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[The Role of Principal Support in Enhancing Educators' Mental Health and Work Productivity ]]>
<![CDATA[Reza Murtisari]]>;
<![CDATA[Ali Formen]]>;
<![CDATA[Diana Diana]]>
<![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.v17i1.6200
<![CDATA[The demanding workload and responsibilities faced by early childhood education (PAUD) teachers often contribute to mental health challenges, which in turn affect their productivity. Support from school principals is essential in fostering a healthy and effective educational environment. This study examined the influence of principal support on the mental health and work productivity of PAUD teachers in Semarang City. A total of 111 teachers were selected through purposive sampling using the Slovin formula with a 5% margin of error. The sample included only schools led by principals who do not simultaneously serve as teachers. Data were collected using a Likert-scale questionnaire distributed via Google Forms. Statistical analyses included tests for normality, significance, linearity, multicollinearity, heteroscedasticity, and multiple regression. The findings revealed that principal support has a significant positive effect on both the mental health and work productivity of PAUD teachers. Enhanced support from principals was associated with better mental well-being among teachers, which in turn led to increased productivity. Furthermore, the effect of principal support in maintaining teachers’ mental health accounted for 46.2% of the variance in their work productivity. Principal support plays a vital role in maintaining teachers’ mental health and enhancing their productivity. Strengthening leadership support within early childhood education settings can contribute to improved teacher performance and overall educational quality.]]>
<![CDATA[Integration of Learning Organization Principles in Muhammadiyah Education: A Case Study of Elementary and Middle Schools in Palembang, Indonesia ]]>
<![CDATA[Zulkipli Jemain]]>;
<![CDATA[Idham Kholid]]>;
<![CDATA[Abid Djazuli]]>;
<![CDATA[Subandi Subandi]]>
<![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.v17i2.7446
<![CDATA[Muhammadiyah education is evolving as a progressive Islamic learning ecosystem. To sustain this development, effective organizational management is essential. This study explores the integration of Learning Organization principles, as defined by Peter Senge—Systems Thinking, Personal Mastery, Mental Models, Shared Vision, and Team Learning—within Muhammadiyah Elementary and Secondary Schools in Palembang City. A qualitative case study approach was employed, involving in-depth interviews, participatory observation, and policy document analysis across selected Muhammadiyah schools in Palembang. Findings reveal that Learning Organization principles are beginning to be adopted, though implementation remains suboptimal. Systems Thinking is evident in school management practices, yet institutional synergy is limited. Teacher training promotes Personal Mastery, but reflective learning has yet to be embedded. Mental Models present a barrier, as some educators cling to traditional pedagogies. While a Shared Vision has been formally articulated, it lacks operational internalization. Team Learning shows initial growth but requires policy reinforcement. The partial integration of Learning Organization elements highlights the potential for deeper cultural and structural transformation. Limitations in collaboration, reflection, and internal alignment indicate areas needing strategic attention. To enhance the effectiveness of Muhammadiyah’s educational model, this study recommends strengthening teacher development programs, revising internal policies, and leveraging digital tools to foster adaptive learning environments. These steps can reinforce Muhammadiyah’s position as a leader in progressive Islamic education in Indonesia.]]>
<![CDATA[Multiliteracy Pedagogy in Teaching Indonesian Drama Study Course ]]>
<![CDATA[Een Nurhasanah]]>
<![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.v14i4.1375
<![CDATA[The findings of this study describe the learning process of Indonesian Drama Studies courses that were taught using multiliteracy pedagogy. Specifically, the theory used in the study, developed by Kalantzis and Cope (2008), is comprised of the following components: (1) Situated Practice/ Experiencing, (2) Overt Instruction/Conceptualizing, (3) Critical Framing/ Analysing, and (4) Transformed Practice/ Applying. The descriptive qualitative method was employed in this investigation. Participants are selected randomly taken from five different classes and placed into a single class. The research data were collected from students’ attendance, teaching materials, paper studies of drama scripts, and YouTube videos amounted to 12 videos. The play was presented in the form of a short performance. The findings show that drama learning can be achieved through the use of multiliteracy pedagogy. In drama learning, students develop a variety of multiliteracy skills, including reading scripts, rehearsing for performances, and editing videotapes of their performances.]]>
