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[Effective Curriculum Management in Islamic Primary Education: A Case Study of Integrated Islamic Schools ]]>
<![CDATA[Nurfaisal Nurfaisal]]>;
<![CDATA[Sunengko Sunengko]]>;
<![CDATA[M.Fadhly Farhy Abbas]]>
<![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.v16i4.6211
<![CDATA[This study investigates curriculum management at SDIT Fadhilah, an Integrated Islamic School in Pekanbaru, Indonesia. The focus lies on balancing national academic standards and Islamic educational values, a key issue in contemporary Islamic education. The aim is to explore how the school integrates these dual priorities to foster academic and spiritual development. A qualitative case study approach was employed, collecting data through interviews, observations, and document analysis. The research addressed the question: How does SDIT Fadhilah implement, organize, and evaluate an integrated curriculum to achieve its dual educational goals?. Findings indicate that SDIT Fadhilah effectively integrates academic and religious education. However, significant challenges include inadequate instructional time for covering both curricula and the lack of standardized tools for assessing students' spiritual development. These issues hinder the coherence and quality of the integrated curriculum. To mitigate these challenges, the study recommends structured scheduling strategies, such as block scheduling or thematic units, to optimize instructional time. Additionally, it suggests developing standardized assessment tools, such as rubrics for character development and self-assessment journals for spiritual reflection, to ensure consistency in evaluating students' progress. These findings have broader implications for other Integrated Islamic Schools, underscoring the importance of strategic time management and assessment standardization in achieving holistic educational outcomes. Future research should conduct comparative studies across various schools to examine the broader applicability and long-term effects of these strategies, aiming to enhance curriculum management in Islamic education contexts.]]>
<![CDATA[Enhancing Mathematics Comprehension: A Decision Tree Analysis Using Orange Data Mining ]]>
<![CDATA[Ariyanti Jalal]]>;
<![CDATA[Dadan Dasari]]>
<![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.v17i2.6433
<![CDATA[Comprehension skills are essential in mathematics learning, as students' understanding is influenced by various internal and external factors. Recognizing these factors is crucial for educators to design effective teaching strategies. This study aims to classify and predict students' mathematical comprehension based on gender, attitude, learning styles, and self-confidence. A total of 53 eleventh-grade students from SMA Negeri 8 Ternate participated. Primary data were analyzed using data mining techniques—specifically, classification and prediction using the Decision Tree method via Orange Data Mining software. The analysis identified learning style as the most influential factor in students’ mathematical comprehension. The Decision Tree's root node represented comprehension data from 31 students, of which 19 students (61.3%) were classified as having understood the material. The internal node revealed two branches: students with an auditory learning style (8 students) showed a 100% understanding rate, whereas students with kinesthetic or visual styles (11 students) demonstrated a 47.8% understanding rate. The model's prediction accuracy based on the four attributes was 65%. Findings highlight the significance of tailoring instruction to students' learning styles. The relationship between visual, auditory, and kinesthetic learning preferences—when considered alongside gender, attitude, and self-confidence—can offer valuable insights into learning patterns. This study provides a practical reference for educators in developing effective and personalized teaching methods. By leveraging insights into learning styles and associated factors, instructional approaches can be optimized for improved mathematical comprehension.]]>
<![CDATA[Teacher Interpersonal Communication Patterns in Improving the Quality of Islamic Religious Education Learning ]]>
<![CDATA[Ahmad Sholeh]]>
<![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.v14i4.1460
<![CDATA[The process of interpersonal communication in learning has not received serious attention from Islamic religious teachers. Teachers are only busy with administrative activities. In contrast to SMA al-Izzah Batu, to improve the quality of learning in this global era, several academic and non-academic programs were opened. Based on this phenomenon, this research was conducted. This study uses a qualitative approach by using the form of a case study (case study). The results of this study are as follows: First, the ethics of interpersonal communication has been applied well by teachers and students at SMA al-Izzah when conducting interpersonal communication. Second, the relationship developed in the PAI learning process at al-Izzah High School related to interpersonal communication is the father-child relationship and the spiritual bathiniyah relationship which in the theory of interpersonal relationship analysis is included in the role model category. Third, the interpersonal communication process carried out by PAI teachers at al-Izzah High School is dialogical and moderate.]]>
<![CDATA[Digital Innovation: Book Creator for Academic Speaking and Creativity in Higher Education ]]>
<![CDATA[Arjulayana Arjulayana]]>;
<![CDATA[Nargis Nargis]]>;
<![CDATA[Dinda Hanifa Dewi]]>;
<![CDATA[Suci Kintamani]]>;
<![CDATA[Dara Dwi Kencana]]>;
<![CDATA[Husna Khofifah Mulyadi]]>;
<![CDATA[Nanda Faradilla Anwar]]>
<![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.v17i4.7630
