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 Creative Thinking in Vocational High School Students Through Digital History Teaching Media: The Impact of Canva Integration ]]>
<![CDATA[Dimas Rachmat Susilo]]>;
<![CDATA[Erlina Wiyanarti]]>;
<![CDATA[Agus Mulyana]]>;
<![CDATA[Wawan Darmawan]]>
<![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.v17i1.6297
<![CDATA[This study investigates the effectiveness of Canva-based digital teaching media in improving students' creative thinking skills in history learning at SMK Pertanian Pembangunan Lembang. The research aims to assess whether digital tools can enhance students' fluency, flexibility, originality, and elaboration in creative thinking. A Classroom Action Research (CAR) design with a mixed-method approach was implemented over three learning cycles. The study involved 64 students, divided into an experimental group (n = 32) and a control group (n = 32). Data collection instruments included the Creative Thinking Ability Test, Visual Work Assessment Rubric, and Student Response Questionnaire, validated with Cronbach’s Alpha = 0.87. Findings demonstrated a significant improvement in students’ creative thinking skills across four dimensions: fluency (M = 72.3, SD = 8.2), flexibility (M = 68.9, SD = 7.8), originality (M = 65.4, SD = 9.1), and elaboration (M = 70.2, SD = 8.5). The effect size (d = 0.82) indicated the Canva-based method’s superiority over traditional learning. Additionally, qualitative analysis showed an increase in learning motivation (85.3%) and improved quality of students’ visual works. The study provides empirical evidence that integrating digital technology in history learning enhances students’ creative thinking skills. The findings highlight the necessity of teacher professional development, adequate technological infrastructure, and contextual learning strategies for effective digital learning implementation. Canva-based digital media significantly improves creative thinking skills in vocational history education. These results suggest its potential for broader application in digital-based learning strategies within vocational education contexts.]]>
<![CDATA[Perceptions of Social Media-Based Microlearning in Enhancing Interest and Retention in Japanese Language Learning among Interns to Japan ]]>
<![CDATA[Rita Agustina Karnawati]]>;
<![CDATA[Aisyah Jingga Framesti]]>
<![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.v17i3.8193
<![CDATA[Effective learning strategies are essential for mastering foreign languages, especially Japanese, which presents structural and cultural complexities. This study investigates the perceptions of prospective interns to Japan regarding the use of social media-based microlearning to enhance their interest and retention in Japanese language learning. A quantitative survey design was employed involving 150 prospective Japanese interns selected through cluster sampling. Data were collected using a Likert-scale questionnaire designed to measure learning interest and retention. The instrument's validity was assessed using the Aiken index, while reliability was confirmed through Cronbach’s alpha (interest = 0.869; retention = 0.904). Data analysis included descriptive statistics, normality testing, and simple linear regression to examine the relationship between learning interest and retention. The findings revealed a significant positive correlation between learning interest and learning retention (r = 0.637, p 0.01), with interest accounting for 40.6% of the variance in retention. Most respondents demonstrated high levels of interest and retention, particularly among Generation Z learners. These outcomes suggest that microlearning via social media platforms supports both engagement and memory retention in language acquisition. Microlearning offers concise, accessible, and engaging content that aligns with the digital habits of modern learners. Its implementation in Japanese language education, particularly for internship preparation, can enhance learner motivation and long-term retention. The study recommends further exploration into content design, learner motivation, and digital engagement strategies to optimize microlearning outcomes in foreign language contexts.]]>
<![CDATA[Management of Basic Education and Its Development (A Case Study in MIN 3 Pinang Sori) ]]>
<![CDATA[Nurul Oktaviana Mekawati]]>;
<![CDATA[Wandana Simatupang]]>;
<![CDATA[Fachrul Sanawi]]>;
<![CDATA[Mesiono Mesiono]]>
<![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.v14i4.2297
