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[Exploring the Link Between the L2 Motivational Self-System and Extensive Reading: Why Do Learners Continue to Engage? ]]>
<![CDATA[Cahya Intan Syafinaz]]>;
<![CDATA[Anik Nunuk Wulyani]]>;
<![CDATA[Sari Karmina]]>
<![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.v16i4.5604
<![CDATA[Sustained motivation in extensive reading (ER) is essential for fostering long-term reading habits. The L2 Motivational Self-System (L2MSS)—comprising the ideal L2 self, ought-to L2 self, and L2 learning experience—provides a framework for understanding motivation in second-language learning contexts. However, the specific role of L2MSS in motivating learners to persist in ER remains underexplored. This explanatory sequential mixed-method study investigated the relationship between L2MSS components and students’ willingness to continue ER. Data were collected from 64 English department students at a university in Malang, Indonesia, through quantitative surveys followed by qualitative interviews to contextualize the findings. The quantitative analysis revealed that the ideal L2 self was the strongest predictor of students’ willingness to engage in ER. The ought-to L2 self and L2 learning experience were found to have a lesser but still notable impact. Qualitative findings indicated that students recognized the value of ER and identified supportive environments, such as positive teacher and peer interactions, as key facilitators of their engagement. The results underscore the primacy of the ideal L2 self in sustaining motivation for ER, while the acknowledgment of ER's benefits and a conducive learning environment also played supportive roles. These findings suggest that educators should emphasize the intrinsic value of ER and cultivate an encouraging environment to strengthen students' self-commitment. The study highlights the importance of fostering the ideal L2 self and promoting supportive ER environments. Educators should actively advocate the value of ER to students and their families to enhance long-term engagement.]]>
<![CDATA[Inclusive Schools and Violence: Investigating the Role of Acceptance and Student Participation ]]>
<![CDATA[Mirnawati Mirnawati]]>;
<![CDATA[Amka Amka]]>;
<![CDATA[Dewi Juwita Susanti]]>
<![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.v17i2.6444
<![CDATA[This study examines the relationship between social acceptance, the inclusion of students with special needs, and the incidence of violence in inclusive schools. The objective is to determine how these factors interact and influence the well-being of learners with special needs in inclusive educational settings. A quantitative, correlational survey design was employed. Data were collected from students with special needs enrolled in inclusive schools across Banjarmasin City. Instruments included structured questionnaires and interviews, utilizing a Likert scale to assess levels of social acceptance, participation in academic and non-academic activities, and the frequency of experienced violence. Validity was established through expert judgment, and reliability was confirmed using Cronbach's Alpha. Pearson correlation analysis was conducted to explore bivariate relationships, and multiple linear regression was used to assess the interaction between variables. The analysis revealed a significant negative correlation between social acceptance and violence (r = -0.56, p 0.01), indicating that higher levels of social acceptance are associated with reduced violence. Additionally, the inclusion of students with special needs was positively correlated with a reduction in violence (r = 0.47, p 0.05). The combined effect of social acceptance and inclusion accounted for 71% of the variance in violence reduction (R² = 0.71), suggesting a strong predictive interaction. The findings underscore the critical role of fostering social acceptance and inclusive practices to minimize violence and create a safer, more supportive school environment for students with special needs.]]>
<![CDATA[The Influence of Principals and Teachers on Improving Mathematics Achievement of Elementary School Students Using Google Classroom ]]>
<![CDATA[Suwondo Suwondo]]>;
<![CDATA[Sri Marmuah]]>;
<![CDATA[Budi Usodo]]>
<![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.v14i4.2006
