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[Blended Learning Model in the Indonesian Language Learning during the Covid-19 Period ]]>
<![CDATA[Cecep Wahyu Hoerudin]]>
<![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.v14i4.2182
<![CDATA[Throughout the COVID-19 epidemic, learning activities were conducted online. Students’ capacity to comprehend the content offered by the teacher is significantly impacted when they learn through this online technique. This also occurs in the subject of Indonesian. As a result, innovation is required to enhance students’ comprehension and abilities when learning Indonesian, namely through blended learning. This study aims to collect data on the blended learning model’s implementation in Indonesian language subject during the Covid-19 pandemic. This descriptive qualitative research method entails locating data sources through literature searches for subsequent analysis. The results indicated that the blended learning model is an excellent model for Indonesian language learning during the epidemic and the new normal. It allows students and teachers to learn autonomously, be helpful, and improve. The blended learning model’s purpose is to assist students in developing their learning styles and preferences for learning; to provide practical, realistic opportunities for educators and students to learn independently, be helpful, and continue to grow; to increase scheduling flexibility for learners by combining the best features of face-to-face and online instruction; to engage students in interactivity during face-to-face classes. At the same time, the online component gives students rich multimedia content at any time and from any location as long as they have access to the objective.]]>
<![CDATA[Development of Realistic Mathematics Education-Based Student Worksheets to Enhance Self-Regulated Learning in Social Arithmetic ]]>
<![CDATA[Endah Nawang Wulan]]>;
<![CDATA[Karyati Karyati]]>
<![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.v17i4.7076
<![CDATA[This study aims to design and develop student worksheets based on the Realistic Mathematics Education (RME) approach to enhance students’ self-regulated learning (SRL), specifically in the context of social arithmetic. A research and development design was employed using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The study involved 48 grade VII students from two schools: MTs Muslimat NU and SMP Muhammadiyah Palangkaraya. Instruments included RME-based worksheets and an SRL questionnaire. Effectiveness was analyzed using a one-sample t-test with IBM SPSS 21. The worksheet was validated by experts and achieved a score of 94 out of 100, categorized as “very valid.” Practicality results showed high usability: teachers rated it 31.5/35 (“very practical”) and students 44.95/60 (“practical”). After implementation, students’ SRL improved from 44.44% to 83.33%, an increase of 38.89%. The one-sample t-test showed a significance value of 0.001 ( 0.05), indicating the worksheet’s effectiveness. The mean student questionnaire score was 65.16, classified as “effective.” The developed RME-based worksheets are valid, practical, and effective in supporting students’ independent learning. They promote meaningful engagement with mathematical content, improve comprehension of social arithmetic, and help students monitor their own progress. These results highlight the potential of RME in fostering student-centered mathematics learning.]]>
<![CDATA[Revolutionizing Learning: The Impact of Artificial Intelligence on Islamic Education and the Wave of Transformation ]]>
<![CDATA[Zaharah Zaharah]]>;
<![CDATA[Abdul Basyit]]>;
<![CDATA[Muh Turizal Husein]]>;
<![CDATA[Achmad Fauzi]]>;
<![CDATA[Zainal Arif]]>;
<![CDATA[Ibnu Sina]]>
<![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.v16i4.6078
<![CDATA[This study investigates the role of Artificial Intelligence (AI) as a tool to enhance learning practices, particularly in Islamic Religious Education. It examines AI’s potential to transform education while emphasizing the continued importance of teachers and human facilitators in the learning process. A descriptive quantitative approach was employed. Data collection was conducted using questionnaires distributed through Google Forms and supplemented with interviews. Respondents included students who provided insights into their experiences with AI in education. Findings indicate that AI technology has significant potential to improve the quality of learning and educational outcomes. Students reported that AI tools enhance their learning experiences, offering personalized and targeted assistance that complements traditional teaching methods. Despite its benefits, AI is viewed not as a replacement for educators but as a partner in achieving specific educational