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[From Tradition to Innovation: Conservative and Liberal Perspectives on Kemidi Rudat's Nonformal Learning ]]>
<![CDATA[M Okta Dwi Sastra FM Marijo]]>;
<![CDATA[Wadiyo Wadiyo]]>;
<![CDATA[Suwardi Endraswara]]>;
<![CDATA[Agus Cahyono]]>;
<![CDATA[Girmaw Ashebir Sinshaw]]>
<![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.v17i4.8607
<![CDATA[Kemidi Rudat, a traditional Sasak theater from Lombok, functions as a nonformal educational medium that transmits cultural, moral, and religious values through performance. While its aesthetic and historical aspects have been previously studied, limited research has examined its pedagogical role amidst sociocultural change, particularly the interplay of conservative and liberal educational values. This study employs a qualitative case study approach at the Panca Pesona Art Studio, using participatory observation, in-depth interviews, and documentation. Data were analyzed through the Miles and Huberman interactive model to explore how nonformal learning practices within Kemidi Rudat integrate preservation and innovation. Findings show that conservative values emphasize authenticity, such as traditional language, music, and etiquette, promoting cultural identity and character education. Liberal values, meanwhile, allow for innovation through story adaptation, use of modern instruments, and inclusivity, making the art form more appealing to younger generations. The Panca Pesona Studio mediates these values through a hybrid pedagogical model that balances tradition with creativity. Rather than conflicting, conservative and liberal perspectives function complementarily—conservatism anchors authenticity, while liberalism ensures relevance and sustainability. This dialectical learning model supports the preservation of cultural heritage while adapting to contemporary challenges. The study offers practical implications for educators, policymakers, and cultural practitioners in strengthening community-based arts education.]]>
<![CDATA[Enhancing Critical Thinking in Elementary Students Through the Development Students Worksheet Using a Discovery Learning Approach ]]>
<![CDATA[Siska Tresia Oktari]]>;
<![CDATA[Ardipal Ardipal]]>
<![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.v16i4.5740
<![CDATA[This study aimed to develop and evaluate Discovery Learning-based Student Worksheets (SW) to enhance critical thinking skills at the elementary school level. Addressing the need for innovative tools in education, the research assessed the validity, practicality, and effectiveness of these worksheets in improving student outcomes. A Research and Development (RD) approach using the 4D model—definition, design, development, and deployment—was employed. The study was conducted in three elementary schools in West Sumatra. Data were collected through observation sheets, interview questionnaires, validation instruments, practicality questionnaires, and evaluation tests. The validity test of the SW yielded an average score of 89% (very valid), with media and material validity rated at 90% and 80%, respectively. Practicality tests showed an average score of 88.5% (very practical), based on teacher and student responses of 87% and 90%. Critical thinking test instruments demonstrated high validity, reliability, and appropriate levels of difficulty and discrimination. Implementation in two schools resulted in significant improvements in student outcomes, with an average N-Gain score of 0.74 (74.09%), indicating substantial enhancement in critical thinking skills. The findings highlight the SW's potential as an effective tool for fostering critical thinking at the elementary level. The results suggest that integrating Discovery Learning principles can significantly improve learning outcomes. The Discovery Learning-based SW was proven valid, practical, and effective. Future research should explore its application in diverse educational contexts and examine long-term impacts on critical thinking development.]]>
<![CDATA[Enhancing Drama Script Writing Skills through an Inquiry-Brainstorming Learning Strategy among Indonesian Language Students ]]>
<![CDATA[Nur Amalia]]>;
<![CDATA[Rr. Sulistyawati]]>;
<![CDATA[Windia Hadi]]>
<![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.v17i3.8137
