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 Students' Writing Skills through Writing Techniques and Mastery of Different Discourse Markers ]]>
<![CDATA[Suryadi Suryadi]]>;
<![CDATA[Fajar Erlangga]]>
<![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.v17i2.6231
<![CDATA[Effective writing instruction requires innovative techniques to improve coherence and fluency, particularly among second-language learners. Reflective Learning Portfolio (RLP) emphasizes reflective practice in learning, while Dialogue Journal Writing (DJW) fosters community, enhances interactions, and builds self-awareness. Despite their individual merits, the integrated effect of these reflective techniques alongside discourse markers on students' writing proficiency remains understudied. This research employed a quantitative, quasi-experimental methodology with a non-equivalent control group using a two-way factorial design. From a total cohort of 1000 students at a State Islamic Senior High School in Serang Regency, Indonesia, a random sample of 200 participants was selected. Students were grouped based on treatment (RLP and DJW) and proficiency levels in discourse marker usage (high, medium, low). Findings revealed three key outcomes: (1) significant differences in writing skills between students instructed with RLP and those using DJW; (2) notable variations in writing proficiency correlated with students’ ability to use discourse markers, categorized as high, medium, and low proficiency; and (3) a significant interaction effect between writing techniques and discourse marker proficiency, suggesting the combined influence substantially impacts writing skills. This study uniquely integrates reflective writing techniques and discourse marker training, highlighting their combined role in enhancing structural coherence and promoting metacognitive growth in student writing. It demonstrates the value of explicitly teaching discourse markers within reflective instructional contexts, providing valuable insights into effective pedagogical strategies for second language writing instruction.]]>
<![CDATA[Development of Canva-Based Interactive Media to Enhance Basic Teaching Skills in Micro Teaching Courses ]]>
<![CDATA[Djamila Lasaiba]]>;
<![CDATA[Tawey G Ratumanan]]>;
<![CDATA[R Kempa]]>;
<![CDATA[Lambertus J Lokollo]]>;
<![CDATA[Mohammad Amin Lasaiba]]>
<![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.v17i4.7310
<![CDATA[The integration of interactive digital media is increasingly important in teacher education, particularly in Micro Teaching courses that aim to develop students’ basic teaching skills. However, learning media used in such courses often lack interactivity and visual engagement, limiting students’ participation and skill development. This study employed a Research and Development (RD) approach using the Borg and Gall model to develop Canva-assisted interactive learning media for a Micro Teaching course at FITK IAIN Ambon. The participants were 60 teacher education students, consisting of 20 students in a limited trial and 40 students in a large-scale trial. Data were collected through expert validation sheets, student questionnaires, and pre-test and post-test assessments. The developed media included infographics, instructional videos, and interactive quizzes aligned with Micro Teaching competencies. Expert validation indicated very high content and media validity, with scores for ease of use (85%), clarity (88%), curriculum alignment (90%), and visual design (82%). Reliability testing using the test–retest method produced coefficients ranging from 0.72 to 0.85, indicating high consistency. Descriptive analysis of learning outcomes showed increased post-test scores compared to pre-test scores across all measured indicators. In the limited trial, students’ comprehension, engagement, and motivation increased by approximately 20 points. In the large-scale trial, material comprehension improved from 70 to 92, teaching skills from 65 to 87, and student involvement from 72 to 91. The findings suggest that Canva-based interactive media are associated with improved learning outcomes and teaching skill development in Micro Teaching courses. This study highlights the potential of visually rich and interactive media to support student-centered learning in teacher education, particularly in resource-constrained higher education contexts.]]>
<![CDATA[Reintegration of Islamic Education: New Direction for the Transformation of Madrasah Education ]]>
<![CDATA[Muhammad Azzami]]>;
<![CDATA[Sangkot Sirait]]>;
<![CDATA[Muqowim Muqowim]]>
<![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.v16i4.5931
