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[Scaffolding Academic Writing through Genre-Based Instruction: A Holistic Insight into Students’ Skills, Collaboration, Metacognitive Awareness, and Motivation ]]>
<![CDATA[Samsudin Samsudin]]>;
<![CDATA[Asbar Asbar]]>;
<![CDATA[Sukarismanti Sukarismanti]]>
<![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.v17i4.8434
<![CDATA[Academic writing poses significant challenges for English as a Foreign Language (EFL) students, particularly in resource-limited contexts. Genre-Based Instruction (GBI), grounded in Systemic Functional Linguistics, offers structured scaffolding that may enhance students' cognitive, metacognitive, and affective engagement in writing. This qualitative multi-case study explored the holistic impact of GBI on high school students' academic writing, collaboration, metacognitive awareness, and motivation. Data were collected from 321 students across two schools in Enrekang Regency, Indonesia. Twelve students (representing active and passive learners) were purposively selected for semi-structured interviews, complemented by classroom observations and reflective journals. Data were analyzed thematically using Braun and Clarke’s framework with Atlas.ti software. The findings revealed that GBI significantly improved students’ academic writing skills, particularly in organizing ideas, understanding rhetorical structures, and using appropriate language features. Students reported enhanced metacognitive awareness, such as planning, monitoring, and evaluating their writing. Collaborative learning fostered deeper conceptual understanding, peer feedback, and reflective thinking. Furthermore, GBI reduced writing anxiety and increased students’ confidence and motivation by providing clear scaffolds and explicit textual models. This study demonstrates that GBI can serve as a transformative pedagogy that addresses not only linguistic competence but also students’ emotional and cognitive needs. It provides practical implications for teachers and curriculum developers aiming to promote inclusive, reflective, and structured academic literacy in EFL classrooms, especially in under-resourced educational settings.]]>
<![CDATA[Fostering Social Harmony: The Impact of Islamic Character Education in Multicultural Societies ]]>
<![CDATA[Salsabila Anita Firdaus]]>;
<![CDATA[Suwendi Suwendi]]>
<![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.v17i1.6579
<![CDATA[In multicultural societies, fostering social harmony requires educational approaches that integrate values of tolerance, respect, and mutual understanding. This study examines the role of Islamic-based character education in shaping individuals who can navigate diversity dynamics, balancing Islamic values with modern societal needs. This research employs a qualitative literature review method, analyzing data from various credible sources, including scientific journals, books, and articles. The study systematically reviews and synthesizes findings to assess the impact of Islamic character education on promoting social harmony in multicultural contexts. The analysis reveals that Islamic-based character education serves as a crucial foundation for character development in multicultural societies. It emphasizes core values such as tolerance, respect, and empathy, enabling students to appreciate diversity and coexist peacefully. Islamic character education fosters an inclusive mindset, encouraging children to respect differences and actively contribute to social cohesion. While Islamic-based character education effectively supports social harmony, the study identifies the need for strategies to address future challenges, including resistance to diversity, globalization pressures, and the potential marginalization of minority groups. A holistic, collaborative approach—combining educators, policymakers, and communities—is recommended to enhance the effectiveness of character education programs. Ultimately, strengthening Islamic character education not only fosters social harmony but also equips the younger generation with the resilience and ethical grounding to face global challenges in an increasingly diverse world.]]>
<![CDATA[The Transformation of Written Communication through Artificial Intelligence: A Systematic Review and Analysis ]]>
<![CDATA[Rini Susiani]]>;
<![CDATA[Rahmi Fhonna]]>;
<![CDATA[Barep Sarinauli]]>;
<![CDATA[Ferlya Elyza]]>
<![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.v17i3.6421