<![CDATA[Drama script writing is an essential skill for students of Indonesian Language and Literature Education programs, yet many face difficulties in vocabulary mastery, diction, punctuation, and structuring coherent storylines. To address these challenges, this study examined the effectiveness of an inquiry–brainstorming learning strategy in enhancing drama script writing skills. This quantitative research employed a quasi-experimental pretest–posttest control group design. A total of 72 fourth-semester students were randomly selected from a population of 96 and divided into experimental and control groups. The experimental group received instruction using inquiry–brainstorming learning, while the control group followed conventional teaching. Data were collected through tests, questionnaires, and observations, then analyzed using descriptive statistics, normality and homogeneity tests, and independent sample t-tests. Findings showed a significant improvement in the experimental group’s drama script writing skills compared to the control group. The post-test mean score of the experimental group (M = 82.5) was higher than that of the control group (M = 76.3), with t = 9.547 and p 0.001. Students reported higher engagement, creativity, and confidence in developing scripts. The inquiry–brainstorming strategy effectively enhanced students’ drama script writing skills and fostered critical thinking, collaboration, and literacy. Future studies should explore long-term impacts and integration with digital learning platforms.]]>
<![CDATA[OPISA Booklet with QR Code Technology: Promoting Green Community Education for Sustainable Waste Management ]]>
<![CDATA[Yulia Eka Yanti]]>;
<![CDATA[Tety Nur Kholifah]]>;
<![CDATA[Hendra Rustantono]]>;
<![CDATA[Hamidi Rasyid]]>;
<![CDATA[Paramitha Cahyani]]>
<![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.v16i4.5760
<![CDATA[Despite the increasing environmental challenges, public awareness of proper waste management, particularly in Indonesia, remains low. This research aims to develop and evaluate the effectiveness of a QR code-based waste sorting booklet to promote practical waste management practices in households and educational institutions. The research method used is development research with the Plomp development model. A one-group pretest-posttest design is used in the study. Forty elementary school pupils from Palaan Village and Karangsari Village served as the research subjects. Initial information on the state of waste management in the neighborhood was gathered through observation and interview tools. Survey tools were employed to gauge how the community and pupils responded to the booklet's use and the degree of green community that had been established following the implementation of the waste management strategies it suggested. As a result of the research, booklets (OPISA) based on QR Code Technology were created to achieve green community education that is both legitimate and useful. These booklets have a 95% validity rating from material professionals and media experts with extremely good standards. In the meantime, the booklet has a medium level of efficacy in achieving a green community, as indicated by the moderate criteria's N-gain value of 0.44 for green community education. In the meantime, 85% of participants who responded to the booklet's use met the very good criteria, according to user response statistics. In order to raise public awareness of the significance of properly processing waste and creating a clean and healthy environment, the study's conclusion explains how the OPISA booklet can assist the community, particularly in educational institutions, in implementing practical and efficient waste management. It can also help to expand the green community in the school environment.]]>
<![CDATA[Parenting Insight Program: Leveraging WhatsApp Collaboration Between Teachers and Parents to Foster Student Independence in Elementary Schools ]]>
<![CDATA[Dinda Tri Septiyan]]>;
<![CDATA[Ali Armadi]]>;
<![CDATA[Muhammad Misbahudholam AR]]>
<![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.v17i2.6840
<![CDATA[The increasing emphasis on student autonomy in 21st-century education necessitates effective collaboration between schools and families. In elementary education, however, fragmented communication between teachers and parents often hinders the development of student independence. This study investigates the impact of teacher–parent collaboration via WhatsApp on student independence through the Parenting Insight Program. A correlational quantitative approach with an explanatory design was used. Data were collected from 30 fifth-grade students, their teachers, and parents in an elementary school in Sumenep, Indonesia. Instruments were based on validated theoretical constructs. Pearson correlation analysis assessed the relationship between collaboration indicators and student independence. The analysis revealed significant positive correlations between teacher–parent communication, joint problem-solving, and parental involvement with students’ responsibility, initiative, and decision-making (r = 0.72–0.85, p 0.01). Furthermore, religiosity