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[Technological Interventions in English Pedagogy: A Comprehensive Analysis of their Influence on Teaching and Learning of the English Language ]]>
<![CDATA[Ningrum Tri Mulya]]>;
<![CDATA[NHPS Putro]]>
<![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.v16i4.4716
<![CDATA[Technology literacy has become increasingly important in the context of teaching and learning English, especially with ongoing technological advancements. This study aims to examine the impact of technology on English education by analyzing recent literature on the subject. A systematic literature review was conducted using the Scopus database to collect relevant research on technology's role in English teaching and learning. The search initially identified 257 documents, narrowed down to 20 based on publication year and relevance to the topic, ensuring a focus on high-quality sources. Analysis of the selected studies revealed that technology significantly enhances the efficiency of English teaching and learning. Key findings indicate that technology facilitates greater access to educational resources, while multimedia tools and digital platforms offer interactive and engaging ways to support language acquisition. Furthermore, teachers’ proficiency with these tools is shown to correlate positively with student learning outcomes. The findings underscore the importance of technology literacy among English educators, as their skill in using technological media directly impacts students' learning results. Enhanced access to resources and multimedia-supported instruction not only enriches the educational experience but also aligns with modern learning preferences, suggesting a need for continued integration of technology in English education. This review highlights that technology in English teaching promotes resource accessibility and student engagement, ultimately improving learning outcomes. Continued development of teachers' technological skills is recommended to fully realize these benefits.]]>
<![CDATA[Implementation of Project-Based Learning to Improve Numeracy Skills in Indonesian Primary Schools ]]>
<![CDATA[Setiti Rahayuningsih]]>;
<![CDATA[Budiono Budiono]]>;
<![CDATA[Endang Poerwanti]]>
<![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.v17i4.7809
<![CDATA[Indonesia’s education reform through the Minimum Competency Assessment (AKM) emphasizes foundational skills in literacy and numeracy. However, primary schools often struggle to implement numeracy instruction aligned with AKM due to traditional teaching practices. This study investigates how project-based learning (PjBL) can support AKM implementation by enhancing numeracy skills in real-life contexts. This qualitative case study was conducted at SD Muhammadiyah 3 Kota Malang, selected for its innovative pedagogical practices. Data were collected through classroom observations, in-depth interviews with school leaders and teachers, and document analysis of lesson plans and school reports. Thematic analysis was conducted using the Miles and Huberman interactive model, supported by triangulation and member checking to ensure data credibility. The implementation of PjBL in mathematics instruction increased student engagement and improved numeracy competencies, particularly in interpreting data, solving contextual problems, and performing basic calculations. A 15% increase in AKM-related numeracy scores was recorded in the school’s 2023–2024 education quality report. Key themes identified include real-world contextualization, collaborative teacher planning, parental involvement, and student confidence development. PjBL offers a viable approach to integrating AKM in primary education by connecting mathematical concepts with authentic, everyday experiences. This study highlights the importance of whole-school collaboration, contextual instruction, and community engagement in strengthening students’ numeracy outcomes and readiness for competency-based assessments.]]>
<![CDATA[Fashion Design Learning System: A Comprehensive Evaluation of Apparel Design Programs in Education and Training Institutions ]]>
<![CDATA[Ria Rizkia Alvi]]>;
<![CDATA[Babang Robandi]]>;
<![CDATA[Achmad Hufad]]>;
<![CDATA[Uyu Wahyudin]]>;
<![CDATA[Ace Suryadi]]>;
<![CDATA[Elih Sudiapermana]]>
<![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.v16i4.5375
<![CDATA[The mismatch between graduate skills and labor market needs remains a challenge in education and training due to limited industry involvement in curriculum design. LPP Ariyanti’s Fashion Design Training Program stands out by producing work-ready graduates capable of entrepreneurship in fashion design. This study evaluates the program's learning system to understand its effectiveness. A qualitative descriptive approach was used, involving observation (checklist), interviews (guide), and document analysis (sheet). A purposive sampling method selected three informants: a marketing communication representative, a fashion instructor, and a training participant. Data analysis followed four steps: collection, reduction, presentation, and conclusion drawing. The program succeeded across all evaluated aspects. Raw inputs revealed participants with diverse educational backgrounds and ages, yet uniformly productive. Instrumental inputs included skilled instructors, a standards-aligned curriculum, and sufficient infrastructure. Environmental inputs involved engagement in events and institutional partnerships with government and industry. The process incorporated blended, participatory, and project-based learning, complemented by effective formative and summative evaluations. Outputs demonstrated improvements in participants’ cognitive, affective, and psychomotor abilities. Outcomes highlighted increased graduate incomes, though few participants have yet started their own businesses. The comprehensive design of LPP Ariyanti’s training program, integrating industry partnerships, effective teaching methods, and robust infrastructure, contributes to its success. However, further support is needed to encourage entrepreneurship among graduates. The Fashion Design Training Program at LPP Ariyanti effectively equips participants with skills for employment and entrepreneurship, offering a model for industry-aligned education.]]>
<![CDATA[Development and Practical Application of Character-Based Reading Materials in Junior High School English Instruction ]]>
