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[Implementation of Teams Games Tournament to Improve Student’s Learning Activity and Learning Outcome: Classroom Action Research ]]>
<![CDATA[Wahyu Lestari]]>;
<![CDATA[Ani Widayati]]>
<![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.v14i4.1329
<![CDATA[This research purpose to improve the quality of accounting learning in certain aspects of learning activity and learning outcome through the implementation of the Teams Games Tournament (TGT) learning model. The design of Classroom Action Research (CAR) was used in this study. The research is organized into two cycles, where each cycle includes four important phases in CAR including: planning, action, observation, and reflection/evaluation. The data collection technique uses observations on seven indicators of learning activity and uses pre-test post-test questions to determine an increase in student performance. The results of the study show that the Teams Games Tournament (TGT) model can improve the learning activity and learning outcomes of students in accounting subjects. The average score for student learning activities increased from 71.28% in cycle I to 90.03% in cycle II. The average academic performance in accounting increased from 81.56 on the first cycle test to 95.70 on the second cycle test. This study provides suggestions and recommendations for teachers to use the Teams Games Tournament (TGT) model, as this model can improve the quality of classroom learning, especially in aspects of learning activity and student learning outcomes.]]>
<![CDATA[Integrating Qur'an-Based Eclectic Methods in Arabic Language Education: A Theoretical and Practical Framework ]]>
<![CDATA[Moh Aman]]>;
<![CDATA[Husnul Amin]]>
<![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.v17i4.7915
<![CDATA[Arabic language education in Islamic institutions is expected to achieve linguistic competence while remaining aligned with Qur’anic educational values. Yet, instruction often oscillates between traditional form-focused practices and contemporary communicative demands without a clear integrative framework. This study aims to conceptualize a Qur’an-based eclectic approach that aligns selected second/foreign language teaching methods with key Qur’anic pedagogical principles.Using a library-based qualitative content analysis, the study reviewed classical Islamic educational works and contemporary scholarship on Arabic language pedagogy and eclectic methodology (2010–2024, with classical sources as foundational references). Sources were thematically coded to identify (1) core Qur’anic educational values and (2) compatible eclectic teaching strategies, then synthesized into an integrative framework.Findings indicate that Qur’anic principles—particularly hikmah (wisdom), mau‘izah hasanah (benevolent counsel), mujādalah (respectful dialogue), tadabbur (deep reflection), and tazkiyah (self-purification)—can be pedagogically operationalized through blended strategies such as guided textual contemplation, narrative-based learning, reflective journaling, dialogic debate, scaffolding for grammar–vocabulary development, and collaborative tasks. The resulting model connects values, teaching strategies, and learning outcomes across cognitive, affective, and psychomotor domains, positioning Arabic learning as both language development and character formation.This conceptual synthesis suggests that a Qur’an-based eclectic framework may enhance instructional coherence in Islamic settings by balancing communicative effectiveness with ethical-spiritual aims. Further empirical studies are recommended to test the model’s feasibility and impact in classroom practice.]]>
<![CDATA[Teacher Adequacy and Projected Needs: Challenges and Future Direction for Special Schools in Central Kalimantan ]]>
<![CDATA[Piter Joko Nugroho]]>;
<![CDATA[Theo Jhoni Hartanto]]>;
<![CDATA[Holten Sion]]>
<![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.v17i1.6190
<![CDATA[Special education in Central Kalimantan Province faces significant challenges in ensuring quality education for children with disabilities, particularly regarding the availability and adequacy of competent teachers. The shortage of qualified educators negatively impacts learning outcomes and the overall effectiveness of state special schools (SLB). This study analyzes the adequacy and projected teacher needs in public SLBs over the next five years, while also exploring perspectives on teacher availability, workload, and learning quality. This research employs a mixed-methods approach with an explanatory sequential design, beginning with quantitative data collection and analysis, followed by qualitative exploration. The study involved 20 state SLBs in Central Kalimantan Province, utilizing descriptive statistics, teacher needs projection, and an interactive data model for analysis. Findings reveal serious gaps in the number and quality of teachers in state SLBs, hindering their capacity to deliver optimal education services for students with disabilities. The projected demand underscores an urgent need to address teacher shortages and improve instructional quality. The study highlights the importance of collaboration between the Central Kalimantan Provincial Government and local universities to accelerate the establishment of a special education (PLB) undergraduate program and enhance teacher training. Strategic action is crucial to improving special education services in Central Kalimantan. Strengthening teacher recruitment, training, and professional development will ensure that students with disabilities receive the support necessary for optimal growth and active participation in society.]]>
<![CDATA[Analysis of the Problems Behind Students' Low Understanding of Learning Javanese Local Content in the Digital Era in Fifth-Grade Elementary School ]]>
<![CDATA[Khilwiyatul Lu'lu'a]]>;
<![CDATA[Sri Sami Asih]]>
<![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.v17i3.7276
