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[Profile of Science Processing Skill Primary Teacher Education Students in Simulation of Science Learning Media in Online Learning Period ]]>
<![CDATA[Asri Widia Ningrum]]>;
<![CDATA[Banu Setyo Adi]]>;
<![CDATA[Ikhlasul Ardi Nugroho]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 14, No 4 (2022): AL-ISHLAH: Jurnal Pendidikan ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v14i4.2361
<![CDATA[Online learning due to the COVID-19 pandemic impacts the university level, especially during the learning process. This influence was felt by PGSD students at Yogyakarta State University when simulating online learning media. The simulation of learning media is undoubtedly related to students' science process skills as a provision for prospective teachers. These science process skills must be measured as preparation for becoming a prospective teacher in the learning process in the future. However, detailed measurements have not been carried out. Therefore, this study aims to describe the science process skills of PGSD students in simulating science learning media in a network. The method used in this research is qualitative with a descriptive qualitative approach with data collection techniques using observation and interviews. The data analysis technique uses Miles, Huberman Saldana, which consists of condensing the data, presenting the data and drawing conclusions. The results of this study are the indicators observing 83.33% very high category, classifying 44.44% moderate category, interpreting 33.33% low category, predicting 50.00% sufficient category, asking questions 50.00% sufficient category, formulating hypotheses 50.00% sufficient category, planning an experiment 77.78% high category, using tools and materials 11.11% deficient category, apply the concept of 61.11% high category and communicate 61.11% high category. In general, students' science process skills have not been able to optimally, so there is a need for a lecture program to simulate science learning media on a network by providing PhET simulation media.]]>
<![CDATA[Transformational Leadership of Principals: Driving Excellence in Education Quality ]]>
<![CDATA[Muhammad Yakob]]>;
<![CDATA[Tengku Muhammad Sahudra]]>;
<![CDATA[Sukirno Sukirno]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 17, No 1 (2025): MARCH 2025 ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v17i1.6887
<![CDATA[Transformational leadership, characterized by vision-driven motivation and innovation, plays a pivotal role in fostering educational improvement. In the school context, principals who apply this leadership style can promote systemic change, enhance teacher engagement, and drive the overall quality of education. This study employed a literature review methodology, analyzing 20 peer-reviewed articles published between 2014 and 2021. Data were gathered using keyword-based searches, applying strict inclusion criteria, and synthesized through thematic content analysis. The data were categorized based on key research questions and interpreted through a multi-step content analysis process. The findings indicate that principals who embody transformational leadership fulfill multiple roles, including educator, manager, administrator, supervisor, innovator, and motivator. Such leaders foster collaboration among schools, communities, and parents, and create inclusive environments that enhance school-community relationships. Their adaptive and participatory leadership style contributes to a strong sense of ownership and belonging among stakeholders. Transformational leadership significantly influences teacher motivation, professional growth, and the creation of a positive work culture. Principals who practice this leadership style inspire staff, provide professional development opportunities, and cultivate a supportive educational climate. Future studies should focus on developing targeted in-service training to strengthen transformational leadership competencies, aiming to enhance educational outcomes at scale.]]>
<![CDATA[Implementation of Total Quality Management (TQM): Optimizing School Branding Strategy in Urban Islamic Schools ]]>
<![CDATA[Hendra Kurniawan]]>;
<![CDATA[Syamsul Arifin]]>;
<![CDATA[Mulyono Mulyono]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 16, No 4 (2024): AL-ISHLAH: JURNAL PENDIDIKAN ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v16i4.6182
