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[Enhancing Graduate Competitiveness through Reward and Recognition: A Case Study at Guangxi University of Foreign Languages ]]>
<![CDATA[Li Kun Mei]]>;
<![CDATA[Aan Komariah]]>;
<![CDATA[Eka Prihatin]]>;
<![CDATA[Johar Permana]]>
<![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.v17i1.6237
<![CDATA[This study explores the role of reward and recognition in talent management training at Guangxi University of Foreign Languages (GUFL) and their impact on enhancing graduate competitiveness, particularly in the field of language education. Reward and recognition are recognized as key drivers of individual motivation and performance in training environments. A descriptive qualitative approach was employed to gain in-depth insights into the implementation of reward systems in GUFL’s training programs. Data were collected through interviews with 24 educators and 1 student, focusing on experiences with financial rewards, formal recognition, and their perceived effectiveness. Findings indicate that financial rewards significantly boost trainee motivation, while non-financial recognition, such as industry-recognized certifications, increases trainees’ confidence and competitiveness in the global job market. The study also highlights the importance of aligning reward and recognition systems with industry needs and cultural values, particularly within the Southeast Asian context. The results suggest that a well-structured, culturally adaptive, and industry-relevant reward system plays a crucial role in enhancing the quality of talent training and in producing globally competitive graduates. Institutions in similar contexts are encouraged to adopt holistic reward strategies that integrate both motivational and professional development elements.]]>
<![CDATA[Developing a TikTok-Based Speaking Learning Model at Middle School to Strengthen Pancasila Student Profiles ]]>
<![CDATA[Lisa Maurida]]>;
<![CDATA[Jendriadi Jendriadi]]>;
<![CDATA[Yanti Sariasih]]>
<![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.v16i4.5892
<![CDATA[Education must continuously evolve to meet changing societal needs, with successful outcomes reflected in students' improvement in both knowledge and attitudes. Addressing low speaking skills among students at Takhfid Al Hidayat Middle School, this study develops a speaking learning model that leverages TikTok as an educational tool within Pancasila education, emphasizing democratic and moral values. This research employs a Research and Development (RD) methodology using the 4D model: Define, Design, Develop, and Disseminate. In the Define stage, we analyzed the development needs and user requirements. The Design stage involved drafting the initial media, while the Develop stage included expert validation to refine the media. Finally, the dissemination stage distributes the developed learning model. In a small-scale trial, the TikTok-based speaking model demonstrated improvement in students' speaking abilities, with an average pretest score of 55.73, increasing to a posttest average of 81.41. A broader trial reflected similar results, showing a pretest mean of 59.57 and a posttest mean of 71.71. These findings suggest that integrating TikTok into speaking activities significantly enhances students’ speaking skills. This model fosters engagement and supports the teaching of democratic and moral principles within Pancasila education. The developed TikTok-based speaking model effectively improves speaking skills and engages students in meaningful ways, making it a promising approach for language development and character education in Pancasila contexts.]]>
<![CDATA[Integrating Quizizz and Google Classroom: A Case Study of the ASSURE Model in Science Learning for Fifth-Grade Digital Classrooms ]]>
<![CDATA[Ika Damayanti]]>;
<![CDATA[Sisca Rahmadonna]]>
<![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.v17i2.6800
<![CDATA[The Independent Learning Era prioritizes accommodating students' unique learning styles and characteristics. Teachers must innovatively facilitate learning by effectively integrating digital media, particularly to enhance meaningful science education. This study examines the integration of digital media into Natural Science lessons at SD Muhammadiyah Purwodiningratan, employing the ASSURE analysis model to assess its effectiveness and implementation process. A qualitative approach was adopted, with fifth-grade students and their teacher as the study's participants. Data collection utilized interviews, observations, and documentation. The analysis applied triangulation methods to enhance reliability and validity of qualitative findings. The findings demonstrate that the fifth-grade teacher at SD Muhammadiyah Purwodiningratan employs the ASSURE model steps in planning Natural Science learning. Specifically, digital media such as Quizizz and Google Classroom were integrated effectively into the curriculum. Additionally, despite digital integration, project-based learning remains preferred by the teacher due to its relevance in facilitating science comprehension. Notably, the study identified specific challenges faced by the teacher in successfully implementing digital media within classroom activities. Integration of digital media proves beneficial in addressing diverse student learning styles. However, continued preference for project-based methods indicates limitations of digital approaches alone. Recognized challenges include technical issues, time constraints, and student adaptability. Addressing these barriers is crucial for enhancing the effectiveness of digital media integration in science education. Effectively integrating digital tools with traditional teaching methods, such as project-based learning, supports meaningful scientific understanding, though careful attention to overcoming identified barriers is essential for optimal results.]]>
<![CDATA[Developing Canva-Based Video Tutorials to Enhance Poetry Writing Skills in Vocational High School Students ]]>
<![CDATA[Salihin Salihin]]>;
<![CDATA[Nursaid Nursaid]]>
<![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.v17i3.7888
