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[Boosting Fine Motor Abilities in Children with Cerebral Palsy Through LEGO Constructive Play in Special Schools ]]>
<![CDATA[Wiwik Dwi Hastuti]]>;
<![CDATA[Mohd Hanafi Mohd Yasin]]>;
<![CDATA[Rizqi Fajar Pradipta]]>;
<![CDATA[Muhammad Nurrohman Jauhari]]>
<![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.v17i1.5920
<![CDATA[Children with cerebral palsy (CP) typically exhibit lower fine motor skills compared to their typically developing peers. Various interventions, including constructive LEGO play, have been explored to support fine motor skill development. This study examines the effectiveness of constructive LEGO play in enhancing fine motor skills in children with CP at SDLB Putra Jaya Malang. A Single-Subject Design (SSD) with an A-B-A format was employed. Data were collected through structured observations and assessments of fine motor skills during baseline, intervention, and post-intervention phases. Findings indicate a notable improvement in fine motor skills from the first baseline (A1) to the intervention phase (B), with sustained progress in the second baseline (A2) after the intervention was withdrawn. This suggests that constructive LEGO play positively influences fine motor skill development in children with CP. The study highlights the potential of LEGO-based activities as an engaging and effective tool for improving fine motor coordination in children with CP. The observed progress reinforces the need for structured and repetitive fine motor activities in special education settings. Constructive LEGO play proves to be a beneficial intervention for enhancing fine motor skills in children with CP. Its integration into therapy and special education programs could provide long-term benefits. Further research is recommended to explore its scalability and long-term impact.]]>
<![CDATA[Daarut Tauhiid's Curriculum Strategy in Shaping Islamic Student Character in the Era of Globalization ]]>
<![CDATA[Islamiyah Nur Hidayati]]>;
<![CDATA[Farida Inayati Tsania]]>;
<![CDATA[Purnomo Purnomo]]>;
<![CDATA[Helda Amelia]]>
<![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.v17i3.7913
<![CDATA[In the era of globalization, Islamic education faces the dual challenge of preserving religious values while integrating 21st-century competencies. Daarut Tauhiid offers a unique curriculum designed to address this tension through a value-based educational model rooted in Islamic teachings. This study employed a descriptive qualitative approach to explore how the Daarut Tauhiid Distinctive Curriculum shapes students’ Islamic character. Data were collected through observations, interviews, and document analysis at Daarut Tauhiid Islamic Boarding School in Bandung, Indonesia. The curriculum is built on four core pillars: ma'rifatullah (God-consciousness), leadership, entrepreneurship, and environmental awareness. These are reinforced by 25 daily cultural values and the Mujahadah 7 Cinta (Seven Loves Devotion) program, which instills love for knowledge, the Qur’an, fasting, charity, mosques, remembrance, and night prayer. This framework fosters the development of “BAKU” (baik dan kuat—good and strong) character traits such as sincerity, honesty, and resilience. The integration of the Merdeka Curriculum further enhances students’ critical thinking, collaboration, and adaptability. Findings indicate that the Daarut Tauhiid Distinctive Curriculum successfully merges spiritual, academic, and social dimensions, producing students who are both academically competent and spiritually grounded. This curriculum serves as a viable model for Islamic educational institutions seeking to align tradition with the demands of globalization, offering a contextual, character-based solution for the formation of resilient, values-driven individuals.]]>
<![CDATA[Design and Implementation of the Mu'adalah Curriculum at Musthafawiyah Islamic Boarding School: Balancing Tradition and Innovation ]]>
<![CDATA[Manshuruddin Manshuruddin]]>;
<![CDATA[Mardianto Mardianto]]>;
<![CDATA[Siti Halimah]]>
<![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.v17i2.6732
