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[Implementing Sustainable Development Education in Research-Oriented Courses ]]>
<![CDATA[Ummah Karimah Syarifuddin]]>;
<![CDATA[Wiwied Widiyanti]]>;
<![CDATA[Romlah Abdul Gany]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 16, No 4 (2024): AL-ISHLAH: JURNAL PENDIDIKAN ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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<![CDATA[Education for Sustainable Development (ESD) equips educators with the tools to integrate sustainability into teaching, focusing on themes such as disaster risk reduction, biodiversity, poverty alleviation, and sustainable consumption. This study investigates the implementation of ESD in research-based lectures, evaluating students' understanding, ability to develop research plans, and articulation of findings in academic articles. A descriptive survey approach was employed, using observational data collection during student research activities, documentation of research outputs, and student interviews. The study involved 85 Islamic Religious Education students at Muhammadiyah University Jakarta enrolled in a learning strategies course. Data were analyzed through triangulation of observations, interviews, and documented outputs. Students demonstrated competency in conducting ESD-focused research, as evidenced by their article preparation and group research outputs. Key indicators of success included the quality and depth of articles, meticulousness in material preparation, and active student involvement in group-based research activities. The integration of ESD into research-based learning fosters critical skills in sustainability research and academic communication. These findings suggest that structured, research-oriented pedagogical models enhance students' ability to engage with and contribute to sustainability goals. Research-based learning models in higher education effectively develop students' ESD competencies, including research planning and academic writing. The study highlights the potential of such models to prepare students as contributors to sustainability-oriented education and research.]]>
<![CDATA[Strengthening Students’ Religious Character through the Implementation of School-Based Religious Programs in Junior High Schools ]]>
<![CDATA[Eka Mustika Riantina]]>
<![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.v17i3.6780
<![CDATA[Religious character education plays a pivotal role in shaping adolescents' Islamic values and serves as a preventive measure against deviant behavior and promiscuity. This qualitative field study explores the design and implementation of religious programs in schools and their impact on students' character development. Data were collected through observation, interviews, and documentation. The analysis followed four stages: data collection, condensation, presentation, and conclusion drawing. Findings reveal that schools systematically incorporate religious education into both daily routines and periodic activities. These include obligatory prayers, Tadarus (Qur’an recitation), Islamic holiday commemorations, and community-based religious engagements. Such programs nurture spiritual discipline, promote the pursuit of knowledge, and encourage empathy and social responsibility among students. These religious initiatives not only shape students’ moral and spiritual foundations but also act as a buffer against negative influences. They contribute to forming a well-rounded socio-religious identity, enhancing students’ resilience and ethical awareness in contemporary social contexts. The study contributes a new perspective on integrating religious education as a strategic approach to character formation and behavioral prevention. It underscores the significance of a holistic religious education model in reinforcing students' moral integrity and societal engagement.]]>
<![CDATA[How is E-Learning-Based Distance Learning Implemented in Elementary Schools? ]]>
<![CDATA[Faisal Adenan]]>
<![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.v14i3.1483
<![CDATA[The Covid-19 pandemic has affected learning activities in Indonesia, including the pattern of elementary school learning activities in the region. The teacher conducts learning with a distance learning system and utilizes e-learning. This study aims to describe distance learning on social studies content carried out by teachers and provide information about the obstacles that occur in the implementation of distance learning based on e-learning. This research is qualitative research with a phenomenological type that describes distance learning activities carried out in elementary schools. Collecting data using interviews, observation and documentation. The data analysis technique uses the theoretical steps of Miles, Huberman and Saldana. Based on the results of the interviews, distance learning was successfully implemented by utilizing the Whatsapp application and the teacher-controlled platform. The results show that distance learning can run according to competence and curriculum. There are obstacles in the implementation of learning, namely the limitations of internet signals, adjustment of learning styles based on e-learning and access to learning platforms in the form of mobile phones which are still limited.]]>
<![CDATA[Innovative E-Module Design Using the FIVES Model: Strengthening Literacy and Numeracy in Elementary Schools ]]>
<![CDATA[Sri Dewi Nirmala]]>;
<![CDATA[Ryan Dwi Puspita]]>
<![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.v17i1.6756
