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 Implementation of Character Education Design through Integrated Curriculum at Islamic University ]]>
<![CDATA[Usiono Usiono]]>;
<![CDATA[Syarifah Widya Ulfa]]>;
<![CDATA[Khairuddin Tambusai]]>
<![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.v14i4.2135
<![CDATA[This study aimed to determine the design of character education implementation through an integrated curriculum at a state Islamic university in Medan. This research conducted a qualitative case study method. The research informants are eight people, consisting of 4 main informants and 4 supporting informants. The data is collected through observation and focus group discussion. Data objectivity is achieved through the triangulation of data sources. The data is analysed using ATLAS.Ti 22 software version 8. The data is presented in the form of images, tables, and descriptions. The research results show that character development begins with the implementation of character education in the educational environment so that it becomes a habit that shapes character. The strength of the factors that helped or held someone back had an effect on how they grew and changed. It can be said that lecturers can be the most important role models on campus when it comes to character education.]]>
<![CDATA[Impact of Total Quality Management Toward Education Quality at Vocational School ]]>
<![CDATA[Venny Wismayanti]]>;
<![CDATA[Isjoni Isjoni]]>;
<![CDATA[Azhar Azhar]]>
<![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.v17i2.4701
<![CDATA[In response to global challenges, education systems must develop high-quality human resources capable of competing internationally. Total Quality Management (TQM) is proposed as a strategic approach to improve educational outcomes, particularly in Vocational High Schools (SMK). This qualitative study employed a case study method involving three informants: a school principal, a teacher, and an administrative staff member. Data were gathered through interviews, observations, and document analysis. The data were analyzed using data reduction, data presentation, and conclusion-drawing techniques. The findings indicate that TQM implementation contributes to enhancing education quality in vocational schools. The evaluation focused on three key indicators: leadership management, teacher performance, and school administration. Leadership and teacher management were found to be well-executed, particularly in teaching and learning activities. However, administrative functions were only categorized as adequate, highlighting the need for improvement in this area. The application of TQM demonstrates positive impacts on school management and instructional practices. While leadership and teaching practices align with quality standards, administrative processes require further development to support comprehensive school improvement. TQM can effectively enhance educational quality in vocational high schools, but successful implementation depends on strengthening administrative management alongside instructional and leadership practices.]]>
<![CDATA[Integrating Project-Based Learning and Place-Based Education on Renewable Energy to Enhance Students’ Creativity and Environmental Awareness ]]>
<![CDATA[Siti Rukoyah]]>;
<![CDATA[Anna Permanasari]]>;
<![CDATA[Surti Kurniasih]]>
<![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.v17i4.7472
<![CDATA[Developing students’ creativity and environmental awareness is essential in sustainability-oriented science education. Integrating Project-Based Learning (PjBL) with a Place-Based Education (PBE) framework offers a promising approach by connecting classroom learning with real-world environmental contexts. This study employed a quasi-experimental design using a pretest–posttest control group. The sample consisted of 74 junior high school students in Bogor, Indonesia, including 35 students in the control group and 39 students in the experimental group. The experimental group received PjBL integrated with PBE, while the control group implemented PjBL without a place-based framework. Data were collected using creative thinking tests, environmental awareness questionnaires, observation sheets, and response questionnaires from students, teachers, and community members. Instrument validity and reliability were confirmed through preliminary testing. The results indicated that the PjBL–PBE model was highly implementable and effective. Students’ creative thinking skills in the experimental group showed a higher improvement (N-Gain = 56.18%) compared to the control group. Environmental awareness also increased substantially in the experimental group (67.15%), while the control group showed only a modest improvement (13.62%). Stakeholder responses demonstrated strong support for the learning model (91.60%). These findings suggest that integrating PjBL with a place-based framework effectively enhances students’ creative thinking and environmental awareness in renewable energy education.]]>
<![CDATA[Teacher Competence: Development of Pancasila Education Teaching Materials Based on the Merdeka Curriculum in the Society 5.0 Era ]]>
<![CDATA[Erna Yuliandari]]>;
<![CDATA[Moch. Muhtarom]]>;
<![CDATA[Machmud Al Rasyid Rasyid]]>;
<![CDATA[Raharjo Raharjo]]>;
<![CDATA[Pipit Widiatmaka]]>
<![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.v16i4.6075