<![CDATA[Islam Terpadu Schools and Islam Unggulan Schools have emerged as alternative educational models combining Islamic and modern education. These institutions aim to strengthen religious foundations, build character, and enhance digital capabilities, addressing contemporary educational challenges. This qualitative study examines the school branding strategies of Islam Terpadu High School Al Fityan and Islam High School Al Amjad in Medan. Data collection methods included observations, interviews, and document analysis, involving key stakeholders such as school foundations, administrators, students, the community, and the JSIT (Jaringan Sekolah Islam Terpadu) network in North Sumatra. The analysis integrates Total Quality Management principles to contextualize branding efforts. Al Fityan High School employs the "Islam Terpadu" label to target upper-middle-class Muslim families, emphasizing extracurricular activities, character development, and a boarding school system. It differentiates itself through strategic use of social media for mass publication of school activities. Similarly, Al Amjad High School uses the "Islamic" label to position itself as a leading urban religious school. Its strategies include Quranic learning using the WAFA method, comprehensive teacher training, integrative learning, and guidance for college admissions. Both schools leverage brand image strategies to enhance their appeal and societal impact. These branding strategies contribute to increased community demand, positively influencing societal perceptions and graduate employability. Future research could explore the long-term effects of these strategies on student outcomes and community development. Effective branding strategies in Islamic education can enhance institutional reputation, community impact, and graduate success, positioning these schools as models for integrating religious and modern education.]]>
<![CDATA[The Impact of Social Media on Teachers' Teaching Creativity in Elementary Schools ]]>
<![CDATA[Widiya Saputri Wulandari]]>;
<![CDATA[Nurtanio Agus Purwanto]]>;
<![CDATA[Agus Herwanto]]>;
<![CDATA[Marwan Marwan]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 17, No 2 (2025): JUNE 2025 ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v17i2.6390
<![CDATA[This study investigates the influence of social media usage on the teaching creativity of elementary school teachers. As digital platforms increasingly become part of educational practices, understanding their role in fostering teacher creativity is essential.A descriptive quantitative approach was employed, involving 76 teachers from SD Islam Al Azhar 31 Yogyakarta. Data were collected using a closed-ended questionnaire designed around validated indicators of social media usage and teaching creativity. The instrument was pilot-tested to ensure its validity and reliability. A One-Way ANOVA test was used to analyze the relationship between social media use and teaching creativity.The findings indicate that teachers frequently utilize social media as a source of inspiration and a collaborative platform, particularly for accessing visual media, planning interactive activities, and applying diverse teaching strategies. Reported engagement in creativity-related activities showed 30% of respondents indicating “always,” 25% “often,” and 20% “sometimes.” The ANOVA test revealed a significant relationship, with an F-value of 236.810 and a significance level of 0.001, indicating a strong positive correlation between social media use and teaching creativity.These results suggest that social media can effectively support the enhancement of teaching creativity by offering accessible resources and collaborative opportunities. However, the study is limited by its reliance on self-reported data and its focus on a single institution, which may affect the generalizability of the findings.This study highlights the potential of social media as a valuable tool in promoting professional creativity among teachers and serves as a reference for future teacher development programs.]]>
<![CDATA[Portrait of Lecturer Competence in Online Learning During the Covid-19 Pandemic ]]>
<![CDATA[Herdah Herdah]]>;
<![CDATA[Sudirman Sudirman]]>;
<![CDATA[Andi Aras]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 14, No 4 (2022): AL-ISHLAH: Jurnal Pendidikan ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v14i4.1422
<![CDATA[This study aims to find out the process of implementing online learning and lecturer competencies during the Covid-19 pandemic. This study uses a mixed methods approach with an exploratory sequential design. The population in this study amounted to 265 people. The research sample amounted to 160 people consisting of lecturers and students at the Arabic Language Education Study Program, Tarbiyah Faculty of IAIN Parepare. The data analyzed is the result of in-depth interviews and questionnaires. From the results of the study, it can be seen that the pedagogic competence of lecturers plays a very important role in creating effective online learning. This can be seen from the lecturers' efforts in improving the quality of classroom management starting from planning, implementing, and evaluating which have been integrated with learning technology. This study also found that lecturers have pedagogic competence, professional competence, personality competence, and social competence in both categories in carrying out online learning.]]>
