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[Innovative Muhadastah Material Development by Puppet Theater for Special Needs Students Based on William Francis Mackey’s Theory ]]>
<![CDATA[Laili Mas Ulliyah Hasan]]>;
<![CDATA[Sutaman Sutaman]]>;
<![CDATA[Umi Machmudah]]>
<![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.v16i4.6020
<![CDATA[Developing effective muhadastah (conversational/oral communication) materials for special needs, students presents ongoing challenges. This study investigates the use of Puppet Theater as an innovative tool to improve muhadastah skills in special needs students, drawing on William Francis Mackey's theory of contextual and interactive learning. This research was conducted at MTs Wachid Hasyim Surabaya and involved 11 Class VIII special needs students, including individuals with hearing and speech impairments, ADHD, slow learning, and emotional needs. A qualitative methodology was applied, employing observations, interviews, and instructional material analysis to assess the effectiveness of Puppet Theater in enhancing communication skills within Mackey’s theoretical framework. The findings indicate that Puppet Theater markedly improved student engagement, interaction, and language development. Notably, a student with a speech impairment exhibited enhanced articulation and confidence, while students with ADHD showed better focus and participation. Slow learners benefited from the structured social interactions that Puppet Theater provided, fostering their conversational skills. These results suggest that Puppet Theater aligns well with Mackey’s contextual learning principles, offering a dynamic approach for muhadastah skill development in special needs students. It fosters a conducive environment for social and linguistic growth, accommodating diverse learning needs effectively. Puppet Theater proves to be a creative and interactive method for developing muhadastah materials, highlighting its potential as an educational strategy for diverse learners. This study contributes to special education literature by demonstrating Puppet Theater's effectiveness in enhancing conversational skills, with implications for broader educational applications.]]>
<![CDATA[Analyzing Students' Needs in Learning Short Story Writing: An Exploratory Case Study in Indonesian Schools ]]>
<![CDATA[Jasril Jasril]]>;
<![CDATA[Asmawati Asmawati]]>
<![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.v17i2.7400
<![CDATA[This study investigates the learning needs of senior high school students in West Sumatra, Indonesia, regarding short story writing. Understanding these needs is essential to develop effective instructional strategies that enhance students’ writing skills. A qualitative research design employing a descriptive analysis method was used. Data were collected through an exploratory case study involving 295 students and 15 teachers from four senior high schools. Instruments included short story writing tests, student questionnaires, and interviews with both students and teachers. The collected data were analyzed using content analysis techniques. Findings indicate that students benefit from a problem-based flipped classroom model, where they study materials at home and complete tasks in class. They also require a problem-based learning approach that emphasizes autonomy, motivation, creativity, logical reasoning, and experiential learning. Preferred learning media are digital, engaging, and flexible—accessible from home and adaptable to individual pacing. In terms of assessment, students favor ongoing, collaborative evaluations that align with the learning process. They also value assessments that directly support the development of their writing skills through constructive feedback and skill-targeted assignments. The results suggest that integrating digital tools and active learning models can better support students’ engagement and progress in short story writing. Instructional designs should reflect students' preferences for autonomy, creativity, and continuous feedback.]]>
<![CDATA[Development of Interactive Digital Modules Based on Augmented Reality ]]>
<![CDATA[Salim Salim]]>;
<![CDATA[Rahmad Prajono]]>;
<![CDATA[La Misu]]>;
<![CDATA[Hendra Nelva Saputra]]>
<![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.v14i4.1537
<![CDATA[Interactive digital modules have now become a new commodity in the world of learning that must be a major concern in order to facilitate an efficient and flexible learning process. The purpose of this development is to create augmented reality to be used as a learning resource by all academics. This study uses the Lee Owens development model which consists of 4 stages, namely assessment/analysis, design, development and implementation, and evaluation. This development activity involved a learning media expert, a material expert, and 8 small group pilots to assess the feasibility of the digital module being developed. Based on the presentation of the validator's assessment of the augmented reality, it can be concluded that augmented reality is very valid criteria which means it is very good for use in learning with a percentage of 90.25% of media experts, 88.75% from material experts, and 86.5% from small group trials. Researchers recommend using this material as a learning resource for Information Technology courses that can be accessed on the Halu Oleo University website. Researchers also suggest making augmented reality as part of the learning materials developed.]]>
<![CDATA[The Power of Story Face Strategy and Concept Mapping Strategy in Teaching Students’ Reading Skill ]]>
<![CDATA[Hamid Ismail]]>;
<![CDATA[Saiful Saiful]]>;
<![CDATA[Rina Asrini Bakri]]>
<![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.v14i4.1207