<![CDATA[The Javanese language, particularly its unggah-ungguh or speech levels, plays a vital role in conveying cultural values. However, fifth-grade students at SDN Kalisegoro, Semarang, show low proficiency in using Krama, the formal Javanese register. The rise of digital technology has contributed to decreased exposure and practice of traditional linguistic structures in everyday communication. This qualitative descriptive study employed a case study approach to investigate students' understanding of unggah-ungguh, the factors affecting its usage, and possible interventions. Data were collected through semi-structured interviews with two teachers and four students, as well as document analysis. Data were analyzed using the Miles and Huberman model, which includes data reduction, data display, and conclusion drawing. Findings reveal that while students recognize basic Krama vocabulary, they struggle to construct sentences correctly and confidently. Contributing factors include minimal use of Krama at home, lack of motivation, limited school-based reinforcement, and the influence of informal digital communication. Teachers primarily rely on traditional lecture methods, which further reduce student engagement. The results suggest a need for innovative, student-centered learning strategies that integrate digital tools while reinforcing cultural values. To strengthen unggah-ungguh usage, schools should adopt interactive methods such as gamification and digital storytelling. Parental involvement and school policies that support cultural language use are also essential. These efforts can help preserve Javanese speech etiquette among younger generations in the digital era.]]>
<![CDATA[The Impact of Storytelling-Based Teaching Material Module Toward Folklore Writing Skills ]]>
<![CDATA[Dessy Wardiah]]>;
<![CDATA[Hetilaniar Hetilaniar]]>;
<![CDATA[Dian Nuzulia Armariena]]>;
<![CDATA[Liza Murniviyanti]]>
<![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.v14i4.2733
<![CDATA[The purpose of this study was to see how the storytelling-based teaching material module affected the ability to write folklore. The research method used is a posttest control design, which means that there is treatment in both the control and experimental classes. The study was carried out at the Indonesian Language Education Study Program, Faculty of Teacher Training and Education, PGRI Palembang University. To assess students' writing abilities, data was collected using an essay test. A t-test was used to analyze the data. According to the calculations, the Paired Sample t-test = 0.029 Significant Level = 0.05. As a result, it is known that the group of students (control class) who did not receive the learning treatment with the storytelling-based writing teaching materials module had a lower mean value than the group of students who used the storytelling-based writing teaching module during the learning process. Meanwhile, the experimental class had a Paired Sample t-test value of 0.188 Significant Level = 0.05. As a result, it is known that the group of students (control class) who did not receive learning treatment with the storytelling-based writing module scored higher on average than the group of students who did not use the storytelling-based writing module in class.]]>
<![CDATA[Development of Project-Based Learning Model Assisted by Mobility Orientation Technique Application (ATOM) for Students with Hearing Impairments ]]>
<![CDATA[Dewi Ekasari Kusumastuti]]>;
<![CDATA[Mirnawati Mirnawati]]>;
<![CDATA[Eviani Damastuti]]>;
<![CDATA[Dewi Juwita Susanti]]>;
<![CDATA[Tenty Jahrina Ramli]]>;
<![CDATA[Sulistyo Rini]]>
<![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.v17i2.6790
<![CDATA[Students with hearing impairments often face unique challenges in mobility orientation learning, particularly in mastering sighted guide techniques. This study aims to analyze their learning needs and develop a feasible, practical, and effective Project-Based Learning (PjBL) model supported by the Mobility Orientation Technique Application (ATOM). The research adopts the ADDIE development model, encompassing analysis, design, development, implementation, and evaluation stages. The study involved expert validations, product trials with students, and effectiveness testing through pre- and post-assessments. The analysis stage identified key learning needs among students with hearing impairments. The developed PjBL model, assisted by ATOM, was evaluated for feasibility through expert validation. Material experts rated it 4.34 and media experts 4.77 on a 5-point scale, indicating high feasibility. In product trials, the model received a practicality score of 3.11 from students, reflecting its ease of use and implementation. Effectiveness was demonstrated by a 21.7% increase in students' post-test scores, showing significant improvement in understanding sighted guide techniques. The results suggest that the integration of ATOM into a PjBL framework effectively addresses the learning needs of students with hearing impairments, offering a practical and impactful instructional approach in the mobility orientation course. The PjBL model assisted by ATOM is a feasible, practical, and effective learning solution for enhancing mobility orientation skills in students with hearing impairments, and holds promise for broader application in inclusive education settings.]]>
<![CDATA[Development and Feasibility of a Heyzine Flipbook–Based Tricaka E-Module for Grade VII Students’ Javanese Script Writing Skills ]]>
<![CDATA[Nihaya Nurjanah]]>;
<![CDATA[Agus Yuwono]]>
<![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.v17i4.7181
<![CDATA[Learning to write Javanese script (hanacaraka) at the junior high school level remains challenging due to low student motivation and limited instructional media that support systematic writing practice. This study aimed to develop and examine the feasibility of a Heyzine Flipbook–based Tricaka e-module designed to support Grade VII students’ Javanese script writing skills. The study employed a Research and Development (RD) approach using the ADDIE model, which consists of analysis, design, development, implementation, and evaluation stages. Data were collected through observations, interviews, and questionnaires, including needs analysis, expert validation instruments, and user response questionnaires. The e-module was validated by a material expert and a media expert and subsequently implemented in a limited trial involving one Javanese language teacher and 32 Grade VII students at SMP Negeri 01 Juwana during the 2024/2025 academic year. Data were analyzed using descriptive statistics in the form of feasibility percentages. The results showed that the e-module achieved a feasibility score of 83.33% from the material expert and 85% from the media expert, both categorized as highly valid. User responses also indicated very high feasibility, with 95% from the teacher and 97.08% from the students. These findings suggest that the Tricaka e-module is feasible for use as a learning medium in Javanese script writing instruction. Further research is recommended to examine its effectiveness in improving students’ writing performance through experimental designs with larger and more diverse samples.]]>
