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[Implementation of clinical supervision in improving the ability of teachers in Islamic religious education learning ]]>
<![CDATA[Bustami Bustami]]>;
<![CDATA[Khairuddin Khairuddin]]>;
<![CDATA[Nasir Usman]]>
<![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.v14i4.2329
<![CDATA[The head of Madrasah has a role in the performance of PAI (Islamic Religious Education) teachers, namely clinical supervision of teacher learning activities. The purpose of this study is to describe how the implementation of clinical supervision for teachers in PAI learning in SD Banda Aceh City. The type of research conducted is descriptive qualitative research. Data collection techniques using observation, interviews, and documentation. The standard of data validity in qualitative research refers to the standards of credibility, transferability, dependability, and confirmability. The data analysis technique used is descriptive qualitative analysis with data reduction techniques, data presentation, and drawing conclusions. The results of this study are the madrasah principal has carried out clinical supervision of PAI teachers in Banda Aceh City, there are three stages of the clinical supervision process, namely, the initial meeting stage, the observation stage and the final meeting stage. Of the three stages of the clinical supervision process for PAI teachers, the principal has carried out the clinical supervision process properly and correctly.]]>
<![CDATA[Integrating Ethnomathematics with Project-Based Learning: Student Perceptions on the Development of Mathematical Critical Thinking Skills in Geometry ]]>
<![CDATA[Syaripah Syaripah]]>;
<![CDATA[Arza Lia Citra]]>;
<![CDATA[Tasha Marshanda]]>;
<![CDATA[Delvi S Margaretha]]>;
<![CDATA[Nina Malinda]]>;
<![CDATA[Enjelly W Wulandari]]>
<![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.v17i2.7404
<![CDATA[Mathematical critical thinking is a vital higher-order cognitive skill emphasized in higher education curricula. Project-Based Learning (PjBL) promotes this skill by encouraging collaboration, communication, problem-solving, and independent thinking. When combined with ethnomathematics—a culturally responsive approach that integrates students’ heritage and real-life contexts—PjBL can potentially enhance student engagement and deepen mathematical understanding. This study explored students’ perceptions of PjBL integrated with an ethnomathematics approach in a transformation of geometry course. A quantitative descriptive design was employed, involving purposive sampling of twelve students. Data were collected through a closed-ended questionnaire, using a five-point Likert scale to measure perceptions of both skill development and instructional appropriateness. Findings revealed that students rated the development of their critical thinking skills with a mean score of 4.85 (Good). Additionally, the use of PjBL with an ethnomathematics approach was perceived as highly appropriate for the course, with a mean score of 5.00 (Very Good). The results suggest that integrating PjBL with ethnomathematics can effectively foster mathematical critical thinking. This approach not only creates interactive learning environments but also increases students' motivation by connecting mathematical concepts to their cultural and practical experiences. PjBL combined with ethnomathematics offers a promising pedagogical strategy for enhancing critical thinking in mathematics education. It supports active learning and cultural relevance, enriching both cognitive and motivational aspects of student learning.]]>
<![CDATA[The Role of Universities in Preparing Local Governments for the Era of 5.0 Society ]]>
<![CDATA[Abdul Nadjib]]>
<![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.v14i4.2225
<![CDATA[This research aimed to identify the challenges of the 5.0 Society era and the role of universities in preparing local governments to face such challenges. This research was carried out by following the stages of a systematic literature review which consisted of designing a review, carrying out a review, analyzing, and writing a review report. The data were taken from national and international electronic scientific journals related to the topic being studied. Data were collected by purposive sampling using certain keywords through the google search engine. The collected data was then analyzed using content analysis techniques. This research found that various challenges must be faced in 5.0 Society, and universities have a strategic role in preparing the government to develop strategies to turn the challenges of 5.0 Society into opportunities both in terms of preparing the necessary human and technological resources. The findings of this research, First, the challenges of local governments in entering the era of Society 5.0 include the readiness of human resources and technology. Second, in facing these challenges, universities have a vital role in helping local governments. Universities, as centres of technology development and dissemination, are able to assist local governments in preparing and improving the quality of human resources and technology required by local governments. For this reason, it is recommended that local governments collaborate with various universities so that they are ready to enter the Society 5.0 era and are able to turn these challenges into opportunities.]]>
<![CDATA[Understanding Differentiated Learning Among Geography Teachers: Impact of Curriculum Training in Indonesian High Schools ]]>
<![CDATA[Sugiyanto Sugiyanto]]>;
<![CDATA[Rita Noviani]]>;
<![CDATA[Chatarina Muryani]]>;
<![CDATA[Singgih Prihadi]]>;
<![CDATA[Imasti Dhani Pratiwi]]>
<![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.v17i4.8043
