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[Exploring School-Based Civic Engagement for Enhancing Life Satisfaction in the Baduy Indigenous Community ]]>
<![CDATA[Rizal Fahmi]]>;
<![CDATA[Karim Suryadi]]>;
<![CDATA[Siti Nurbayani K]]>;
<![CDATA[Asep Mahpudz]]>
<![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.v17i4.7905
<![CDATA[Life satisfaction is a critical indicator of democratic governance, reflecting citizens’ well-being and their active participation in societal development. However, prior studies often emphasize government responsibility, neglecting the role of citizen-driven initiatives—particularly in Indigenous contexts such as the Baduy community in Indonesia. This study adopts a narrative literature review method to examine the potential of school-based civic engagement in enhancing life satisfaction among the Baduy people. Relevant peer-reviewed articles published between 2015 and 2024 were sourced from Scopus, ScienceDirect, DOAJ, and Google Scholar. The selection process involved screening, eligibility assessment, and thematic synthesis of 27 studies focused on civic engagement, life satisfaction, and Indigenous well-being. The findings suggest that civic engagement, facilitated through educational institutions, fosters community participation, social cohesion, and cultural preservation. In Indigenous contexts, such as the Baduy community—renowned for their local wisdom, ecological values, and self-reliance—civic practices aligned with traditional norms can enhance subjective well-being. Engagement models involving collaborative education, service learning, and institutional partnerships emerged as promising strategies. School-based civic engagement offers a culturally responsive and sustainable alternative to state-centric development approaches. For the Baduy, integrating civic values into education may strengthen communal identity while promoting life satisfaction. These insights underscore the need for inclusive civic education models tailored to Indigenous contexts, with implications for policymakers, educators, and future research.]]>
<![CDATA[Enhancing Elementary Students’ Mastery of Basic Football Techniques Through Simulation and Role Play Methods ]]>
<![CDATA[Ahmad Atiq]]>;
<![CDATA[Fajar Vidya Hartono]]>;
<![CDATA[Muhammad Ali]]>;
<![CDATA[Witri Suwanto]]>;
<![CDATA[Didik Purwanto]]>
<![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.v16i4.5994
<![CDATA[This study investigates the effectiveness of simulation and role-play methods in enhancing basic football techniques among elementary school students. A classroom action research approach was employed, involving 28 students from SD Mujahidin Pontianak. The study was conducted over two cycles, with pre- and post-intervention assessments of students' basic football techniques. The interventions utilized simulation and role-play methods, where students engaged in interactive activities to mimic or enact scenarios that develop football skills. Before the intervention, 6 students were categorized as 'less,' 22 as 'sufficient,' with an average score of 63.57, indicating a 'sufficient' proficiency level. Post-intervention, 1 student remained in the 'sufficient' category, while 27 were categorized as 'good,' achieving an improved average score of 79.71. This reflects an 11.26% increase in basic football techniques from cycle 1 to cycle 2. The findings demonstrate that simulation and role-play methods significantly enhance students' engagement and skill acquisition in football techniques. These interactive approaches promote active learning and practical skill application, leading to marked improvements in performance. Simulation and role-play methods effectively improve basic football techniques among elementary students. Teachers are encouraged to adopt these methods to foster skill development and active participation in physical education.]]>
<![CDATA[Bridging Cultures: Collaborative Learning Between Malagasy Darmasiswa Scholar and English Education Student at UKI Toraja ]]>
<![CDATA[Roni La'biran]]>;
<![CDATA[Markus Deli Girik Allo]]>;
<![CDATA[Judith Ratu Tangdiarrang]]>;
<![CDATA[Elim Trika Sudarsi]]>;
<![CDATA[Nilma Taula'bi]]>;
<![CDATA[Resnita Dewi]]>;
<![CDATA[Adrial Kala’lembang]]>;
<![CDATA[Maminiaina Andosoa Faniriana]]>
<![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.v17i2.6028