<![CDATA[Gusmaizal Syandri]]>;
<![CDATA[Sirajul Munir]]>;
<![CDATA[Julhadi Julhadi]]>;
<![CDATA[Suyono Suyono]]>
<![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.v17i3.7314
<![CDATA[The integration of character values into English instruction is essential for holistic education, yet existing materials often emphasize linguistic skills over moral development. Teachers face challenges in promoting deeper internalization of values beyond the receiving and responding phases. This study addresses the gap by developing character-based English reading materials for junior high school students. The research employed the ADDIE model (Analysis, Design, Development, Implementation, Evaluation) with a mixed-methods approach. Needs analysis was conducted through observations, interviews, and documentation, followed by product development. Practicality and effectiveness were evaluated using questionnaires, observation sheets, and pretest–posttest assessments involving two teachers and 28 students. The developed materials integrated key values such as integrity, responsibility, cooperation, diligence, and compassion into reading activities. Practicality tests showed very positive responses from teachers (M = 4.34) and students (M = 4.54). Student learning outcomes improved significantly, with scores increasing from a pretest average of 71.96 to a posttest average of 85.17. Classroom observations also confirmed high engagement, responsibility, and collaboration during lessons. The findings demonstrate that character-based reading materials enhance both language proficiency and moral development. The integration of reflective activities and value-based assessment supported students’ higher-order thinking and ethical reasoning, aligning with cognitive, affective, and social development theories. Character-integrated English reading materials are practical, effective, and align with curriculum goals. They bridge the scarcity of value-based instructional resources and provide a model for embedding character education in language learning. Future studies should examine long-term impacts and explore broader implementation across diverse educational contexts.]]>
<![CDATA[The Relationship between Madrasah Principal Leadership and Teacher Performance at Madrasah Tsanawiyah ]]>
<![CDATA[Badrun Badrun]]>
<![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.v14i4.2270
<![CDATA[Teacher performance will be optimal if the leadership of the madrasah principal is also optimal. This study aims to determine the relationship between the leadership of the madrasah principal and teacher performance at MTSN 1 Mataram City. The population of this study was all teachers of MTSN 1 Koata Mataram as many as 62 people. The research sample was taken using a stratified proportional random sampling technique so that the research sample was obtained by as many as 16 people. The principal leadership indicators used in this study were innovators, motivators, and supervisors; while the teacher performance indicators used in this study were learning planning and learning implementation. The data collection instrument used a questionnaire in the form of a google form. Data analysis to determine the relationship of principals' leadership with teacher performance using Pearson Correlation with the help of SPSS software. The results showed that there was a significant relationship between the leadership of the madrasah principal and teacher performance at MTSN 1 Mataram City. The relationship between the principal's leadership and teacher performance is included in a strong relationship.]]>
<![CDATA[Exploring Inclusive Education in Early Childhood: Perspectives, Practices, and Implementation ]]>
<![CDATA[Deby Octaviany Ritonga]]>;
<![CDATA[Junaidi Junaidi]]>;
<![CDATA[Nurfaisal Nurfaisal]]>
<![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.v17i1.6744
<![CDATA[Inclusive education aims to provide equal learning opportunities for all children, including those with special needs. This study examines the perspectives and implementation of inclusive education at Taman Kanak-kanak (TK) Melati. A qualitative research design was employed, using a case study approach. Data were collected through interviews with teachers and parents, alongside observations of classroom practices. The findings indicate a strong commitment to inclusivity at TK Melati. Teachers apply differentiated instruction based on individual learning needs, utilize assistive technologies, and encourage social interaction through collaborative activities. Educators demonstrate enthusiasm and adapt teaching strategies to accommodate diverse learners. Additionally, collaboration with therapists and psychologists ensures tailored interventions for children with special needs, enhancing the effectiveness of support provided. While TK Melati exemplifies effective inclusive practices, the study highlights areas requiring improvement. Strengthening inclusive education calls for increased funding, targeted teacher training, and structured parental involvement. Furthermore, fostering strong partnerships between schools, families, and external professionals is essential for sustaining and enhancing inclusive practices.]]>
<![CDATA[Toraja Cultural Immersion: A Community Service Initiative for a Higher Education in Australia ]]>
<![CDATA[Markus Deli Girik Allo]]>;
<![CDATA[Roni La'biran]]>;
<![CDATA[Judith Ratu Tandiarrang]]>;
<![CDATA[Elim Trika Sudarsi]]>;
<![CDATA[Nilma Taula'bi]]>;
<![CDATA[Venni Banne Tasik]]>
<![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.v16i4.5902