<![CDATA[Social Media-Based Entrepreneurial Learning and Its Impact on Opportunity Recognition and Business Model Innovation: Evidence from University Students in Indonesia ]]>
<![CDATA[Candra Aeni]]>
<![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.v17i4.9068
<![CDATA[Social media has emerged as a dynamic learning environment for aspiring entrepreneurs, particularly among university students. However, empirical studies on how social-media-based learning influences entrepreneurial competencies such as opportunity recognition and business model innovation remain limited. This study employed a quantitative, explanatory design to examine the relationships among social media–based entrepreneurial learning (SMBEL), opportunity recognition (OR), and business model innovation (BMI) among university students in East Java, Indonesia. Data were collected via an online survey from 202 undergraduate students who had exposure to entrepreneurship education and used social media for entrepreneurial purposes. Partial Least Squares Structural Equation Modeling (PLS-SEM) was used for data analysis. Findings revealed that SMBEL has a strong positive effect on OR (β = 0.58, p 0.001) and a smaller but significant direct effect on BMI (β = 0.26, p = 0.001). OR also significantly affects BMI (β = 0.43, p 0.001) and partially mediates the relationship between SMBEL and BMI (β = 0.25, p 0.001). The model accounts for 34% of the variance in OR and 47% in BMI, indicating moderate explanatory power. These results suggest that social media, when purposefully used for entrepreneurial learning, can enhance students’ cognitive ability to recognize opportunities and stimulate innovative thinking in business model development. The study underscores the need for integrating social media into entrepreneurship education strategies to support student-led innovation and opportunity-driven ventures.]]>
<![CDATA[Implementing the Problem Posing Learning Model to Enhance Student Engagement and Higher-Order Thinking Skills (HOTS) in Islamic Education: A Case Study at Ma’had Al-Buus Al-Islamiah, Southern Thailand ]]>
<![CDATA[Aida Hayani]]>;
<![CDATA[Moh. Farhan]]>;
<![CDATA[Akhmad Zulfikar Khabibulloh]]>;
<![CDATA[Ahsanul Fuadi]]>;
<![CDATA[Muhammadnur Kora]]>
<![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.v17i3.6845
<![CDATA[Student engagement and Higher-Order Thinking Skills (HOTS) are critical in Islamic education, particularly within traditional settings such as Ma’had Al-Buus Al-Islamiah, Southern Thailand. This study investigates the impact of the problem-posing learning model in enhancing these two dimensions. This quasi-experimental study employed a pretest-posttest control group design involving 80 tenth-grade students. Participants were divided into an experimental group (n = 40), which received instruction using the problem-posing model, and a control group (n = 40), which followed conventional teaching methods. Data were collected through classroom observations, validated HOTS tests, and engagement questionnaires. The findings reveal that the problem-posing model significantly improved both student engagement and HOTS. Engagement levels reached 91.6% in the experimental group compared to 67.8% in the control group. HOTS, measured through N-Gain scores, increased to 91.93% in the experimental group versus 84.90% in the control group. Statistical analyses confirmed the significance of these differences (p 0.05), with large effect sizes. The results suggest that the problem-posing model promotes active learning, critical thinking, and problem-solving, even within culturally traditional Islamic education environments. It aligns with constructivist and dialogical learning theories by fostering student-centered inquiry and deeper cognitive engagement. Implementing the problem-posing learning model in Islamic education settings can effectively enhance both engagement and higher-order thinking. These findings support the adoption of innovative pedagogies to improve student outcomes in religious and general educational contexts.]]>
<![CDATA[Religious Education Based Of Local Wisdom “Satu Tungku Tiga Batu” In Fak-Fak Community West Papua ]]>
<![CDATA[Indria Nur]]>
<![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.v14i4.2267