was negatively correlated with aggressiveness (r = –0.71, p = 0.001), suggesting that internalized spiritual values may support emotional self-regulation and reduce behavioral issues. The findings highlight WhatsApp's potential as a low-cost, culturally adaptive tool for enhancing home–school collaboration. The Parenting Insight Program offers a structured model that integrates digital communication into character education. Teacher–parent collaboration via accessible technology like WhatsApp can foster student independence and personal development. The Parenting Insight Program exemplifies how ethical, systematized digital engagement can strengthen educational outcomes and inform school–family partnership strategies.]]>
<![CDATA[Analysis of Factors Affecting Student Interest in Studying in a Pandemic Period in Basic Social Sciences Elementary School Concepts ]]>
<![CDATA[Sarah Azhari Pohan]]>;
<![CDATA[Rahayu Condro Murti]]>
<![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.v14i4.2247
<![CDATA[Online learning is alternative learning that can be used so that teaching and learning activities can still be carried out during the COVID-19 pandemic. However, online learning activities have several obstacles that cause a decrease in interest in learning from some students. Interest in learning is the interest and willingness of one's soul to carry out activities happily to affect changes in knowledge, skills, and behavior. The problem related to this research is the decline in interest in learning for Elementary School Teacher Education students in online learning for the Basic Social Sciences Elementary Concepts course. This study aimed to analyze the factors that influence student interest in learning in the Basic Social Sciences Elementary School Concepts during online learning. This article uses descriptive qualitative data collection techniques, namely interviews and observations of 2nd-semester students of class 2D Primary School Teacher Education study program. The data analysis technique used the Milles and Huberman model with data reduction, data presentation, and conclusion drawing stages. The results showed that out of 10 students, 2 students' interest in learning was stable, while the other 8 students' interest in learning decreased. The factors that influence student learning interest are 1) Internet networks, 2) Media and Learning Resources, 3) Communication between Lecturers and Students, and 4) Environment. This study concludes that online learning affects student interest in learning, especially in the Basic Social Sciences Basic Concepts subject for Elementary School.]]>
<![CDATA[Developing Religious School Culture: Strategies and Impacts on Islamic Religious Education Outcomes ]]>
<![CDATA[Latifatul Azizah]]>;
<![CDATA[Saiful Amien]]>;
<![CDATA[Moh. Nurhakim]]>
<![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.v17i4.7836
<![CDATA[Religious culture in schools plays a vital role in shaping students’ moral character and supporting Islamic Religious Education (PAI) outcomes. This study explores the strategies used to develop religious school culture and evaluates their impact on students’ character development and academic performance in PAI. A qualitative case study was conducted at SD Muhammadiyah 1 Ngimbang-Lamongan, involving 10 participants including the principal, PAI teachers, and parents. Data were collected through observations, in-depth interviews, document analysis, and Focus Group Discussions (FGDs), then validated using source, technique, and time triangulation. Thematic analysis was conducted using Miles and Huberman’s interactive model. The findings revealed four core strategies: (1) creating a religious atmosphere (e.g., playing Islamic songs and murottal), (2) modeling religious behavior by teachers, (3) habituating Islamic practices (e.g., congregational and Dhuha prayers, tahfidz, and the 5S culture), and (4) innovation in extracurricular programs (e.g., Muhadloroh, Hizbul Wathon). These strategies positively contributed to students' discipline, spiritual awareness, Qur’anic memorization, and mastery of PAI materials. Developing religious culture through structured and consistent strategies fosters both academic and character excellence. The findings confirm the importance of integrating Islamic values into daily school practices and highlight the role of teacher modeling and school-family collaboration in sustaining religious values.]]>
<![CDATA[Rotation Station and Learning Motivation: Effects on Job Application Letter Writing Skills in Indonesian Senior High Schools ]]>
<![CDATA[Yeni Afdal]]>;
<![CDATA[Syahrul Ramadhan]]>;
<![CDATA[Ahmad Johari Sihes]]>;
<![CDATA[Norliza Jamaluddin]]>
<![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.v17i3.7738