<![CDATA[Academic speaking remains a major challenge for many EFL students in higher education, often due to low confidence, limited vocabulary, and difficulty organizing ideas. This study explores the integration of Book Creator, a digital storytelling platform, to enhance students' academic speaking skills and creativity through multimodal learning. Using a Research and Development (RD) approach based on Rowntree’s instructional design model, the study involved 31 fourth-semester English Education students at Universitas Muhammadiyah Tangerang. The intervention incorporated digital storyboards using Book Creator across planning, development, and evaluation phases. Data were collected through classroom observation, pre- and post-speaking tests, and semi-structured interviews. A mixed-methods design was applied to analyze both quantitative and qualitative outcomes. The findings indicated an improvement in students’ speaking performance, with mean scores rising from 63.09 (pre-test) to 79.26 (post-test). The paired samples t-test yielded t(30) = 6.882, p = 0.06, showing a positive trend though not statistically significant at α = 0.05. Qualitative data revealed increased student motivation, confidence, and creativity, with students appreciating the ability to structure, rehearse, and visually present their ideas through multimodal features. The use of Book Creator as a digital storyboard tool fostered a student-centered environment that supported expressive, engaging, and reflective learning. While live practice remains essential, digital tools can complement and enhance academic speaking instruction in EFL contexts.]]>
<![CDATA[Development of Independence-Based Entrepreneurship Textbook ]]>
<![CDATA[Imam Mashudi]]>
<![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.v17i1.6167
<![CDATA[Entrepreneurship education in Indonesia remains underdeveloped, leading to a lack of independence among graduates in pursuing entrepreneurial careers. Enhancing learning methods through entrepreneurship education is essential to developing students' skills and competitiveness. The Creative Product and Entrepreneurship Learning initiative is one approach to fostering students' ability to create innovative products, which is critical for entrepreneurial success. This study aimed to develop and evaluate entrepreneurship textbooks for university students to facilitate independent learning. The Dick and Carey model was employed in the textbook development process, and the study was conducted with students from Bina Mandiri University Gorontalo. Data were collected through practical use evaluations, effectiveness assessments, and statistical analysis using the Wilcoxon Signed Ranks Test. Findings indicate that the developed textbook was highly practical, achieving an average practicality score of 87.43%. The effectiveness assessment also showed a high effectiveness rate of 85.90%. Statistical analysis using the Wilcoxon Signed Ranks Test revealed a significant improvement in students' post-test scores after using the textbook (Asymp. Sig. 0.05, p = 0.002). The results demonstrate that the entrepreneurship textbook effectively supports independent learning and enhances students' entrepreneurial competencies. The significant improvement in post-test results suggests its potential for broader application in entrepreneurship education. Future research should explore further refinements and assess long-term impacts on graduates' entrepreneurial success.]]>
<![CDATA[Blended Learning Challenges and the Contribution of Self-Regulated Learning to Health Care Students’ Resilience: A Cross-Sectional Study ]]>
<![CDATA[Muhammad Andre Sugiharto]]>;
<![CDATA[Rustiana Tasya Ariningpraja]]>;
<![CDATA[Retno Lestari]]>
<![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.v17i3.7438
<![CDATA[Health science students face significant challenges in post-COVID-19 learning, including time management difficulties, technological adaptation, and academic pressure. Blended learning, now a standard model in health education, demands strong self-regulated learning (SRL) and resilience for academic success and well-being. This cross-sectional study investigated the relationship between SRL and academic resilience (ARS) among 302 undergraduate students from various health disciplines at Universitas Brawijaya. Data were collected using validated instruments: the Self-Regulation for Learning Questionnaire and the Academic Resilience Scale (ARS-30). Descriptive statistics and Pearson correlation analysis were used to analyze the data. Findings revealed that 68.5% of students exhibited high SRL, and 68.9% demonstrated high ARS. The correlation analysis showed a statistically significant moderate positive relationship between SRL and ARS (r = 0.477, p 0.001). Students with higher levels of self-regulation were more likely to demonstrate greater resilience in navigating academic challenges within the blended learning environment. The results underscore the critical role of SRL in fostering academic resilience among healthcare students. These findings suggest that targeted strategies to enhance SRL—such as goal setting, time management training, and reflective practices—can improve students’ ability to adapt and persist in blended learning contexts. Educational institutions should implement structured learning support and psychological resilience programs to support student success.]]>
<![CDATA[Komering Culture Local Content Curriculum Implementation at Primary School ]]>
<![CDATA[Musiman Musiman]]>;
<![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.v14i4.2319