<![CDATA[This study explores strategies for transforming madrasah education through the reintegration of Islamic education to align foundational Islamic principles with contemporary educational needs. A qualitative approach was employed, utilizing a literature review and conceptual analysis to examine the assumptions underlying Islamic education and their contribution to the fragmentation of its core values. The findings indicate that the reintegration of Islamic education requires three key approaches: ideological criticism, historical analysis, and the adoption of a reintegration paradigm. These approaches provide a framework for presenting Islamic knowledge holistically, avoiding transformations that lack direction or merely reflect current realities. By integrating these approaches, madrasah education can maintain its foundational connection to Islamic principles while addressing modern challenges. This strategy offers a pathway to revitalizing Islamic education in a way that is both relevant and faithful to its core values. The proposed reintegration strategy provides a roadmap for transforming madrasah education, fostering a holistic approach that preserves its ideological roots and equips it to navigate contemporary realities effectively.]]>
<![CDATA[Application of Recitation Method on PPKn Learning to Improve Student Learning Outcome ]]>
<![CDATA[Dada Suhaida]]>
<![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.v14i4.2125
<![CDATA[Specifically, the purpose of this research was to explore information, regarding the implementation of the Recitation Method in Civics learning on 10th IPS1 grade students, and improving students’ learning outcomes on 10th IPS1 grade students by applying the Recitation Method. This research used classroom action research method, conducted in two cycles, each cycle consist of one meeting. The research subjects were the students of 10th IPS1 grade students of SMA Negeri 4 Kubu Raya with simple random sampling technique. The research data collection used were observation sheets, objective tests and material summary assignments. Observation sheets used to collect data on the application of the Recitation Method in Civics learning, assignment assessment results sheets and objective tests also used to collect data on students’ learning outcomes. The research data was processed by using descriptive statistics. The results shows improvements in students’ learning outcomes by applying the Recitation Method in the percentage of 25%, based from the learning outcomes results of students who had met the Minimum Achievement Criteria. Therefore, the Recitation Method is able to be used as an effective solution for teachers in improving student learning outcomes. ]]>
<![CDATA[A Narrative Inquiry of Indonesian Higher Education Students’ Vocabulary Learning Strategies Amid Extensive Reading Activities ]]>
<![CDATA[Asri Siti Fatimah]]>;
<![CDATA[Nur Hidayanto Pancoro Setyo Putro]]>;
<![CDATA[Jamilah Jamilah]]>;
<![CDATA[Sitti Syakira]]>;
<![CDATA[Melisa Sri]]>
<![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.v17i4.7966
<![CDATA[Vocabulary knowledge plays a crucial role in reading comprehension, particularly in extensive reading contexts. However, limited research has explored how Indonesian EFL higher education students employ vocabulary learning strategies (VLSs) during extensive reading activities. This study employed a qualitative narrative inquiry approach to investigate the vocabulary learning strategies used by three first-year undergraduate students from a university in Tasikmalaya, Indonesia. Data were collected through narrative frames and semi-structured interviews, and analyzed thematically based on Schmitt’s taxonomy of VLSs. The findings revealed that participants employed a range of strategies, primarily contextual guessing and memory association (cognitive strategies), along with social and metacognitive approaches. One student relied heavily on social interaction, particularly with family, to understand new words. Another participant integrated vocabulary learning with personal interests, such as singing, to enhance retention (metacognitive strategy). All participants reported limited reliance on dictionaries, preferring to infer meaning from context or relate new words to prior knowledge. These findings suggest that vocabulary learning in extensive reading is influenced by learners’ autonomy, motivation, and personal engagement. The pleasurable nature of extensive reading encouraged strategy use that was both adaptive and individualized. Narrative inquiry provided rich insights into learners' thought processes and behaviors during vocabulary acquisition. The study offers practical implications for integrating reflective, learner-centered activities into EFL reading instruction.]]>
<![CDATA[Enhancing History Education with AI-Based LMS: Supporting the Independent Curriculum in High Schools ]]>
<![CDATA[Syarifuddin Syarifuddin]]>;
<![CDATA[Sani Safitri]]>;
