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[Differentiated Learning Strategies by Guru Penggerak: Accommodating the Needs of Slow Learner in Primary School ]]>
<![CDATA[Yusrika Firda Isnaini]]>;
<![CDATA[Minsih Minsih]]>;
<![CDATA[Choiriyah Widyasari]]>;
<![CDATA[Helzi Helzi]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 17, No 3 (2025): SEPTEMBER 2025 ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v17i3.7052
<![CDATA[Slow learners are students with below-average cognitive abilities who require more time and support to grasp academic concepts. Their learning challenges often include difficulties in reading, writing, and comprehending instructional content, resulting in delayed task completion and lower academic performance. Addressing these needs is crucial within inclusive classrooms, especially under the Indonesian Guru Penggerak (Teacher Leader) program, which aims to foster transformative, student-centered learning.This qualitative study explores how a Guru Penggerak implements differentiated learning strategies to support slow learner students in a second-grade inclusive classroom at SDN Kadokan 02. Data were collected through classroom observations, semi-structured interviews with the teacher and principal, and analysis of relevant documents. Data triangulation was used to ensure validity, and analysis followed the steps of data reduction, presentation, and conclusion drawing.Findings indicate that the teacher implemented two core differentiation strategies: process differentiation—providing guided instruction, visual media, and individualized support—and product differentiation—modifying assessment formats to align with students’ readiness levels. Regular students engaged in more independent learning, while slow learners received intensive scaffolding through visual aids, repeated instructions, and individualized feedback.The differentiation approach effectively addressed diverse readiness levels within the same classroom, supporting both slow learners and their peers. The role of the Guru Penggerak was critical in designing inclusive and adaptive learning processes.Differentiated instruction, as practiced by Guru Penggerak, is an effective strategy to accommodate slow learners in inclusive classrooms. This study offers practical insights for educators aiming to implement equitable teaching strategies.]]>
<![CDATA[The Effect of Organizational Innovation Through Self-Concept on the Performance of Senior High School Teachers in Kendari City ]]>
<![CDATA[La Ode Amaluddin]]>;
<![CDATA[Izlan Sentryo]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 14, No 4 (2022): AL-ISHLAH: Jurnal Pendidikan ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v14i4.2584
<![CDATA[This study aims to analyze and describe the influence of: Organizational Innovation (IO) through Self-Concept (KD) on teacher performance (KG) at SMAN in Kendari City. Technique Probability Sampling using Proportional Stratified Random Sampling. Data retrieval was carried out using instruments developed by the researchers themselves based on theories built by experts by first being tested on 80 teachers empirically to determine validity and reliability, data analysis techniques were: 1) Analyst prerequisite test, namely normality test, evaluation of univariate outliers and multivariate outliers, evaluation of multicollinearity, evaluation of Goodness-of-fit criteria, reliability and variance extract, 2) Structural Equation Modeling was used to test hypotheses. The results of this study indicate that organizational innovation through self-concept on teacher performance has a positive and significant effect. This finding means that the involvement of organizational innovation through self-concept mediation will improve teacher performance. This is also shown by the results of the indirect effect test (indirect effect) that there is a direct influence of organizational innovation on self-concept of 0.255 and a direct effect of self-concept on teacher performance of 0.260., p-value testing both Sobel test (0.033), Aroian test (0.038), goodman test (0.028), all three are less than the value of = 5%. Based on the three tests, the results of the indirect effect test on organizational innovation through self-concept have a significant effect on teacher performance.]]>
<![CDATA[Fostering Critical Thinking in Early Childhood: An Experimental Study on Loose Parts Media in Kindergarten ]]>
<![CDATA[Astri Purwanti]]>;
<![CDATA[Rakimahwati Rakimahwati]]>;
<![CDATA[Farida Mayar]]>;
<![CDATA[Setiyo Utoyo]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 17, No 2 (2025): JUNE 2025 ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v17i2.6770