<![CDATA[This study investigates the collaborative learning experiences between Malagasy Darmasiswa scholars and English Education students at Universitas Kristen Indonesia Toraja (UKI Toraja). The Darmasiswa program, initiated by the Indonesian government, facilitates cross-cultural academic exchange by offering scholarships to international students, including those from Madagascar. The research focuses on how these intercultural collaborations impact participants' language acquisition, communication skills, and educational development. Using qualitative methods, including semi-structured interviews and participant observation, data were collected from both Malagasy and Indonesian students engaged in joint learning activities. These activities encompassed intercultural workshops, language exchanges, and collaborative projects centered on cultural comparison and language practice. Preliminary findings indicate that collaborative learning fosters improved intercultural communication skills, increased language fluency, and greater cultural empathy. Both groups reported enhanced confidence in cross-cultural settings and a deeper understanding of each other’s cultural perspectives. The learning environment was described as more inclusive and mutually supportive. The findings underscore the educational value of structured intercultural collaboration. Participants not only developed stronger language and communication skills but also demonstrated increased cultural awareness and engagement. These outcomes suggest that such initiatives significantly contribute to the holistic academic growth of both international and local students. The study recommends enhancing collaborative learning by integrating structured intercultural components, expanding joint activities, and promoting ongoing peer engagement. These improvements could deepen intercultural understanding and further enrich the educational experience for all participants.]]>
<![CDATA[The Effect of the CIRC and Learning Motivation on Reading Comprehension Skills for Junior High School Students ]]>
<![CDATA[Mayang Sari Hasibuan]]>;
<![CDATA[Afnita Afnita]]>
<![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.v14i4.1816
<![CDATA[This study aimed to analyze how the CIRC learning model and learning motivation affected students' reading comprehension abilities. This study uses a 2x2 factorial design and a quasi-experimental methodology. A reading comprehension test and a questionnaire about learning motivation were employed in the study. A total of 24 people from each group were used to create the research sample. Data analysis was done descriptively. The results showed that CIRC influenced students' reading comprehension results. The experimental class (CIRC) students had a greater reading comprehension level than those in the control group (conventional). The reading comprehension skills of students with high learning motivation (CIRC) differ significantly from those of pupils with low learning motivation (traditional). The reading comprehension skills of students with low learning motivation (CIRC) differ considerably from those of pupils with high levels of stimulation (conventional). The CIRC model interacts with learning motivation to influence students' reading comprehension skills. Students with high reading interest (CIRC) can improve their ability to read and understand explanatory texts and vice versa.]]>
<![CDATA[Conservative Ideology in Community-Based Arts Education: An Ethnographic Study of Dance Learning ]]>
<![CDATA[Treny Hera]]>;
<![CDATA[Agus Cahyono]]>;
<![CDATA[Malarsih Malarsih]]>;
<![CDATA[Eko Sugiarto]]>;
<![CDATA[Muhammad Fazli Taib Bin Saearani]]>
<![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.v17i4.8323
<![CDATA[Community-based arts education plays a vital role in cultural preservation, yet it is often shaped by ideological forces. This ethnographic study explores how conservative ideology manifests within the traditional dance education practices of Sanggar Dinda Bestari in South Sumatra, Indonesia, and its implications for pedagogy, cultural identity, and intergenerational transmission. Using a qualitative ethnographic approach, data were collected over three months through participant observation, in-depth interviews with dance instructors, students, and studio managers, and documentation of teaching practices. Thematic analysis was conducted following Braun and Clarke’s framework, with critical discourse analysis used to examine power dynamics and ideological reproduction in dance pedagogy. Findings reveal that conservative ideology is embedded in dance learning through hierarchical teacher-student relationships, sacred framing of traditional repertoires, norms of modesty, and obedience in instruction. While these practices preserve cultural authenticity, they also restrict creative expression and dialogue, particularly among younger learners. Tensions arise between tradition and modernity, as seen in efforts to adapt dance instruction for social media or engage youth participation. Sanggar Dinda Bestari serves as both a site of cultural reproduction and ideological negotiation. While conservative values support continuity and discipline, they may also limit innovation. A hybrid pedagogical model that balances tradition with participatory and adaptive strategies is proposed. This study contributes to broader discourses on how ideology shapes non-formal arts education and offers insights into navigating cultural preservation in the context of globalization and generational change.]]>