<![CDATA[Blended Instruction in Elementary Mathematics: Effects of Demonstration Method and Digital Media on Calculation Skills ]]>
<![CDATA[Agung Yunianto]]>;
<![CDATA[Banun Havifah Cahyo Khosiyono]]>;
<![CDATA[Berliana Henu Cahyani]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): DECEMBER 2025 ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v17i4.7248
<![CDATA[Basic calculation skills—addition, subtraction, multiplication, and division—are foundational in elementary mathematics. However, many students struggle to master these skills using traditional instruction alone. This study explores the effectiveness of integrating the demonstration method with digital learning media to improve calculation skills among Grade IV elementary students. A one-group pretest-posttest quasi-experimental design was employed with 40 fourth-grade students from Mendak State Elementary School, Indonesia. The intervention combined step-by-step teacher-led demonstrations with digital tools, such as interactive apps, over an eight-week period (16 sessions). Students’ calculation abilities were measured before and after the intervention using a validated 20-item multiple-choice test. Data were analyzed using paired samples t-tests after confirming normality through the Kolmogorov-Smirnov test. Students showed significant improvement in posttest scores (M = 85.56) compared to pretest scores (M = 60.62), with a mean gain of 24.95 points (t = 15.43, p 0.001). Most students shifted from “fair” or “low” to “high” or “very high” proficiency categories. Female and older students exhibited slightly higher gains, though improvements were consistent across all demographics. The integration of structured demonstration with digital media significantly enhanced students’ arithmetic performance. The blended approach leveraged the clarity of modeling with the engagement and personalization of digital tools. Despite the study’s limitations—such as the absence of a control group—findings support the use of blended instructional methods in elementary mathematics.]]>
<![CDATA[Exploring the Development of Teacher Resilience through Mobilizing Teacher Education: A Case Study of Early Childhood Educators in Purwakarta ]]>
<![CDATA[Dede Hikmah]]>;
<![CDATA[Sri Wulan]]>;
<![CDATA[Elindra Yetti]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 17, No 1 (2025): MARCH 2025 ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v17i1.5353
<![CDATA[Resilience is a critical competency for Early Childhood Education (ECE) teachers, particularly in adapting to evolving educational demands. This study examines how participation in the Mobilizing Teacher Education program fosters resilience among ECE teachers. A qualitative case study approach was employed, involving four mobilizing teachers from Batch 7 in Purwakarta district. Participants were selected based on their active involvement in the program. Data were collected through observations, interviews, and document analysis. Triangulation and data validation tests were conducted to ensure reliability. Findings indicate that the program positively influences teacher resilience, enhancing their ability to adapt to 21st-century educational challenges, strengthening leadership skills, and improving professional competencies. However, participants faced several challenges, including limited internet access, insufficient school support, conflicts between program requirements and personal responsibilities, financial constraints, and teamwork difficulties. Time management issues often led to stress and health concerns. The study highlights the need to sustain and improve the Mobilizing Teacher Education initiative by addressing structural challenges. Enhancing institutional support, optimizing task allocation, and providing financial or logistical assistance can help mitigate obstacles. While the program fosters resilience and professional growth, its sustainability requires adjustments to reduce teacher burden. Restructuring workloads and improving resource allocation are essential to ensure a more effective and enduring professional development experience.]]>
<![CDATA[Implementing the Merdeka Belajar Policy through Deep Learning: A Case Study in Social Studies Education in Bima Regency ]]>
<![CDATA[Muhammad Yamin]]>;
<![CDATA[Abdul Wahab]]>;
<![CDATA[Lutfin Haryanto]]>;
<![CDATA[Faidin Faidin]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 17, No 3 (2025): SEPTEMBER 2025 ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v17i3.7946