<![CDATA[The goal of this study is to determine the relationship between independent and dependent variables. To investigate the impact of the story face strategy and the concept mapping strategy on second grade students' reading comprehension at senior high school. This is an experimental study with a pre test and post test design. The research sample consisted of second grade students (2 Sains classes) during the academic year 2018/2019, and the purposive sampling technique was used. The effect of Story Face Strategy and Concept Mapping Strategy toward reading comprehension based on the data indicates that there was significant effect between data in pre-test and data taken from post-test of the students' achievement. The value of the test was highly significant showed as 19.088 and the t-table was showed as 2.093. The value score of t-test was quite higher than the t-table (19.088 2.093). It is concluded that the Story Face Strategy and Concept Mapping Strategy are effective in teaching reading skill to senior high school second grade students.]]>
<![CDATA[Examining the Impact of Supervisory Performance, Principal Leadership, and Work Environment on Islamic Religious Education Teachers Performance West Lombok Elementary Schools ]]>
<![CDATA[Akhmad Sujai]]>;
<![CDATA[Adi Fadli]]>;
<![CDATA[Subki Subki]]>;
<![CDATA[Ridwan Mas'ud]]>
<![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.v17i1.6317
<![CDATA[This study investigates the influence of supervisory performance, the principal’s managerial role, and the work environment on the performance of Islamic Religious Education (PAI) teachers in Islamic elementary schools in West Lombok. Enhancing teacher performance is critical for improving the quality of Islamic education. A total of 138 PAI teachers were selected using a simple random sampling technique. Data were collected through a structured questionnaire and analyzed using descriptive statistics, multiple regression analysis, and partial correlation analysis. Findings indicate that supervisory performance, the principal’s managerial role, and the work environment significantly affect teacher performance, as reflected by an F-value of 6.866 and a significance level of 0.000 (p 0.05). The combined variables explained 37.5% of the variance in teacher performance, while the remaining 62.5% was influenced by other factors. Among managerial aspects, the informational and service roles contributed significantly, with R² changes of 11.5% and 16.9%, respectively. Improving teacher performance can be achieved by strengthening supervisory practices, enhancing principals’ managerial roles—particularly in informational and service capacities—and fostering a supportive work environment. This research contributes to the field of Islamic education by providing empirical evidence on key organizational factors influencing PAI teacher performance. The findings offer practical implications for school leadership and policy to support effective Islamic educational practices.]]>
<![CDATA[Enhancing Fourth Grade IPAS Concept Comprehension through Scientific Reading-Based E-Modules Developed with Exe-Learning ]]>
<![CDATA[Ning Dainty Restiani]]>;
<![CDATA[Kartika Chrysti Suryandari]]>;
<![CDATA[Ratna Hidayah]]>
<![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.v16i4.5371
<![CDATA[The integration of technology in 21st-century learning is essential, particularly in science education, where interactive tools can enhance students' understanding of complex concepts. Exe-learning, a platform that supports the creation of interactive educational content, offers features such as quizzes, practice questions, and simulations that aid in concept comprehension. This study employed a Research and Development (RD) approach with the ADDIE model (Analysis, Design, Development, Implementation, Evaluation) to create an interactive electronic module for the IPAS lesson on "Energy Transformation." A nonequivalent control group design was used to assess the e-module's effectiveness. Data were collected using pretest-posttest assessments to evaluate module feasibility and effectiveness, complemented by interviews and observations. Data analysis included N-Gain and Cohen's tests to measure improvement in conceptual understanding. The validation of the e-module showed high feasibility scores: 66% for content, 94% for language, and 86% for media. The N-Gain analysis indicated significant improvement in students' understanding, confirming the module's effectiveness as a learning tool. The findings suggest that the scientifically structured, reading-based e-module promotes critical thinking and actively engages students, leading to improved comprehension of IPAS concepts. The exe-learning-based electronic module demonstrates potential as an effective educational medium, enhancing students' engagement and understanding in the study of energy transformation in elementary science.]]>
<![CDATA[Project Implementation Management of Strengthening Pancasila Student Profile (P5) Based on Local Wisdom ]]>
<![CDATA[Ahmad Rosyid]]>;
<![CDATA[Bayu Kurnia Kurniaaji]]>;
<![CDATA[Meidawati Suswandari]]>;
<![CDATA[Tri Sutrisno]]>;
<![CDATA[Giyatmi Giyatmi]]>
<![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.v17i2.4619
<![CDATA[The Pancasila Student Profile Strengthening Project (P5) is one of the key initiatives of the Merdeka Belajar Curriculum aimed at improving the quality of education by fostering student character development. This study investigates the implementation of P5 at SMP Negeri 3 Sidoharjo, Wonogiri, through the lens of core management functions: planning, organizing, actuating, controlling, and evaluating. Using a qualitative case study approach, data were collected through interviews, observations, and document analysis. The findings show that the planning stage involved meetings to define project objectives, timelines, and develop learning modules. The organizing stage included forming dedicated teams for facilitation, module development, and implementation. During the actuating phase, students were introduced to selected project themes, allowed to choose their preferred art form, design their creative outputs, engage in practice sessions, prepare the performance venue, rehearse, and finally present their work during the Panen Karya event. The controlling process was managed through activity journals maintained by teachers and direct monitoring by the vice principal of the curriculum. Evaluation consisted of diagnostic assessments at the beginning, formative assessments during implementation, and summative evaluations conducted at the final exhibition by the Facilitator Team. Overall, the findings indicate that the P5 implementation at SMP Negeri 3 Sidoharjo was carried out effectively and aligns with sound management practices, supporting the broader goals of the Merdeka Belajar Curriculum in cultivating well-rounded student character.]]>