<![CDATA[This article examines one of the strategic efforts to prevent the spread of ideology of radicalism and terrorism, even conflict through religious education based on local cultural values as an effort to instill tolerant citizenship attitudes and uphold religious, national and state identities so that they remain inherent among the younger generation. Based on the result of the phenomenological qualitative research as well as interview data and observation on the indigenous peoples of Fakfak regency of west Papua, the local wisdom of “Satu Tungku Tiga Batu” in the multi etnic and multi religious Fakfak indigenous communities is able to internalize its cultural values into cohesive and reflecting values in the character of its strong citizens. Local wisdom “Satu Tungku Tiga Batu” in addition to functioning to maintain harmony and brotherhood, the concept of a three stone furnace also functions as a fakfak community identity that has a tolerant attitude, prioritizes the public interest rather than personal interest, honestly, does not like to interfere in the affairs of others and love one another. Local wisdom based religious education is presented not only in school educational, but also in family and community settings. This is evident from the existence of the people of Fakfak of west Papua who are very tolerant of one another, so that harmony in religious and social life is maintained, even interethnic and interfaith conflicts can be said to never occur]]>
<![CDATA[Investigating Curiosity and Reasoning Through Technology-Based Science Activities: The Role of Photo Journals ]]>
<![CDATA[Kharisma Ika Nur'aini]]>;
<![CDATA[Izza Aliyatul Muna]]>
<![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.v17i2.6991
<![CDATA[This study investigates how students' curiosity and scientific reasoning are expressed through the use of photo journals in learning about food additives. It aims to: (1) characterize students’ questions and answers based on scientific inquiry practices; (2) describe variations in the expression of curiosity among Grade VIII students; (3) examine the relationship between individual curiosity and scientific reasoning; (4) assess students’ levels of curiosity and reasoning; and (5) compare outcomes between students who used photo journals and those who did not. A mixed-methods approach was employed with a sample of 23 eighth-grade students. Data were collected through photo journals, interviews, questionnaires, and classroom observations. The photo journal served as a technological tool to encourage inquiry and reflection. Student questions and responses were categorized into six inquiry-based types, with the most frequent being teleological and cause-effect questions. Both curiosity and reasoning levels were predominantly high (82.61%), with the remaining 17.39% falling into the medium category. The photo journal method enhanced students’ abilities to express curiosity and apply reasoning. The integration of visual technology supported deeper conceptual engagement and reflection. Individual variations in curiosity were found to be associated with levels of scientific reasoning. While the small sample size and time constraints limit generalizability, the study offers valuable insights into fostering scientific literacy through media-based learning.]]>
<![CDATA[Developing the PATRIOT Learning Model to Enhance Narrative Writing Skills of Elementary Students: A Research and Development Approach ]]>
<![CDATA[Rima Rikmasari]]>;
<![CDATA[Vismaia Damaianti]]>;
<![CDATA[Udin Saepudin Sa'ud]]>
<![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.v17i4.8063
<![CDATA[Many elementary students in Indonesia face challenges in developing writing skills, particularly in generating ideas, organizing coherent paragraphs, and applying language conventions. These difficulties often result in low writing performance, especially in narrative tasks. This study addresses the need for an effective instructional model to support students in overcoming these challenges. This study aimed to examine the effectiveness of the PATRIOT learning model in enhancing narrative writing skills among fifth-grade students. Employing a Research and Development (RD) approach, the model was developed using the ADDIE framework. The implementation involved three experimental classes from different schools in Bekasi City. Data were collected through essay-writing tasks assessed using a validated rubric, measuring content, organization, language use, and mechanics. Quantitative analysis was conducted using SPSS 27, including normality tests and paired sample t-tests. Findings indicate a significant improvement in students’ writing performance after the implementation of the PATRIOT model. T-test results showed statistically significant differences between pre-test and post-test scores across all experimental classes (p 0.005). Students demonstrated notable progress in idea generation, text structure, and language accuracy. The results suggest that the PATRIOT learning model effectively enhances elementary students’ narrative writing skills through its structured, contextual, and student-centered approach. It also offers practical steps that can be adopted by teachers to improve literacy outcomes. The PATRIOT model presents a promising alternative instructional strategy for improving writing competence at the elementary level, particularly in narrative writing contexts.]]>