<![CDATA[Differentiated instruction is a key component of the Merdeka Belajar Curriculum (Freedom to Learn), aiming to meet diverse student needs in the classroom. However, the extent to which geography teachers understand and implement this approach remains underexplored in the Indonesian context. This quantitative descriptive study used a structured online questionnaire based on Tomlinson Imbeau’s four differentiation dimensions: content, process, product, and learning environment. A total of 59 geography teachers from senior high schools across Indonesia participated, all of whom met eligibility criteria including prior curriculum training. Data were analyzed using descriptive statistics and hierarchical regression via SPSS. Findings show that 66.1% of teachers demonstrated a high level of understanding, and 33.9% a moderate level; none were in the low category. Regression analysis revealed that participation in Merdeka Curriculum training significantly predicted understanding of differentiated learning (p 0.01), while being a geography teacher alone had no significant effect. Although conceptual understanding is high, implementation remains limited due to a lack of practical training and systemic support. The findings highlight the critical role of subject-specific, practice-based professional development. Geography, as a context-rich subject, offers strong potential for differentiation, yet requires targeted strategies and ongoing support to bridge the gap between theory and classroom practice.]]>
<![CDATA[Rediscovering the Hiwar Method: Revitalizing An-Nahlawi’s Dialogue Approach in Contemporary Islamic Education ]]>
<![CDATA[Aswan Aswan]]>;
<![CDATA[Abd. Mukti]]>;
<![CDATA[Asnil Aida Ritonga]]>
<![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.v16i4.6366
<![CDATA[This study examines the contemporary relevance of the Hiwar method, developed by Imam Abdurrahman An-Nahlawi, within the context of Islamic education. Rooted in classical Islamic traditions, the method prioritizes dialogue as a central teaching approach, aligning with Qur’anic and Prophetic principles of wisdom and effective communication. It offers a pedagogical alternative to Western-oriented approaches, emphasizing critical thinking, deep understanding, and character development. Using a mixed-methods framework, this study incorporates qualitative analysis of Islamic educational principles alongside empirical classroom evaluations. The research explores the applicability of the Hiwar method in addressing the challenges posed by globalization and the digital age. The study finds that the Hiwar method enhances active participation and critical inquiry, fosters meaningful and engaging learning experiences, improves communication skills, and promotes empathy, tolerance, and cooperation among students. These outcomes suggest that the method is dynamic and effective for addressing declining student motivation and the superficial grasp of religious values in contemporary education. The findings highlight the potential of the Hiwar method to revitalize classical Islamic educational practices while addressing the needs of today’s learners. Its integration into modern curricula offers a strategic means of bridging educational gaps created by rapid technological and cultural shifts. The Hiwar method serves as a valuable pedagogical strategy, combining tradition with innovation to address contemporary educational challenges. Further research should explore its broader applications and effectiveness across diverse educational settings.]]>
<![CDATA[Analyzing Political Rhetoric in the 2024 Indonesian Election: A Critical Discourse Analysis Approach And Its Implications for Civic and Media Education ]]>
<![CDATA[Agus Setyonegoro]]>;
<![CDATA[Eko Kuntarto]]>;
<![CDATA[Saharudin Saharudin]]>;
<![CDATA[Desti Angraini]]>
<![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.v17i3.7703
<![CDATA[Political campaign rhetoric offers a rich context for fostering critical media literacy and civic reasoning in higher education. In the wake of Indonesia’s 2024 general election, campaign discourse has permeated digital platforms, shaping public perception and political engagement. This study applies Norman Fairclough’s dialectical-relational Critical Discourse Analysis (CDA) to online campaign materials published between November 2023 and February 2024. The research investigates how rhetorical strategies reflect power dynamics and ideological framing, while also exploring CDA’s applicability as a pedagogical tool in civic and media education. Analysis reveals recurring discursive patterns, including aggressive diction, strategic ambiguity, instrumental truth claims privileging practicality over evidence, and the erosion of empathetic or constructive language. These features often steer public narratives toward polarized, personality-driven debate formats, diminishing deliberative quality and civic trust. Findings underscore the civic implications of political discourse and support the integration of CDA-based tasks—such as metaphor audits, stance tracking, and ethical reframing—into curricula like SKOM4314 (Perencanaan Pesan dan Media). Positioned as both method and pedagogy, CDA enables students to critically engage with language, identify manipulative rhetoric, and produce evidence-based counter-discourse. The study contributes to discourse-analytic and educational scholarship by demonstrating how analysis of political language can directly inform instructional design aimed at strengthening democratic participation.]]>
<![CDATA[The Needs of Elementary School Teachers in Literacy Learning on Reading Comprehension Competence ]]>
<![CDATA[Ayu Nur Azizah]]>;
<![CDATA[Ida Zulaeha]]>;
<![CDATA[Panca Dewi Purwati]]>;
<![CDATA[Woro Sumarni]]>;
<![CDATA[Putut Marwoto]]>
<![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.v14i4.2215
<![CDATA[Learning will be effective if the teacher understands the needs of learning well. The purpose of this study was to explore the needs of teachers in literacy learning on reading comprehension competence in elementary schools. The method used in this research is exploratory qualitative which was conducted at the State Elementary School in Central Magelang Sub-District, Magelang City, Central Java Province, Indonesia. The results of the study indicate that there are several problems in literacy learning of reading comprehension competence so teachers need several learning innovations as solutions, namely in the learning model by combining problem-based learning models with the SQ3R model, in teaching materials by developing integrated teaching materials with innovative learning models, and on the assessment instrument by developing an assessment instrument oriented towards high order thinking skills (HOTS). The results of this needs analysis will be used to conduct further research as a form of literacy learning innovation in reading comprehension competence.]]>