<![CDATA[Management has a central role in organizational structure and culture. This is also the basis for the integrality of management and organization in Islamic educational institutions. This study aims to analyze the management of basic education and its development. The research background is located at MIN 3 Pinang Sori, with a focus on the study of management and development aspects. This research uses a qualitative approach with a descriptive-analytical study method. Phenomenologically, researchers tried to collect data in the field by means of interviews, observations, and documentation. Next, the researcher interprets the data through reduction efforts, data presentation, and verification. Finally, the data is declared valid (valid) if it passes the triangulation test. The results of this study indicate that education management at MIN 3 Pinang Sori is well implemented. This is viewed from the implementation of the institution's vision, mission, and goals through the development of a community-based curriculum (a combination of the madrasa curriculum, national education curriculum, and local wisdom). Then, the strategy used in madrasah development is to improve the quality of academic services and the quality of madrasa graduates. The concrete form is in the form of optimizing extracurricular activities to support the potential of students with academic and non-academic achievements, giving prizes as an appreciation for outstanding students and teachers, increasing human resource competencies based on community needs, training for madrasa human resources, and mediation conducted by the madrasa committee with the local community.]]>
<![CDATA[Readiness for Smart Learning in Indonesia’s Islamic Universities ]]>
<![CDATA[Susanto Susanto]]>;
<![CDATA[Apri Wardana Ritonga]]>;
<![CDATA[Ayu Desrani]]>;
<![CDATA[Yohan Rubiyantoro]]>
<![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.v17i2.6162
<![CDATA[Technological advancements have driven significant innovations in education, notably through smart learning systems. In Indonesia, Islamic universities are increasingly adopting smart learning to enhance the quality of higher education. This study examines their readiness for smart learning implementation. A mixed-method approach combined quantitative and qualitative data collection. Questionnaires were distributed via Google Forms to 608 students, and additional insights were gathered through interviews. Quantitative data were analyzed using percentage calculations and descriptive analysis, while qualitative findings were thematically organized. The study found that the implementation of smart learning in Islamic universities is moderately effective across four key areas: learning management systems, personalized learning, assessment, and library management systems. Questionnaire scores for all aspects exceeded 6.00, indicating a generally positive perception. Nevertheless, issues such as inadequate infrastructure and insufficient faculty readiness emerged as significant challenges. The findings suggest that Islamic universities in Indonesia are adapting to technological changes but require ongoing development to integrate smart learning practices fully. Addressing infrastructure and faculty training gaps is essential to enhance educational quality, graduate competencies, and institutional competitiveness.]]>
<![CDATA[The Impact of School Principals’ Managerial Competence and Customer Relationship Management on Educational Service Quality in Primary Schools ]]>
<![CDATA[Sigit Rudiyanto]]>;
<![CDATA[Widya Kusumaningsih]]>;
<![CDATA[Nurkolis Nurkolis]]>;
<![CDATA[Waewalee Waewchimplee]]>
<![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.v17i4.7407
<![CDATA[Improving the quality of educational services is essential for ensuring institutional effectiveness and stakeholder satisfaction. However, few studies have explored the combined impact of school leadership and stakeholder engagement—particularly in primary education contexts. This study aims to examine the influence of school principals’ managerial skills and customer relationship management (CRM) on the quality of educational services in public elementary schools. A quantitative, correlational survey design was employed involving 97 teachers selected from a population of 128 through proportional random sampling. Data were collected using validated questionnaires and analyzed using descriptive statistics, prerequisite tests (normality, multicollinearity, heteroscedasticity, linearity), and hypothesis testing through simple and multiple linear regression. The results indicate that school principals' managerial skills significantly affect educational service quality, with a correlation coefficient (r) of 0.823 and an R² of 77.7%. Similarly, customer relations show a strong positive relationship with service quality (r = 0.857; R² = 73.4%). When combined, these two variables yield an even stronger influence (r = 0.866; R² = 75.0%). These findings highlight the critical role of effective leadership and stakeholder collaboration in enhancing educational services. Strengthening principals’ managerial competencies and implementing CRM-oriented practices can lead to better communication, trust, and responsiveness in schools. This study offers practical implications for policymakers and school leaders to design targeted professional development and engagement strategies that support sustainable educational improvement.]]>