<![CDATA[This study examines the effectiveness of Indonesia’s Merdeka Belajar (Freedom to Learn) policy through the implementation of deep learning strategies in Social Studies education within Bima Regency, a socio-economically constrained region. The policy promotes student-centered learning, autonomy, and contextual relevance—principles that align closely with deep learning pedagogy. A qualitative multiple case study design was employed in two junior high schools. Data were collected through in-depth interviews with ten teachers and thirty students, twenty-four classroom observations, and analysis of planning documents and student work samples. Thematic analysis was conducted using an inductive-deductive coding approach to identify patterns related to student engagement, critical thinking, and pedagogical transformation. Findings revealed a substantial increase in student engagement, with 90% actively participating in group discussions and 70% successfully formulating solutions to social problems. Student feedback indicated strong preference for project-based learning (73%) and the Merdeka Belajar model (83%). Teachers reported increased student motivation, though only 70% demonstrated full understanding of the curriculum's core principles. Document analysis showed partial integration of local context and 21st-century competencies. Key barriers included inadequate digital infrastructure and limited teacher training. These results suggest that the integration of Merdeka Belajar and deep learning can effectively foster critical thinking and participatory learning in under-resourced settings. However, successful and sustainable implementation requires systemic support through infrastructure investment and targeted professional development.]]>
<![CDATA[The Role of Islamic Religion Teachers in Improving Student Discipline during the Pandemic ]]>
<![CDATA[Yayat Suharyat]]>;
<![CDATA[Karsuhanah Karsuhanah]]>;
<![CDATA[Nomin Nomin]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 14, No 4 (2022): AL-ISHLAH: Jurnal Pendidikan ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v14i4.1148
<![CDATA[The purpose of this study is to identify the efforts of Islamic teachers and Budi Pekerti to instil disciplined attitudes in their students. This study focused on primary school and used qualitative research, case study methods, and research processes that generate descriptive data in the form of written or verbal data from people and observable behaviour as research subjects. It is concluded that the efforts of Islamic religious education and morality teachers to train students include maximizing the teacher's role both within the curriculum and in extracurricular activities. During the initial awareness of learning, disciplining students by keeping them focused on learning, disciplining students by providing guidance, and motivating teaching by inviting enthusiastic students to learn. In a co-curricular framework, this is done by assigning additional assignments and assessments after home visits for learning (post-testing). Supportive factors come from inside and outside the school. Barrier factors include minimal facilities, limited teachers, technical stuttering, low student motivation, the economic level of the community, and a limited school budget. Teachers and other stakeholders are expected to support various school programs to build discipline.]]>
<![CDATA[Empowering Educators Through the Transformational Teacher Program: Enhancing Students' Religious Practices ]]>
<![CDATA[Muhamad Mansur]]>;
<![CDATA[Fahrurrozi Fahrurrozi]]>;
<![CDATA[Mohammad Iwan Fitriani]]>;
<![CDATA[Yusuf Yusuf]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 17, No 2 (2025): JUNE 2025 ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v17i2.6583
<![CDATA[This study investigates the effect of the Transformational Teacher Program on students' religious practices aimed at strengthening moral and ethical values and fostering appreciation for diversity. The research addresses concerns over declining student morals, ethics, and engagement with religious activities in junior high schools in Central Lombok Regency. A quantitative research design was employed, utilizing a survey method. Data were collected from 426 junior high school students through a structured questionnaire. SmartPLS version 4.0 was used for data analysis, applying factor analysis to examine the influence of independent variables on dependent variables. The results reveal that the Transformational Teacher Program significantly affects students’ religious practices (p 0.05; t 1.96), accounting for 10.7% of the variance. As role models, teachers were found to play a crucial role in promoting religious and moral values, reinforcing social solidarity, strengthening collective memory, fostering unity, and creating environments supportive of religious engagement. In conclusion, the Transformational Teacher Program positively influences the religious practices of junior high school students, contributing to the development of students' religious character, enhancing social bonds, and promoting consistent religious behaviour in daily life.]]>