<![CDATA[At this time there is a shift in the learning system from face-to-face learning to a challenge. One of the bold lessons used is google classroom. There are still many principals who managerially have not maximized the learning of teachers and students in the process with this google classroom media, besides that teachers who should be the spearhead of implementing learning through google classroom also have not mastered this media to the fullest. So learning with google classroom media still has many obstacles. This study aims to measure the extent of the influence of principal managerial and teacher performance on the use of google classroom in improving mathematics learning achievement in elementary school students. This research method uses descriptive qualitative with a phenomenological approach. The subjects of this study were principals, teachers, and school students in Kepyar Village. The data collection used in this research is data collection through questionnaires, interviews, observations, and documentation. Data validity through triangulation of data sources. The results of this study are the managerial influence and performance of teachers who use google classroom to improve students' mathematics learning achievement in elementary schools. The benefit of this research is to provide a reference to teachers that the managerial influence of principals and effective teacher performance in the use of google classroom can improve student achievement in mathematics lessons in elementary school.]]>
<![CDATA[From Screens to Pages: Contextual Strategies to Boost Gen Z's English Reading Motivation in Rural Indonesian EFL Classrooms ]]>
<![CDATA[Novri Susanti Suparman]]>;
<![CDATA[Destri Wahyuningsih]]>;
<![CDATA[Denny Wahyuni]]>;
<![CDATA[Roswati Roswati]]>;
<![CDATA[Ummi Rasyidah]]>
<![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.v17i4.8321
<![CDATA[Reading motivation among Generation Z students in rural Indonesian EFL (English as a Foreign Language) classrooms remains critically low due to digital distractions, outdated materials, and limited home support. While prior studies highlight the benefits of digital engagement and gamification, little is known about how these strategies function in under-resourced, rural settings. This study employed a mixed-methods design using a convergent parallel approach. Quantitative data were collected from 150 senior high school students across SMA, SMK, and MA institutions in Kabupaten Indragiri Hulu, using a questionnaire adapted from the Motivation for Reading Questionnaire (MRQ). Qualitative data were obtained through interviews and focus group discussions with 10 teachers and 10 students. Thematic analysis and descriptive statistics were integrated to identify motivational barriers and context-appropriate strategies. Findings revealed that digital distractions, vocabulary difficulties, lack of family encouragement, and exam-oriented instruction were key factors undermining reading motivation. Only 27% of students reported experiencing interactive or digital reading activities in class. Students expressed preference for digital content but struggled with comprehension due to limited vocabulary and irrelevant materials. Grounded in Self-Determination Theory and Expectancy-Value Theory, the study suggests that increasing students’ autonomy, competence, and task value—through gamified learning, contextualized materials, and family engagement—can significantly boost motivation. These insights offer actionable strategies for teachers and policymakers to revitalize reading culture in rural EFL settings.]]>
<![CDATA[Deviant Behavior in Religious Schools: The Interplay of Psychological Safety, Sanctions, and Academic Commitment ]]>
<![CDATA[Yuarini Wahyu Pertiwi]]>;
<![CDATA[Erik Saut Hatoguan Hutahaean]]>;
<![CDATA[Amirul Muminin]]>;
<![CDATA[Iredho Fani Reza]]>
<![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.v17i1.6491
<![CDATA[Despite the moral emphasis in religious-based schools, some students still engage in deviant behavior. Weak social bonds within families, schools, or communities may contribute to this issue. This study examines the roles of psychological safety, sanctions, and academic commitment in preventing deviant behavior. A survey was conducted among 200 students from religious-based schools in Bekasi. Validated instruments measured Deviant Behavior, Psychological Safety, Sanctions, and Academic Commitment. Data were analyzed using correlation, mediation, and moderation analyses. Psychological safety (-0.195) and academic commitment (-0.279) showed significant negative correlations with deviant behavior. A psychologically safe environment enhanced motivation and compliance, while academic commitment reinforced moral values. Sanctions also had a weak negative correlation (-0.186) with deviant behavior, supporting social norms. Psychological safety and sanctions together explained 6.8% of the variance in deviant behavior (R² = 0.068). Mediation analysis revealed that academic commitment mediated the effect of psychological safety on deviant behavior but not that of sanctions. Moderation analysis indicated that sanctions strengthened the impact of psychological safety. Although the correlations were weak, they remained statistically significant, highlighting the importance of psychological safety in fostering positive behavior. Family psychology emphasizes parental influence, while legal psychology underscores the role of fair and consistent sanctions. Integrating psychological safety, academic commitment, and sanctions may help reduce deviant behavior in religious-based schools. Future research should explore interventions to strengthen moral commitment and social bonds.]]>
