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[Integrating Religious Moderation into Education: A Qualitative Analysis of the ASSTA Curriculum in Madrasahs ]]>
<![CDATA[Mohamad Maulidin Alif Utama]]>;
<![CDATA[Dirga Ayu Lestari]]>;
<![CDATA[Dedek Nurisiti Khodijah]]>;
<![CDATA[Sangkot Sirait]]>;
<![CDATA[Karwadi Karwadi]]>;
<![CDATA[Sa'adi Sa'adi]]>;
<![CDATA[Mukh Nursikin]]>;
<![CDATA[Mansur Mansur]]>
<![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.v17i3.6648
<![CDATA[The internalization of religious moderation is essential in fostering tolerance and harmony in Indonesia’s pluralistic society. This study explores how the ASSTA curriculum—comprising the Qur'an, Sunnah, Science, Technology, and Morals—is integrated into the learning process to instill religious moderation in students at Madrasah Ibtidaiyah (Islamic elementary schools). This qualitative research employed a phenomenological approach to understand the lived experiences of teachers and students. Data were collected through classroom observations, in-depth interviews, and questionnaires distributed to 20 purposively selected respondents from MI Asy-Syukriyyah in Tangerang. The data were analyzed iteratively using reduction, coding, and thematic analysis. Findings indicate that religious moderation is not explicitly taught as a standalone subject, but is embedded as a “hidden curriculum” throughout various learning activities. Teachers integrate moderation values contextually through discussions, collaborative projects, and real-life applications, aligning with the principles of contextual teaching and learning (CTL). The curriculum’s integration resulted in improved student engagement, enhanced understanding of moral values, and increased tolerance in classroom interactions. Quantitative indicators—collected through pre- and post-implementation surveys—show a significant improvement in students’ moral awareness and social behavior. The study concludes that the ASSTA-based curriculum offers a strategic framework for embedding religious moderation in early education. However, sustainable implementation requires continuous teacher training, community involvement, and curriculum evaluation. This research contributes to the discourse on Islamic education reform and provides a practical model for integrating moderate religious values within a competency-based curriculum.]]>
<![CDATA[Analysis of the Implementation of Strengthening Character Education Through Pesantren Ramadan ]]>
<![CDATA[Ahmad Muflih]]>;
<![CDATA[Achmad Daengs GS]]>;
<![CDATA[Dawam Multazamy Rohmatulloh]]>;
<![CDATA[Padjrin Padjrin]]>
<![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.v14i4.2463
<![CDATA[Schools play an important role in fostering students' character with various programs in and outside the classroom to fortify students from the negative effects of globalization. This study aims to analyze the implementation of strengthening character education through the Pesantren Ramadan program to develop the religious character of students. The research method used is qualitative with a descriptive approach. Principals, teachers, and students became informants in this study. The data were collected through interviews, observation, and documentation, then the data were analyzed using the triangulation method. This study shows that this school implements the strengthening of school culture-based character education, one of which is the Pesantren Ramadan. This program aims to develop religious character as the main character and other characters such as independence, care for others, and integrity. There are several activities in the Pesantren Ramadan: Azan Competition, Religious Lecture Contest, Calligraphy Competition, Short Letter Memorizing Competition, Tartil Competition, Islamic Poster Contest, Zuhur Prayer, Al-Qur'an Tadarus, Collection of Zakat Fitrah, and Commemoration of Nuzul Al-Qur' an. Thus, the Islamic Boarding School of Ramadan effectively increases students' religious character.]]>
<![CDATA[Enhancing Islamic Moral Understanding and Critical Thinking through an Augmented Reality Qur’anic Storytelling Platform in Primary Education ]]>
<![CDATA[RA. Thoyyiba Firdaus]]>;
<![CDATA[Iwan Kuswandi]]>;
<![CDATA[M Ridwan]]>
<![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.v17i4.9116