<![CDATA[Teachers’ Challenges in Teaching English to Young Learners in Rural Area ]]>
<![CDATA[Nadhilla Sekar Pramesty]]>;
<![CDATA[Ana Maghfiroh]]>;
<![CDATA[Diyah Atiek Mustikawati]]>
<![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.v14i4.1517
<![CDATA[It is believed that rural education has unique challenges compared to urban and suburban areas, particularly in teaching English to young learners. Problems that often occur are related to educational inequality for those who live in rural areas, such as unqualified teachers, limited educational facilities, or lack of parental support. This study aims to identify the challenges faced by English teachers and their strategies in teaching English to young students in rural areas. This qualitative research used direct observation in the classroom and interviews with the English teacher an elementary school in Ponorogo. The findings showed that (1) learning English in remote areas was constrained by the status of English as a local content that created less supportive conditions for teachers to teach English; (2) most of the teachers came from non-English educational backgrounds, which affected their competence; (3) the learning curriculum was not in accordance with the existing learning conditions; and (4) the socioeconomic status of parents had a significant effect on students' motivation and achievement in learning English. Therefore, English teachers in rural areas need to use various strategies to address the mentioned problems.]]>
<![CDATA[Performance Leadership in the Digital Era: Transforming Strategies for Sustainable Organization Excellence in Higher Education Institutions ]]>
<![CDATA[Teti Rohayati]]>
<![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.v17i4.8523
<![CDATA[Digital technologies are reshaping how higher education institutions (HEIs) deliver learning, manage research, and run core services, yet many digital initiatives fail to translate into sustained organizational excellence. Leadership is a critical determinant of whether digital transformation becomes a strategic, mission-aligned change rather than fragmented technology adoption. This study develops an integrative conceptual account of performance leadership as a core enabling mechanism for HEI digital transformation. Using an integrative review guided by PRISMA-oriented selection and thematic synthesis, the study examines recent scholarship (2014–2024) on leadership, digital transformation, governance, and performance management in HEIs. The synthesis identifies four recurring dimensions of effective performance leadership: (1) digital literacy and technological competence, (2) agile and adaptive management, (3) stakeholder-centric governance, and (4) performance analytics and data-driven accountability. Building on these themes, the study proposes a conceptual model in which performance leadership strengthens digital transformation outcomes through mediating mechanisms such as strategic execution quality, performance-driven culture, and data governance maturity, while recognizing contextual moderators (e.g., institutional digital maturity, governance structures, and regulatory pressures). The article contributes a higher-education-specific framework and a set of testable propositions to guide future empirical research. Practically, it offers actionable implications for HEIs on leadership development, participatory governance, and responsible analytics use to support sustainable outcomes in teaching quality, innovation, and operational efficiency.]]>
<![CDATA[Integrating Moral Education in Islamic Boarding Schools Through the Washoya Book: A Qualitative Study ]]>
<![CDATA[Sutrisno Sutrisno]]>;
<![CDATA[Saiful Ahyar]]>;
<![CDATA[Suhardi Suhardi]]>;
<![CDATA[Aswan Aswan]]>;
<![CDATA[Ibnu Alwi Jarkasih]]>
<![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.v17i3.7645
<![CDATA[Moral education holds a central role in shaping students' character, particularly within Islamic boarding schools (pesantren). This study explores the integration of moral values through the Washoya Book, a classical Islamic text aimed at guiding students toward ethical behavior in accordance with Islamic teachings. Employing a qualitative descriptive approach, data were collected through classroom observations, in-depth interviews with teachers and students, and document analysis. The study was conducted at a traditional Islamic boarding school in Indonesia. The moral education design was structured around ten selected chapters of the Washoya Book, delivered using traditional Islamic teaching methods—bandongan (lecture-based reading), sorogan (individual reading and explanation), and discussion. The implementation involved structured learning sessions divided into preliminary, core, and closing activities. The findings indicate significant improvements in students’ moral conduct across three domains: (1) moral behavior toward Allah SWT, (2) interpersonal ethics involving teachers and peers, and (3) environmental awareness and responsibility. Learning based on the Washoya Book contributes to the development of students’ moral character, enhancing their devotion, discipline, and respect for others and the environment. The study highlights the relevance of classical Islamic texts in contemporary moral education and suggests the importance of methodical integration within pesantren curricula.]]>