<![CDATA[This study aimed to develop and assess the effectiveness of a Canva-based video tutorial as instructional media to enhance poetry writing skills among tenth-grade vocational high school (SMK) students in Batam. The research addresses the gap between students' preference for digital learning tools and the continued reliance on conventional, text-based teaching methods in language instruction. Using a Research and Development (RD) approach, the study adopted the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). A needs analysis involving students and teachers identified a low interest in textbook-based learning and a dominant preference for visual and digital media. Based on these findings, a structured and visually engaging video tutorial was developed through Canva, incorporating step-by-step guidance for writing poetry. The media underwent expert validation by specialists in media, language, and pedagogy, receiving high ratings for validity (average 91%). Practicality tests with students and teachers indicated high ease of use, appeal, and instructional value (94% practicality score). Effectiveness was measured through a pretest-posttest design with 39 students, analyzed using an independent t-test. Results showed a significant improvement in students’ poetry writing scores (t = 6.642, p 0.05). The findings demonstrate that the Canva-based video tutorial is a valid, practical, and effective tool for teaching poetry writing. This study underscores the pedagogical value of integrating digital tools in language learning, particularly in enhancing literacy, creativity, and student engagement in vocational education contexts.]]>
<![CDATA[Discipline, Infrastructure, Work Environment, and Work Rewards' Influence on Lecturer Performance ]]>
<![CDATA[Ramanata Disurya]]>;
<![CDATA[Neta Dian Lestari]]>;
<![CDATA[Rambat Nur Sasongko]]>;
<![CDATA[Muhammad Kristiawan]]>
<![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.v14i4.2312
<![CDATA[This study is to evaluate and analyze the hurdles and problems that a lecturer has in obtaining peak performance by examining the impact of discipline, infrastructure, work environment, and work rewards on lecturer performance. The sample of this study were 32 respondents and this study is quantitative and questionnaire was used to collect the data. We identify or uncover causality to determine the link or impact of discipline, infrastructure, work environment, and job rewards on lecturer performance in statistics are used in this study. The findings revealed that the existence of the Work Reward variable as a control variable had an effect on the variables discipline (X1), infrastructure (X2), work environment (X3) and lecturer performance (Y). Thus, it can be inferred that the variables of discipline, infrastructure, and work environment are not the only factors that influence lecturer performance, because another variable, namely the work reward variable, also has an impact on lecturer performance. Work reward, is one of the variables influencing the rise in discipline, infrastructure, and work environment on lecturer performance. Meanwhile, the statistical results of SPSS 25 show that discipline, infrastructure, work environment, and job rewards all have a substantial impact on professor performance.]]>
<![CDATA[Artificial Intelligence Animation in English Learning: Innovation in the Merdeka Curriculum Implementation ]]>
<![CDATA[Muhamad Alfi Khoiruman]]>;
<![CDATA[Mohd. Rafi Riyawi]]>;
<![CDATA[Galih Satriyo]]>
<![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.v17i1.5870
<![CDATA[Conventional teaching methods often lack interactivity and fail to address diverse learning needs, resulting in reduced student engagement. This study investigates the use of AI-based animation as an innovative educational tool to enhance student motivation, participation, and comprehension, in alignment with the Merdeka Curriculum’s focus on student-centered and flexible learning approaches. A qualitative research design was employed, involving semi-structured interviews with educators and students, as well as participant observations in classroom settings. The implementation of an AI animation tool was assessed using user engagement metrics and thematic analysis of feedback from both students and teachers. Initial classroom trials indicated a 25% increase in student participation when AI animations were integrated into lessons, compared to traditional teaching methods. Furthermore, 80% of students reported that the AI-based animations made learning more enjoyable and accessible, citing improved understanding and sustained interest in classroom activities. The findings highlight the effectiveness of AI-based animations in fostering active learning and engagement. This approach supports the Merdeka Curriculum’s principles of autonomy, collaboration, and adaptive pedagogy. By catering to diverse student needs and promoting a more dynamic classroom environment, AI-driven tools offer promising pathways for future educational innovation.]]>
<![CDATA[The Differences of Students’ Ability in Writing Poetry through the Use of Constructivism Learning Method and Modeling Strategy ]]>
<![CDATA[Efrianto Efrianto]]>;
<![CDATA[Afnita Afnita]]>;
<![CDATA[Ridha Hasnul Ulya]]>
<![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.v16i4.3342
<![CDATA[This study investigates differences in poetry writing skills between students taught using the constructivism learning method and those taught using the modeling method. The research explores the effectiveness of these methods in enhancing creativity and writing proficiency. Employing a quantitative experimental design with a 2x2 factorial framework, the study selected one class as the experimental group (constructivism method) and another as the control group (modeling method). A cluster random sampling technique was used to select 56 students from the Faculty of Language and Arts at Universitas Negeri Padang. Data were collected through performance tests, using a poetry writing assessment rubric that evaluated both physical and inner elements of poetry. Data analysis included normality and homogeneity tests and a 2-way ANOVA. The findings reveal significant differences between the two learning methods. The experimental group (constructivism) scored higher (81.57) compared to the control group (modeling), with an average of 78.14. Additionally, students with high creative thinking skills performed better (79.85) than those with lower creativity (72.57). The results confirm that the constructivism learning model is more effective in improving poetry writing skills than the modeling method. It fosters creativity and enhances students' ability to engage deeply with poetic elements. Adopting the constructivist learning approach can significantly enhance students’ poetry writing skills and creativity. Educators are encouraged to implement this method to foster greater student engagement and improved learning outcomes in creative writing.]]>