<![CDATA[The integration of artificial intelligence (AI) in language education has significantly influenced academic writing practices. Despite the growing adoption of AI tools, a comprehensive synthesis of their roles, benefits, and challenges in academic writing remains limited. This study conducted a systematic review following the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses – Scoping Review) framework. Articles published between 2019 and 2024 were sourced from ERIC and Google Scholar databases, focusing on the use of AI technologies in academic writing. A total of 28 eligible studies were reviewed and analyzed. The findings highlight three dominant AI tools: QuillBot (30%), Grammarly (25%), and ChatGPT (15%), each contributing across domains such as language enhancement, content generation, and translation. These tools are widely used to improve grammar, paraphrasing, writing structure, and provide immediate, adaptive feedback. The implementation spans various stages of the writing process, from prewriting to revision. While AI tools offer significant educational benefits—including improved writing quality, personalized learning, and efficiency—they also present challenges. These include over-reliance, reduced critical thinking, concerns about academic integrity, and data privacy risks. The review emphasizes the importance of pedagogically grounded AI integration to maintain student autonomy and uphold academic ethics. This review offers a practical framework for integrating AI in academic writing instruction, balancing technological affordances with essential educational values. It provides actionable insights for educators to support ethical and effective AI use in writing pedagogy.]]>
<![CDATA[Strengthening the Profile of Pancasila Students with Global Diversity at Learning Studio Sentul Malaysia ]]>
<![CDATA[Ambiro Puji Asmaroini]]>;
<![CDATA[Sulton Sulton]]>;
<![CDATA[Dian Kristiana]]>;
<![CDATA[Shohenuddin Shohenuddin]]>;
<![CDATA[Benjamin Laurentino Vaz]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 16, No 3 (2024): AL-ISHLAH: JURNAL PENDIDIKAN ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v16i3.5078
<![CDATA[Sentul Learning Studio is a form of tutoring for undocumented migrant children to obtain an education. The ethnic and linguistic diversity enhances the profile of Pancasila students with global diversity, as teachers incorporate this into their teaching. This research aims to understand how teachers contribute to strengthening the Pancasila Global Diversity student profile in Malaysian learning centers. The study utilizes a qualitative research method. Research findings show that raising the profile of Pancasila students with global diversity involves understanding and valuing various cultures, engaging in intercultural communication during interactions, and reflecting on and taking responsibility for diverse experiences. Conclusion This research explores the implementation of the Merdeka Curriculum, which allows Pancasila education teachers at the Sentul Malaysia learning center to design student-tailored learning experiences. The center originally had 7 students, increasing to 13, 24, 37, and now 41 students, with 6 students currently inactive. The curriculum emphasizes global diversity competencies. Teachers integrate Indonesia's cultural heritage through activities such as traditional dances and games, including the Jathilan dance and the Ampar-Ampar Pisang folk song. Two students are fluent in Javanese and Indonesian. Activities such as celebrating Mother's Day and making crafts from recycled materials foster curiosity about Indonesian culture. Gymnastics and games with Indonesian roots such as Senam 123, Gemo Famire, and penguin gymnastics are also included. Learning the Jathilan dance, jumping rope, and making soybean tempeh exposes students to authentic Indonesian culture, fostering acceptance, appreciation, and a desire to learn.]]>
<![CDATA[Reasoning Patterns and Sentence Construction Errors in Students’ Scholarly Articles: A Content Analysis of Academic Writing in Padang City ]]>
<![CDATA[Ineng Naini]]>;
<![CDATA[Ridha Hasnul Ulya]]>
<![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.v17i2.7447
<![CDATA[Effective sentences—characterized by unity, coherence, conciseness, clarity, and emphasis—are essential in scholarly writing. However, students often struggle to apply these principles consistently. This study investigates the reasoning patterns and sentence construction errors in students' scholarly articles in Padang City. This descriptive qualitative study analyzed final assignments written for a sociolinguistics course. Data were collected through an observation technique that involved systematically reading each article, identifying and marking errors in sentence effectiveness, and categorizing them based on predetermined criteria. The data were validated using theoretical triangulation, referencing Putrayasa’s effective sentence framework. Data analysis employed content analysis and an interactive model. The findings reveal that while students commonly employed inductive and deductive reasoning patterns, their use was often flawed due to inadequate empirical support and weak analytical depth. Additionally, errors related to unity, conciseness, emphasis, and variety were prevalent, diminishing the clarity and professionalism of the writing. The study indicates a gap between students’ theoretical understanding of sentence construction and their practical application. Their ineffective use of reasoning patterns and sentence structures hinders the development of coherent academic arguments. These findings underscore the need for targeted training to improve students’ reasoning and writing skills. Structured guidance and practice can enhance their ability to produce clear, professional, and impactful scholarly articles.]]>