<![CDATA[This study explores the design and implementation of the Mu’adalah curriculum at Pesantren Musthafawiyah, examining how traditional Islamic educational values are integrated with modern pedagogical innovations to cultivate globally competent scholars. A qualitative case study approach was employed, utilizing observations, in-depth interviews, and document analysis. Data were analyzed using Miles and Huberman’s interactive model, encompassing data reduction, display, and conclusion drawing. The Mu’adalah curriculum is rooted in mu’adalah salafiyah and emphasizes classical Islamic texts (kitab kuning). It integrates multiple design frameworks: subject-centered (focusing on religious instruction), learner-centered (addressing individual student needs), problem-centered (responding to contemporary educational challenges), and book-centered (anchored in traditional literature). Implementation occurs across intracurricular, extracurricular, and hidden curriculum activities, aiming to produce students with strong scholarly capability (ulama), moral excellence (akhlak karimah), and global readiness. Evaluation includes diagnostic, formative, and summative assessments aligned with educational objectives. Findings underscore the effectiveness of integrating Islamic tradition with modern methodologies in fostering students who are both spiritually grounded and competitive in global contexts. Nonetheless, challenges remain in achieving seamless interdisciplinary integration and adapting to evolving global educational standards. Pesantren Musthafawiyah exemplifies a successful model of Islamic education that balances tradition and innovation. Future efforts should focus on enhancing interdisciplinary approaches to further align student competencies with global demands.]]>
<![CDATA[Management of Guidance and Counseling Service Based Cybercounseling in Madrasah in The New Normal Era ]]>
<![CDATA[Hary Priatna Sanusi]]>;
<![CDATA[Neng Gustini]]>;
<![CDATA[Yaya Suryana]]>;
<![CDATA[Ahmad Almafahir]]>
<![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.v14i4.2431
<![CDATA[The Covid-19 pandemic has brought many transformations and adjustments to our daily activities, including the learning process. Counseling guidance service is a supporting element in the learning process. Teenagers, especially students during the Covid-19 pandemic, face many psychological problems, which result in the need for assistance to help alleviate their problems. One of the forms of assistance is by providing guidance and counseling services. This study aims to understand and identify the management of guidance and counseling services based on cybercounseling in the new normal. The research applies a descriptive method with a qualitative approach, and the type of research is library research. The technique for collecting data is to study various reference sources or literature studies related to cybercounseling. The study results stated that the management process for guidance and counseling services based on cybercounseling was the same as the face-to-face counseling process, only that it was necessary to pay attention to the preparation of the equipment used. The advantage of this service is that it can be accessed anywhere and anytime based on mutual agreement. In comparison, the weakness is that students who have never attended counseling before have difficulties developing and predicting appropriate intervention techniques.]]>
<![CDATA[Revitalizing Madihin in the Digital Era: Cultural Education Strategies Amidst Globalization in South Kalimantan ]]>
<![CDATA[Muhammad Budi Zakia Sani]]>;
<![CDATA[Wadiyo Wadiyo]]>;
<![CDATA[Syakir Syakir]]>;
<![CDATA[Suminto A Sayuti]]>
<![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.v17i4.8527
<![CDATA[Madihin is a traditional Banjar oral art form that conveys moral, religious, and cultural values through poetry and humor. However, globalization and digitalization have challenged its continuity, especially among younger generations. This study investigates how Madihin is being revitalized through digital platforms and its function as a medium for cultural and character education in South Kalimantan. Using a qualitative approach with a digital ethnography framework, the study collected data through in-depth interviews, participant observations, and analysis of online Madihin content on YouTube, TikTok, and Instagram. Participants included Madihin practitioners, educators, students, and cultural stakeholders. Findings reveal that digital media has expanded the reach of Madihin, increased youth engagement, and fostered creative innovations. Madihin supports character education by embedding values such as honesty, respect, and social responsibility into engaging performances. It also promotes digital literacy by encouraging ethical media use and critical thinking. However, challenges such as content commodification, authenticity loss, and digital inequality persist. Madihin’s revitalization in the digital era highlights the adaptive potential of traditional arts in contemporary education. To ensure sustainability, collaboration among schools, communities, and government bodies is essential. When aligned with educational goals and cultural identity, Madihin can function as both an instructional tool and a medium for cultural preservation.]]>