<![CDATA[Critical thinking, a higher-order cognitive skill, is essential in forming reliable decisions. In early childhood education, integrating developmentally appropriate methods such as Loose Parts play has the potential to foster creativity and critical thinking. This study explores the impact of Loose Parts media on the critical thinking abilities of children aged 5–6 years at Tunas Harapan Kindergarten, Tambang District, Kampar Regency. A quasi-experimental design with a pretest-posttest control group structure was employed. The sample consisted of 20 children divided equally into an experimental group (n=10) and a control group (n=10). The experimental group engaged in activities involving Loose Parts, while the control group followed conventional methods. Critical thinking skills were assessed before and after the intervention. Analysis using ANOVA revealed a significant improvement in the critical thinking skills of the experimental group. The calculated F-value was 6.122, with a significance value of 0.024 (df = 1, α = 0.05). These results indicate a statistically significant effect of Loose Parts media on the development of critical thinking. The findings support the hypothesis that Loose Parts play promotes critical thinking in early learners. The significant difference observed highlights the potential of this approach as an effective educational strategy in early childhood development.]]>
<![CDATA[Developing Task Based Learning Materials Model for Translation Course ]]>
<![CDATA[Yanuarti Apsari]]>;
<![CDATA[Setya Resmini]]>;
<![CDATA[Yana Yana]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 14, No 4 (2022): AL-ISHLAH: Jurnal Pendidikan ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v14i4.1926
<![CDATA[This research was a pilot study which intended to develop Task based learning materials model for the Translation course. The study employed Research and Development. The research procedure of this study was adapted from Borg and Gall (1983). There are only three out of ten steps were employed: research and information collecting, planning, and developing preliminary form of product. The respondents of this research were two lecturers and third-semester students of the English education study program in a university in Cimahi. The data was taken from questionnaire and interviews. The research findings show that (1) from the analysis result, most of respondents wanted the learning materials that suits their need and interest. Thus, the pilot product covered eight topics such as translation process, a good translation, translation method, idiomatic translation, figurative language, simile and metaphor, direct technique and indirect technique; (2) the design used task-based learning model and was made based on three sessions namely pre-task, task cycle and language focus; (3) The translation material in pre activity consists of brainstorming and introducing the topics. While, translation materials in task cycle involves translating various sources such as newspaper, novel, poem, song lyric, film review and abstract. The last, teaching materials in language focus deal with grammar session. Since this research is pilot study, thus, the results need to be validated by expert judgement. Furthermore, it is recommended to apply the product in the real class.]]>
<![CDATA[Collaborative Leadership in Elementary Education: A Systematic Review of Effective Principal Practices ]]>
<![CDATA[Nurlina Nurlina]]>;
<![CDATA[Danny Meirawan]]>;
<![CDATA[Cepi Triatna]]>;
<![CDATA[Suyadi Suyadi]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): DECEMBER 2025 ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v17i4.7661
<![CDATA[Collaborative leadership in elementary schools is seen as strategic to address the complexity of education management, although its implementation still faces various challenges. This study systematically examines the collaborative leadership practices of elementary school principals with a focus on principles, managerial strategies, and implementation barriers. A literature review of 14 articles published from 2019 to 2025 obtained through google scholar, Sinta, Garuda, and ScienceDirect. Selection is based on topic relevance, school context, and focus on collaborative leadership. Collaborative leadership is rooted in participation, openness, and shared responsibility. The principal acts as a facilitator who encourages the involvement of teachers, staff, parents, and curriculum development. Prominent strategies include role sharing, deliberation, professional coaching, and external collaboration. The main obstacles are individualistic work culture, limited leadership capacity, and lack of policy support. The success of collaborative leadership is not only determined by the principal's vision, but also by the ability to build a sustainable collaborative climate. These findings contribute to the educational leadership literature and practical implications for principals and policymakers. Further research is suggested to explore the impact of collaborative leadership on student learning outcomes and teacher professional development.]]>
<![CDATA[Comparison of Cognitive Learning Outcomes Among Eighth-Grade Junior High School Students Using Monopoly Games and Pop-up Books as Educational Media in ASEAN Social Studies ]]>
<![CDATA[Edison Edison]]>;