goals. The study highlights the transformative impact of AI on education, particularly in Islamic Religious Education, by facilitating better engagement and improved learning results. However, it underscores the indispensable role of educators in guiding and contextualizing learning to ensure alignment with educational values and goals. AI technology is a valuable tool for enhancing education but should be integrated thoughtfully to complement, not replace, the role of teachers. Its potential lies in supporting targeted and effective learning outcomes while maintaining human-centered educational practices. Further research is needed to explore AI’s long-term impacts and its application across diverse educational contexts.]]>
<![CDATA[Assessing the Effectiveness and Feasibility of a Clinical Supervision Course Learning Module ]]>
<![CDATA[Samsilayurni Samsilayurni]]>;
<![CDATA[Erwan Dirgantara]]>
<![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.v17i3.6727
<![CDATA[This study aims to develop an innovative learning module for Clinical Supervision courses that aligns with contemporary practices in educational supervision. The module is designed to support both effective learning and the application of modern pedagogical approaches. The research employed a Research and Development (RD) approach using the 4D model—Define, Design, Develop, and Disseminate. Module content and media were validated by two subject matter experts and two media design experts. A limited trial was conducted with seventh-semester students from the Educational Administration program. Validation results indicated high feasibility: 87.05% from subject matter experts and 83.33% from media experts, both falling into the "very feasible" category. Student feedback was overwhelmingly positive, with response rates exceeding 85% across all assessed aspects. The module stands out for its integration of real-world supervision cases, structured reflective assignments, and the incorporation of modern digital tools like Articulate Storyline and Canva, enhancing both visual engagement and interactivity. The findings suggest the developed module is pedagogically sound, relevant to field demands, and well-received by both experts and students. Its innovative elements offer a significant enhancement over traditional modules. While this formative research confirms the module’s viability and student acceptance, it does not assess learning outcome effectiveness. Future studies are recommended to empirically evaluate the module's impact on developing student supervision competencies.]]>
<![CDATA[The Flow of Analytical Thinking High Cognitive Level Students In Mathematics Problem Solving ]]>
<![CDATA[Muniri Muniri]]>;
<![CDATA[Choirudin Choirudin]]>
<![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.v14i4.2413
<![CDATA[Analytical thinking ability Students in understanding and solving problems have not been specifically evaluated. Teachers still do not know how students solve problems using the thought process analytical, so it is not easy to make improvements in determining the right learning strategy for the concept. Study this uncover plot think analytical cognitive level students in non-routine mathematics problem solving based on stages Polya use approach qualitative for investigating mental level student at SMAN 1 Ngunut Tulungagung. Data analysis about Miles and Huberman includes data reduction, data presentation, and withdrawal conclusion. Research results show plot cognitive level student analytical thinking tall in complete problem through Step Polya (1) Understanding problem: differentiate; mention by verbally known and asked; write with mathematical models, and explain the relationship. (2) Planning solution: Organizing; state problem to in a mathematical model, choose draft math, choose a solution strategy from problem mathematics with write on the sheet work, explain the need state return problem to in the mathematical model, able explain the concept and able explain the chosen strategy. (3) Do plan solution: use draft selected math in complete problem mathematics, use the chosen strategy in solution, explain results solution by what was asked, and (4) Seeing return solution: prove the solution right, the exciting conclusion from results solution.]]>
<![CDATA[Evaluating the Da'wah Safari Program Using the Kirkpatrick Model: Improving Islamic Character and Da'wah Skills in Primary Education ]]>
<![CDATA[Hesti Kusumaningrum]]>;
<![CDATA[Faizah Faizah]]>;
<![CDATA[Salsabila Azahra]]>;
<![CDATA[Sekar Puan Maharani]]>;
<![CDATA[Imtiaz Sofiyanti]]>;
<![CDATA[Jihan Zalika Rachman]]>;
<![CDATA[Alif Rahman Hakim]]>
<![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.v17i4.7599
