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[Unpacking the Digital Advantage: Exploring the Impact of ICT Use and Academic Performance on EFL Students’ Reading Proficiency ]]>
<![CDATA[Fathia Khairunnisa Khairunnisa]]>;
<![CDATA[Weni Pratiwi]]>;
<![CDATA[Dewi Nurholis]]>;
<![CDATA[Chuzaimah Dahlan Diem]]>;
<![CDATA[Machdalena Vianty]]>
<![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.v17i4.7920
<![CDATA[Reading proficiency is essential for academic success, particularly among English as a Foreign Language (EFL) learners in higher education. As Information and Communication Technology (ICT) becomes increasingly integrated into educational practices, its potential impact on students’ reading skills warrants closer investigation. This study examines the relationship between ICT utilization, academic performance, and reading proficiency among EFL students. A correlational design was employed to analyze the association among ICT usage, Grade Point Average (GPA), and reading proficiency. Seventy-one students from an English Education postgraduate program at a state university in Palembang participated in the study. Data were collected through an ICT utilization questionnaire, official GPA records, and a standardized TOEFL reading test. Pearson Product Moment correlation and regression analyses were used to interpret the data. Findings revealed a significant positive correlation between ICT utilization and reading proficiency (r = 0.237, p = 0.046), with ICT contributing 5.6% to reading proficiency. In contrast, GPA showed no significant correlation (r = -0.039, p = 0.748) or predictive value for reading outcomes. The overall regression model was not statistically significant (p = 0.075). While ICT use demonstrates a modest but significant influence on students' reading skills, academic performance, as measured by GPA, does not. These findings underscore the importance of incorporating ICT tools into reading instruction and call for enhanced digital literacy initiatives to support reading development in EFL contexts.]]>
<![CDATA[Enhancing News Text Writing Skills through the RADEC Learning Model: The Role of Reading Interest among Indonesian Vocational High School Students ]]>
<![CDATA[Yuliarny Yuliarny]]>;
<![CDATA[Syahrul Ramadhan]]>;
<![CDATA[Ahmad Johari Sihes]]>;
<![CDATA[Norliza Jamaluddin]]>
<![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.v17i3.7739
<![CDATA[Effective writing instruction remains a challenge in Indonesian vocational education, particularly in teaching structured genres like news texts. This study explores the effectiveness of the RADEC (Read, Answer, Discuss, Explain, Create) learning model in improving students’ news text writing skills and examines the moderating role of reading interest. A 2×2 factorial experimental design was implemented with Grade XI students at SMKN 2 Pariaman during the 2024/2025 academic year. A total of 66 students were selected via purposive sampling, with 32 assigned to the experimental group (RADEC instruction) and 34 to the control group (conventional instruction). Instruments included a validated reading interest questionnaire and a performance-based news writing test aligned with curriculum standards. Data were analyzed using independent t-tests and two-way ANOVA. Students in the RADEC group outperformed the control group in writing scores (M = 83.25 vs. 72.15), t(64) = 12.031, p 0.001. The model benefited both high- and low-reading-interest students: high-interest learners in the RADEC group scored higher than those in the control group (M = 83.89 vs. 71.56, t(64) = 3.047, p 0.001), and similar results were found for low-interest students (M = 83.67 vs. 69.56, t(16) = 7.662, p 0.001). However, no significant interaction was found between learning model and reading interest (F(1,32) = 0.16, p = 0.692). The findings highlight the RADEC model’s consistent effectiveness across varying levels of reading interest, positioning it as an inclusive, student-centered strategy for enhancing functional writing in secondary education.]]>
<![CDATA[Internalization of Wasathiyah Islamic Value Education ]]>
<![CDATA[Eka Yanuarti]]>;
<![CDATA[Fadila Fadila]]>
<![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.v14i4.2213