<![CDATA[Assessing Teacher Competency and Preparedness for Integrating Digital Media in 21st-Century Education: An Exploratory Review ]]>
<![CDATA[Lailan Aprina Siregar]]>;
<![CDATA[Surianti 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.v16i4.5619
<![CDATA[The integration of digital media in 21st-century education is critical, yet understanding teacher competency and readiness remains a challenge. This study investigates teacher digital literacy, readiness, and barriers to integrating digital media in education, proposing actionable strategies for improvement. A qualitative multi-case study design was employed. Data were collected through semi-structured interviews, focus group discussions, and document analysis with 30 teachers from SMK N 1 Lubuk Barumun, selected via purposive sampling to ensure diverse representation. Thematic analysis was conducted to identify patterns and insights. Findings reveal significant disparities in digital literacy levels, influenced by individual teaching experiences. Many teachers lack essential digital skills and confidence, while professional development programs often emphasize theory over practical application. Infrastructure inadequacies and limited institutional support further hinder effective digital media integration. However, access to resources and fostering a collaborative culture within schools significantly enhance implementation efforts. These findings highlight the necessity of a multifaceted approach to bridge the competency gap. This includes targeted professional development, infrastructural investment, and fostering institutional support to empower educators in rural and urban settings. The study concludes that addressing the barriers to digital media integration requires comprehensive efforts at multiple levels. Future research should focus on hands-on training programs for educators in rural schools and scalable infrastructural solutions to enhance digital literacy. This study contributes to the broader discourse on leveraging institutional support to overcome digital literacy challenges in education.]]>
<![CDATA[Enhancing Courtesy Ethics Among Grade VI Students Through Citizenship Education: A Case Study of State Elementary School Tamamaung 1, Makassar ]]>
<![CDATA[Andi Agusniati]]>;
<![CDATA[A Rizal]]>;
<![CDATA[Burhan Burhan]]>;
<![CDATA[Asdar Asdar]]>;
<![CDATA[Nurwidyayanti Nurwidyayanti]]>
<![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.v17i3.7332
<![CDATA[This study explores how Citizenship Education (Civics) can improve students’ ethical politeness in sixth grade at Tamamaung 1 Makassar Elementary School. The research addresses concerns about declining student manners, especially in interactions with teachers and peers. A qualitative descriptive approach was applied to gain an in-depth understanding of student behavior and teacher strategies. Data were collected through classroom observations, interviews with teachers and students, and documentation, then analyzed narratively to identify themes of polite and impolite conduct. Findings show that teachers regularly encourage polite behavior such as respectful communication, attentive listening, and tolerance. Yet, some students still display impolite behavior influenced by family background and social environment. Teachers modeled good manners and applied classroom routines, including the “5S” culture (smile, greet, polite, friendly, courteous). However, politeness was not explicitly integrated into lesson plans, as curriculum guidelines lacked specific indicators. Despite this limitation, students generally responded positively, showing improvements in greetings, cooperation, and respect for peers’ opinions. The study concludes that Civics Education can foster ethical politeness when supported by consistent teacher modeling and reinforcement. Greater integration of character values into lesson planning is recommended to ensure sustained behavioral development in line with national education goals.]]>
<![CDATA[Experiential Learning through Field Trips: An Overview ]]>
<![CDATA[Rugaiyah Rugaiyah]]>
<![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.v14i4.1972