<![CDATA[Development of Interactive Learning Media Using Heyzine Flipbook on Indonesian Language Learning in Elementary School ]]>
<![CDATA[Robiatul Munajah]]>;
<![CDATA[Meilani Anggraini]]>
<![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.v17i1.5960
<![CDATA[The development of interactive learning media plays a crucial role in enhancing students' learning experiences. This study investigates the development, feasibility, and effectiveness of Heyzine Flipbook as an interactive learning medium in Indonesian language learning for elementary school students, particularly in improving early reading skills. A Research and Development (RD) approach was used, following the Borg Gall model, implementing 7 out of 10 stages. The study involved 21 first-grade students from SDN Cipinang Besar Selatan 20 Pagi. The Heyzine Flipbook, an open-access platform for converting PDFs into interactive digital books with multimedia components (audio, video, and web links), was utilized. The feasibility of the Heyzine Flipbook was validated by experts, with scores of 82.86% from media experts, 95.24% from material experts, and 95% from language experts, indicating high feasibility. The effectiveness was assessed through pre-test and post-test scores. The average pre-test score was 78.33, which increased to 89.33 in the post-test, demonstrating a significant improvement in early reading skills. The results indicate that Heyzine Flipbook is an effective interactive learning medium for elementary students, enhancing engagement and comprehension in Indonesian language learning. The study confirms that Heyzine Flipbook is a feasible and effective tool for improving early reading skills in elementary schools. Further research is recommended to explore its application in other subjects and grade levels.]]>
<![CDATA[Enhancing Students' Conceptual Understanding in History Education Through Canva-Assisted Interactive Learning Media ]]>
<![CDATA[Sri Ika Faika]]>;
<![CDATA[Sholeh Hidayat]]>;
<![CDATA[Yuyu Yuhana]]>
<![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.v17i3.7188
<![CDATA[History learning is often perceived as monotonous due to the dominance of conventional lecture-based methods, resulting in students' low conceptual understanding. To address this issue, the study investigates the effectiveness of Canva as an interactive learning tool to enhance students’ understanding of historical concepts. This research employed a mixed-methods approach with both quantitative and qualitative data collection. The quantitative component involved a pre-test and post-test design with 34 eleventh-grade students at SMAN 2 Krakatau Steel Cilegon. Paired sample t-tests were conducted to measure significant changes in student understanding. The qualitative component included classroom observations and semi-structured interviews with students and teachers to explore user experiences and implementation challenges. The results showed a statistically significant improvement in students' understanding, with mean scores increasing from 65.32 (pre-test) to 82.47 (post-test) (p = 0.000). Observation data indicated higher student engagement: participation in discussions rose from 40% to 85%, and active questioning increased from 30% to 80%. Interview findings highlighted that Canva's visual features made historical content more accessible and engaging. Canva proved to be an effective digital tool for improving student comprehension and engagement in history learning. However, issues such as limited device access and internet connectivity were noted. While Canva shows promise in enhancing history education, its broader application requires further investigation across diverse educational contexts. This study contributes to the growing discourse on integrating technology into history learning in Indonesian secondary education.]]>
<![CDATA[Strategic Management in Improving the Quality of Education in Boarding School ]]>
<![CDATA[Ade Iskandar]]>;
<![CDATA[Ibnu Rusydi]]>;
<![CDATA[Husna Amin]]>;
<![CDATA[Muhammad Nur Hakim]]>;
<![CDATA[Habyb Amirul Haqq]]>
<![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.v14i4.2075
