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 STEM Project-Based Learning and Critical Thinking on Student Creativity in English Learning: A Mixed Methods Study ]]>
<![CDATA[Endang Iryani]]>;
<![CDATA[Suryadi Suryadi]]>
<![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.v17i3.6993
<![CDATA[Education in the 21st century requires not only content mastery but also the development of higher-order thinking skills to address complex global challenges. This study investigates the effects of STEM Project-Based Learning (PjBL) and students’ critical thinking on creativity in English language learning. Employing a mixed methods approach with an explanatory sequential design, the study first gathered quantitative data through surveys and tests, followed by qualitative data from interviews and classroom observations. The participants consisted of 200 Grade X students from two senior high schools in Serang City, selected through purposive sampling. The quantitative findings revealed that both STEM PjBL and critical thinking significantly influence student creativity, with strong positive correlations (r = 0.867 and r = 0.889) and moderate effect sizes (Cohen’s d = 0.516 and 0.505). The qualitative data supported these findings, highlighting students’ increased engagement, collaboration, and reflective thinking during project implementation. These results suggest that integrating STEM-based projects in English learning can effectively foster critical and creative thinking skills, offering a promising interdisciplinary approach to language education. The study contributes to current literature by demonstrating the combined impact of PjBL and critical thinking in a language learning context, an area often overlooked in prior research. The findings hold practical implications for curriculum designers and educators seeking to promote 21st-century competencies through integrated, student-centered instruction.]]>
<![CDATA[Curriculum Development Design of Elementary-Based Islamic Boarding School ]]>
<![CDATA[Fitriyah Mahdali]]>;
<![CDATA[Sita Acetylena]]>;
<![CDATA[Muhammad Husni]]>
<![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.v14i4.2108
<![CDATA[The applied curriculum is still using the elementary school curriculum in general, which does not adopt the values of Islamic Boarding School. Based on logic of the PAR (Participatory Action Research) approach as well as the results of FGD (Focus Group Discussion) and SWOT analysis, the carried out service treatments are mentoring and development of Islamic boarding school-based elementary school curriculum design. This mentoring was given to the curriculum development team of SDI Turen Malang by bringing in a third party who is the head of the curriculum at the Islamic boarding school. In addition to a facilitator, researcher as graduate from Islamic Boarding School who was part of the curriculum development team of Islamic Boarding School also provided direction and contributed concepts. In this curriculum, the basis of innovation is the introduction of Islamic religious teachings by integrating the curriculum. The curriculum development model of Islamic Boarding School for SDI Turen into an Islamic Boarding School-based curriculum in this service is emphasized on 4 points, namely: 1) Integration of religious values in the learning process, 2) Addition of religious subjects, 3) Use of the yellow book as a reference, and 4) Habituation of religious activities. The hope is that SDI Turen can use this curriculum development design into a permanent school curriculum as an effort to realize the dream of becoming an Islamic Boarding School-Based School.]]>
<![CDATA[Promoting Moral and Spiritual Transformation: The Role of Pesantren Ramadan Programs in Preventing and Addressing Bullying in Educational Settings ]]>
<![CDATA[Jenuri Jenuri]]>;
<![CDATA[Deni Darmawan]]>;
<![CDATA[Achmad Faqihuddin]]>
<![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.v16i4.5875
<![CDATA[This study investigates the impact of the Pesantren Ramadan program on fostering empathy and reducing bullying in educational settings, addressing the need for values-based interventions in character education. The importance of examining this program lies in its potential to shape moral and spiritual character among students, which is crucial for creating a safer, more respectful school environment. A qualitative research approach was employed, involving observations of Pesantren Ramadan activities, in-depth interviews with a purposive sample of 10 teachers experienced in the program, and document analysis from schools implementing this initiative. Data were analyzed thematically using NVivo 12 software to identify key patterns and themes related to empathy and bullying behavior. The program combines worship activities and social events designed to cultivate empathy and social responsibility. Findings demonstrate that students who participate in the program show enhanced empathy towards peers and a noticeable reduction in bullying incidents, attributed to activities such as communal prayers, iftar sharing, and community service, which reinforce values of compassion, mutual respect, and support. Additionally, as part of the program’s anti-bullying initiative, schools engage all members in a declaration against bullying, strengthening a collective commitment to respect and inclusion. The Pesantren Ramadan program, integrating both moral and spiritual activities, is shown to be an effective model for developing empathetic students and reducing bullying behavior. These findings suggest broader implications for educational policy and practice, offering a framework that could inspire similar values-based programs in other schools to enhance character education.]]>
<![CDATA[Developing and Validating a Digital Literacy Assessment Tool for Indonesian Primary Education ]]>
<![CDATA[Alfian Alfian]]>;
<![CDATA[Imam Santoso]]>;
<![CDATA[Deny Surya 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.v17i2.7741
