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[Virtual Learning Challenges for Special-needs Students: Study in Early Elementary School Age during the Covid-19 Pandemic ]]>
<![CDATA[Ribut Prastiwi Sriwijayanti]]>;
<![CDATA[Afib Rulyansah]]>
<![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.v14i4.2269
<![CDATA[Students with special needs at seven private primary schools in Probolinggo Regency, Indonesia, are the focus of this research, which aims to identify the challenges they confront throughout the distance learning process. A case study approach was used in this research. The participants in this research were seven parent-teacher pairs. Demographic data were collected in this research and an interview was conducted using a standard format. This research used content analysis as an analytical approach. Standardized interviews have shown that academic, social-emotional, and linguistic development are the most common issues that parents and teachers encounter in their work with children. On the other hand, educational difficulties were often associated with classroom involvement. According to the findings of this study, children with special needed have difficulty developing academically, socially, and linguistically. It revealed that inclusive students struggle with technology use, participation in online classes, and attention management.]]>
<![CDATA[Comprehensive Evaluation of the EDM E-RKAM Program in Madrasah Aliyah Using the CIPP Model ]]>
<![CDATA[Suzatmiko Wijaya]]>;
<![CDATA[Candra Wijaya]]>;
<![CDATA[Abdurrahman Abdurrahman]]>
<![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.v17i2.6853
<![CDATA[This study evaluates the implementation of the self-evaluation program for the Madrasah Budget Work Plan (RKAM) based on the electronic Madrasah (e-RKAM) system using the Context, Input, Process, Product (CIPP) evaluation model. Identified challenges include limited human resource competence, suboptimal budget allocation, technical barriers, and variations in the quality of implementation across madrasahs. The study employed qualitative methods—interviews, observations, and documentation—along with percentage techniques to assess each component. The context evaluation revealed that while the program aligns with regulatory requirements and the needs of madrasahs, stakeholder involvement remains uneven, with an average score of 85%. The input evaluation showed delays in work plan development, limited human resources, and poor scheduling, scoring an average of 79%. The process evaluation indicated that the program's implementation is moderately effective but faces obstacles such as limited technological access, resistance to change, and insufficient training, with an average score of 82.75%. The product evaluation demonstrated improvements in data-driven planning and structured budgeting; however, the achievement of performance indicators is still lacking, with an average score of 84.50%. Additionally, the program has not involved the Madrasah Quality Assurance Team. Overall, the program has had a positive impact on madrasah management, though several technical and managerial issues must be addressed to enhance its effectiveness. Recommendations include strengthening technical training, upgrading technological infrastructure, and increasing stakeholder engagement through ongoing monitoring and support.]]>
<![CDATA[Developing SINJAWA: An Augmented Reality Pop-Up Book to Improve Javanese Script Writing in Elementary Students ]]>
<![CDATA[Rita Damayanti]]>;
<![CDATA[Sri Sukasih]]>
<![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.v17i4.7467
<![CDATA[Students’ low proficiency in writing Javanese script remains a significant challenge in Javanese language instruction at SD Negeri 1 Grantung, Purbalingga Regency. This issue is largely attributed to students’ difficulties in mastering script forms and the limited use of varied and engaging instructional media. Therefore, innovative learning media are needed to improve students’ writing skills. This study aimed to develop and evaluate the effectiveness of the SINJAWA Pop-Up Book integrated with augmented reality (AR) in improving fifth-grade students’ Javanese script writing skills. The research employed a research and development (RD) approach based on the ADDIE model. Participants included 25 fifth-grade students, consisting of six students in a small-group trial and 19 students in a large-group trial, as well as classroom teachers and material and media experts. Data were collected through observation, interviews, documentation, questionnaires, and pretest–posttest assessments. Data analysis involved feasibility validation, practicality analysis, normality testing, and N-Gain analysis. The validation results indicated that the learning media were highly feasible, with scores of 94.28% from material experts and 91.66% from media experts. Practicality assessment showed very positive responses from students (95.2%) and teachers (93.33%). Learning outcomes improved significantly, as reflected by an N-Gain score of 74.48%, categorized as effective. The SINJAWA Pop-Up Book integrated with AR is a feasible, practical, and effective learning medium for enhancing fifth-grade students’ Javanese script writing skills.]]>
<![CDATA[Study at Non-formal Education Institution PKBM: The Suitability between IT and Business Strategy Using SAMM ]]>
<![CDATA[Lestari Retnawati]]>;
<![CDATA[Nia Saurina]]>;
<![CDATA[Firman Pratama]]>;
<![CDATA[Udik Pudjianto]]>
<![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.v16i4.5990