<![CDATA[Aman Aman]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 16, No 4 (2024): AL-ISHLAH: JURNAL PENDIDIKAN ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v16i4.5917
<![CDATA[This study investigates the comparative effectiveness of two educational media—Monopoly game media and Pop-up Books—on cognitive learning outcomes in social studies, specifically ASEAN material, among class VIII students at SMP Negeri 1 Talang Ubi. Interactive media like Monopoly games are hypothesized to better engage students and enhance understanding compared to traditional Pop-up Books. A quasi-experimental design was employed, with class VIII students as the study population. Using purposive sampling based on pretest scores, class VIII.7 was designated as the experimental group using Monopoly games, while class VIII.2 served as the control group using Pop-up Books. Cognitive learning outcomes were measured through validated and reliable cognitive tests. Data were analyzed using a t-test to compare the effectiveness of the two instructional media. The t-test analysis revealed a significant improvement in cognitive outcomes for the experimental group compared to the control group. Students who utilized Monopoly game media demonstrated higher cognitive learning gains, suggesting enhanced engagement and understanding of ASEAN material. The findings suggest that interactive educational games, such as Monopoly, can more effectively enhance cognitive learning in social studies compared to traditional methods like Pop-up Books. This may be attributed to the engaging and participatory nature of game-based learning. Interactive game-based educational tools hold significant potential for improving student learning outcomes in social studies. Educators are encouraged to consider integrating such tools to foster better cognitive engagement and learning effectiveness in similar educational contexts.]]>
<![CDATA[Constructive Alignment of Islamic Education Curriculum in Doctoral Program at Sunan Kalijaga Yogyakarta ]]>
<![CDATA[Aida Hayani]]>;
<![CDATA[Sutrisno Sutrisno]]>;
<![CDATA[Sukiman Sukiman]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 14, No 4 (2022): AL-ISHLAH: Jurnal Pendidikan ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v14i4.2208
<![CDATA[One of the problems faced by the Islamic Religious Education Doctoral Program (PAI) at UIN Sunan Kalijaga is curriculum issues. Where the curriculum must be designed to be research-oriented with an inter, multi and transdisciplinary approach to find solutions to various PAI problems, so as to gain recognition both nationally and internationally. The purpose of this research is to increase knowledge and understanding regarding the Curriculum Design of the PAI Doctoral Program to anticipate various PAI problems. The method used is a field study, this study aims to reveal the curriculum design of the PAI doctoral study program at UIN Sunan Kalijaga. Data collection was carried out by in-depth interviews with Head of Study Program, Head of LPM, Dean and Students. Results The researchers found that the curriculum design in the PAI Doctoral Program was in accordance with the procedures and mechanisms of curriculum design referring to the KKNI. That is, starting from the formulation of learning outcomes, the substance of the study materials to courses, learning designs and assessment designs but the construction aligment of the profile of Doctrol Programe, the description of level 9 in the KKNI, Study Materials and the determination of courses is still not appropriate, That will be affect to the quality of Doctoral Student’s in UIN Sunan Kalijaga]]>
<![CDATA[Integrating Powtoon Animation as a Digital Innovation for Enhancing Elementary Students’ Mathematical Conceptual Understanding ]]>
<![CDATA[Intan Andriani Hasanah]]>;
<![CDATA[Lutfiah Isfa Hayati]]>;
<![CDATA[Siti Zaina]]>;
<![CDATA[Raudhatunnur Raudhatunnur]]>;
<![CDATA[Dwi Novita Sari]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): DECEMBER 2025 ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v17i4.8492
<![CDATA[Mathematics instruction in elementary schools often presents challenges due to the abstract nature of concepts, especially in geometry. Digital innovations like animated media offer potential to enhance students' conceptual understanding and engagement. This qualitative case study explored the integration of Powtoon animation in teaching three-dimensional geometry to fifth-grade students at Palembang Integrated Islamic Elementary School. Data were collected through classroom observations, semi-structured interviews with teachers and administrators, and document analysis. The data were analyzed using Miles and Huberman’s interactive model, involving data reduction, display, and conclusion drawing. Findings reveal that Powtoon enhanced students’ conceptual understanding by providing dynamic visualizations, contextual illustrations, and simplified representations of complex ideas. The media supported student activeness, creativity, analytical thinking, and innovation. Teachers used