<![CDATA[Islamic Religious Education (IRE) aims not only to impart religious knowledge but also to cultivate students’ moral understanding and critical thinking. However, conventional Qur’anic storytelling methods often fall short in engaging students cognitively and ethically. This study investigates the effectiveness of an Augmented Reality (AR)–based Qur’anic storytelling platform in enhancing Islamic moral understanding and critical thinking among primary school students. A quasi-experimental pretest–posttest non-equivalent control group design was used with 80 sixth-grade students in Indonesia, divided equally into experimental and control groups. The experimental group received instruction through the AR-based Qur’anic storytelling platform, while the control group experienced conventional teacher-led narrative instruction. A 30-item validated instrument assessed Islamic moral understanding and critical thinking before and after the intervention. Posttest scores showed significantly higher gains in the experimental group for both Islamic moral understanding (M = 82.90) and critical thinking (M = 80.25), compared to the control group (M = 68.75 and M = 65.90, respectively). Independent t-tests confirmed these differences were statistically significant (p .001). Large effect sizes (Cohen’s d 1.90) were observed, indicating strong practical impact. Findings suggest that AR-enhanced storytelling can transform traditional moral instruction by fostering deeper engagement, reflective judgment, and higher-order thinking. This pedagogically guided use of AR offers promising implications for values-based education and supports the integration of immersive technologies into Islamic Religious Education curricula.]]>
<![CDATA[Enhancing Cultural Literacy: Developing the Tombak Kiai Folklore Book for Elementary Students ]]>
<![CDATA[Rizki Nurazmi Fadhilah Diyaurrahman]]>;
<![CDATA[Alfi Laila]]>;
<![CDATA[Bagus Amirul Mukmin]]>;
<![CDATA[Baharudin Baharudin]]>;
<![CDATA[Abu Dharin]]>
<![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.v17i1.6694
<![CDATA[Integrating local wisdom into educational materials is essential for fostering students' cultural literacy. This study investigates the validity and effectiveness of the Tombak Kiai Upas folk storytelling book in enhancing the cultural literacy of fifth-grade students. A Research and Development (RD) approach was employed, utilizing the ADDIE model comprising analysis, design, development, implementation, and evaluation stages. The study involved 156 fifth-grade students from four elementary schools in Pakel District. Data were collected through expert validations (material and media) and pre-test/post-test assessments conducted during both small- and large-scale trials. The validation phase demonstrated high feasibility, with material experts awarding a 97% score and media experts a 95% score, based on criteria such as content relevance, completeness, and practicality. Effectiveness testing utilized the N-gain formula, revealing an average improvement score of 0.6587 (categorized as medium), alongside a 30-point increase from pre-test to post-test results. These findings confirm that the Tombak Kiai Upas storytelling book effectively enhances cultural literacy among fifth-grade students. The integration of local cultural elements within the narrative supports engagement and deeper understanding, aligning with current educational strategies focused on cultural competency.The Tombak Kiai Upas folk storytelling book is both valid and effective as a learning medium, highlighting the value of local wisdom-based educational resources in promoting cultural literacy at the elementary level.]]>
<![CDATA[Transforming the Islamic Education Curriculum for the Society 5.0 Era: Integrating Technology, Ethics, and Pedagogy ]]>
<![CDATA[Windy Dian Sari]]>
<![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.v17i3.7186
<![CDATA[The rise of Society 5.0—a human-centered paradigm that merges advanced technology with solutions to social challenges—necessitates a rethinking of the Islamic education curriculum. Traditional pedagogies alone are insufficient to equip learners with the competencies needed in a digitally driven world, particularly in balancing technological fluency with spiritual and ethical grounding. This qualitative study explores how Islamic educational institutions are adapting their curricula to meet the demands of Society 5.0. Data were collected through purposive sampling involving three institutions in Indonesia. The research employed document analysis and semi-structured interviews with 15 participants, including educators, curriculum developers, and policymakers. Thematic analysis was used to identify key trends in curriculum transformation. The study identified three major areas of curricular change: (1) integration of digital tools to facilitate blended and technology-enhanced learning; (2) incorporation of ethics-focused modules that address the moral use of technology through Islamic frameworks; and (3) adoption of interdisciplinary, inquiry-based approaches that foster critical thinking and real-world application of knowledge. These findings demonstrate a growing capacity within Islamic education to align with the technological and ethical demands of Society 5.0 while preserving core religious values. The study concludes by recommending strategic policy and institutional frameworks to support sustainable curriculum transformation. This model of integration offers valuable insights for Islamic education systems globally seeking to remain relevant in an increasingly digital era.]]>
