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[Analysis of Higher Education Management Policy Through the Implementation of Total Quality Management ]]>
<![CDATA[Ahmad Qurtubi]]>
<![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.v14i4.1860
<![CDATA[This study aimed to determine the extent to which complete quality management is applied in distance education in higher education. This research uses policy research methods. This research approach is qualitative with the type of policy research. Policy research is conducting or analyzing core social problems to provide recommendations to decision-makers on how to solve them realistically. According to research findings, Total Quality Management (TQM) in higher education manifests itself in interactions between professors and students in the classroom or in revising accreditation or assessment criteria. A structured system can turn an organization into a learning organization. TQM also contributes to increased morale, cost savings, organizational performance, and responsiveness to customer needs in higher education. Barriers to applying TQM in universities include idealistic goals, lack of agreement on the definition and application of quality, freedom, academic maturity, and administrative abilities.]]>
<![CDATA[Developing a Book Creator-Based Interactive E-Module to Enhance Numeracy and Green Economy Awareness Among Elementary Students ]]>
<![CDATA[Ratih Purnamasari]]>;
<![CDATA[Nurlinda Safitri]]>;
<![CDATA[Rukmini Handayani]]>;
<![CDATA[Siti Maysarah]]>;
<![CDATA[Ilham Abdulrahman]]>
<![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.v17i4.8187
<![CDATA[Integrating sustainability themes into mathematics education can enhance both cognitive and environmental competencies. This study aimed to develop and evaluate an interactive e-module using Book Creator that combines fraction-ordering concepts with green economy themes to improve elementary students’ numeracy skills and environmental awareness. The module was developed using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation) and featured multimodal content including text, visuals, video narration, and interactive tasks designed for fifth-grade learners. A limited trial was conducted with 75 students from a public elementary school in Indonesia. Expert validation and a pretest–posttest design were used to assess feasibility and learning outcomes. Expert validation indicated excellent feasibility in content (97.9%), media (96%), and language (98%). Student responses showed high engagement and perceived usefulness (average score: 88.6%). Quantitative analysis revealed a moderate increase in numeracy skills, with an average N-gain of 0.597. Qualitative observations indicated improved understanding, enthusiasm, and active participation. The findings demonstrate that interactive, contextually relevant digital modules can effectively support numeracy development and environmental education. Grounded in Piagetian and Vygotskian principles, the module encourages concrete operational thinking and social learning. Its digital format allows for flexible integration in both blended and remote learning settings. The Book Creator-based module offers promising pedagogical value for integrating mathematics and sustainability in primary education. Future studies should investigate broader application and long-term impacts on student learning and behavior.]]>
<![CDATA[Enhancing Mathematical Reasoning Skills Through Board Game Media and the Adaptive Problem-Based Learning Model ]]>
<![CDATA[Kriswandani Kriswandani]]>;
<![CDATA[Dani Kusuma]]>
<![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.v17i1.6340
<![CDATA[Mathematical reasoning is often underemphasized in basic education due to students’ difficulties in understanding mathematics. This study aims to develop and evaluate the effectiveness of board game media integrated with the Adaptive Problem-Based Learning (APBL) model in enhancing students’ mathematical reasoning skills. A mixed-methods approach was employed using a sequential exploratory design, beginning with qualitative research followed by a quantitative phase. The study was conducted at SD Kristen Satya Wacana (UKSW Laboratory) Salatiga. The developed board game, APBL model, and instructional materials underwent expert validation, yielding very high feasibility ratings of 84%, 95%, and 90%, respectively. The board game was then tested with 30 students, and data were collected through pretests, posttests, and practicality assessments. The implementation results showed a significant improvement in students' mathematical reasoning skills. The average pretest score of 62 increased to 84 in the posttest, reflecting a 35.48% achievement gain. Additionally, teacher and student responses in the practicality test yielded a 92% practicality score, categorized as very high. The findings indicate that integrating board game media with the APBL model effectively enhances mathematical reasoning. The model provides an engaging and structured learning experience that supports higher-order thinking skills while maintaining a practical and enjoyable classroom environment. The study concludes that board game media with the APBL model is highly effective and practical for improving mathematical reasoning. It is recommended for broader application across different education levels and learning contexts to enhance mathematics instruction.]]>