<![CDATA[The Merdeka Curriculum mandates teachers to possess specific competencies, particularly in developing teaching materials. However, many teachers struggle to master these competencies, hindering effective curriculum implementation. This study investigates: 1) the competencies MGMP Pancasila Education teachers require in the Society 5.0 era, 2) their proficiency in developing teaching materials aligned with the Merdeka Curriculum at the junior high school level, and 3) the challenges they face in achieving these competencies. This qualitative study employs a descriptive research method, using in-depth interviews, structured observations, and documentation for data collection. Grounded theory analysis is applied to identify patterns and insights regarding teacher competencies and challenges. Findings indicate that competencies needed by MGMP Pancasila Education teachers in the Society 5.0 era include mastering digital technology. However, their ability to develop teaching materials based on the Merdeka Curriculum remains suboptimal, primarily due to difficulties in integrating digital technology into their instructional content. Key obstacles include limited mastery of digital technology competencies and insufficient understanding of the Merdeka Curriculum’s conceptual framework and implementation strategies. These challenges highlight the need for targeted professional development programs to enhance teacher preparedness. This study underscores the critical need for professional training to bridge competency gaps and support teachers in leveraging digital tools to align teaching materials with the Merdeka Curriculum. Addressing these issues is essential for empowering educators to meet the demands of Society 5.0 and achieve curriculum goals effectively.]]>
<![CDATA[Strategy Analysis of the Implementation of the MBKM Curriculum at the University ]]>
<![CDATA[Nofrizal Nofrizal]]>;
<![CDATA[Arizal N]]>;
<![CDATA[Idel Waldelmi]]>;
<![CDATA[Aznuriyandi Aznuriyandi]]>;
<![CDATA[Zulia Khairani]]>;
<![CDATA[Undang Juju]]>
<![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.v14i4.1777
<![CDATA[In 2021 until now, the government issued the Merdeka Learning Kampus Merdeka (MBKM) curriculum which requires universities to implement, but it takes the right strategy, the purpose of this research is to find the strategic position of the Faculty of Economics at a private university in Riau to implement the MBKM curriculum, identify strengths, weaknesses, opportunities and threats and Develop alternative strategic options for the implementation of the MBKM Curriculum. The research method uses qualitative. The object of this research is the Faculty of Economics which has 2 study programs, namely Accounting and Management. Data sources are primary and secondary data. Data collection techniques using observation techniques, interviews and questionnaires. The number of samples in this study were 8 people using a sampling technique, namely saturated/census samples where the respondents were those who occupied strategic positions in decision making, expert judgment and stakeholders from faculties and universities. Data analysis used EFAS Matrix, IFAS Matrix, IE Matrix, SWOT-8K Matrix and TWOS Matrix. The results of the study indicate that the external and internal environmental conditions of the economics faculty show conditions that fall into the moderate/good category, which means the Faculty of Economics is able to implement this MBKM program. Meanwhile, the results of the IE Matrix value show that the position / quadrant of the Faculty of Economics is in the V Bold and maintain position (maintain and maintain) Market penetration and product development, while the analysis using the SWOT-8K matrix shows the quadrant position is in Diversification IV.]]>
<![CDATA[Evaluating the Effectiveness of a Peer-Support Program in Enhancing Mental Health and Social Skills in Inclusive Elementary Classrooms in Indonesia ]]>
<![CDATA[Choiriyah Widyasari]]>;
<![CDATA[Siti Marpuah]]>;
<![CDATA[Minsih Minsih]]>;
<![CDATA[Agustina Widianti]]>;
<![CDATA[Helzi Helzi]]>
<![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.v17i4.8267
<![CDATA[Inclusive education in Indonesia faces challenges related to the mental health and social skills of students with special needs. Peer-support programs are increasingly recognized as a promising approach to foster emotional well-being and social competence in inclusive classrooms. This study employed a concurrent embedded mixed-methods design, with quantitative analysis as the primary approach supported by qualitative insights. A total of 80 students with special needs (aged 8–15) from inclusive elementary schools in Surakarta were selected through purposive sampling. Quantitative data were collected using the Social Skills Improvement System (SSIS), while qualitative data were gathered through interviews, observations, and open-ended surveys. A paired-sample t-test was used to analyze pre- and post-intervention differences. Quantitative findings showed significant improvements in mental health (M = 58.20 to 63.45; t(65) = 3.87, p 0.01) and social skills (M = 62.45 to 67.10; t(79) = 3.42, p 0.01) after implementing the peer-support program. Qualitative data reinforced these results, highlighting increased self-confidence, empathy, peer collaboration, emotional safety, and reduced bullying behaviors among students. The peer-support program effectively enhanced students' social-emotional development and promoted a more inclusive, supportive school environment. While the results are promising, limitations such as the absence of a control group and short-term measurement suggest the need for future longitudinal and controlled studies. These findings support the integration of peer-support models into inclusive school practices to improve psychosocial outcomes.]]>
<![CDATA[The Role of Social Support in Enhancing Psychological Well-Being: The Mediating Effect of Self-Esteem in First-Year University Students ]]>
<![CDATA[Riski Anda]]>;
<![CDATA[Nur'aini Nur'aini]]>;
<![CDATA[Amanah Surbakti]]>
<![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.v17i1.5824
<![CDATA[The transition to university life can be stressful for new students, making psychological well-being crucial in overcoming challenges. Social support plays a vital role in psychological well-being, as it influences self-perception and emotional stability. Self-esteem serves as an important mediator in this relationship, where higher self-esteem enhances students' emotional and psychological resilience. This study employed a quantitative research design with purposive sampling, selecting 225 new university students as participants. Data were analyzed using the Structural Equation Model (SEM) with Smart PLS 4.0 to examine relationships between social support, self-esteem, and psychological well-being. Findings indicated that social support significantly influences psychological well-being (β = 0.545, p 0.05) and self-esteem (β = 0.542, p 0.05). Additionally, self-esteem positively impacts psychological well-being (β = 0.332, p 0.05). Mediation analysis confirmed that self-esteem mediates the relationship between social support and psychological well-being (T = 3.713, p 0.05). The study highlights the critical role of self-esteem as a mediator in the relationship between social support and psychological well-being among new students. Strengthening self-esteem through social support mechanisms can enhance students' emotional and psychological well-being, aiding their university adjustment process.]]>