<![CDATA[Enhancing Pancasila Education through Differentiated Learning: The Role of E-Modules Developed with Flip PDF Professional ]]>
<![CDATA[Septiana Dewi]]>;
<![CDATA[Alfiandra Alfiandra]]>;
<![CDATA[Sani Safitri]]>
<![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.v16i4.5337
<![CDATA[This study addresses the need for high-quality, flexible learning materials in Indonesia’s independent curriculum, focusing on differentiated learning strategies to enhance student motivation in Pancasila Education. The objective is to develop and validate differentiated learning-oriented electronic modules (e-modules) using the professional Flip PDF application to boost student engagement and motivation. The Research and Development (RD) method was applied using the Rowntree model, which includes three phases: planning, development, and evaluation. The study was conducted at SMA Negeri 1 Indralaya Utara, where the e-modules were created to align with differentiated learning principles in content, process, and product design. Validation was conducted through walkthroughs by three experts: a content expert, a media expert, and a linguist. The analysis demonstrated that the developed e-modules were valid, practical, and effective in fostering student motivation. The modules adhered to learner-centered principles, incorporating various elements to meet the needs of differentiated instruction. Experts verified the content quality, usability, and linguistic clarity of the modules. These findings indicate that using differentiated, e-module-based learning materials significantly impacts students' motivation by providing interactive and visually appealing resources aligned with learning objectives. The professional Flip PDF application allowed systematic and engaging content delivery, contributing to improved motivation and learning outcomes. The study successfully developed validated e-modules that enhance student motivation and engagement. Future research could further explore differentiated e-modules across various subjects to support diverse learning needs and optimize educational outcomes.]]>
<![CDATA[Enhancing Reading Comprehension in Fourth Graders: Evaluating the Impact of the Cooperative Integrated Reading Composition (CIRC) Model ]]>
<![CDATA[Zelsa Pratami Putri]]>;
<![CDATA[Neni Hermita]]>;
<![CDATA[Eva Astuti Mulyani]]>
<![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.v17i2.5406
<![CDATA[This study investigates the effect of the Cooperative Integrated Reading and Composition (CIRC) learning model on the reading comprehension skills of elementary school students. A quantitative, pre-experimental research design was employed, specifically the One-Group Pretest–Posttest Design. A group of fourth-grade students was administered a pretest to assess their baseline reading comprehension. Following this, they received instruction using the CIRC model. After the intervention, a posttest was conducted to measure any changes in performance. The data were analyzed using paired sample t-tests and normalized gain (N-Gain) scores to determine both statistical significance and instructional effectiveness. The t-test yielded a significance value of 0.000 (p 0.05), indicating a statistically significant improvement in reading comprehension after the application of the CIRC model. The students' average score increased markedly from 45.63 on the pretest to 76.68 on the posttest. Additionally, the N-Gain score was 74.34%, placing the model in the "effective" category for improving comprehension. The findings demonstrate that the CIRC model significantly enhances the reading comprehension skills of fourth-grade elementary students. The increase in test scores and high N-Gain percentage support the use of CIRC as an effective instructional strategy in primary education.]]>
<![CDATA[The Evaluation of 2013 Christian Religious Education Curriculum: Using the Stake Model Approach ]]>
<![CDATA[Hendrik A.E Lao]]>;
<![CDATA[Ezra Tari]]>;
<![CDATA[Yohanes Baun]]>;
<![CDATA[Hengki Wijaya]]>
<![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.v14i4.1408