<![CDATA[Optimizing Practitioner Lecturers in Independent Learning: A Case Study of MBKM Implementation at Muhammadiyah University of Maumere ]]>
<![CDATA[Sunardin Sunardin]]>;
<![CDATA[Erna Yayuk]]>;
<![CDATA[Agus Tinus]]>
<![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.v17i3.6978
<![CDATA[The Independent Learning–Independent Campus (MBKM) policy aims to bridge academic knowledge with practical industry skills. However, its implementation in private or regional universities, such as Muhammadiyah University of Maumere, remains underexplored. One key element for success—practitioner lecturers—requires deeper investigation in this context. This qualitative case study examines the role of practitioner lecturers in supporting independent learning under the MBKM framework. Data were collected through in-depth interviews with program heads, 24 practitioner lecturers, and 624 students, supported by document analysis and participatory observation. Data analysis followed Miles and Huberman’s model, emphasizing reduction, display, and conclusion drawing. The study finds that practitioner lecturers significantly contribute to bridging theoretical content with real-world practice, enhancing student engagement and skill acquisition. Their industry experience provides students with relevant insights aligned with local and national workforce demands. However, time constraints, lack of pedagogical training, and limited alignment between academic and industrial expectations emerged as major challenges. Despite institutional support, the effectiveness of practitioner lecturers is hindered by structural and operational barriers. Students also report difficulty adapting to practice-oriented teaching styles without sufficient theoretical grounding. Optimizing practitioner lecturers in regional MBKM implementation requires targeted training, flexible scheduling, and improved coordination with industry partners. This study offers practical recommendations for enhancing independent learning outcomes through strategic lecturer engagement in similar higher education settings.]]>
<![CDATA[Learning English as a Foreign Language in Indonesia: Senior High School Students’ Motivation and Challenges ]]>
<![CDATA[Missi Tri Astuti]]>;
<![CDATA[Shalawati Shalawati]]>;
<![CDATA[Sitti Hadijah]]>
<![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.v14i4.2870
<![CDATA[Investigation on English foreign language learners’ learning experiences has been discussed by a plethora of studies. The current study presents a survey on the learning motivation and challenges of Indonesian senior high school students. A cohort of approximately 64 students from a private senior high school in Indonesia was invited to participate in two questionnaires. Analysis of the students’ responses showed that their English language learning motivations were affected by both internal and external motivational factors, which were put into four categories; motivation for knowledge, internal fulfilment regulation, motivation to challenge, and external utility regulation. In terms of the challenges, boredom and anxiety were experienced by the students; although the degrees of the challenges were not significant, the students showed some factors that could trigger their anxiety and boredom. These findings suggest English language teachers keep stimulating the students to enhance and sustain their motivations in learning English both externally and internally and directing them to enjoy their learning process through innovative learning resources and activities.]]>
<![CDATA[Mapping the Terrain: EFL Teachers’ Acceptance of Generative AI Integration in Lesson Planning ]]>
<![CDATA[Muhammad Asrori]]>;
<![CDATA[Endang Setyaningsih]]>
<![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.v17i2.6253