<![CDATA[Development and Evaluation of “Let’s Learn KENALAN”: A Canva-Based Interactive Media for IPAS Instruction in Grade III ]]>
<![CDATA[Risma Aulia]]>;
<![CDATA[Akhmad Junaedi]]>
<![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.v17i3.7129
<![CDATA[This study addresses the limited use of interactive media in IPAS (Natural and Social Sciences) instruction at the elementary level, which often leads to low student engagement. To enhance learning outcomes and motivation, this research aimed to develop and evaluate the effectiveness of an interactive Canva-based learning media titled Let’s Learn KENALAN, focusing on the topic of natural and artificial appearances for third-grade students. The study employed a Research and Development (RD) approach using the ADDIE model, which comprises five stages: Analysis, Design, Development, Implementation, and Evaluation. The participants were 20 third-grade students from Patemon 02 Elementary School, with 6 students involved in a small-scale trial and 14 in a large-scale trial. Data collection included expert validation, pre- and post-tests, and user questionnaires. Validation results showed high feasibility with scores of 98.3% from subject matter experts, 92.3% from media experts, 93.4% from teachers, and 92.7% from students, averaging 94.1%. The effectiveness test using the N-Gain formula revealed improved learning outcomes, with an N-Gain score of 0.734 (moderate category) in the small-scale trial and 0.7908 (high category) in the large-scale trial. The findings suggest that Let’s Learn KENALAN is both pedagogically sound and effective in improving students’ understanding of IPAS content. The media fosters greater engagement and supports active learning. It holds strong potential for broader application in elementary classrooms to enhance science and social studies instruction.]]>
<![CDATA[Internalization of Islamic Values in Students in Learning Islamic Religious Education ]]>
<![CDATA[Amiruddin Siahaan]]>;
<![CDATA[Akmal Walad Ahkas]]>;
<![CDATA[Siti Hajar Pulungan]]>
<![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.v14i4.1034
<![CDATA[Penelitian ini bertujuan untuk mengetahui internalisasi nilai-nilai keislaman siswa melalui mata pelajaran agama Islam, faktor-faktor yang mendukung dan menghambat internalisasi nilai-nilai keislaman peserta MTs Tarbiyah Islamiyah Hajoran dan kontribusi mata pelajaran pendidikan agama Islam terhadap siswa-siswi MTs Tarbiyah Islamiyah Hajoran. . Penulis melakukan penelitian di Mts Tarbiyah Islamiyah Hajoran dengan menggunakan pendekatan kualitatif dan jenis penelitian studi kasus.Pengumpulan data dari penelitian ini menggunakan teknik wawancara, observasi dan dokumentasi, sedangkan teknik analisis data yang digunakan adalah penyajian data dan penarikan kesimpulan. Hasil penelitian ini menyimpulkan bahwa upaya yang dilakukan untuk menanamkan nilai-nilai Islam pada siswa MTs Tarbiyah Islamiyah Hajoran, tidak hanya mengacu pada kognitif atau pengetahuan tetapi juga praktik dan sosial. Kesabaran, semangat dan kegigihan dari pendidik menjadi kunci utama mengarahkan peserta didik menjadi lebih baik]]>
<![CDATA[Evaluating the Effectiveness of Teaching Factory in Culinary Education Using Tyler’s Goal-Oriented Model: A Case Study from an Indonesian Vocational School ]]>
<![CDATA[Emi Vovo Sembiring]]>;
<![CDATA[Sukardi Sukardi]]>;
<![CDATA[Elida Elida]]>;
<![CDATA[Muhammad Giatman]]>
<![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.v17i4.8415
<![CDATA[The Teaching Factory (TEFA) is an educational model designed to bridge the gap between vocational training and industry demands by integrating real-world production experiences into the learning process. While TEFA aims to develop both technical and soft skills, its effectiveness remains underexplored, particularly in rural contexts. This study employed a descriptive qualitative approach using Tyler’s Goal-Oriented Evaluation Model to assess the implementation of TEFA in the Culinary Program at SMK Negeri 1 Lubuk Sikaping, Indonesia. Data were collected through in-depth interviews, participatory observations, and document analysis. Informants included school leaders, teachers, students, and industry partners. Data triangulation and thematic analysis were used to ensure validity. Findings revealed that while TEFA was fully integrated into daily instructional activities and contributed to students’ technical competence and work readiness, the program fell short in several key areas. These include: (1) vague and non-measurable objectives, (2) lack of alignment between activities and goals, (3) absence of standardized soft skills assessment tools, (4) informal and inconsistent evaluation practices, (5) limited data documentation, and (6) insufficient industry collaboration in performance evaluation. Despite its strengths in fostering industry-like experiences, TEFA’s effectiveness is constrained by gaps in planning, assessment, and feedback systems. Strengthening evaluation protocols, developing rubrics for soft skills, and integrating digital tools for performance tracking are essential to align TEFA with its intended outcomes.]]>