<![CDATA[Umi Chotimah]]>;
<![CDATA[Suratmi Suratmi]]>;
<![CDATA[Rani Oktapiani]]>;
<![CDATA[Dea Lestari]]>
<![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.v17i1.6169
<![CDATA[The integration of Artificial Intelligence (AI) in education offers new opportunities for enhancing learning engagement and effectiveness. This study aims to develop an AI-based Learning Management System (LMS) content to support the implementation of the Independent Curriculum in high schools. The research follows the ADDIE model (Analysis, Design, Development, Implementation, Evaluation) to create learning videos, infographics, podcasts, and digital books using AI applications such as Leonardo.ai, CapCut, Zepeto, and Canva. Expert validation and implementation trials were conducted to assess the effectiveness and usability of the developed LMS content. Validation results confirm that the AI-based LMS content enhances interactivity and engagement in learning. Implementation trials, conducted through pre-test and post-test sessions with two grade ten classes at SMA Negeri 1 Indralaya, show a 4.82% improvement in students’ learning outcomes. Observations indicate that students adapt well to AI-based learning content and that the LMS platform supports both individual and small group learning effectively. The incorporation of AI in learning media development increases student motivation and the overall effectiveness of the learning process. The AI-based LMS content provides a modern and relevant educational experience, aligning with the demands of digital-era learning. This study confirms that AI-based LMS content effectively supports the implementation of the Independent Curriculum in high schools, leading to improved student learning outcomes. The integration of AI in education presents innovative solutions to conventional learning challenges, enhancing the quality of education in the digital era.]]>
<![CDATA[Transformational Leadership of Tuan Guru: A Local Wisdom Approach to Preventing Bullying in Pesantren ]]>
<![CDATA[Satriah Satriah]]>;
<![CDATA[Prosmala Hadisaputra]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 17, No 3 (2025): SEPTEMBER 2025 ]]>
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DOI: 10.35445/alishlah.v17i3.7494
<![CDATA[Bullying in Islamic boarding schools (pesantren) poses serious psychological, social, and academic risks for students. Despite their strong moral frameworks, pesantren remain vulnerable to hierarchical practices that can perpetuate bullying. Transformational leadership grounded in local wisdom offers a potential strategy for fostering a safe and supportive environment. This study explored the transformational leadership strategies of the tuan guru at Pondok Pesantren Selaparang, West Lombok, in preventing bullying. A qualitative case study design was employed, using in-depth interviews, observations, and document analysis. Eight key informants—including the tuan guru, madrasa head, dormitory supervisor, teachers, students, and parents—provided diverse perspectives on leadership practices within the pesantren. Findings reveal that the tuan guru integrates Sasak local wisdom, including gotong royong (mutual cooperation), tolerance, and traditional practices such as Rowah, Nyunatan, Khataman, Nyongkolan, and Sorong Serah Aji Krama. These practices foster solidarity, mutual respect, and social harmony among students. Senior-junior mentoring systems strengthen supportive relationships and instil social responsibility, while a restorative approach to conflict resolution focuses on repairing relationships rather than punitive measures. Parental and community involvement further reinforces moral values beyond the school environment. The study highlights a culturally grounded transformational leadership model that effectively reduces bullying and builds students’ moral character. This hybrid approach—combining leadership principles with local wisdom—offers a replicable framework for other religious education institutions. The findings suggest the need for leadership training programs and further research to test the scalability of this model in diverse cultural contexts.]]>
<![CDATA[Developing Local Wisdom-Based E-Module in Reading and Writing Course for Tertiary Students in Indonesia ]]>
<![CDATA[Erni Erni]]>;
<![CDATA[Fadly Azhar]]>;
<![CDATA[Aref Vai]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 15, No 2 (2023): AL-ISHLAH: Jurnal Pendidikan ]]>
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DOI: 10.35445/alishlah.v15i2.4073