<![CDATA[Cultural immersion programs are increasingly recognized for their role in fostering cross-cultural exchange, deepening cultural understanding, and promoting mutual learning. This study investigates the impact of a Toraja Cultural Immersion program, held in Bali from 6–21 July 2024, involving students from the University of Western Australia (UWA) and the English Education Study Program at UKI Toraja. A qualitative research design was adopted to evaluate the program's outcomes for participants and the host community. Twenty-one UWA students and seven UKI Toraja members were selected through purposive sampling to ensure diverse perspectives. Data were collected via semi-structured interviews and participant observation during activities such as teaching, cultural rituals, and community service. Thematic analysis was applied to transcribed data to identify recurring themes. The findings reveal that the program significantly enhanced participants' cultural awareness and intercultural competence. UWA students gained deeper insights into Toraja culture and demonstrated improved adaptability and understanding of cultural nuances. Meanwhile, members of UKI Toraja observed increased enthusiasm for English language learning and cultural preservation efforts within their community. The program successfully bridged cultural gaps, fostering mutual learning and providing educational benefits for both groups. The involvement of local facilitators from UKI Toraja was pivotal in contextualizing cultural experiences and guiding participants. This study underscores the value of cultural immersion programs in promoting intercultural competence and educational exchange. Future research should explore the long-term effects of such programs on participants' personal and professional development.]]>
<![CDATA[Enhancing Science Education in Primary Teacher Training: An Analysis of Course Implementation and Pedagogical Practices ]]>
<![CDATA[Diana Ayu Rostikawati]]>;
<![CDATA[Riandi Riandi]]>;
<![CDATA[Diana Rochintaniawati]]>;
<![CDATA[Wahyu Sopandi]]>
<![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.v17i2.6705
<![CDATA[Improving the quality of science education in teacher training is essential for developing competent educators. This study focuses on enhancing science instruction within the Primary School Teacher Education program at a private university in Serang City, Banten, by examining the implementation of the science course and related pedagogical practices. A descriptive qualitative approach was employed, involving five sixth-semester pre-service teachers as participants. Data were collected through structured interviews lasting 30–45 minutes. The interviews explored multiple facets of the course, including syllabus availability, lesson plan alignment, instructional media usage, access to teaching materials, application of instructional models, learning activity sheets, assessment practices, and course activities. Findings indicate inconsistencies between course plans and classroom activities. Participants reported limited access to teaching resources and inconsistent use of instructional media. However, they emphasized the value of interactive activities and the need for varied assessment tools. Feedback highlighted the importance of structured syllabi, engaging media, and creative approaches that align with different learning styles. The results underscore the importance of student input in improving science education courses. Enhancements should focus on providing comprehensive instructional materials, integrating technology, and promoting pedagogical creativity. Diverse teaching strategies and assessment methods can foster active engagement and support the professional growth of pre-service teachers. Structured, student-informed improvements in course design and delivery are essential to prepare effective future educators, especially in science education.]]>
<![CDATA[Islamic Boarding School Based Achievement Profiling in Pasuruan Regency ]]>
<![CDATA[Ahmad Fatah Yasin]]>;
<![CDATA[Muh. Hambali]]>;
<![CDATA[Moh. Wardi]]>
<![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.v14i4.1942
<![CDATA[The purpose of this study was to analyze the pattern of madrasas that imaged achievement based on pesantren. The method used is a case study qualitative method. The data collection technique is done through interviews, observation and documentation. The data analysis technique used consists of three stages of activities that occur simultaneously, namely; data reduction, data presentation, conclusion drawing/verification. The results showed that; Madrasa philosophy is able to personify the vision and mission that is side by side with the pesantren pattern which is the forerunner to the development of Madrasah Aliyah. The sustainable learning ecosystem of students after being in the madrasa is continued in the boarding school dormitory (pondokan). Its governance is supported by integrated management by aligning the madrasa curriculum with the pesantren curriculum based on the agreement of the two education managers. The implication of this research is that it can be used as input for the government, stakeholders, leaders, teachers, in making policies, so that the quality of education is more qualified and able to compete with other countries.]]>
<![CDATA[Teaching Materials Research: A Hybrid Systematic Literature Review and Bibliometric Analysis (2020-2025) ]]>
<![CDATA[Elbina Mamla Sa'idah]]>;
<![CDATA[Edison Edison]]>;
<![CDATA[Hamdi Pranata]]>
<![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.v17i4.8568
<![CDATA[The development of teaching materials is a critical area in educational research, especially amidst increasing demands for innovation, digital integration, and learner-centered approaches. Despite growing interest, a comprehensive mapping of trends and theoretical frameworks in teaching materials research remains limited. This study employed a hybrid approach combining a Systematic Literature Review (SLR) and bibliometric analysis to explore scholarly patterns from 2020 to 2025. A total of 913 Scopus-indexed journal articles were selected based on predefined inclusion criteria. The PRISMA framework guided the SLR process, while VOSviewer was used to visualize keyword co-occurrence, citation networks, and author collaborations. Findings reveal that teaching materials research is increasingly robust, with notable growth from 2020 to 2024. The majority of studies focus on digital and multimedia resources, while areas such as contextual and tailored materials remain underrepresented. Six dominant material types were identified: text-based, digital, multimedia, contextual/authentic, problem-based/case-based, and customized. Indonesia emerged as a leading contributor in publication volume. This study highlights the strong alignment of teaching materials research with constructivist, andragogical, and Universal Design for Learning (UDL) frameworks. The dominance of learner-centered and technology-enhanced materials underscores a paradigm shift in instructional design. Future research should expand into underexplored domains, integrate inclusivity principles, and evaluate instructional impact across diverse learning contexts.]]>