<![CDATA[Community Learning Activity Centers (PKBM) provide non-formal education to enhance skills and education access, particularly for individuals excluded from formal systems. PKBM Cerme Gresik integrates information technology (IT) to improve operations; however, aligning IT with business strategies remains a challenge critical for optimizing performance. This study evaluates the alignment between IT and business strategies at PKBM Cerme Gresik using the Strategic Alignment Maturity Model (SAMM). A quantitative approach, involving surveys, was employed to assess six SAMM dimensions: Communication, Competence Value Measurement, Governance, Partnership, Scope Architecture, and Skills. Scores were aligned with SAMM's five maturity levels (1–5). The SAMM evaluation revealed the following scores: Communication (3.0), Competence Value Measurement (2.1), Governance (1.6), Partnership (2.5), Scope Architecture (2.25), and Skills (2.16). Communication was rated at level 3 (established process), while other dimensions fell at level 2 (committed process), except Governance, which was at level 1 (initial process). The overall alignment maturity score was 2, indicating a committed process. PKBM Cerme Gresik demonstrates a partial commitment to IT-business alignment, focusing on operational coordination. However, challenges such as limited resources, inefficient IT management, and insufficient alignment hinder progress toward higher maturity levels. The study concludes that IT-business strategy alignment at PKBM Cerme Gresik is at a committed process level (level 2). To advance educational impact, efforts to enhance IT resources, management efficiency, and alignment must be prioritized.]]>
<![CDATA[Analyzing Student Needs for Developing Effective Instructional Media in Correspondence Practice ]]>
<![CDATA[Sutirman Sutirman]]>;
<![CDATA[Yuliansah Yuliansah]]>
<![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.v17i2.6697
<![CDATA[In the era of Industrial Revolution 4.0, vocational students must possess strong correspondence skills to meet modern workplace requirements. However, instructional media used in Vocational High School (VHS) Office Management and Business Services (OMBS) programs in the Special Region of Yogyakarta are not yet aligned with students' learning characteristics. This study aimed to identify the instructional media needs of 430 VHS OMBS students to support the development of their correspondence competencies. A quantitative descriptive approach was used, with data collected through a structured questionnaire. The findings revealed three key points: (1) students face significant difficulties in sentence construction and understanding correspondence materials; (2) traditional tools such as Microsoft Word and handwritten exercises remain dominant in classrooms; and (3) students exhibit a strong preference for web-based instructional media. Notably, students in public VHS institutions reported greater access to web-based platforms, while those in private schools highlighted their usability and efficiency. These results indicate a misalignment between current instructional methods and student preferences, particularly in leveraging digital tools for communication skills development. The study highlights the urgent need for vocational education stakeholders to adopt more adaptive, web-based instructional media. Doing so can enhance students’ readiness for professional communication in increasingly digital work environments.]]>
<![CDATA[Premarital Sexual Behavior in Middle School Students: Family Conditions and Information Sources ]]>
<![CDATA[Maria Nona Nancy]]>;
<![CDATA[Chatarina Novianti]]>
<![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.v14i4.1588
<![CDATA[Premarital sexual behavior is a teenage problem that gets a lot of attention globally. This study aims to determine premarital sexual behavior in adolescents in terms of family conditions and sources of sexuality information. Family conditions can be seen from several indicators, including based on caregivers, primary caregivers, place of residence and family integrity. The researcher developed a scale based on sexual behavior, specifically touching, kissing, making out (petting), and having sex (coitus). The respondents of this study were teenagers in Sikka Regency, totaling 348 people with an age range of 12–18 years. Data analysis was performed using descriptive statistics. This study found that premarital sexual behavior in adolescents in Sikka Regency was enough high at 82%. Other findings show that the highest premarital sexual behavior in adolescents occurs in adolescents who are cared for by grandparents, while the main caregivers who are most at risk are those whose children are cared for by other families, living in boarding houses with orphaned conditions. Another condition is that teenagers who are most vulnerable to sexual behavior are teenagers who get sexual information from the media.]]>
<![CDATA[Indonesian Elementary Students’ Perceptions of Teachers’ Affective Support: A Cluster Analysis Using National Literacy and Numeracy Assessment Data ]]>
<![CDATA[Rizki Habibi]]>;
<![CDATA[Muliawan Firdaus]]>;
<![CDATA[Ichwanul Muslim Karo Karo]]>
<![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.v17i4.7754
<![CDATA[Affective support from teachers—such as academic expectations, attention and care, and constructive feedback—plays a critical role in students’ learning outcomes but is often underexplored in large-scale educational assessments, particularly in developing countries. This study examines how Indonesian elementary students perceive teacher affective support and how these perceptions relate to their literacy and numeracy performance. Using data from the 2023 Indonesian National Assessment involving 214,481 fifth-grade students, we employed K-Means clustering to identify latent student profiles based on their literacy, numeracy, and self-reported perceptions of teacher support. Variables were normalized, and the optimal number of clusters was determined using the Elbow, Silhouette, and Davies-Bouldin methods. Five distinct student clusters emerged, each characterized by unique combinations of academic achievement and affective perceptions. High-achieving students consistently reported more positive perceptions of teacher support, particularly in terms of feedback and expectations. ANOVA tests confirmed significant differences (p 0.001) across clusters in all affective and academic variables, with moderate to large effect sizes. The findings highlight the alignment between academic success and perceived teacher affective support. This clustering approach reveals nuanced student profiles that traditional methods may overlook, offering a data-driven foundation for differentiated teaching, teacher training, and policy interventions. Clustering national assessment data provides actionable insights for enhancing affective support in classrooms. The methodology is scalable and adaptable for use in other educational systems seeking to personalize instruction and promote equity.]]>