<![CDATA[Digital literacy is closely related to the spread of Wasatiyah Islamic values, in modern times as it is today, information obtained from internet networks, this is possible with digital literacy to help create the internalization of Wasatiyah Islam in each individual member of the Aisiyyah recitation congregation in Rejang Lebong Regency and become part of the individual. Because in creating wasatiyah Islam, it is hoped that it must start from within the individual itself. The purpose of this study was to determine the internalization of Wasathiyah Islamic values through digital literacy in the Aisiyyah Rejang Lebong congregation. This type of research is qualitative research, using analytical techniques. The data analysis technique used uses the analytical steps carried out in qualitative research according to Miles and Huberman, namely the data collection stage, the data reduction stage, the presentation stage, and the conclusion drawing stage. The results of this study are: First, the use of Digital Literacy in the Aisiyah Recitation Congregation in Rejang Lebong Regency which is used for recitation in Rejang Lebong Regency mostly uses WhatsApp groups which are used to share tausiyah-tausiyah, remind each other to pray tahajjud or other sunnah prayers. Second, by instilling peace-loving values, implementing tolerance, and not being too concerned with fiqh laws that are khilafiyah.]]>
<![CDATA[Exploring Ethnomathematics in Junior High Schools: Indonesia's Contribution and Research Clusters in Enhancing 21st Century Skills ]]>
<![CDATA[Ardhya Pramesthi Regita Iriandre]]>;
<![CDATA[Swasti Maharani]]>;
<![CDATA[Darmadi Darmadi]]>;
<![CDATA[Hendrisa Rizqie Romandoni]]>
<![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.v17i1.5549
<![CDATA[Ethnomathematics is a field that integrates mathematical concepts with cultural elements. At the junior secondary school level, it offers significant benefits by contextualizing mathematics through students’ cultural backgrounds and traditions. This study explores the application of ethnomathematics in junior high schools, focusing on Indonesia’s contribution to this field and identifying key research clusters. A bibliometric analysis design was employed using data sourced from Dimensions AI. A total of 645 publications were analyzed using VOSviewer and Microsoft Excel. The analysis followed a descriptive qualitative approach to identify trends and patterns in the literature. Findings reveal that Indonesia is the leading contributor to ethnomathematics research at the junior secondary level, indicating its dominant role in this domain. Nineteen research clusters were identified, with primary themes including technology integration, ethnomathematics, batik, mathematical communication, assessment, mathematical concepts, and learning media. These clusters highlight a growing focus on technology-based learning media aimed at enhancing 21st-century skills. The results demonstrate that ethnomathematics in Indonesia is not only culturally relevant but also increasingly aligned with digital innovations in education. The integration of local culture with technology-based media fosters critical skills such as computational thinking and problem-solving. This study concludes that Indonesia plays a significant role in advancing ethnomathematics at the junior high school level, particularly through the development of technology-enhanced learning media that support 21st-century skill development.]]>
<![CDATA[Fostering Character Development in Elementary School Students: Implementing the Independent Curriculum Through the Pancasila Student Profile Program ]]>
<![CDATA[Suwarni Suwarni]]>
<![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.v16i4.5708
<![CDATA[The implementation of new curricula often encounters challenges, particularly in aligning the understanding of curriculum developers and users. This study addresses the issue of moral degradation among students in Indonesia and the role of the Merdeka Curriculum in fostering the Pancasila Student Profile to mitigate these concerns. This qualitative research utilized observations, interviews, and documentation to explore the application of the Merdeka Curriculum in sekolah penggeraks. Data were analyzed to examine its stages and effectiveness in developing the Pancasila Student Profile. The findings reveal that the six dimensions of the Pancasila Student Profile align with the five principles of Pancasila. The implementation in sekolah penggeraks follows four key stages: preparation, planning, implementation, and evaluation. Habituation practices are integral, divided into routine and spontaneous habituation. These approaches effectively nurture religious character and moral values among students. The Merdeka Curriculum offers opportunities for independent thinking, creativity, and innovation while addressing moral deficiencies. Sekolah penggeraks serve as a critical platform for embedding these values, ensuring the development of well-rounded, character-driven students. The Merdeka Curriculum, when systematically implemented, promotes the formation of the Pancasila Student Profile, which is essential for addressing student moral degradation. This curriculum can be a strategic tool in achieving educational and societal objectives.]]>