<![CDATA[The integration of digital technology into education requires valid and reliable tools to assess digital literacy, particularly at the primary school level where foundational skills are formed. This study aimed to develop and validate a digital literacy assessment instrument tailored for Indonesian primary school teachers and students. Using a Research and Development (RD) approach based on the Borg and Gall model, the instrument was designed to measure four core dimensions: Technical Skills, Digital Information Evaluation, Digital Ethics, and Digital Collaboration. A total of 427 participants—213 teachers and 214 students—from six provinces across Indonesia participated in the validation process. Content validity was assessed using Aiken’s V, while construct validity and reliability were evaluated through Confirmatory Factor Analysis (CFA) and composite reliability measures. The findings demonstrated strong psychometric properties. Aiken’s V values were all ≥ 0.85, indicating high content validity. CFA results showed satisfactory factor loadings (≥ 0.60) and acceptable model fit indices (CFI ≥ 0.90; RMSEA ≤ 0.08). All four dimensions achieved composite reliability scores exceeding 0.70. The instrument proved to be a valid and reliable measure of digital literacy among primary school stakeholders. Although the study was limited to a specific sample, the results suggest potential for broader implementation. The tool offers practical value for educators and policymakers seeking to evaluate and enhance digital literacy, contributing to more inclusive, future-ready educational practices.]]>
<![CDATA[Actualization of Manquliy's Learning Model in the Transmission of Science ]]>
<![CDATA[Ngatipan Ngatipan]]>;
<![CDATA[Abdurrahman Assegaf]]>;
<![CDATA[Sumedi Sumedi]]>
<![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.v14i4.1572
<![CDATA[Manquliy learning is a form of variation in the transmission of knowledge in classical Islamic scholarship. Manqūliy learning is a characteristic as well as a feature of the Islamic education system that is not shared by others. In addition, mutawâtir manquliy learning is believed to be a mechanism in obtaining knowledge, so that a person's knowledge is tested for validity and can be accounted for morally and scientifically. However, in its development the manquliy learning mindset continues to grow, not only in essential matters, but also in other matters, so that there are pros and cons between parties regarding who is the holder of scientific authority and how science can be said to be manquliy. The purpose of this paper is to try to raise the phenomenon of the actualization of LDII manqūliy learning in the education system and da'wah of their organization. This research is a qualitative study. The results show that manquliy learning as a process of transmitting knowledge is no longer limited to giving authority to a person (student) in the aspect of the mechanism of acquiring knowledge, but must include 3 processes at once, namely Pemanql the holder of knowledge authorization, manqūl material development (internalization) and monitoring and realization of the output of the learning. Then, the authorization of manquliy learning is implemented in 2 steps, namely the mainstream monopoly and the hegemony of dalil authorization.]]>
<![CDATA[Development of Digital Teaching Modules to Enhance Differentiated Learning in Geography Subjects ]]>
<![CDATA[Md. Navri Zulirfan]]>;
<![CDATA[Syafri Anwar]]>;
<![CDATA[Dedi Hermon]]>;
<![CDATA[Bayu Wijayanto]]>
<![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.v17i4.8041
<![CDATA[Differentiated learning in geography education requires innovative digital resources that cater to diverse student learning styles. This study aimed to design, validate, and evaluate the effectiveness of a digital teaching module that supports differentiated instruction based on visual, auditory, and kinesthetic learning preferences for Phase E students at SMAN 2 Sungai Apit. This research employed a Research and Development (RD) approach using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The product was validated by three experts (subject matter, media, and instructional design), tested for practicality through small and large group trials, and evaluated for effectiveness through pretest-posttest experimental design involving 63 students divided into experimental and control groups. Validation results showed the module was highly valid, with expert ratings of 91.5% (content), 90.15% (media), and 83.25% (instructional design). Practicality scores from student trials reached 81.35% (small group) and 83.21% (limited group), both classified as "very practical." The module's effectiveness was confirmed through a significant difference in posttest scores between the experimental group (M = 80.21) and the control group (M = 73.03), with p 0.001. The average N-Gain score for the experimental group was 66.45%, indicating moderate improvement. These findings suggest that the developed digital teaching module is a valid, practical, and effective tool to enhance differentiated learning in geography. Its structure supports personalized learning experiences and can serve as a scalable model for other contexts.]]>
<![CDATA[Multicultural Education in Multicultural Community: A Case Study at Palm Kids Elementary School ]]>
<![CDATA[Akhmad Saefudin]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 17, No 1 (2025): MARCH 2025 ]]>
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DOI: 10.35445/alishlah.v17i1.6239
<![CDATA[Character education plays a crucial role in fostering tolerance and harmony in multicultural environments. This study explores the implementation of character building at Palm Kids Elementary School, Purwokerto, Central Java, a school with students from diverse religious backgrounds. This qualitative research employs a case study approach. Data was collected through interviews, observations, and documentation. Analysis was conducted using the Interactive Model of Miles and Huberman. Findings indicate that Palm Kids Elementary School successfully maintains harmony despite religious diversity (Islam, Confucianism, Christianity, Catholicism, Hinduism, Buddhism). A key factor in sustaining this harmony is the comprehensive character education program, which is systematically integrated into daily activities. Additionally, the school organizes inclusive events, such as interfaith holiday celebrations, that encourage participation and understanding among students. Tolerance and mutual respect are instilled from an early age through daily habituation, preventing conflicts related to ethnicity, religion, race, or inter-group differences. The school’s approach aligns with global efforts to promote peace and unity in educational settings. The character-building model at Palm Kids Elementary School serves as a practical framework for fostering tolerance in multicultural school environments. Its implementation could be beneficial for schools worldwide seeking to enhance social harmony among diverse student populations. ]]>