<![CDATA[Transforming Digital Teaching Practices: The Role of Empowering Leadership and Self-Efficacy in Emancipated Schools ]]>
<![CDATA[Syunu Trihantoyo]]>;
<![CDATA[Mufarrihul Hazin]]>;
<![CDATA[Windasari Windasari]]>;
<![CDATA[Shelly Andari]]>;
<![CDATA[Rezki Nurma Fitria]]>;
<![CDATA[Muhammad Faizal A Ghani]]>
<![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.v17i2.6164
<![CDATA[Despite the increasing relevance of digital competence in education, elementary school teachers' digital learning behaviors often do not align with current expectations. Enhancing these behaviors is essential for building an inclusive school ecosystem. This study investigates the impact of principals' empowering leadership on teachers' digital learning behavior, with self-efficacy as a mediating factor.A quantitative research design was employed using Partial Least Squares Structural Equation Modeling (PLS-SEM). Data were collected through purposive sampling from 340 teachers participating in the emancipated school program. Respondents were selected based on their involvement in schools with digitally transformative leadership and self-efficacy development initiatives. The analysis followed three stages: (1) validity and reliability testing; (2) model fit assessment; and (3) hypothesis testing.The findings revealed that empowering leadership directly influences digital learning behavior, accounting for 65.4% of the variance. Additionally, self-efficacy plays a mediating role, contributing 29.5%. Although empowering leadership emerged as the dominant factor, the mediation effect suggests that self-efficacy remains a crucial element in fostering effective digital learning behaviors among teachers. The study highlights that teachers with higher self-efficacy are more receptive to empowering leadership, especially in the context of digital learning. These findings underscore the importance of fostering both strong leadership and personal belief in capability to promote sustainable digital competence in schools.]]>
<![CDATA[Problematic Character Learning During Covid-19 Pandemic in Primary School of Banyumas District ]]>
<![CDATA[Subur Subur]]>
<![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.v14i4.1895
<![CDATA[This study analyses the various character learning difficulties experienced by primary school (SD) teachers and students in online learning during the Covid-19 pandemic and its effects. The unexpected spread of the Covid-19 outbreak has caused many problems in a learning activity in primary school, especially in character material. The data sources of this study are the teacher of primary schools in the suburban area of Banyumas and stakeholders in the character learning process. This study uses a descriptive method with a qualitative research approach. Techniques of data collection are in-depth interviews and observation. Data analysis is with reduction, display, and conclusion. The results showed that the problematic character learning through online learning during a pandemic includes the low intensity of interaction between teacher and students as a result, difficulty in the interaction between teachers and students even misunderstandings often arise, the delivering character material need explanation and concrete example, the inadequate response and understanding of students to character material, the difficulty of teacher in monitoring changes in student's behavior, the difficulty of parents in assisting students, the difficulty of teacher in assessing UTS (midterm) or UAS (final examination) subject to a character. Even if it is minimal, a solution that can be done is to send video and voice chat that contain messages of moral values for children]]>
<![CDATA[The Role of Riau Malay Culture-Based Ethnoscience on the Character Formation of Elementary School Students ]]>
<![CDATA[Viony Syafitra]]>;
<![CDATA[Wilasari Arien]]>;
<![CDATA[Lutfiana Arbiah]]>
<![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.v17i4.8516
<![CDATA[Character education is a foundational aspect of elementary education, particularly when aligned with local cultural values. Ethnoscience, as a form of traditional knowledge rooted in local wisdom, offers potential for contextualizing moral and social learning. This study explores how Riau Malay culture-based ethnoscience contributes to the character formation of elementary school students. This qualitative research was conducted over six months (January–June 2025) at an elementary school in West Maredan Village, Perawang. Data were collected through participatory observation, in-depth interviews with school principals, teachers, and 36 students from grades IV to VI, as well as documentation of learning processes. Data were analyzed using Miles and Huberman's interactive model. Findings reveal that integrating Riau Malay ethnoscience—through folklore, proverbs, local practices, and environmental customs—effectively supports the development of students’ religiosity, responsibility, social care, and ecological awareness. Observable changes included increased participation in collective prayers (from 60% to 88%), mutual cooperation (45% to 78%), and proper waste sorting (40% to 75%). The integration of ethnoscience into classroom activities contextualizes character education and bridges academic learning with students’ lived cultural experiences. This model aligns with the Pancasila Student Profile and demonstrates that cultural-based learning can foster sustainable character development in early education.]]>