<![CDATA[Development of a Learning Module to Interpret Engineering Drawings Using Augmented Reality (AR) for Vocational High School Students ]]>
<![CDATA[Zuhdi Mizian]]>;
<![CDATA[Sofyan Sofyan]]>;
<![CDATA[Saharrudin Saharrudin]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 17, No 2 (2025): JUNE 2025 ]]>
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DOI: 10.35445/alishlah.v17i2.7217
<![CDATA[Interpreting engineering drawings is a fundamental competency for vocational high school students preparing for industrial careers. However, conventional instruction often fails due to students’ difficulty in visualizing 3D objects from 2D representations, limited interactive learning tools, and low motivation. This study aimed to develop an Augmented Reality (AR)-assisted learning module to enhance the effectiveness and interactivity of engineering drawing instruction. The research employed the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model of Research and Development (RD), involving material experts, media specialists, instructional designers, teachers, and vocational students. The developed module was evaluated for feasibility and effectiveness. Expert assessments rated the module as "Very Feasible," with scores from material experts (96.80%), media experts (77.00%), and instructional design experts (93.80%). A limited implementation trial demonstrated a significant improvement in student understanding, indicated by an N-gain score of 0.71 (high category). Additionally, 89.3% of students reported high satisfaction with the module. The findings suggest that the AR-assisted module effectively enhances students' ability to interpret engineering drawings. This development presents an innovative alternative to conventional methods and demonstrates the potential of AR integration to create engaging, interactive learning environments in vocational education settings.]]>
<![CDATA[Optimization of Brain Function Learning (Neocortex) Through Neuroscience Based on Islamic Literature to Improve Behavior of Primary Students ]]>
<![CDATA[Zainal Arif]]>;
<![CDATA[Zulfitria Zulfitria]]>;
<![CDATA[Tyasti Aryandini]]>
<![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.v14i4.1981
<![CDATA[Deep networks in human brain can develop representations that are a better match to recordings in the neocortex of humans as existing models in neuroscience. This suggests that deep learning captures something important about how our own brains works. Islamic education curriculum neuroscience such as Islamic manners lesson, apply learning methods for the development of intellect learners so in the formation of character can maximize the performance of sense and neuroscience of learning students are given the opportunity to actively construct knowledge through learning, thus neuroscience learning combined with a variety of disciplines so integrated into the mainstream of the formation of character especially character of polite and disciplined through Islamic literacy lesson. This research uses mixed methods these following approaches; Literature study and also Class Action Research in three cycles. The results of these research Educational Neuroscience as one of the fields of study of neuroscience specializes in its studies in the field of education from a neuroscience perspective.In learning Islamic fairy tale literacy which was carried out on 3rd grade students of SDIT Aulady, with three students as the object of this research, 3 models of Islamic fairy tale literacy learning were carried out.]]>
<![CDATA[Administrative Challenges and Policy Compliance in the Implementation of Inclusive Education in Indonesian Primary Schools ]]>
<![CDATA[Diding Bajuri]]>;
<![CDATA[Lalan Soeherlan]]>
<![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.v17i4.8539
<![CDATA[Inclusive education in Indonesia aims to ensure equitable access for all students, including Anak Berkebutuhan Khusus (ABK). However, its implementation in primary schools is often hindered by administrative challenges, affecting schools’ compliance with inclusive education policies. This study employed an explanatory sequential mixed-methods design. In the quantitative phase, surveys were administered to 180 respondents from 30 inclusive primary schools to examine challenges in teacher allocation, lesson planning (RPP), and budget management. Pearson correlation was used to assess the relationship between these challenges and policy compliance. In the qualitative phase, case studies were conducted in three purposively selected schools through interviews and observations. Quantitative findings showed that budget management had the strongest negative correlation with compliance (r = –0.49), followed by RPP management (r = –0.35) and teacher allocation (r = –0.28). Qualitative data revealed that limited funding, lack of professional development, and uneven distribution of support teachers were key barriers. In contrast, proactive leadership and structured internal support systems contributed to higher compliance levels. Administrative constraints significantly influence the ability of schools to meet inclusive education policy requirements. This study highlights the importance of adequate financial resources, professional capacity-building, and equitable staffing in supporting inclusive education. Improving budget allocations, lesson planning support, and teacher deployment is essential to strengthening policy compliance in inclusive primary schools in Indonesia.]]>