<![CDATA[Public Perception in Evaluating Indonesia’s School Zoning Admission Policy: Insight Into the Ongoing Debate ]]>
<![CDATA[Muhamad Nur Chozin]]>;
<![CDATA[Lutfiana Wahyu Savitri]]>;
<![CDATA[Ridwan Eko Apriyanto]]>;
<![CDATA[Marzuki Marzuki]]>
<![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.v17i1.6241
<![CDATA[The New Student Admission (NSA) policy in Indonesia, particularly the zone-based scheme, has sparked public debate. This study examines public perceptions of the policy, identifying key factors influencing acceptance and rejection. A sequential explanatory mixed-method approach was employed, combining quantitative and qualitative data collection. A survey was conducted among 102 parents across 13 provinces in Indonesia from September to October 2023. Findings reveal diverse public opinions on the NSA policy. Opposition stems from concerns about cheating, limited school availability, declining student motivation, and systemic issues. Conversely, supporters highlight the policy’s role in promoting equitable access to education and reducing social class bias. Public sentiment towards policy sustainability is categorized into three groups: those advocating for complete abolition, those favoring improvements, and those supporting full implementation. The persistence of debates suggests the need for policy refinement to address public concerns. The study emphasizes that policy acceptance is closely tied to its perceived effectiveness in ensuring fairness and accessibility. To enhance public acceptance, the study recommends increasing school availability, adapting zoning systems to demographic conditions, intensifying public outreach, and strengthening law enforcement. These measures can improve policy effectiveness and reduce opposition, fostering a more inclusive education system in Indonesia.]]>
<![CDATA[Exploring the Potential of ChatGPT: The AI Revolution in Human and Technology Interaction ]]>
<![CDATA[Cucu Atikah]]>;
<![CDATA[Wawan Hendrawan]]>;
<![CDATA[Rudi Haryadi]]>
<![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.v17i3.7028
<![CDATA[Artificial intelligence (AI), particularly large language models like ChatGPT, is rapidly transforming educational practices. ChatGPT offers new opportunities for enhancing self-directed learning and personalized instruction, yet empirical studies on its effectiveness remain limited. This study employed a mixed-methods approach, combining a systematic literature review (SLR) with a quasi-experimental design involving 36 high school students. Participants completed pretests and posttests measuring conceptual understanding, and a perception survey was administered to assess student experiences using ChatGPT as a virtual tutor. Quantitative findings revealed a significant improvement in learning outcomes, with posttest scores increasing by 15.5 points on average compared to pretest scores. Survey results showed that 89% of students reported improved comprehension of difficult concepts through interactions with ChatGPT. Students also noted increased motivation for independent learning and appreciated the immediate feedback provided by the AI tool, which helped accelerate task completion. The findings suggest that ChatGPT can serve as an effective supplementary learning tool, especially in supporting self-paced learning. However, critical challenges—such as AI bias, data privacy concerns, and limited technological access in remote areas—must be addressed to ensure equitable adoption. ChatGPT holds strong potential to enhance educational outcomes and promote more inclusive learning environments. Future research should explore culturally adaptive implementations, teacher training, and ethical safeguards to maximize its effectiveness in diverse educational contexts.]]>
<![CDATA[The Effectiveness of YouTube as an E-Resource on Students’ Writing Learning ]]>
<![CDATA[Euis Meinawati]]>;
<![CDATA[Prapti Wigati Purwaningrum]]>;
<![CDATA[Sufi Alawiyah]]>;
<![CDATA[Herlin Widasiwi Setianingrum]]>
<![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.v14i4.2790
<![CDATA[The purpose of this research was to find out the effectiveness of YouTube as an electronic learning resource in English writing learning. An exploratory mixed method was used in this study. Research instruments included tests, observations and questionnaires. The participants in this study were all third-semester English majors at Bina Sarana Informatika University in Jakarta. The participants were 100 students that were taken randomly. The researcher collected the data from September until December 2021. The result of the English essay writing test was analyzed by using a t-test. The observation was be done during the learning process and the questionnaire used to get students' input about the effectiveness of YouTube as an e-resource. The results of the study concluded that YouTube as an e-resource has a positive impact on the ability to write English essays. The test results before and after implementing YouTube as an e-resource were t-stat (8.76) t-table (2.022), which means Ho was rejected and H1 was accepted. While the Pearson correlation was 0.732. Students also gave a positive view of the use of YouTube during essay writing activities. This can be seen in the average value which was dominated by strongly agreed answers. This study concluded that learning resources for writing should be presented as learning resources that involve audio-visual and interesting so that story ideas can be developed.]]>