<![CDATA[The lack of local content-based material in Reading and Writing (RW) courses has contributed to tertiary students' low cultural awareness ability in Indonesia. Technology has increased the use of hypermedia text in RW in learning. This study aimed to develop a local-content-based e-module to improve students' cultural awareness in the RW course. The Research and Development (RD) method was applied through the need analysis, product development, field trial, and dissemination steps. Two media experts and two content experts participated in this study. Thirty-three students were selected purposively as the research sample. Questionnaires using a Likert scale of 1-4 and interviews were used to collect the data. Descriptive statistics and one-to-one analysis were applied in this study. The research found that the media expert validity score was 95%, the content expert validity score was 95%, and the students' validity score was 90%. It means that the e-module was very valid. It was also interpreted that 89% of students were motivated to learn RW course using a local wisdom-based e-module, and 90% agreed that the local wisdom-based e-module improved their cultural awareness. Tertiary students in Indonesia could use an e-module based on local wisdom, especially in RW courses.]]>
<![CDATA[Teachers’ Strategies for Building Inclusive Classroom Environments in Social Studies: A Case Study of a Rural Indonesian School ]]>
<![CDATA[Caterina Lo]]>;
<![CDATA[Feby Meuthia Yusuf]]>;
<![CDATA[Dedi Jasrial]]>
<![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.v17i2.7244
<![CDATA[While numerous studies have examined teachers’ learning motivation and classroom management, limited research has focused on how educators foster inclusive classroom environments in rural contexts. This study investigates how teachers promote student motivation, comfort, and non-violence in Social Studies classrooms at a rural Junior High School in Siberut Utara, Mentawai Regency, West Sumatra, Indonesia. A qualitative case study approach was employed. Participants included two Social Sciences teachers across grades VII–IX and 26 students. Data were collected through direct classroom observations over nine sessions and semi-structured interviews with both teachers and selected students. Thematic analysis was used to identify key strategies implemented by teachers. Findings revealed that teachers enhanced student motivation using positive reinforcement, culturally relevant materials, and interactive teaching methods. To create a comfortable learning environment, teachers emphasized mutual respect, acknowledged cultural diversity, and offered emotional support. Strategies to reduce classroom violence included establishing clear behavioral expectations, integrating conflict resolution into the curriculum, and promoting inclusive dialogue during lessons. The study underscores the importance of contextually responsive teaching strategies in rural schools. By aligning pedagogy with students’ lived experiences and cultural backgrounds, teachers can foster a more inclusive, respectful, and effective learning environment. These findings provide valuable insights for educators working in similar rural contexts, enabling them to adopt inclusive strategies that support student engagement, emotional well-being, and positive classroom behavior.]]>
<![CDATA[The Effect of University Students Readiness in Online Science Learning toward Learning Motivation ]]>
<![CDATA[Rizki Wahyuningsih]]>;
<![CDATA[Ika Maryani]]>;
<![CDATA[Pratiwi Pujiastuti]]>
<![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.v14i4.821
<![CDATA[The purpose of this study was to determine the effect of student readiness in online class on learning motivation. The population in this study were all 4th semester students with a sample of 80 students who were taken purposively. This research was conducted at Ahmad Dahlan University (UAD) in Yogyakarta. The time of this research was carried out for four months, namely from March to June 2021. The method used in this study was quantitative with a survey research design. The results of this study explain that the UAD PGSD Department students are ready to participate in online science learning during this pandemic, but it still has an impact on their enthusiasm or motivation to learn so that improvements are still needed from all parties to create a better online learning atmosphere. Improvements that can be made are in the form of providing online training or workshops for lecturers and students, improving e-learning management, providing education and motivation from lecturers to students regarding the positive side of e-learning, as well as increasing lecturer innovation so that e-learning implemented is more attractive to students. In addition, in the implementation of online-based learning, it is necessary to pay attention to the principles of learning, both for content and other activities prepared for online learning must be able to represent learning in the classroom, so that it becomes a challenge for lecturers in preparing online learning.]]>