<![CDATA[Effective job application letter writing is a crucial functional skill for high school students. However, traditional instructional methods often fail to engage learners actively. This study explores the impact of the Rotation Station method—an active learning model adapted from STEM education—on students’ job application letter writing skills, with particular focus on the moderating role of learning motivation. A quasi-experimental design was conducted with 89 Grade XII students at SMA Negeri 20 Batam. Participants were assigned to an experimental group (n = 47), taught using the Rotation Station method, and a control group (n = 42), taught using conventional methods. Writing performance was assessed through a validated test scored with an analytic rubric, and learning motivation was measured using a questionnaire (Cronbach’s α = 0.87). Students were categorized into high- and low-motivation groups based on a median split. Data were analyzed using independent samples t-tests and two-way ANOVA. Students taught using Rotation Station significantly outperformed those in the control group in writing scores (M = 85.64 vs. M = 78.27), t(87) = 4.31, p 0.001. Both high- and low-motivation students benefited similarly, with no significant interaction between teaching method and motivation, F(1, 85) = 1.15, p = 0.286. The Rotation Station method improved writing performance regardless of motivation level, highlighting its potential as an inclusive and effective instructional strategy. Its application in language education supports active engagement and real-world writing practice, offering a valuable alternative to traditional teaching approaches.]]>
<![CDATA[Teaching Factory Management for Dressing, Catering, Beauty and SPA Program ]]>
<![CDATA[Rahmadan Rahmadan]]>;
<![CDATA[Muhammad Kristiawan]]>;
<![CDATA[Rambat Nur Sasongko]]>
<![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.v14i4.2317
<![CDATA[The goal of this research is to describe the areas of preparation, implementation, supporting and inhibiting factors for activities, as well as solutions to overcome the inhibiting factors for teaching factory management in the Superior Program of Competence in Clothing, Catering, and Beauty and SPA Expertise Competence Programs at a vocational high school in Bengkulu City, Academic Year 2021/2022. This study is a qualitative descriptive of the management teaching factory program, which excels in the competitive abilities of Dressing, Catering, Beauty, and SPA. The respondents were six teachers of a Vocational School in Bengkulu City. The findings revealed that management is effective in accordance with the management program that has been established. This paper provides all vocational school stakeholders with concerns on factory management where they would have excellent competence of the student.]]>
<![CDATA[Enhancing Learning Discipline Through Self-Management and Modelling Techniques: A Study of Students at Cipasung Tasikmalaya Islamic Middle School ]]>
<![CDATA[Rinto Gunawan]]>;
<![CDATA[Muhammad Nur Wangid]]>
<![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.v17i1.5907
<![CDATA[Learning discipline is a critical factor influencing academic success, particularly in socio-economically diverse rural settings. At Cipasung Islamic Middle School in Tasikmalaya, West Java, many students come from low-income families, and local socio-cultural conditions may hinder the development of effective learning behaviors. This study investigates the effectiveness of self-management and modeling techniques in improving students’ learning discipline. A quasi-experimental design with nonequivalent control groups was employed. The experimental group received counseling using self-management techniques, while the control group received counseling through modeling techniques. Both groups completed a pretest, underwent their respective interventions, and took a posttest to measure changes in discipline. Analysis revealed that the self-management group demonstrated a significantly higher increase in learning discipline compared to the modeling group. Statistical tests confirmed a notable difference in the effectiveness of the two techniques. Self-management techniques, which emphasize goal-setting, self-monitoring, and self-evaluation, proved more effective in fostering consistent learning discipline. These techniques appear to enhance students’ independence and responsibility for their academic behavior. Self-management-based counseling interventions show strong potential in improving student discipline, particularly in under-resourced educational settings. Schools without structured discipline programs are encouraged to adopt such methods to support student development.]]>