<![CDATA[Sociolinguistic Insights into Youth Language Phenomena: Patterns and Influences in South Jakarta through the Lens of #BeritaAkhirPekan Podcast ]]>
<![CDATA[Mac Aditiawarman]]>;
<![CDATA[Dewirahmadanirwati Dewirahmadanirwati]]>;
<![CDATA[Ridha Hasnul Ulya]]>
<![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.v17i1.6843
<![CDATA[Language use among urban youth, particularly in South Jakarta, has become an intriguing topic in sociolinguistic studies. This study analyzes the phenomena of code-mixing, code-switching, and language interference in the digital platform of the #BeritaAkhirPekan podcast. Using a qualitative approach and content analysis method, data were collected through podcast selection, verbatim transcription of conversations, and categorization based on the observed linguistic phenomena. The findings reveal that code-mixing is frequently employed to reflect modernity, global exposure, and social status, whereas code-switching is strategically used to clarify messages and create a professional and global impression. Language interference occurs at the morphological and phonological levels through the adaptation of terms. These findings have significant implications for language education, particularly in teaching strategies for bilingual or multilingual students. The patterns of code-mixing and code-switching can serve as authentic resources in language learning to enhance linguistic awareness and effective communication. Furthermore, this study’s findings can inspire curriculum development that is more adaptive to the modern linguistic dynamics of urban environments. The integration of digital platforms such as podcasts in language learning can also enrich digital literacy, critical thinking, and cultural awareness. In teacher training, it is crucial for educators to recognize and incorporate students' bilingual practices to create an inclusive learning environment. From a language policy perspective, this study recommends support for bilingualism in schools and adjustments to assessment standards to better reflect real-world linguistic practices.]]>
<![CDATA[Exploring Innovation in Educational Services: A Case Study at a State Islamic University in Riau ]]>
<![CDATA[Khairunsyah Purba]]>;
<![CDATA[Nurmaini Dalimunte]]>;
<![CDATA[Nelvi Rahmadani]]>
<![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.v17i3.7377
<![CDATA[Universities play a vital role in providing academic and administrative support services that facilitate student success. However, limitations in infrastructure, human resource capacity, and service delivery quality have hindered optimal educational support in many institutions. This study investigates how innovation in academic and instructional support is implemented at Sultan Syarif Kasim Islamic State University (UIN SUSKA) Riau. A qualitative descriptive approach was employed to explore institutional practices and leadership strategies in advancing educational services. Data were collected through in-depth interviews with key stakeholders, including the Rector, Head of PTIPD, faculty leaders, lecturers, and administrative staff. Additional data were gathered from institutional documents and observations. The findings reveal that effective leadership plays a central role in driving service innovation. Leaders at UIN SUSKA Riau demonstrate strategic vision and the ability to communicate and operationalize innovative ideas to improve academic services. Efforts include the implementation of digital platforms (e.g., e-learning systems, academic portals), routine staff development programs, and the decentralization of support systems across faculties. However, challenges remain in standardizing services, resource allocation, and integrating IT systems across departments. This study underscores the importance of leadership commitment, digital transformation, and human resource development in enhancing educational support services. Strengthening these elements can foster a more responsive and efficient academic environment. Innovative leadership and systemic improvements in instructional and administrative services are essential for enhancing the quality of higher education delivery.]]>