<![CDATA[Optimizing Islamic Religious Education: A Case Study on Curriculum Management in Planning, Implementation, and Evaluation ]]>
<![CDATA[Samsuddin Samsuddin]]>;
<![CDATA[Irma Suryani Siregar]]>
<![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.v16i4.6389
<![CDATA[This study examines the management of Islamic Religious Education (PAI) at SDIT Al-Munawwar, Panyabungan, Mandailing Natal. The focus is on the planning, implementation, and evaluation processes within the learning management framework, highlighting challenges and strategies for improvement. The research employs a qualitative approach using a case study method. Data were collected through interviews, observations, and document analysis to gain insights into the PAI learning management practices and their outcomes. The findings indicate that the management of PAI at SDIT Al-Munawwar is effectively conducted. Planning involves structured lesson plans integrating Islamic values into the curriculum. Implementation is characterized by the use of innovative pedagogical methods, including project-based and problem-based learning, enhanced by digital technologies. These approaches have significantly improved student engagement and comprehension. Comprehensive evaluation strategies, including both formative and summative assessments, effectively address cognitive, affective, and psychomotor domains. Despite its strengths, the school faces challenges in adapting to educational technologies and enhancing teacher competencies. To overcome these issues, SDIT Al-Munawwar has initiated ongoing teacher training programs and fostered collaboration between the school, families, and the broader community. The study underscores the importance of integrated and innovative learning management in PAI education. While significant progress has been made, continued efforts in professional development and technological adaptation are essential for sustained success.]]>
<![CDATA[Integrating Local Culture in the Development of Indonesian Language Teaching Materials for General Education ]]>
<![CDATA[Kartini' Kartini']]>;
<![CDATA[Anita Candra Dewi]]>;
<![CDATA[M. Nur Hakim]]>;
<![CDATA[Chece Djafar]]>
<![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.v17i2.5891
<![CDATA[Indonesia’s linguistic and cultural diversity presents both opportunities and challenges for language education. While the national curriculum emphasizes uniformity, it often overlooks the sociocultural realities of students across different regions. As a result, Bahasa Indonesia teaching materials rarely incorporate local content, leading to student disengagement and missed opportunities for culturally grounded learning. Despite growing interest in culturally responsive pedagogy, scalable and systematic curriculum development models remain limited. This study addresses that gap by employing the ADDIE instructional design framework in combination with Design-Based Research (DBR) to develop and evaluate culturally integrated Bahasa Indonesia learning materials. The project is implemented in ten schools across five provinces, using Culturally Responsive Pedagogy and Sociocultural Theory as its theoretical foundations. Data collection includes both quantitative assessments and qualitative interviews and observations. The findings indicate substantial learning improvements, including a 40% increase in student engagement, a 25% improvement in reading comprehension, and a 20% rise in writing proficiency. Qualitative data further reveal enhanced teacher-student relationships, increased classroom participation, and stronger cultural identification among students. These outcomes highlight the effectiveness of culturally sensitive materials in supporting both emotional and cognitive student development. The integration of local cultural elements fosters greater connection to learning content and improves overall academic performance. This study provides a scalable, evidence-based model for culturally inclusive curriculum development. Its implications extend to national education policy, teacher training, and subject-area integration, advocating for equity-centered reform in multilingual, multicultural education systems.]]>
