualitative case study design, data were collected through semi-structured interviews with principals, teachers, parents, and students, classroom observations, focus group discussions, and document analysis across selected urban and rural schools. The findings reveal that teachers generally perceive curriculum flexibility positively; however, their ability to enact it varies according to professional development opportunities, resource availability, and institutional support. Project-based learning, particularly through the Project for Strengthening the Pancasila Student Profile, was found to enhance student engagement and contextual relevance, although its integration into daily instruction remains constrained by time management and curriculum alignment issues. Differentiated instruction was recognized as important but unevenly implemented, especially in resource-limited schools. The study also highlights persistent challenges related to unequal access to training, infrastructure disparities, and limited parental involvement, while identifying school leadership and community collaboration as key enabling factors. These findings suggest that successful implementation of the Merdeka Curriculum requires not only curriculum autonomy but also sustained professional development, equitable resource distribution, and strengthened collaboration among schools, families, and communities. The study contributes empirical insights into context-sensitive curriculum implementation and offers implications for policy, practice, and future research.

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