<![CDATA[Integrating Indragiri Hulu Local Wisdom into Audiovisual Math Module for Elementary Education ]]>
<![CDATA[Yusmia Rika Subekti]]>;
<![CDATA[Herlinawati Herlinawati]]>;
<![CDATA[Yogi Yunefri]]>
<![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.v16i4.5966
<![CDATA[This study aimed to evaluate the effect of local wisdom-based audiovisual modules on improving learning outcomes in mathematics among second-grade students at YMI Tani Makmur Elementary School. The research employed a purposive sampling method to select students studying two- and three-dimensional shapes, aligning with the developed module. The study involved designing the module, validating it through expert reviews, and assessing student responses. Validation was conducted by teaching material experts (focusing on content and evaluation) and media experts (focusing on design, interactivity, and communicativeness). Expert validation results indicated an average score of 72.3% from material experts, categorized as "valid," and 94.4% from media experts, categorized as "very valid." These results confirmed that the module meets the validity criteria for audiovisual instructional materials. Observations during implementation revealed that educators found the module helpful in enhancing students’ learning outcomes and motivation in mathematics. The findings demonstrate the potential of local wisdom-based audiovisual modules to make mathematics learning more engaging and effective for elementary school students. The study concludes that the validated module is a valuable tool for improving both motivation and academic performance in mathematics, supporting its use in elementary education settings. Further research could explore its application across different subjects and grade levels.]]>
<![CDATA[Implementation of the Holistic Education Approach in Inclusive Schools based on School Culture in Senior High Schools ]]>
<![CDATA[Rupiah Rupiah]]>;
<![CDATA[Nursyamsiah Nursyamsiah]]>;
<![CDATA[Bagus Endri Yanto]]>
<![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.v17i2.6760
<![CDATA[Inclusive schools require comprehensive educational services that support all aspects of student development. Holistic education nurtures students' intellectual, emotional, physical, social, aesthetic, and spiritual capacities. This study explores how school culture influences the implementation of holistic education in inclusive educational settings. A qualitative descriptive method with a case study approach was employed. Data were collected through interviews and observations, with purposive sampling used to select participants. The validity of the research instrument was assessed using the Aiken index, and reliability was measured with Cronbach’s alpha. Data were analyzed through reduction, presentation, and conclusion drawing. Findings revealed that school culture plays a critical role in shaping holistic education practices. Core cultural values—such as religious beliefs, leadership, environmental stewardship, and discipline—are embedded into daily routines, including regular prayer, cleanliness, and a sense of responsibility. These practices promote consistent and meaningful integration of holistic values into the learning environment. The study highlights how school culture can facilitate the practical application of holistic education in inclusive schools. Educators and administrators can use these insights to foster environments that support diverse student needs through cultural reinforcement. This research offers a valuable reference for teachers, researchers, and education practitioners interested in holistic education. Future studies should aim to design holistic education models that include quality assurance measures and explore multicultural approaches to inclusive service delivery.]]>
<![CDATA[The Influence of Intrinsic and Extrinsic Rewards on Middle School Teachers’ Job Satisfaction ]]>
<![CDATA[Ansori Ansori]]>;
<![CDATA[Iwan Aprianto]]>;
<![CDATA[Muhammad Yusup]]>;
<![CDATA[Kholid Ansori]]>;
<![CDATA[Marzani Marzani]]>
<![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.v14i4.2162