<![CDATA[University Learning Management System: A Promising Solution to Improve Students’ English Ability in Large English Classes ]]>
<![CDATA[Dinovia Fannil Kher]]>;
<![CDATA[Yati Aisya Rani]]>
<![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.v14i4.1830
<![CDATA[The covid-19significantly shifted the trend in teaching. University Learning Management System, often known as e-learning was believed to be the form of future education. One of the solutions offered was that its various features utilize the need to manage to teach large English classes. The design of the research was casual-comparative research where two groups were compared based on their mean score of the four tests. They were the first and second quiz scores, the scores of students’ mid-semester exams, and their final scores. The first group studied consisted of 50 students taught using the old normal way, while the other group consisted of 50 students also studied by utilizing the availability of their online learning platform or the university LMS. The data were analyzed using parametric statistic, since the data distribution was normal, then independent t test was applied. The data were used to answer the hypothesis whether or not there was a significant difference between the two groups. The research findings showed that the significant two-tailed independent test was lower than the 0.05 alpha significant, therefore, it was concluded that there was significant different between the two groups. Shortly, learning management system was the alternative to manage large English classes at universities, that worked on improving students’ English ability.]]>
<![CDATA[Developing an AI-Based LMS to Support Self-Regulated Learning in Secondary Mathematics Education ]]>
<![CDATA[Agus Arifin]]>;
<![CDATA[Heni Pujiastuti]]>;
<![CDATA[Hepsi Nindiasari]]>;
<![CDATA[Ediwarman Ediwarman]]>
<![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.v17i4.7686
<![CDATA[Artificial Intelligence (AI) has the potential to enhance self-regulated learning (SRL) by offering adaptive feedback and personalized support. However, the development of AI-based Learning Management Systems (LMS) tailored to SRL in secondary mathematics education remains limited, particularly in the Indonesian context. This study addresses the need for a pedagogically grounded system by focusing on the Define phase of the 4D model to identify learner needs and design requirements. A research and development (RD) approach was employed, using the Define phase of the 4D instructional design model. A needs analysis was conducted through a survey of 805 secondary and university students across Indonesia and a limited system trial with 26 teachers and students. Quantitative data were analyzed using descriptive statistics, complemented by qualitative feedback on usability and user expectations. Findings indicate students face significant SRL challenges, particularly in time management, sustained focus, and independent problem-solving. Participants perceived AI-supported features—such as personalized recommendations, automated feedback, and self-monitoring tools—as beneficial. The system prototype received high usability ratings across platforms, although participants emphasized that AI should complement, not replace, teacher guidance. The Define phase provided critical insights for aligning AI functionalities with SRL principles. This research offers a foundational framework for future development and highlights the importance of learner-centered, ethically grounded AI integration in mathematics education.]]>
<![CDATA[Investigating the Impact of Learning Interest on Student Achievement in Javanese Language Courses at State Senior High Schools ]]>
<![CDATA[Rintra Julis Primastami]]>;
<![CDATA[Nur Hanifah Insani]]>
<![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.v16i4.5669