Powtoon to deliver content in both structured and collaborative formats, tailored to classroom needs. Institutional factors—including principal leadership, infrastructure readiness, and teacher training—played a crucial role in supporting successful implementation. The study highlights the effectiveness of Powtoon in addressing pedagogical challenges in elementary mathematics. Its integration fosters student-centered learning and aligns with constructivist and multimedia learning theories. Positive student responses indicate increased motivation, participation, and cognitive engagement. The study also emphasizes the importance of school-wide support in sustaining digital innovations. Powtoon is a feasible and effective tool for improving mathematical conceptual understanding at the primary level. Future research should explore its broader application across diverse educational settings to validate these findings.]]>
<![CDATA[Sports Human Resource Development Strategy in Elementary School ]]>
<![CDATA[Abdul Halim]]>;
<![CDATA[Alberth Supriyanto Manurung]]>;
<![CDATA[Oman Unju Subandi]]>;
<![CDATA[Alfredo Do Carmo]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 17, No 1 (2025): MARCH 2025 ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v17i1.6941
<![CDATA[Developing sports human resources in elementary schools is essential for nurturing athletic talent and strengthening physical education from an early age. This systematic literature review explores strategies to improve the skills and effectiveness of educators, coaches, and support staff in elementary school sports programs. The review focuses on studies published between 2014 and 2024, sourced from reputable databases such as Scopus and Google Scholar. Inclusion criteria prioritized peer-reviewed articles addressing human resource development in elementary school sports settings, specifically within regional and national contexts. A thematic analysis was conducted to synthesize findings across selected studies. Four key strategies emerged: (1) continuous professional development for teachers and coaches, (2) incorporation of innovative and age-appropriate sports curricula, (3) active community and parental engagement, and (4) integration of digital tools to support skill-building and performance tracking. The analysis also highlights persistent challenges, including limited funding, insufficient policy frameworks, and the lack of customized training models tailored to the developmental needs of young learners. Findings emphasize the necessity of collaborative efforts between schools, local governments, and sports organizations to address these challenges and optimize human resource utilization. This review offers practical recommendations for policymakers, educators, and community stakeholders aiming to strengthen sports education infrastructure and promote youth development at the foundational level.]]>
<![CDATA[Practicality of E-Modules Based on Differentiated Learning and Flipbook Technology in Al-Qur'an Hadith Instruction ]]>
<![CDATA[Salman Yafi]]>;
<![CDATA[Sasmi Nelwati]]>;
<![CDATA[Muhammad Kosim]]>;
<![CDATA[Milya Sari]]>;
<![CDATA[Radhiatul Hasnah]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 17, No 3 (2025): SEPTEMBER 2025 ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v17i3.7226
<![CDATA[The integration of differentiated learning with digital technologies such as Flipbook offers new opportunities for inclusive instruction, particularly in Islamic education. This study investigates the practicality of E-Modules designed with differentiated learning principles and Flipbook technology in the teaching of Al-Qur’an Hadith at the Madrasah Tsanawiyah (MTsN 3 Padang). Using a mixed-methods approach, the study involved one educator and 24 students. Quantitative data were gathered via practicality questionnaires, while qualitative input was collected through open-ended feedback. Quantitative data were analysed descriptively, and qualitative responses were processed using thematic analysis. Findings show that the E-Module is considered highly practical, with an overall practicality score of 82% from educators and 85% from students. Users highlighted ease of navigation, clarity of instructions, and the effectiveness of interactive features such as quizzes and videos. However, both groups identified areas for improvement—especially in content readability, font size, and visual layout. The results suggest that Flipbook-assisted, differentiated E-Modules effectively support learning in Islamic education settings. They accommodate various learning styles and enhance engagement. Nevertheless, improvements in design and content presentation are recommended. This study addresses a gap in Islamic learning media research and contributes to the development of inclusive, technology-integrated instruction. With refinements addressing readability and learner diversity—including readiness, interests, and talents—such E-Modules hold strong potential as effective tools in Qur’anic Hadith education.]]>