<![CDATA[In response to the weakening of students’ Islamic character due to globalization and digital influences, Madrasah Ibtidaiyah Madinatunnajah implemented the Da'wah Safari program to strengthen students’ religious values and public speaking skills. This study evaluates the program’s effectiveness in improving students’ da’wah competencies and Islamic character using the Kirkpatrick evaluation model. A qualitative descriptive approach was employed, using the four-level Kirkpatrick model: reaction, learning, behavior, and results. Data were collected through interviews, observations, and document analysis involving seven informants, including school leaders, teachers, students, parents, and community members. Thematic analysis was conducted based on Miles, Huberman, and Saldaña's framework. Findings at the reaction level showed high student enthusiasm and satisfaction. At the learning level, students demonstrated improved understanding of Islamic teachings and da’wah techniques. Behavioral changes included increased discipline, confidence in public speaking, and consistent religious practice. At the results level, the program contributed to positive community engagement and enhanced the school’s public image. The Da'wah Safari program proved effective in fostering Islamic character and da’wah skills through experiential learning and community-based activities. The structured integration of religious content and public performance developed students’ moral behavior and communication abilities. While the use of digital media remains limited, this presents an opportunity for program development and wider dissemination in the future.]]>
<![CDATA[Exploring Student Perceptions of Blended Learning: Flexibility, ICT Literacy, and the Preference for Traditional Classroom Learning ]]>
<![CDATA[Agus Ruswandi]]>;
<![CDATA[Riki Ruswandi]]>;
<![CDATA[M Aditya Firdaus]]>;
<![CDATA[Revita Yanuarsari]]>;
<![CDATA[Hendi S Muchtar]]>
<![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.v17i1.6266
<![CDATA[Student participation remains a key challenge in blended learning (BL), particularly in the Faculty of Islamic Religion and Teacher Training and Education. Understanding students’ perceptions is essential to evaluate the effectiveness of BL and identify areas for enhancement. This study employed a quantitative, non-experimental survey design. Data were collected from 238 students at Universitas Islam Nusantara through an online questionnaire. Descriptive statistical methods were used to analyze the data and calculate mean scores across various dimensions of students’ perceptions. The findings indicate that students generally perceive blended learning positively, with an overall mean score of 3.45 on a 4-point scale. Flexibility was viewed favorably, while convenience received a moderate rating (mean score: 3.1). Students also reported high levels of ICT literacy, averaging 3.6. Despite these positive aspects, a notable proportion of students still preferred face-to-face learning, citing it as more effective and easier for active participation. The results suggest that while blended learning enhances flexibility and supports digital skill development, concerns about convenience and engagement persist. These findings highlight the need for improved instructional design and better support systems within BL environments. Blended learning is perceived as effective and beneficial, particularly in developing ICT literacy. However, to increase student participation and overall satisfaction, institutions should focus on improving the usability and interactivity of blended platforms, as well as providing targeted support to address learner preferences and challenges.]]>
<![CDATA[The Role of Diagnostic Assessment in the Preparation of Learning Strategies that Focus on the Needs of Students ]]>
<![CDATA[Aco Karumpa K]]>;
<![CDATA[M Agus A]]>
<![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.v17i3.7115
<![CDATA[This study aims to explore the role of diagnostic assessment in the preparation of learning strategies that focus on the needs of students. Diagnostic assessments are used to identify learners' strengths and weaknesses before the learning process begins, so educators can design more responsive and adaptive learning. This study uses a qualitative method with a case study approach that involves observation, interviews, and analysis of teaching modules that integrate the results of diagnostic assessments. The results showed that diagnostic assessment had a positive impact on learning effectiveness. Educators who use diagnostic assessments consistently can design learning that is more in line with the individual needs of students, both in terms of cognitive, social, and emotional abilities. In addition, feedback provided based on the results of the assessment can increase student motivation and engagement. Nonetheless, the study also found challenges in the implementation of diagnostic assessments, especially related to time constraints, educator skills, and the need for more intensive training. This study concludes that diagnostic assessment is an integral component in designing effective and inclusive learning strategies. For this reason, it is important for schools to provide support in the form of adequate training and resources so that diagnostic assessments can be applied optimally in daily learning.]]>