<![CDATA[Learning interest is a critical factor influencing students' academic achievement. This study examines the relationship between students' interest in learning and their learning outcomes in Javanese language lessons, emphasizing its role in preserving cultural heritage. A quantitative approach with a correlational research design was employed. The study was conducted at State Senior High School 2 Purbalingga, involving a population of 368 eleventh-grade students. Using simple random sampling, 192 students were selected. Data were collected through interviews, questionnaires, and documentation, and analyzed using simple regression and the product-moment correlation formula. The findings indicate a significant relationship between students' learning interest and their learning outcomes in Javanese language lessons, with a calculated r-value of 0.670 and a p-value 0.05 (0.000). These results demonstrate a moderately strong positive correlation, suggesting that higher interest in learning is associated with better academic performance. The results highlight the importance of fostering interest in learning to improve academic outcomes and support the integration of cultural values through education. Internal factors, such as motivation, and external factors, such as teaching methods, are crucial in enhancing student engagement. This study underscores the positive impact of learning interest on academic achievement in Javanese language lessons. The findings contribute to strategies aimed at improving educational outcomes while preserving cultural heritage, emphasizing the need for innovative teaching methods and stakeholder collaboration.]]>
<![CDATA[Enhancing Team Communication and Critical Thinking Skills Through Case-Based Learning in Social Sciences Education for PGSD UMKABA Students ]]>
<![CDATA[Dian Kusumawati]]>;
<![CDATA[Ade Bagus Primadoni]]>
<![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.v17i3.6507
<![CDATA[Developing critical thinking and communication skills is essential for prospective teachers in facing the demands of 21st-century education. Case-Based Learning (CBL) provides authentic problem contexts that encourage active discussion, collaboration, and reasoning. This study examined the effect of CBL on team communication skills in the Social Science Education course for PGSD students at Universitas Muhammadiyah Kendal Batang (UMKABA). A quantitative descriptive design with a pre-test–posttest approach was used, involving 24 students selected through saturation sampling. Data were collected using questionnaires supported by observations and interviews, and analyzed using paired sample t-tests. The findings revealed a significant improvement in students’ team communication skills after CBL implementation. The average communication score increased from 66.33% (Good) in the pre-test to 81.83% (Very Good) in the posttest (t = -19.728, p 0.001). Improvements were also observed in collaboration and interaction indicators, demonstrating that CBL fostered active participation, constructive dialogue, and teamwork. These results confirm that CBL effectively enhances not only students’ cognitive engagement but also their interpersonal skills, which are critical for future teachers. The findings align with constructivist learning theory, emphasizing that meaningful knowledge is developed through collaborative and interactive processes. CBL significantly improves PGSD students’ communication, collaboration, and interaction skills in social science education. This study suggests that integrating CBL into teacher education curricula can strengthen graduates’ readiness as adaptive and communicative educators.]]>
<![CDATA[Students' Science Process Skills in using Worksheets Integrated with Entrepreneurship ]]>
<![CDATA[Muhammad Nizaar]]>
<![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.v14i4.2504
<![CDATA[The waste processes skill is an essential skill to overcome environmental pollution problems. Unfortunately, teachers cannot yet train student skills due to the lack of a specific worksheet for specific activities. Waste processing activity would be more meaningful if it were integrated with entrepreneurship. This research aims to develop a natural science worksheet integrated to entrepreneurship that can train students' science processes skills through waste management activity. This research uses the developmental research method of ADDIE type. This research sample was junior high school students in Mataram. The data analysis of validity results uses the Aiken V index. The result of the Aiken V index from the material experts was V =0.84, categorized as very good, and the result from the worksheet design experts was V=0.83, categorized as very good. The observation reliability of science processes skills was analyzed using a Percentage of Agreement (PA). It was derived with a PA = 0.85, meaning that it meets the standard result of good observation. Students' science processes skill was observed in three activities, they are: making compost fertilizer, making handicraft products, and SWOT identification activity. Natural science worksheet integrated to entrepreneurship can train students to be skillful in making compost fertilizer and handicraft products. Meanwhile, the students consider that SWOT identification activity is still strange for them. Hence, as much as 10% of students have not been skilled yet in performing SWOT identification. The teachers need to be more active in arranging waste management, be it in school or assigning tasks to manage waste at home.]]>