<![CDATA[Enhancing Pancasila Student Profiles Through Differentiated Learning with Understanding by Design ]]>
<![CDATA[Rokhmaniyah Rokhmaniyah]]>;
<![CDATA[Dewi Indrapangastuti]]>;
<![CDATA[Muhamad Chamdani]]>
<![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.v17i3.5498
<![CDATA[Education in Indonesia has yet to fully accommodate the diverse interests, talents, and abilities of students, limiting the development of their creativity and character. This study aims to (1) examine the effectiveness of differentiated learning using the Understanding by Design (UbD) framework in enhancing aspects of the Pancasila Student Profile, and (2) explore student responses to this instructional approach. The research employed a mixed-methods design, specifically a sequential exploratory strategy, combining qualitative and quantitative data. The quantitative component followed a quasi-experimental design with a non-equivalent control group using a pretest-posttest format. Data were gathered through observations, interviews, tests, and questionnaires. The findings indicate a significant improvement in the Pancasila Student Profile in the treatment group after the implementation of UbD-based differentiated instruction. The normalized gain score (N-Gain) was 0.82, categorized as high, while the effect size (Cohen’s d) was 0.49, indicating a moderate impact. Additionally, student responses measured via Likert-scale questionnaires showed a very strong positive perception of the learning experience, particularly in aspects of engagement, relevance, and collaboration. These results suggest that differentiated instruction designed through the UbD framework is effective in promoting the core competencies of the Pancasila Student Profile—independence, mutual cooperation, and critical thinking. This approach provides a practical pathway for educators to implement learner-centered instruction aligned with the goals of the Kurikulum Merdeka, fostering both academic and character development among elementary students.]]>
<![CDATA[Implementation of Online Learning in Elementary Schools in Makassar City from an Islamic Perspective ]]>
<![CDATA[Wahyullah Alannasir]]>;
<![CDATA[Moh Nasir Mahmud]]>;
<![CDATA[Misykat Malik Ibrahim]]>;
<![CDATA[St. Syamsudduha]]>
<![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.v14i4.2283
<![CDATA[This study aims to illustrate the application of online learning, the assessment carried out in terms of student aspects and interactions in online learning in elementary schools. The type of research used is phenomenology with normative and pedagogical theological approaches. The informants were 12 people with details: 4 teachers, 4 parents, and 4 learners. Observation by observing virtual meetings through the TIMS application and WhatssApp chat, while interviews in person and through phone calls. Data analysis is: Colection Data, Condensation Data, Display Data, and Conclusion Drawing/Verifications. The results of this study show that teacher preparation is carried out by compiling lesson plans, documenting material in the form of photos, self-preparation for technology, providing special training to students in operating learning applications, and learning preparation by checking network availability. Implementation of online learning using virtual face-to-face meetings with the Microsoft 365 TEAMS application and conversations through WhatssApp groups. Assessment of the learning process of students in online learning includes aspects of learning implementation, learning motivation, and activeness of students in learning activities. Assessment of learning outcomes with daily assignments and project assignments. The interaction that occurs is predominantly a one-way interaction.]]>
<![CDATA[Optimizing the Islamic Religious Education Learning Model at Elementary School: Challenges and Innovations ]]>
<![CDATA[Kamaruddin Kamaruddin]]>;
<![CDATA[Akhsanul In’am]]>;
<![CDATA[Abbul Haris]]>;
<![CDATA[M Nurul Humaidi]]>
<![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.v17i2.5791
<![CDATA[Islamic Religious Education (PAI) in remote Indonesian elementary schools is critical for character development but faces challenges such as limited resources, inadequate infrastructure, and low community literacy. This study examines the implementation, challenges, and effectiveness of the PAI learning model at SD Negeri 010 Kampung Terpencil, Natuna Regency—a remote island school with unique geographical and social constraints. Using a qualitative, interpretive paradigm with a phenomenological and descriptive approach, data were collected through in-depth interviews, classroom observations, and document analysis. Subjects included school administrators and PAI teachers. Data were analyzed through concrete description, pattern identification, data reduction, and interpretation. Findings reveal a predominance of teacher-centered approaches, though student-centered methods are applied selectively in practical lessons like prayer and ablution. Constraints such as small student numbers, limited infrastructure, and lack of teacher training hinder interactive learning. However, innovative strategies—including outdoor learning, technology use, and collaboration with external educators—have improved student engagement. Still, disparities in learning outcomes persist. Despite contextual innovations, the overall effectiveness of PAI learning remains moderate due to structural limitations. Sociocultural and contextual learning theories support the applied strategies, yet further support is needed to optimize outcomes. Recommendations include infrastructure enhancement, teacher development, and adaptive pedagogical approaches tailored to remote settings.]]>