<![CDATA[Utilizing TPACK to Mitigate Learning Loss in Junior High Schools: An Empirical Study from Riau Province, Indonesia ]]>
<![CDATA[Fadly Azhar]]>;
<![CDATA[Indra Primahardani]]>;
<![CDATA[M. Yogi Riyantama Isjoni]]>;
<![CDATA[Dedi Futra]]>;
<![CDATA[Apen Sintia]]>
<![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.v17i3.7298
<![CDATA[The COVID-19 pandemic has caused significant learning loss among Indonesian students, particularly at the junior secondary level. This disruption highlights the urgent need for effective strategies to restore educational quality. The Technological Pedagogical Content Knowledge (TPACK) framework offers a promising approach for integrating technology into teaching to mitigate such losses. This study involved 719 junior high school teachers from Riau Province, selected through stratified random sampling. Data were collected using a validated questionnaire measuring teachers’ TPACK competence, technology utilization, and efforts to mitigate learning loss. Descriptive and inferential statistical analyses were conducted using SPSS, including path and correlation analyses. The findings reveal that both the construction and utilization of TPACK-based ICT significantly contributed to reducing learning loss, with a combined influence of 88.7%. Teachers with strong TPACK competencies demonstrated greater effectiveness in implementing technology-enhanced learning. However, challenges such as low digital literacy and unequal access to infrastructure remain significant barriers. These results underscore the strategic role of teacher competence and infrastructure readiness in addressing post-pandemic learning gaps. The strong correlation between TPACK use and learning loss mitigation suggests that targeted professional development and digital transformation policies are essential. Improving TPACK competence among educators and enhancing digital infrastructure are critical to mitigating learning loss. The study advocates for national policies that institutionalize TPACK-based training and equitable technology access to promote pedagogical innovation and reduce educational disparities.]]>
<![CDATA[Correlation of teacher extrinsic factors on teacher performance during online learning in Aceh Besar ]]>
<![CDATA[Maulida Maulida]]>;
<![CDATA[Hasanuddin Hasanuddin]]>
<![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.v14i4.2025
<![CDATA[Online learning that is carried out simultaneously affects the world of education. The extrinsic and intrinsic factors of the teacher's personality become one of the problem factors in the learning process. These factors also affect the performance of teachers during the online learning process. This study aims to see the correlation between various extrinsic factors of teachers and teacher performance in online learning. This research activity was carried out from June 2020 to March 2021. The objects in this study were the teachers who teach at SMA N 1 Krueng Baroena Jaya and SMP Abulyatama. Various kinds of problems occur during the online learning process. Extrinsic factors that have a very high correlation value are found in the teacher and student categories. The correlation that shows a positive relationship to teacher problems that affect teacher performance during the online learning process is on the factors of age, income, and employment status.]]>
<![CDATA[Investigating the Use of Comic Strips Media on Developing Students' Narrative Writing Skills: A Case Study in Language Teaching ]]>
<![CDATA[Elina Lulu Bimawati Rumapea]]>;
<![CDATA[Ruty Jacoba Kapoh]]>;
<![CDATA[Chatarina Novianti]]>;
<![CDATA[Yuniarsih Yuniarsih]]>;
<![CDATA[Indah Permata Sari Harita]]>;
<![CDATA[Herman Herman]]>;
<![CDATA[Nanda Saputra]]>
<![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.v17i2.7345
<![CDATA[Eighth-grade EFL students often struggle with narrative writing due to unstructured ideas, limited vocabulary, and disengagement with traditional teaching methods. To address this, the study explores the use of comic strips as a visual and interactive instructional tool to enhance narrative writing skills. This quasi-experimental study used a non-equivalent pre-test and post-test control group design. Sixty purposively selected students were divided into experimental and control groups. The experimental group was taught narrative writing using comic strips, while the control group received conventional instruction. A 20-item narrative writing test was administered before and after the intervention. Data were analyzed through validity and reliability checks, tests for normality and homogeneity, and hypothesis testing using either an independent t-test or Mann–Whitney U test, depending on the data distribution. The experimental group showed statistically significant improvements in narrative writing performance, particularly in idea development, coherence, and creativity. The control group displayed only marginal progress. These results suggest that comic strips effectively support the organization of narrative structure and enhance expression. The findings underscore the pedagogical value of comic strips as a multimodal instructional medium. Their visual nature facilitates idea generation and supports narrative coherence, leading to more confident and creative student writing. Comic strips can be a valuable addition to EFL writing instruction. Teachers are encouraged to integrate this medium to improve students’ narrative writing skills and overall engagement.]]>