<![CDATA[Literacy and numeracy are critical foundations for developing elementary students’ problem-solving and critical thinking skills. To support these competencies, structured e-learning modules are essential. This study explores the design of e-learning modules based on the FIVES learning model—a pedagogical framework consisting of Focus, Inquiry, Vocabulary, Evidence, and Summary—to enhance literacy and numeracy at the elementary level. Using a qualitative, exploratory approach, data were collected through in-depth interviews with eight teachers and classroom observations of eight fourth-grade classes across elementary schools in West Java, DKI Jakarta, Banten, and Lampung. Data were analyzed using the Miles and Huberman model, involving data reduction, display, and conclusion drawing. The findings indicate that effective FIVES-based e-learning modules should include interactive text activities, inquiry-driven tasks, vocabulary development components, and evidence-based comprehension exercises. Customized formative assessments were also identified as essential tools to evaluate students’ literacy and numeracy progress. The modules showed strong potential to support active learning and knowledge construction aligned with students’ developmental needs. The integration of the FIVES model into e-learning design can significantly enhance foundational literacy and numeracy skills through a structured and student-centered approach. Future research should investigate the scalability of these modules, assess their performance in varied educational settings, and explore integration with other digital tools to improve learning outcomes.]]>
<![CDATA[The Story of Loved Ones as Description Learning Media in the Elementary School ]]>
<![CDATA[Abdul Rahman Rahim]]>
<![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.v14i4.1991
<![CDATA[Writing lessons are generally a scourge for learners because the management of learning is less attractive, effective, and efficient. The purpose of this research is to improve the ability to write the description text of students’grade V at SD Pertiwi Makassar by using the story of loved ones’media. The research method used wasa one-group pretest-posttest design, namely a research design that was given a pre-test before being given treatment and a post-test after being given action or treatment. The thing done in the implementation of the experiment was to assign to a sample that had not been given treatment or called a pre-test to measure the initial ability to write the descriptivetext. The conclusion of this research was the result of writing a descriptivetext of students’grade V at SD Pertiwi Makassar using the story of loved ones’ media increased by looking at the improvement of the average score of acquisition from 35.62 on the pre-test to 67.04. This scorewas less than 0.98 to achieve minimum completeness, which was 68. ]]>
<![CDATA[Perceptions of Effective English Teachers and Lecturers: Voices of Pre-Service English Teachers in an Indonesian EFL Context ]]>
<![CDATA[Bukhori Bukhori]]>;
<![CDATA[Zelly Putriani]]>;
<![CDATA[Cut Raudhatul Miski]]>;
<![CDATA[Dedy Wahyudi]]>
<![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.v17i4.8485
<![CDATA[Understanding what constitutes an effective English teacher or lecturer is essential for shaping competent future educators, particularly in EFL (English as a Foreign Language) contexts like Indonesia. However, limited research explores how pre-service English teachers perceive the effectiveness of both school-level teachers and university lecturers. This study employed a quantitative survey design involving 102 fifth-semester students from the English Education Department of an Indonesian university. Data were collected through a validated questionnaire comprising 60 items across four domains: organizational and communication skills, pedagogical knowledge, socio-affective skills, and English proficiency. Descriptive statistics were used to analyze responses. Findings revealed that pre-service teachers perceived both English teachers and lecturers as sharing similar core characteristics. Effective teachers were associated with stimulating interaction, clear lesson planning, and motivating learners. Effective lecturers were more strongly associated with using clear and simple language, demonstrating vocabulary mastery, and providing constructive feedback. Fairness, patience, and supportive attitudes were highly valued for both roles, while excessive focus on error correction was considered less important. The study underscores the importance of pedagogical clarity, interpersonal sensitivity, and language proficiency in English teaching across educational levels. It also highlights nuanced differences in role expectations between teachers and lecturers. These findings offer valuable insights for English teacher education programs to balance content knowledge, instructional skills, and relational competence.]]>
<![CDATA[Development of Student Worksheets Based on Contextual Teaching and Learning Integrated Malang Culture for Elementary School Students ]]>
<![CDATA[Ria Norfika Yuliandari]]>;
<![CDATA[Maryam Faizah]]>;
<![CDATA[Husni Mubarok]]>;
<![CDATA[Dian Mustika Anggraini]]>;
<![CDATA[Salsabila Salsabila]]>
<![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.v17i3.4712
<![CDATA[This study aimed to develop a student worksheet based on Contextual Teaching and Learning (CTL), integrated with Malang culture, to improve fifth-grade students’ understanding of fractional operations. Incorporating local cultural elements into mathematics instruction is intended to increase student engagement and contextual comprehension. The research employed a Research and Development (RD) design using the ADDIE model, which includes five phases: Analysis, Design, Development, Implementation, and Evaluation. The worksheet was designed around seven CTL components: constructivism, inquiry, questioning, learning community, modeling, reflection, and authentic assessment. Data collection instruments included interviews, expert validation sheets, and student response questionnaires. Descriptive analysis was used to evaluate the validity and practicality of the product. Validation was conducted by four experts in material (84.70%), media (80%), language (93.33%), and teaching practice (97.5%), indicating that the worksheet was “very valid” and suitable for classroom use. Implementation with fifth-grade students showed enhanced engagement and understanding, particularly in solving addition and subtraction of fractions with unlike denominators. The integration of CTL strategies and local cultural content, supported by colorful visuals and contextual examples, created a more interactive and meaningful learning experience. Student feedback and performance gains demonstrated the worksheet's effectiveness in supporting conceptual understanding and increasing motivation. The developed CTL-based worksheet, enriched with Malang cultural context, is valid, feasible, and effective for improving fractional learning in elementary mathematics classrooms.]]>
