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 Effect of Welfare Fulfillment on Kindergarten Teacher Performance: The Mediating Role of Motivation in Tunjungan District, Indonesia ]]>
<![CDATA[Chilya Sulchaniya]]>;
<![CDATA[Yuli Kurniawati]]>;
<![CDATA[Diana Diana]]>
<![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.v17i4.8351
<![CDATA[Teacher welfare is a crucial factor influencing motivation and performance, especially in early childhood education settings. This study investigates the effect of welfare fulfillment on teacher performance, with work motivation as a mediating variable, among kindergarten teachers in Tunjungan District, Blora Regency. A quantitative ex post facto design was employed, involving a total population of 82 kindergarten teachers through a total sampling technique. Data were collected using validated and reliable questionnaires and analyzed using path analysis in SPSS 25 to test both direct and indirect relationships among variables. The findings revealed that teacher welfare fulfillment significantly influenced work motivation, with a path coefficient of 0.742 (R² = 0.551). Welfare fulfillment also had a direct positive effect on teacher performance, while motivation had a significant effect on performance with a path coefficient of 0.745 (R² = 0.250). The indirect effect of welfare on performance through motivation (0.55) was greater than the direct effect (0.318), confirming the mediating role of motivation. These results suggest that fulfilling teachers’ welfare needs—both material and psychosocial—enhances motivation and, consequently, improves professional performance. The study supports motivational theories such as Maslow’s hierarchy of needs and McClelland’s theory, emphasizing the importance of well-being in educational outcomes. Welfare fulfillment plays a vital role in enhancing teacher motivation and performance. Future studies should explore additional variables and broader contexts to increase the generalizability of the findings.]]>
<![CDATA[A Model for Managing Hidden Curriculum in Banyumas Javanese Language Learning to Instill Cablaka Character in Early Childhood ]]>
<![CDATA[Imam Satibi]]>;
<![CDATA[Novan Ardy Wiyani]]>;
<![CDATA[Hastri Firharmawan]]>;
<![CDATA[Nurhidayah Nurhidayah]]>
<![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.v16i4.6230
<![CDATA[The purpose of conducting this research is to formulate a hidden curriculum management model in Banyumas Javanese language learning to shape the character of cablaka for early childhood. This study uses a qualitative approach to the type of phenomenological research. The data sources in this study were school principals, teachers, and children at Kindergarten Diponegoro 187, Gerduren village. Data was collected using interview, observation, and documentation techniques. The data that has been collected is then analyzed using the data analysis technique of the Miles and Huberman model, which consists of data reduction, data display, and verification stages. The results of the study show that hidden curriculum management in Banyumas Javanese language learning to form cablaka characters for early childhood is designed through three stages. First, agree on the goals to be achieved in learning Javanese Banyumas using the hidden curriculum approach. The aim is to form the cablaka character in early childhood, which is reflected in the Bawor character in the wayang world. Second, folklore and the Ancas tabloid are used as a source of learning in Banyumas Javanese language learning. Third, Banyumas Javanese should be integrated into learning themes and sub-themes, play activities, storytelling activities, and incidental activities. Learning Banyumasan Javanese can contribute to the formation of Cablaka characters in children when they are accustomed to practicing Banyumasan Javanese in their daily lives.]]>
<![CDATA[Exploring the Link Between Reading Self-Efficacy and Comprehension: A Study on Chemical Engineering Students ]]>
<![CDATA[Laili Inayatus Sholihah]]>;
<![CDATA[Yudi Juniardi]]>
<![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.v17i2.6404
<![CDATA[English proficiency is vital for chemical engineering students to access scientific literature and technical documentation. Among the critical skills, reading comprehension plays a central role. This study investigates the relationship between reading self-efficacy and reading comprehension in first-year chemical engineering students at Universitas Sultan Ageng Tirtayasa. A quantitative approach was employed, involving 66 participants. Data were gathered using a reading self-efficacy questionnaire and a standardized reading comprehension test. Pearson product-moment correlation analysis was conducted using Microsoft Excel to determine the relationship between the two variables. The analysis indicated a moderate positive correlation between reading self-efficacy and reading comprehension (r = 0.469). The p-value (7.04 × 10⁻⁵) was below the 0.05 threshold, confirming statistical significance. These findings suggest that students with higher confidence in their reading abilities tend to perform better in reading comprehension tasks. The results support the initial hypothesis that self-efficacy significantly influences reading comprehension. This underscores the need for instructional strategies that build students' confidence in reading. To enhance reading comprehension among chemical engineering students, educators should prioritize methods that foster reading self-efficacy. One effective approach is the use of top-down reading strategies, which encourage active engagement with texts and can improve both confidence and comprehension outcomes.]]>