<![CDATA[Transformation of Texts as Expressive Spaces in Classic Malay Literary Works: Learning to Write Poems in Philology Courses ]]>
<![CDATA[Adriansyah Adriansyah]]>;
<![CDATA[Elmustian Elmustian]]>;
<![CDATA[Mangatur Sinaga]]>;
<![CDATA[M. Firdaus]]>
<![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.v16i4.5755
<![CDATA[This study investigates the transformation of poems into expressive spaces in philology learning, aiming to foster active and creative student engagement with classical Malay literature. It seeks to develop innovative teaching approaches that enhance appreciation and critical engagement. A sample of 52 students was purposively selected using the Slovin formula with a 10% margin of error. Data were collected through classroom observations, questionnaires, in-depth interviews, and document analysis of poem learning. Thematic analysis was employed to identify key patterns and themes from the data. The findings reveal that integrating poems into philology learning enhances students’ understanding and appreciation of classical Malay literature. It also boosts creativity and critical thinking, with respondents reporting an improved ability to appreciate cultural heritage and refine expressive and analytical skills. These results highlight the potential of interactive and creative methods in philology education, demonstrating their effectiveness in making classical literature more relevant and engaging for students. The study underscores the value of incorporating expressive and interactive strategies into the philology curriculum to deepen student engagement and promote a lasting appreciation of classical literature and culture.]]>
<![CDATA[Research Trends of Branding In The Context of Eduation: A Bibliometric Analysis ]]>
<![CDATA[Desi Rahmawati]]>;
<![CDATA[Elsah Fanisyah]]>;
<![CDATA[Uwes Anis Chaeruman]]>;
<![CDATA[Suwarno Suwarno]]>;
<![CDATA[Dirgantara Wicaksono]]>
<![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.v14i4.2101
<![CDATA[One of the efforts to deal with the development of world globalization and competition in winning the market is to do branding. The purpose of this study is to identify trending topics about branding in the context of education. This research method using the bibliometric or quantitative approach for analyzing and mapping of information with the help of the Scopus database, VOSviewer for data visualization, and Tableau for data display. Based on our results of analysis, we have obtained 841 publications of branding and 163 branding publication documents related to branding in the context of education. Furthermore, we have defined the development of publications, the most leading countries, subject area, affiliations, source title, author, cited by sources, and kind of research topics related to branding strategies in the context of education. The study contributes by highlighting the trends of branding in the context of education. We also underline that the small number and instability of branding research in the educational context provide opportunities for branding research in the context of education. Despite the results of our analysis in this study, there are still weaknesses that still need to be considered. Further, future research should analyze relevant research clusters for emerging trends on branding in the context of education.]]>
<![CDATA[Evaluating Classroom Management Strategies to Prevent Violence in Elementary Schools: A Case Study in Palu City, Indonesia ]]>
<![CDATA[Yusdin Mahmudin Gagaramusu]]>;
<![CDATA[Zulnuraini Zulnuraini]]>;
<![CDATA[Shalehuddin Shalehuddin]]>;
<![CDATA[Ammar Abdullah Joni Guci]]>;
<![CDATA[Danti Indriastuti Purnamasari]]>
<![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.v17i4.8542
<![CDATA[Violence in elementary schools, particularly verbal and bullying behavior, remains a persistent issue in Palu City, Indonesia. Weak supervision, inadequate classroom management, and the normalization of violence contribute to an unsafe learning environment. This study evaluates the effectiveness of classroom management strategies in preventing student violence. A convergent mixed-methods approach was employed involving 30 participants (teachers and students) from three elementary schools in Palu. Quantitative data were gathered through structured questionnaires, while qualitative data were obtained via interviews and observations. Instrument reliability was verified using Cronbach's alpha (0.60), and thematic analysis was used for qualitative insights. Findings show that 86.7% of students had witnessed or experienced violence, with verbal abuse (46.7–63.6%) and bullying (20.7–27.3%) being the most common. Violence predominantly occurred in the schoolyard (90.9%), indicating weak supervision. Common teacher practices included establishing rules (90.9%) and reprimanding violators (93.5%), though only 45.2% incorporated conflict management strategies. Despite this, 82% of teachers rated their classroom management as effective or very effective. Although teachers are proactive in rule enforcement, gaps remain in conflict resolution and empathetic communication. The study highlights the need to shift from reactive to proactive management by integrating character education, positive reinforcement, and restorative practices. A whole-school approach involving consistent supervision, teacher training, and inclusive policies is essential to foster a safe and supportive school culture.]]>