<![CDATA[Principal's Strategy for Increasing Accreditation in Junior High Schools ]]>
<![CDATA[Maya Shaumi Idami]]>;
<![CDATA[Cut Zahri Harun]]>;
<![CDATA[Khairuddin Khairuddin]]>
<![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.v14i4.1354
<![CDATA[Principals, as policymakers in schools, must function optimally. As a leader in educational institutions, the principal must be able to improve school accreditation in an effort to improve the quality of education. The purpose of this study was to obtain data and information regarding (1) the principal's strategy in increasing accreditation which was reviewed on the quality of graduates; (2) the principal's strategy in increasing accreditation through the learning process; (3) The principal's strategy in improving the accreditation status of teacher quality. The research approach is a descriptive method. The data collection techniques used were observation and interview. The research subjects were school principals and teachers, which consisted of six samples. The data analysis used was reduction techniques, data presentation, data interpretation and data verification. The results showed that the Principal of a state junior high school in Want Jaya in improving the accreditation status, improves the quality of three main components including (1) the quality of graduates is improved by focusing on increasing religious activities in schools, creating a bullying-free environment, improving skills, collaboration, critical thinking, and improve learning achievement; (2) the learning process is actively improved, holding remedial/enrichment programs, and moving the school literacy movement program (GLS); and (3) teacher quality improvement is carried out by increasing the ability to develop learning plans and continuous professional development. In addition, in realizing increased accreditation, the principal places himself as an educator, manager, administrator, supervisor, leader, and motivator. Each role is carried out as well as possible so that the role carried out by the principal can be achieved in accordance with the provisions.]]>
<![CDATA[Integrating an Outcome-Based Education (OBE) Framework in Andragogy: A Case Study in the Community Education Department ]]>
<![CDATA[Jubaidah Hasibuan]]>;
<![CDATA[Friska Indria Nora Harahap]]>
<![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.v16i4.5377
<![CDATA[The challenges of 21st-century education include bridging the gap between higher education and the professional world through innovative learning approaches. Outcome-Based Education (OBE) aligns educational outcomes with the competencies required in public education professions. This study examines the planning, implementation, evaluation, challenges, and solutions related to OBE-based learning in Andragogy courses. A qualitative descriptive approach was employed, with 57 participants selected as the sample. Data were collected through observation, questionnaires, and document analysis. The planning process focuses on preparing learning tools and emphasizing the development of attitudes and skills aligned with teaching and community education administration professions. Learning begins with prayer and ice-breaking activities, followed by structured integration of OBE. No significant challenges were encountered in implementing the OBE framework, which was adapted to align with the expected learning outcomes of study programs. Students showed enthusiasm for the OBE model, which promotes innovative and engaging learning environments. The evaluation process utilized the PDCA (Plan-Do-Check-Act) cycle to identify areas for improvement and standardize effective methods. Continuous quality improvement (CQI) was achieved by revisiting the planning stage to refine the process. The integration of the OBE framework facilitates outcome-based learning, ensuring alignment with professional demands. The absence of major obstacles highlights the adaptability of OBE to enhance learning outcomes. The integration of the OBE framework in Andragogy courses, guided by the PDCA cycle, fosters continuous learning improvements and equips students with skills relevant to the professional world. This approach demonstrates the effectiveness of OBE in bridging education and work competencies.]]>
<![CDATA[Public Perspectives on the Role of Madrasah Tsanawiyah in Preserving Religious Values in the Digital Age ]]>
<![CDATA[Mohammad Sabarudin]]>;
<![CDATA[Mohamad Erihadiana]]>;
<![CDATA[Tatang Muh Nasir]]>;
<![CDATA[Sri Wulan]]>;
<![CDATA[Derry Ridwan Maoshul]]>
<![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.v17i2.7017
<![CDATA[In the digital age, adolescents face challenges in maintaining religious values due to pervasive online influences. Madrasahs, as institutions of Islamic education, are increasingly expected to uphold these values. This study investigates public perceptions of the role of Madrasah Tsanawiyah (MTs) in preserving religious principles, focusing on MTs Muslimin Citapen as a case study. A quantitative, descriptive-correlational design was employed, involving 100 randomly selected respondents from the local community. Data were collected through a structured Likert-scale questionnaire and analyzed using SPSS. Analytical methods included normality testing, Pearson correlation, and linear regression to explore the relationship between madrasah roles and public perception. The analysis revealed a strong positive correlation (r = 0.856) between the public’s perception of the madrasah’s role and its effectiveness in preserving religious values. Regression analysis showed that 84.1% of public perception variance is explained by the functional role of the madrasah. These findings emphasize the significant role of madrasahs in maintaining religious values amid digital disruption. The high correlation suggests strong community trust in the institution’s moral and spiritual guidance. Madrasahs serve as vital anchors of religious education in the digital era. However, the study’s limited scope and sample size suggest the need for broader research to enhance Islamic education’s digital integration across various regions.]]>