<![CDATA[Internalization of Anti-Corruption Values at the University of Lampung: Integrative Curriculum ]]>
<![CDATA[Junaidah Junaidah]]>;
<![CDATA[Syarifah Nurbaiti]]>;
<![CDATA[Riduan Riduan]]>;
<![CDATA[Amilda Amilda]]>
<![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.v14i4.2110
<![CDATA[This study aims to describe the integrated anti-corruption values in Islamic Religious Education courses at the University of Lampung. The research method used is qualitative with a phenemological approach. Data obtained through observation, interviews, and documentation, data analysis steps using condensation, data presentation and conclusion drawing. The results of this study indicate that the internalization of anti-corruption values uses an integrative model. The nine anti-corruption values are integrated into four materials, namely God and religion, human nature and the universe, the sources of Islamic teachings; and creed, sharia, morality and muamalah. Internalization of these values uses the method of Small Group Discussion, Role-Play and Simulation, Discovery Learning, Self-Directed Learning, Cooperative Learning, Collaborative Learning, Contextual Teaching and Learning, Project Based Learning.]]>
<![CDATA[Multisensory Character Education: Enhancing Social–Emotional Development in Early Childhood through Experiential Learning ]]>
<![CDATA[Ika Anggraheni]]>;
<![CDATA[Devi Wahyu Ertanti]]>
<![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.v17i4.8497
<![CDATA[Character education in early childhood is often dominated by verbal instruction, which may limit children's ability to internalize moral values through lived experience. This study explores the potential of multisensory character education—an approach that engages visual, auditory, kinesthetic, and tactile senses—to enhance social–emotional development among young learners in Indonesia. A quantitative descriptive survey was conducted with 20 early childhood teachers at RA Al Jihad, Malang. A 30-item Likert-scale questionnaire measured three constructs: multisensory character education, children’s social development, and emotional development. Data were analyzed using descriptive statistics, Pearson correlation, and simple linear regression. Teachers reported high levels of multisensory implementation (M = 4.21), with similarly high ratings for children’s social (M = 4.18) and emotional (M = 4.09) development. A strong positive correlation was found between multisensory character education and social–emotional outcomes (r = 0.683, p 0.01), with 46.6% variance explained (R² = 0.466). These findings suggest that multisensory strategies, grounded in experiential learning and sociocultural theory, effectively promote empathy, cooperation, and emotional regulation. This study expands current literature by demonstrating that multisensory learning supports not only cognitive but also affective and behavioral development in early childhood. Practical implications point to the need for more sensory-rich, child-centered pedagogies in character education programs.]]>
<![CDATA[Curriculum Transformation at Islamic Boarding High School: Moving Ahead Modernism ]]>
<![CDATA[Mutiara Yolanda]]>;
<![CDATA[Gunarhadi Gunarhadi]]>;
<![CDATA[Agus Efendi]]>
<![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.v17i1.6267
<![CDATA[Education in Indonesia is evolving, including in Islamic boarding schools, which increasingly adopt modern approaches while preserving Islamic traditions. This study explores the curriculum movement at Modern Assalaam Islamic Boarding School, where national and boarding school curricula are integrated to balance modern education with traditional religious teachings. This study employs a qualitative case study approach, collecting data from eleventh-grade teachers through interviews, observations, and documentation. Data were analyzed using NVivo 14 software to encode, categorize, and identify emerging themes. Findings reveal that Assalaam Islamic Boarding School has successfully integrated technology, traditional boarding school practices, interactive learning, and collaboration with other educational institutions. Examples include using digital tools such as Canva, Excel, and PowerPoint in instruction, implementing practical sessions aligned with course content, utilizing the JOS program for material application, teaching practical skills like coding, and fostering cooperative learning through teacher-led group discussions. The institution demonstrates that curriculum transformation in Islamic boarding schools is essential to remain relevant and competitive. By incorporating technology and modern pedagogical strategies while preserving Islamic values, the school enhances student engagement and prepares them for contemporary challenges. Assalaam Islamic Boarding School serves as a model for integrating modernism and tradition in Islamic education. Its curriculum demonstrates adaptability to globalization and technological advancements while maintaining strong Islamic principles. Future research should explore curriculum adaptations in other Islamic boarding schools to enhance competitiveness in the modern era.]]>
<![CDATA[Integrating Social Literacy into Social and Cultural Diversity Lessons: A Case Study of Pancasila Education Textbooks for Grade IV Elementary Schools ]]>
<![CDATA[Lutfiana Nurohmah]]>;
<![CDATA[Unik Ambar Wati]]>;
<![CDATA[Celine Widyaningrum Kusumawardani]]>;
<![CDATA[Intan Purnama Dewi]]>
<![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.v17i3.6733