<![CDATA[The Effect of Blended Problem-Based Learning on Strengthening Islamic Character Values: A Meta-Analysis of Islamic Education Studies ]]>
<![CDATA[Wahono Wahono]]>;
<![CDATA[Sholehuddin Sholehuddin]]>;
<![CDATA[Burhan Efendi]]>;
<![CDATA[Tomi Apra Santosa]]>;
<![CDATA[Anwar Manahor]]>
<![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.v17i4.7555
<![CDATA[Islamic character education is a critical component of Islamic Religious Education (IRE), aiming to cultivate values such as honesty, responsibility, and social concern. In response to the challenges of modern education, Blended Problem-Based Learning (Blended-PBL) is proposed as an innovative approach to foster these values among students. This study employs a meta-analysis approach to examine the effect of Blended-PBL on strengthening Islamic character values in students. A systematic literature search was conducted across ERIC, Scopus, Wiley, and Google Scholar databases for studies published between 2020 and 2025. Of 119 articles identified, 10 met the inclusion criteria. Data were analyzed using the JASP software, applying a random-effects model to calculate pooled effect sizes and assess heterogeneity and publication bias. The analysis revealed a significant positive effect of Blended-PBL on strengthening Islamic character values (pooled effect size = 0.692; t = 6.403; p 0.001), with moderate to high effect sizes across studies. The heterogeneity test indicated variation among studies (Q = 29.124; p 0.001), justifying the use of a random-effects model. Egger’s test showed no evidence of publication bias (p = 0.078). Findings suggest that Blended-PBL is an effective pedagogical model in IRE contexts, supporting not only cognitive development but also character formation. This model integrates reflective, contextual learning with digital flexibility, offering practical implications for value-based Islamic education in higher institutions.]]>
<![CDATA[Elementary School Teachers’ Perspectives on Integrating Technology, Information, and Communication in Education ]]>
<![CDATA[Ratna Hidayah]]>;
<![CDATA[Muna Fauziah]]>
<![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.v17i1.6268
<![CDATA[The integration of information and communication technology (ICT) in education offers significant opportunities for enhancing teaching and learning in the 21st century. This study aims to analyze elementary school teachers’ perceptions of ICT utilization in public schools in Kebumen Regency. A quantitative, cross-sectional survey design was employed. Data were collected from 109 elementary school teachers through online questionnaires distributed via Google Forms. Responses were measured using a 4-point Likert scale ranging from 1 (strongly disagree) to 4 (strongly agree). Descriptive statistical analysis was used to interpret the data. Findings indicate that teachers hold highly positive perceptions of ICT integration in learning. The perceived impact of ICT on student interest and motivation received an average score of 3.79, while the perceived benefits of ICT in learning scored 3.72. Teachers also acknowledged the educational value of ICT (mean score: 3.57) and expressed confidence in their ICT competence (mean score: 3.29). All scores fall within the high to very high category, suggesting strong support for ICT usage in the classroom. These results highlight a favorable outlook among primary school teachers regarding ICT in education. However, limitations exist, as the study focuses solely on elementary-level educators. The generalizability of findings to higher educational levels may be limited. Teachers in Kebumen exhibit strong support for ICT integration in primary education. Future research should consider longitudinal studies or expand to higher education contexts to assess the broader impact of ICT on teaching and learning outcomes.]]>
<![CDATA[Integrating Intercultural Digital Literacy in EFL Classrooms: Strategies for Enhancing Students’ Intercultural Competence in the Digital Era ]]>
<![CDATA[Marwa Marwa]]>;
<![CDATA[Muliardi Muliardi]]>;
<![CDATA[Raudhah Awal]]>;
<![CDATA[Hengki Irawan]]>
<![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.v17i1.6920
<![CDATA[In an increasingly globalized and digitally connected world, developing intercultural digital literacy—the ability to critically engage with diverse cultures through digital platforms—is vital for English as a Foreign Language (EFL) learners. This study investigates how intercultural digital literacy can be effectively integrated into EFL instruction to enhance students' intercultural competence and global communication skills. A qualitative phenomenological approach was employed, focusing on an English Study Program at a university in Riau, Indonesia in 2024. Data were collected through semi-structured interviews with two lecturers and one third-semester EFL class, supported by classroom observations and document analysis. Thematic analysis was used to identify recurring patterns and insights. Findings indicate that integrating digital tools such as task-based learning activities, online discussions, and social media platforms significantly supports the development of intercultural digital literacy. These strategies foster critical thinking, cultural awareness, and digital communication skills among students. The results underscore the importance of embedding intercultural elements within digital learning environments to prepare students for cross-cultural interaction. Teachers play a pivotal role in curating meaningful digital experiences that promote intercultural competence. This study highlights the value of intercultural digital literacy in EFL education and its potential to enhance global readiness among students. Future research should further explore innovative digital approaches and address existing challenges in implementation.]]>