<![CDATA[Integrating STEM into Religious Education: Exploring the Role of University Lecturers in Merging Science, Technology, Engineering, and Mathematics with Faith-Based Pedagogy ]]>
<![CDATA[Tri Ngudi Wiyatno]]>;
<![CDATA[Muhammad Zaini El Wahyu]]>;
<![CDATA[Ainur Rahman]]>;
<![CDATA[Sarwo Edy]]>
<![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.v16i4.5231
<![CDATA[This study aims to evaluate the effectiveness of the STEM (Science, Technology, Engineering, and Mathematics) teaching model employed by religious education lecturers at Pelita Bangsa University. Integrating STEM in religious education is expected to enhance critical thinking, problem-solving skills, and the practical application of knowledge in both professional and everyday contexts. A qualitative research design was used, with data collected through interviews and surveys distributed via Google Forms. Data analysis involved four stages: data reduction, data presentation, verification, and conclusion drawing. The study sample consisted of 13 religious education lecturers from the Primary School Teacher Education (PGSD) Study Program at Pelita Bangsa University, all of whom taught Islamic religious education courses. The findings indicated a marked improvement in students' critical thinking and problem-solving abilities, particularly in their ability to apply technology during the learning process. Furthermore, all survey responses related to lecturers' preparedness and competence in implementing the STEM model showed consistently high ratings. The results suggest that integrating STEM into religious education enhances students' cognitive abilities and technological skills. The high competence and preparedness of the lecturers further support the effectiveness of this approach. This research highlights the potential of STEM-based learning in religious education and emphasizes the importance of lecturer readiness in its successful implementation. The STEM teaching model proves effective in improving students' thinking and problem-solving abilities in religious education at Pelita Bangsa University. The high levels of lecturer competence and preparedness further strengthen the implementation of this approach.]]>
<![CDATA[Multimodal Discourse Analysis in Learning Media: A Case Study of Promotional Content in Pasuruan ]]>
<![CDATA[Mochamad Bayu Firmansyah]]>;
<![CDATA[Suchaina Suchaina]]>;
<![CDATA[M. Ridwan]]>
<![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.v17i2.7334
<![CDATA[Pasuruan, known for its rich cultural heritage and natural beauty, requires more effective promotional strategies that authentically reflect its local identity. Current tourism materials often lack depth in portraying the region’s historical and cultural dimensions. This study investigates how multimodal promotional content can better communicate Pasuruan's cultural narrative while also serving as educational media. This qualitative study employed a multimodal discourse analysis approach, examining 215 brochures, 3,500 website posts, and guidebooks related to Pasuruan’s tourism. The analysis focused on five core modalities—language, images, music, sound, and movement—and was guided by seven thematic categories, including nature, religion, authenticity, and persuasive strategies. Findings reveal that promotional content effectively combines various modes to depict the interconnection between Pasuruan’s society, religious traditions, and natural environment. Rituals such as Petik Laut and religious landmarks are emphasized through compelling visual and textual representations. The materials successfully evoke authenticity and emotional appeal, enhancing both cultural understanding and tourist interest. Multimodal promotional content not only informs but also engages audiences through layered communication strategies. These materials offer more than tourism promotion—they support multimodal learning, making them valuable in educational settings, particularly in tourism and cultural studies. This study highlights the potential of multimodal media in promoting local culture while enriching tourism education. The findings advocate for integrating multimodal approaches into both promotional practices and learning frameworks, supporting culturally respectful and effective communication strategies in the tourism industry.]]>