<![CDATA[This study investigates the indicators of social literacy embedded in the social and cultural diversity material within the Pancasila and Citizenship Education textbook for Grade IV of elementary schools (SD/MI), published by the Indonesian Ministry of Education and Culture. Social literacy is essential for fostering students’ awareness and appreciation of Indonesia’s diverse society. Using a qualitative descriptive approach, this study employed content analysis to examine the textbook. Data were collected through systematic reading and note-taking. The analysis followed six stages: data collection, sampling, recording, data reduction, conclusion drawing, and narrative construction. The findings reveal that the textbook integrates social literacy through its presentation of social and cultural diversity. The content not only introduces key social and cultural concepts but also encourages the development of interpersonal skills, such as communication, empathy, and openness to difference. These elements promote active engagement with diversity in everyday social contexts. The integration of social literacy within the textbook fosters a deeper student understanding of ethnic, religious, cultural, and linguistic diversity in Indonesia. This approach supports the formation of student character grounded in the values of tolerance, inclusivity, and national identity. By embedding these principles in Pancasila and Citizenship Education, the curriculum contributes to shaping responsible citizens who value plurality as a foundational aspect of Indonesian society.]]>
<![CDATA[The Effect of KineMaster Learning Videos and Learning Styles on the Results of Learning to Write Negotiation Texts for Senior High School Students ]]>
<![CDATA[Ernawati Ernawati]]>;
<![CDATA[Atmazaki Atmazaki]]>
<![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.v14i4.2166
<![CDATA[The purpose of this study was to explain and analyse the effect of KineMaster learning videos and learning styles on the learning outcomes of writing negotiating texts for the tenth grade of state Madrasah Aliyah in Lima Puluh Kota. This type of research is a quantitative research using a quasi-experimental method with a factorial design or factorial design (2x2). Data collection techniques were writing tests of negotiating texts. The research sample was taken using a purposive sampling technique. Data analysis was carried out descriptively by testing normality, homogeneity, and hypothesis testing. The results showed 3 things. First, learning through KineMaster learning videos is better than teaching through videos sourced from Youtube. Second, there is a significant difference between the results of learning to write negotiating texts between students who are grouped with learning styles and students who are not grouped with learning styles. Third, there is a significant interaction between KineMaster learning videos and learning styles on the results of writing negotiating texts. Therefore, it can be concluded that KineMaster learning videos and learning styles affect students' learning outcomes in writing negotiating texts.]]>
<![CDATA[Analysis of Islamic Religious Education Materials at Padjadjaran University: Characteristics, Learning Outcomes, and PPT Utilization ]]>
<![CDATA[Muhammad Hizba Aulia]]>;
<![CDATA[Saepul Anwar]]>;
<![CDATA[Nandang Nursaleh]]>
<![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.v17i2.6391
<![CDATA[This study investigates the structure and relevance of Islamic Religious Education (PAI) teaching materials at Padjadjaran University, focusing on their impact on student learning outcomes and the effectiveness of instructional media. A qualitative approach was employed, utilizing thematic and content analysis. Data were gathered through interviews with lecturers, classroom observations, and an in-depth review of Semester Learning Plans (RPS) and PowerPoint (PPT) teaching materials. The analysis shows that current PAI materials successfully incorporate key themes such as Islamic moderation and anti-corruption values. However, they fall short in fostering active student engagement and interactivity. The use of static media, such as text-heavy PPTs, limits the development of critical thinking and practical application. To address these issues, the study recommends enhancing teaching materials with multimedia content and real-world case studies. Furthermore, aligning the curriculum with Outcome-Based Education (OBE) principles could strengthen the development of global competencies and 21st-century skills within an Islamic ethical framework. Improving PAI teaching materials through multimedia integration and OBE alignment can significantly enhance student engagement and learning outcomes. These strategies offer practical pathways to better prepare students to navigate contemporary challenges while upholding Islamic values.]]>
<![CDATA[Students’ Perception of Online Learning-based Padlet during Pandemic ]]>
<![CDATA[Arimuliani Ahmad]]>;
<![CDATA[Yassa Aura Rubayyi]]>;
<![CDATA[Fauzul Etfita]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 14, No 1 (2022): AL-ISHLAH: Jurnal Pendidikan ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v14i1.1095
<![CDATA[This study aims to investigate the perceptions of online learning occurring during the COVID-19 pandemic. This study was applied as a case study design. The population of the research was all the second-semester students of English Language Education at one of the private universities in Riau, Indonesia. The population in this study was 173 students, while the sample was selected using random cluster sampling, amounting to 79 students. Data were collected by a questionnaire consisting of 18 questions from five components of online learning using a 5 Likert Scale. The data presented that the dominant percentage of total students gave a positive preference for the utilization of Padlet as online learning media.]]>