<![CDATA[Grounded in the Technology Acceptance Model (TAM), this study explores high school EFL teachers’ perceptions of the ease of use (PEU) and usefulness (PU) of Generative AI (Gen-AI) MagicSchool for lesson planning. It further investigates the factors influencing their acceptance or resistance to adopting this technology after undergoing a Gen-AI training session. A mixed-methods approach was employed. Quantitative data were gathered through a TAM-based questionnaire tailored to the features of Gen-AI MagicSchool, while qualitative insights were obtained via focus group interviews. The questionnaire assessed teachers’ perceived usefulness, ease of use, attitudes, and behavioral intentions. Focus groups explored nuanced factors influencing acceptance or hesitation. Thematic analysis revealed generally positive perceptions of Gen-AI. Teachers found the tool easy to use and valuable for lesson planning, indicating an intention to continue exploring its applications. However, concerns emerged about the prompt formulation and the contextual relevance of AI-generated outputs. These concerns highlighted the need for pedagogical alignment and appropriate scaffolding. Findings suggest that while Gen-AI tools have strong potential to support EFL instruction, effective integration depends on enhancing teachers’ content and AI-related competencies. The interplay of PU and PEU was central to shaping behavioral intentions. To foster AI adoption in education, teacher training should include prompt engineering and strategies for AI-human collaboration. Practical exposure to Gen-AI during professional development can strengthen confidence and competence in AI integration.]]>
<![CDATA[Addressing the Moral Crisis Among Generation Z: Islamic Religious Education Teachers’ Responses in the Era of Social Connectivity ]]>
<![CDATA[Amma Ainun]]>;
<![CDATA[Ruslan Ruslan]]>;
<![CDATA[Kaharuddin Kaharuddin]]>;
<![CDATA[Ikhsan Maulana]]>;
<![CDATA[Hermansyah Hermansyah]]>;
<![CDATA[Agus Setiawan]]>
<![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.v17i4.7340
<![CDATA[The rapid expansion of social connectivity and digital media has reshaped adolescents’ moral environments, posing new challenges for moral and religious education. Generation Z students, as digital natives, increasingly negotiate moral values through online interactions that may conflict with religious and educational norms. This study examines how social connectivity influences the moral challenges faced by Generation Z students and explores the responses of Islamic Religious Education (PAI) teachers within a culturally Islamic context. This study employed a qualitative descriptive design conducted in junior and senior high schools in Bima City, Indonesia. Data were collected through semi-structured interviews with 15 PAI teachers and 20 students, classroom observations, and document analysis. The data were analyzed using thematic analysis following Braun and Clarke’s framework to identify recurring patterns related to moral behavior, digital engagement, and teacher responses. The findings reveal that intensive social media use contributes to technology dependency, weakened moral reflection, declining respect for authority, and reduced engagement in religious activities. Moral decision-making among students is often shaped by peer validation and online visibility. In response, PAI teachers adopt adaptive pedagogical strategies, including integrating digital ethics into religious instruction, reinforcing discipline, and collaborating with parents and counseling services. The study highlights teacher agency as a critical mediator between digital culture and moral development, suggesting that religious education remains relevant when responsive to students’ socio-digital realities.]]>
<![CDATA[Examining the Model for Forming Religious Character Education through Santri Behavior Traditions in Islamic Boarding Schools ]]>
<![CDATA[Amirul Muttaqin]]>;
<![CDATA[Roibin Roibin]]>;
<![CDATA[Ahmad Barizi]]>;
<![CDATA[Jamilah Jamilah]]>;
<![CDATA[Bima Fandi Asy'arie]]>
<![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.v16i4.6181
<![CDATA[Islamic boarding schools (IBS) are unique Islamic educational institutions that play a significant role in shaping the character and behavior of santri (students). This study aims to explore the perspectives of kiai (Islamic leaders) in internalizing a character education model within santri traditions amidst the challenges of modernity.This qualitative research employs a phenomenological approach, focusing on field studies conducted at the Annuqayah Islamic Boarding School in Sumenep, East Java. Data collection involved interviews with 10 kiai, providing insights into traditional practices that influence santri character formation.The findings reveal several traditional models that foster character development in santri. These include showing respect to kiai through specific customs like handshaking, communal meals, polite communication, simple attire, maintaining cleanliness, fulfilling worship obligations, respecting guests, displaying diligence in learning, and engaging in unique rituals such as "bersampetan" (communal bathing). These practices strengthen relationships among kiai, ustadz (teachers), santri, and other residents within the IBS environment, creating a harmonious and conducive learning atmosphere.These traditions are integral to character education in IBS, reinforcing values of integrity, ethics, and responsibility. They not only preserve the cultural heritage of Islamic boarding schools but also offer a sustainable model for character building relevant to the modern era.The findings suggest that IBS traditions can serve as an effective framework for character education, addressing contemporary challenges while fostering the development of ethical, responsible, and well-rounded individuals in Islamic education.]]>