<![CDATA[The research aimed to describe teachers' and students' views in relation to the Field Trip Strategy on effect field trip in increasing students’ writing descriptive text. The respondents of this study were the students and English teachers of both government and private schools. The ideas and views of teachers and students were sought out regarding the benefits of educational field trips at jenior and senior schools level. To achieve the purpose of study two questionnaires were designed as research tools separately for teachers and students. One hundred and sixty respondents including 20 of English teachers and 140 students, were randomly selected. The questionnaire was used as a research instrument which was consisted of 25 items, collected data was analyzed by using the simple percentage method. The findings for each statement were made. Majority of the respondents had a view that educational Field Trip Strategy is helpful to explore their learning experience, The vast majority of respondents thought educational field trips helped students deal with advanced learning. According to a large majority of respondents' viewpoints, educational field trips help to provide a practical approach to the curriculum and help pupils acquire a greater interest in studying]]>
<![CDATA[Development of PBL-Based Student Worksheets to Improve Problem-Solving Skills and Collaborative Skills of 11th Grade Students in Reaction Rate Material ]]>
<![CDATA[Erna Yupeni]]>;
<![CDATA[Susilawati Susilawati]]>;
<![CDATA[Dedi Futra]]>
<![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.v17i1.6234
<![CDATA[Problem-solving and collaboration are essential 21st-century skills, particularly in chemistry education where students must grasp abstract and complex topics like reaction rates. This study aims to develop Problem-Based Learning (PBL)-based Lembar Kerja Peserta Didik (LKPD, student worksheets) to enhance these skills among Grade XI students. The research employed a Research and Development (RD) approach using the ADDIE model. Data were collected through interviews, questionnaires, validation sheets, and user response surveys. Three subject matter experts conducted the validation. Small-scale trials were performed with three students of varying abilities. Large-scale testing used a quasi-experimental pretest-posttest control group design involving 36 Grade XI science students from SMAN 5 Pinggir, selected purposively. User feedback was obtained from three teachers and 30 students across three schools. The developed LKPD achieved a high validity score of 89% from expert validators. Teacher and student responses were also highly positive, scoring 88% and 91% respectively. The large-scale trial revealed statistically significant improvements (t-test, p 0.05) in both collaborative and problem-solving skills. N-Gain analysis showed a moderate increase in problem-solving ability in the experimental group (0.56), compared to a low increase in the control group (0.30). The findings indicate that PBL-based LKPD effectively enhances collaborative and problem-solving skills. This instructional approach supports deeper understanding and engagement in complex chemistry topics, offering a scalable model for science education.]]>
<![CDATA[Integrating Islamic Educational Programs for Street Children in Central Java: A Contextual Analysis ]]>
<![CDATA[Imam Suyuti]]>;
<![CDATA[Wahyu Kholis Prihantoro]]>;
<![CDATA[Aida Hayani]]>;
<![CDATA[Rizal Fathurrohman]]>;
<![CDATA[Muhammad Gafarurrozi]]>;
<![CDATA[Ahmad Salim]]>;
<![CDATA[Farida Musyrifah]]>
<![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.v16i4.5661
<![CDATA[Street children in Central Java, Indonesia, often experience severe socio-economic challenges such as poverty, family instability, and a lack of social support, which lead to vulnerability to exploitation and abuse. This study explores the impact of Islamic educational interventions on improving their well-being and integration. A qualitative case study approach was used, with data collected from January to June 2024 through semi-structured interviews, participant observations, focus group discussions, and document analysis across three locations in Semarang. The study included 30 participants, including both current and senior members of Majelis Mafia Sholawat, tutors, mentors, and group leaders. Findings indicate that Islamic education initiatives enhance reasoning, moral development, emotional well-being, and self-awareness among street children. These programs adopt a holistic approach, addressing emotional, spiritual, and practical needs, and foster a sense of community and belonging. The study highlights the effectiveness of culturally sensitive educational strategies in promoting socio-economic opportunities and social integration for street children. The inclusion of community-centered, religious-based education appears crucial in addressing the unique challenges faced by these children. The findings suggest that policymakers and educators should consider culturally relevant educational programs that integrate local languages, customs, mentorship, and life skills training. Such initiatives can promote sustained engagement, improve socio-economic prospects, and support the overall integration of street children into society.]]>