<![CDATA[The author investigates the 2013 curriculum because student achievement is still very minimal. The purpose of this study was to analyze the initial context evaluation of the application of the 2013 Curriculum in Christian Religious Education, to analyze the evaluation of the application of the 2013 Curriculum in Christian Religious Education, to analyze the evaluation results of the 2013 Curriculum implementation of Christian Religious Education in SMA Negeri 6 Kupang, East Nusa Tenggara . The research method used in this research is the qualitative approach with the Countenece Evaluation Model evaluation model developed by Stake. The results of the research related to the implementation of the 2013 curriculum on Christian religious education subjects, it can be concluded that in the implementation of the 2013 curriculum teachers must have readiness in implementing learning in schools because in the 2013 curriculum students are required to be more active so that in preparing the material they must really master the material taught. Structured training on the 2013 curriculum has not been carried out to the fullest so teachers work in accordance with only the knowledge they have. While the KKM value in the eyes of the pursuit of Christian religious education that not all of them have achieved the predetermined KKM value.]]>
<![CDATA[Exploring Pedagogical Approaches in the Implementation of the Independent Curriculum: A Case Study from Baubau, Indonesia ]]>
<![CDATA[Sardiana Sardiana]]>;
<![CDATA[Hamsinah Tahir]]>;
<![CDATA[Laode Supardi]]>
<![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.v17i4.7902
<![CDATA[The Independent Curriculum introduced in Indonesia aims to provide greater flexibility for teachers and students by promoting student-centered, contextual, and competency-based learning. However, its successful implementation depends significantly on teacher readiness and instructional strategies. This study explores the pedagogical approaches used by Economics teachers in implementing the Independent Curriculum at a senior high school in Baubau, Indonesia. A qualitative case study approach was employed, involving one Economics teacher, the principal, a curriculum supervisor, and 26 tenth-grade students. Data were collected through interviews, classroom observations, documentation, and questionnaires. Analysis followed Miles and Huberman’s interactive model, involving data reduction, display, and conclusion drawing, supported by triangulation for validity. Findings reveal that the teacher implemented several strategies aligned with curriculum goals, including participation in In-House Training (IHT), development of learning modules (ATP, TP, ACP), and the use of multimedia and project-based instruction to support student engagement. Assessment strategies ranged from authentic and portfolio-based assessments to traditional exams. Students responded positively to the flexibility of the curriculum, though challenges such as limited teacher experience and time management were noted. The study concludes that while pedagogical implementation shows promise, further support in the form of training, collaboration, and structured guidance is essential for optimizing curriculum outcomes. These findings underscore the importance of institutional support in scaling curriculum reform.]]>
<![CDATA[Assessing the Effectiveness of Multimodal Text-Based Whole-Language Learning Materials for Children ]]>
<![CDATA[Ika Yatri]]>;
<![CDATA[Nur Latifah]]>;
<![CDATA[Mimin Ninawati]]>
<![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.v16i4.5908
<![CDATA[Whole Language is a teaching approach emphasizing the natural process of language acquisition, integrating reading, writing, speaking, and listening. This study addresses the need for Whole Language-based teaching materials that utilize multimodal texts to enhance Indonesian language learning for grade IV elementary students. This research developed and validated teaching materials based on the Whole Language approach. The materials incorporate steps such as Reading Aloud, Journal Writing, Sustained Silent Reading, Shared Reading, Guided Reading, Guided Writing, Independent Reading, and Independent Writing. A sample of grade IV students from West Jakarta was selected via simple random sampling. Validation involved three experts assessing material content, language, and media quality using Aiken's V. Validation scores were Aiken V = 0.75 (moderate) for material content, 0.86 (high) for language, and 0.83 (high) for media. These results indicate that the materials meet quality standards and are suitable for enhancing student engagement and comprehension. Findings demonstrate that Whole Language-based materials provide meaningful improvements in reading comprehension, motivation, and critical thinking skills. By emphasizing integrated skills and real-world contexts, these materials offer a holistic and effective learning experience. Whole Language-based teaching materials have the potential to significantly improve language learning outcomes and character education. Their implementation in classrooms can create a more engaging and meaningful learning environment, fostering both academic and personal growth in students.]]>