<![CDATA[Optimisation of the WhatsApp Application in Learning Taḥsīn al-Qur'ān To Improve Students Reading al-Qur'ān Ability ]]>
<![CDATA[Suwarno Suwarno]]>;
<![CDATA[Ismet Nur]]>;
<![CDATA[Rahmanita Zakaria]]>;
<![CDATA[Evanirosa Evanirosa]]>
<![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.v14i4.2068
<![CDATA[AbstractAccording to the Ministry of Education, Culture, Research and Technology circular, learning for the academic year 2021/2022 can be carried out face-to-face. However, at IAIN Takengon, face-to-face learning is only held for new students, while students still carry out lectures boldly. In learning challenges, many media are used by lecturers, one of which is the WhatsApp application. Including the Taḥsīn al-Qur'ān course using the WhatsApp application. This study aims to determine the optimisation and effectiveness of the use of the WhatsApp application in Taḥsīn al-Qur'ān learning to improve students' reading Qur'an ability.This research uses mixed research methods (mixed methods study). The data collection technique was carried out using interview and observation techniques with students through zoom meetings and google meet to find qualitative data. In contrast, quantitative data were collected through documentation techniques. Analysis of the data used is also qualitative data analysis and quantitative analysis; qualitative analysis is used to analyse data from interviews and observations of optimising WhatsApp applications in bold learning, while quantitative data analysis is used to analyse the analysis of students' reading ability of the Qur'ān related to the use of the WhatsApp application. in learning Taḥsīn al-Qur'ān.The study results in optimising the WhatsApp application were carried out by maximising the use of features or menus in the WhatsApp application. The use of the WhatsApp application in Taḥsīn al-Qur'ān learning to improve students' reading of the Qur'ān is quite effective based on the results of the t-test of the pretest and post-test scores where the value of t table with a significant degree of 0.05 and df=16 is obtained t_count=9.419. Because t_countt_table (9,141,746]]>
<![CDATA[Profiles of Students’ Numeracy Literacy Based on Wholist-Analytic Cognitive Styles: Implications for Differentiated Learning Strategies ]]>
<![CDATA[Heni Pujiastuti]]>;
<![CDATA[Dini Dahlia]]>;
<![CDATA[Anwar Mutaqin]]>
<![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.v17i4.8397
<![CDATA[Numeracy literacy is a vital 21st-century competency, yet Indonesian high school students often underperform, especially in data interpretation and contextual reasoning. Individual differences, such as cognitive styles, may influence students’ approaches to numeracy tasks. This study explores how Wholist–Analytic cognitive styles relate to students’ numeracy literacy and examines the implications for differentiated instruction. This qualitative phenomenological study involved 12 tenth-grade students purposively selected from two public high schools representing different achievement categories. Students were categorized into Wholist or Analytic cognitive styles using the Matching Figure Test and Embedded Figure Test. Each group included students with high, medium, and low numeracy abilities. Data were collected through cognitive style assessments, numeracy literacy tests, interviews, and observations. Analysis was conducted using triangulation and NVivo 12 Plus software. Wholist students demonstrated strengths in understanding global contexts but often overlooked numerical precision, especially among lower-achieving students. In contrast, Analytic students applied systematic problem-solving strategies but struggled to connect results with contextual meaning. High-achieving students in both groups successfully integrated their cognitive tendencies with strong numeracy skills, while lower-achieving students exhibited consistent challenges regardless of style. The findings suggest that cognitive style alone does not determine numeracy success; rather, its interaction with skill level is critical. Differentiated learning strategies—such as problem-based learning, visual scaffolding, and technology integration—can address these differences. Educators should tailor instruction to students’ cognitive profiles to enhance numeracy outcomes.]]>