<![CDATA[This article was descriptive qualitative research. The data is collected through interviews, observation, triangulation, documentation, and analyzed by descriptive analysis. This article aims to determine the process of planning, implementing, and evaluating strategic management in improving the quality of education at a Boarding School. This article on strategic management in improving the quality of education at Boarding School shows that: (1) Strategic planning at Boarding School includes four activities, namely developing the school's vision, mission, and goals, short-term planning, long-term planning, and medium term, identification of internal and external factors, and strategy formulation. (2) The implementation of strategic management includes four activities determining school policies, motivating education staff and educators, allocating human resources appropriately, and developing a strategic culture. (3) Evaluation of strategic management includes three activities: monitoring from planning to implementation, measuring individual and madrasa performance, and taking corrective steps.]]>
<![CDATA[Students' Commognitive Processes in Solving Problem-Based Learning-Oriented Student Worksheets ]]>
<![CDATA[Zulfah Zulfah]]>;
<![CDATA[Toto Nusantara]]>;
<![CDATA[Yusuf Hanafi]]>;
<![CDATA[Slamet Arifin]]>
<![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.v17i2.7457
<![CDATA[This study investigates students’ commognitive processes—the integration of communication and cognition—during problem-based learning (PBL) in mathematics. It is grounded in commognitive theory, which posits that thinking and communication are interdependent. An exploratory descriptive approach was applied at SMA Muhammadiyah Bangkinang, focusing on students in class XI IPA 2. Using purposive sampling, three students representing high, moderate, and low mathematical abilities were selected. Data were collected through written tests, interviews, and documentation. Researcher-developed worksheets and interview protocols, aligned with the four commognitive components—word use, visual mediators, narratives, and routines—were validated by mathematics education experts. Data analysis followed the stages of collection, reduction, presentation, and conclusion drawing. Findings indicate that high-ability students demonstrated more coherent narratives and consistent application of mathematical routines. Conversely, students with moderate and low abilities exhibited fragmented discourse and less effective use of visual mediators and terminology. The study highlights the role of commognitive factors in shaping students' mathematical discourse across ability levels. It suggests that instructional tools designed with commognitive principles can better support the development of mathematical thinking. These insights contribute to understanding the cognitive-communicative dynamics in mathematics education and inform the design of targeted learning interventions. Ethical approval was obtained, and informed consent was secured from all participants.]]>
<![CDATA[Improving Macroeconomics Problem-Solving Skill through Economics Learning Information System Media ]]>
<![CDATA[Dewi Kusuma Wardani]]>;
<![CDATA[Trisno Martono]]>;
<![CDATA[Duta Sabiila Rusydi]]>;
<![CDATA[Laurensia Claudia Pratomo]]>;
<![CDATA[Dwi Hendra Kusuma]]>
<![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.v14i4.1687
<![CDATA[The objective of this research was to develop an effective Economics learning information system media to improve students’ skill for Macroeconomics problem-solving. It used the research and development method. The Macroeconomics learning information system media was tested by using the quasi experimental research method with before –after design. It was conducted at the Study Program of Economics Education Program, Sebelas Maret University, Surakarta. Its population was 95 students. The findings of the N-Gain showed that the learning result of the experimental group was higher than that of the control group. The criteria of the N-Gain of the experimental group were high gain as much as 3.33%, moderate gain as much as 80% and low gain as much as 16.67%. Meanwhile, the control group did not have a high gain criterion or 0% but moderate gain as much as 46.67% and low gain as much as 53.33%. The score of the calculation on the questionnaire of problem-solving skill of the experimental group students who used the website-based information system media was higher than that of the control group students who did not use such media where the score percentage of the former was 80.61% while that of the latter was 72.18%. With such results, thus, this research was successful in developing a Macroeconomics learning information system media to improve student’s problem solving skill.]]>