<![CDATA[Navigating Writing Challenges: A Study on High-Use Learning Strategies Among Successful EFL Learners in Indonesia ]]>
<![CDATA[Rezky Fakhir Hilmi]]>;
<![CDATA[Yenni Rozimela]]>
<![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.v17i1.6244
<![CDATA[Writing in a foreign language presents challenges related to grammar, vocabulary, coherence, and self-regulation. This study investigates the writing learning strategies employed by successful EFL learners in the English Education Study Program at Universitas Negeri Padang. The objective is to identify the most frequently used strategies to overcome these difficulties. A quantitative descriptive approach was employed, utilizing a survey questionnaire to collect data from a purposive sample of 30 successful EFL learners. The questionnaire assessed the frequency of various writing strategies, categorized into metacognitive, cognitive, compensation, social, memory, and affective strategies. Findings indicate that all strategy types fall under the "High Use" category. Metacognitive strategies were the most frequently employed (mean = 4.1), emphasizing planning, monitoring, and evaluating writing. Compensation strategies (mean = 3.9) and cognitive strategies (mean = 3.7) were also widely used, suggesting active learner efforts to address language gaps. Social and memory strategies showed similar levels of application (mean = 3.6), highlighting the role of peer support and memory aids. Affective strategies, though slightly lower (mean = 3.5), remained within the high-use category for managing emotions. With an overall mean of 3.7, the results suggest that frequent and diverse strategy use significantly contributes to writing proficiency. The high reliance on metacognitive strategies underscores their importance in self-regulated learning. These findings offer insights for educators seeking to enhance EFL writing instruction through strategy-based approaches, particularly by fostering metacognitive awareness and self-regulation.]]>
<![CDATA[Exploring Learning Styles and Their Impact on Academic Achievement: A Study of Outstanding Students at Islamic University in Banda Aceh ]]>
<![CDATA[Darmiah Darmiah]]>;
<![CDATA[Syabuddin Gade]]>;
<![CDATA[Saifullah Maysa]]>;
<![CDATA[Silahuddin Silahuddin]]>;
<![CDATA[Tria Marvida]]>
<![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.v17i3.7153
<![CDATA[Understanding individual learning styles is essential for enhancing educational outcomes, particularly among high-achieving students. This study explores the characteristics, distribution, and academic implications of learning styles—visual, auditory, and kinesthetic—among outstanding students at UIN Ar-Raniry, Banda Aceh. Employing a descriptive qualitative design, the research involved 24 students selected from nine faculties based on academic excellence. Data were gathered through semi-structured interviews, non-participant observations, and documentation, then analyzed using Miles and Huberman’s interactive model of qualitative analysis. The findings reveal that 37.5% of participants demonstrated a preference for visual learning, benefiting most from reading, writing, and visual representations. Auditory learners comprised 33.33%, favoring discussion-based and listening-centered activities, while 29.16% were kinesthetic learners who excelled through physical engagement and experiential learning. These results suggest that the dominant learning style among high-achieving students is visual, followed closely by auditory and kinesthetic preferences. The study indicates a potential correlation between learning style alignment and academic performance, although causality cannot be inferred due to methodological limitations. Nevertheless, the findings support the importance of differentiated instruction. Educators are encouraged to design flexible, multimodal learning environments that cater to diverse cognitive preferences. While the study offers insights specific to a localized educational context, broader generalizations require further empirical validation using larger and more diverse samples.]]>