<![CDATA[This study aims to determine the effect of intrinsic and extrinsic rewards on teacher job satisfaction at a junior high school in Batanghari. This research is a quantitative study. The population of this study is the number of all teachers who teach at that school, with a sample of 32 teachers. The analysis used is multiple regression analysis, and the data is processed with the help of the SPSS version program 20.0. The results showed that intrinsic reward significantly affected job satisfaction with count t table (4,564 1699). This shows Ha is rejected and Ho is accepted, which means the extrinsic reward had a significant effect on job satisfaction with the value tcount ttable (3.213 1699). This shows that Ha is rejected and Ho is accepted. It can be said that there is a partial influence between intrinsic reward and extrinsic reward on job satisfaction by looking at the results of the coefficient of determination (r square) of 0.965, which means that the intrinsic reward and extrinsic reward variables can increase job satisfaction by 96.5% and 3.5% are variables residual (residual) which are influenced by other variables.]]>
<![CDATA[STEAM Learning Integrating Deep Learning and Ethnomathematics to Improve Numeracy Literacy and Pancasila Student Profile ]]>
<![CDATA[Agusriyanti Puspitorini]]>;
<![CDATA[Eko Agustiawan]]>;
<![CDATA[Kurratul Aini]]>
<![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.v17i4.8630
<![CDATA[Improving numeracy literacy and character education aligned with the Pancasila Student Profile (P5) remains a key challenge in Indonesian education, particularly in remote areas. Conventional mathematics instruction often lacks contextual and cultural relevance, limiting student engagement and holistic development. This study implemented a STEAM (Science, Technology, Engineering, Arts, Mathematics) learning model integrating Deep Learning principles and Ethnomathematics to enhance numeracy and character development. Using a mixed-methods sequential exploratory design, the research was conducted with 28 ninth-grade students at SMPN 1 Masalembu. Qualitative data from observations, interviews, and reflections informed the development of quantitative instruments measuring numeracy literacy and P5 competencies. Quantitative analysis showed significant gains in numeracy literacy, with pre-test scores increasing from M = 42.80 (SD = 7.61) to post-test scores of M = 82.47 (SD = 6.32), t(27) = −27.58, p 0.001, with a large effect size (Cohen’s d = 5.21). Qualitative findings indicated that students engaged meaningfully and joyfully with mathematical concepts through culturally relevant tasks involving Sumenep batik motifs. Improvements were also observed in critical thinking, creativity, cooperation, and cultural appreciation. The integration of STEAM, Deep Learning, and Ethnomathematics effectively enhanced students’ cognitive and character outcomes. This model offers a promising, culturally responsive approach for mathematics instruction in remote and diverse educational settings, supporting the objectives of the Merdeka Belajar curriculum.]]>
<![CDATA[ChatGPT in Education: A New Paradigm for Enhancing Student Learning and Engagement ]]>
<![CDATA[Muhamad Basyrul Muvid]]>;
<![CDATA[Didiet Anindita Arnandy]]>;
<![CDATA[Achmad Arrosyidi]]>;
<![CDATA[Sulistiowati Sulistiowati]]>
<![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.v17i1.5874
<![CDATA[The digitalization of education continues to evolve, with artificial intelligence (AI) playing a crucial role. ChatGPT, an AI-powered tool, has gained widespread use among students for academic purposes. This study investigates its impact on students’ learning abilities, particularly in facilitating independent learning, supporting assignment completion, and broadening knowledge. A mixed-method approach was adopted, combining quantitative survey data from 203 respondents with qualitative analysis of their responses. This methodology provided a comprehensive understanding of students' experiences and perceptions regarding ChatGPT’s role in their academic activities. The findings indicate that ChatGPT significantly aids students in completing assignments, encourages independent learning, and serves as a valuable knowledge resource. Respondents reported that ChatGPT’s accessibility and functionality contribute to enhanced learning efficiency. The study highlights ChatGPT’s potential as a transformative educational tool, emphasizing its role in digital learning environments. While students benefit from its features, considerations regarding academic integrity and critical thinking skills should be addressed. ChatGPT demonstrates considerable advantages in supporting students’ academic endeavors. Its effectiveness in fostering independent learning and knowledge expansion underscores its value in modern education. Future research should explore its long-term impact on students' learning habits and critical thinking skills.]]>