<![CDATA[The Komering cultural local content curriculum was adopted at Muhammadiyah Primary School in 2021. The school is using the Komering cultural local content curriculum to help pupils comprehend local culture. However, the development of the local content curriculum in schools has not been founded on a scientific review of the curriculum, thus, teachers who carry out Komering cultural local content are still drawn from general instructors or do not have backgrounds in arts and culture education. As a result, the implementation is incomplete. The goal of this research was to find out what role educators had in the implementation of the Komering Culture Local Content Curriculum at Muhammadiyah Primary School. Local content instructors' grasp of Komering cultural knowledge, the learning process for Komering culture local content, and assessment of learning results. The method utilised is qualitative with a descriptive approach. The instrument employed observation and interviews, which were then evaluated using descriptive qualitative methods using Miles and Huberman’s theory. The findings revealed that the basic concerns of schools in implementing the Komering culture local content curriculum were based on the vision and goal of the local government, which conveyed regional culture and taught students more about Komering culture. Teachers back them as curriculum implementers for commercial, and cultural content in their own communities, and principals recognise them as leaders.]]>
<![CDATA[Integrating Islamic Values into Indonesian Language Teaching Materials: Enhancing Learning Outcomes for 2nd Grade MI Students ]]>
<![CDATA[Hilda Wahyuni]]>;
<![CDATA[Fakhintan Ilza Karengga]]>;
<![CDATA[Wilda Al Aluf]]>;
<![CDATA[Muhammad Nasir]]>;
<![CDATA[Yuliana Izdihar Firdaus]]>;
<![CDATA[M. Zubad Nurul Yaqin]]>
<![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.v17i2.6521
<![CDATA[This study aimed to develop Indonesian language teaching materials infused with Islamic values for second-grade students at Madrasah Ibtidaiyah (MI). The need for integrated character education within language learning underpins this research. The ADDIE development model—comprising analysis, design, development, implementation, and evaluation stages—guided the material creation process. Validation by material, media, and language experts resulted in an average score of 92.43%, indicating very high validity. The materials were implemented at MI Al-Hidayah, Malang Regency, involving 30 second-grade students. Practicality testing yielded a score of 90.19%, while learning outcomes improved significantly, with an 85.34% success rate. The materials incorporate Islamic values such as anger control, patience, gratitude, cleanliness, self-protection, and respect for parents, supported by engaging visual elements. These findings demonstrate that the developed materials are highly valid, practical, and effective in enhancing language skills and character education. This study contributes to holistic learning approaches aligned with the independent curriculum. Future research is recommended to expand the integration of Islamic values into other subjects to further support character-building in primary education.]]>
<![CDATA[The Influence of Learning Facility Utilization on Learning Quality: A Quantitative Study of Public Senior High Schools in Serang Regency, Banten, Indonesia ]]>
<![CDATA[Satiri Satiri]]>;
<![CDATA[M. Syadeli Hanafi]]>;
<![CDATA[Asep Muhyidin]]>
<![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.v17i4.7907
<![CDATA[The quality of learning remains a key indicator of educational effectiveness, particularly in secondary education. One factor assumed to contribute significantly to learning quality is the effective utilization of learning facilities. However, empirical evidence quantifying this relationship in public senior high schools remains limited. This study employed a quantitative correlational design to examine the relationship between learning facility utilization and learning quality among students in public senior high schools in Serang Regency, Indonesia. Data were collected from 292 students selected through simple random sampling. A structured questionnaire was used as the research instrument. Data analysis included normality and homogeneity tests, Pearson correlation analysis, and simple linear regression. The results indicated that the data met the assumptions for parametric analysis. A strong positive relationship was found between learning facility utilization and learning quality (r = 0.85). The regression analysis produced the equation Ŷ = 30.72 + 0.70X, indicating that increased utilization of learning facilities was associated with higher learning quality. The coefficient of determination (R² = 0.85) showed that 85% of the variance in learning quality was explained by learning facility utilization. The t-test confirmed that this relationship was statistically significant at the 0.01 level. These findings demonstrate that effective utilization of learning facilities plays a crucial role in improving learning quality. Optimizing school facilities can therefore enhance the effectiveness of teaching and learning processes and should be prioritized in educational management and policy development.]]>
<![CDATA[Integrating Technology and Enhancing Communication: Pre-Service Teachers’ Perceptions and Collaborative Podcast Creation in English Language Education ]]>
<![CDATA[Weni Pratiwi]]>;
<![CDATA[Rita Inderawati]]>;
<![CDATA[Sary Silvhiany]]>
<![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.v16i4.5900
<![CDATA[The integration of technology into education has transformed traditional teaching methods, with podcasting emerging as a promising technique to enhance language acquisition. This study examines how collaborative podcasting influences pre-service teachers’ communication skills and their perceptions of technology’s role in English language education. Using a survey method, data were collected from fourth, sixth, and eighth-semester students who had created podcasts. Google Forms facilitated the distribution of surveys via WhatsApp groups, ensuring broad participation. Quantitative data were gathered through Likert scale items, while qualitative feedback provided deeper insights. Descriptive analysis was used to calculate mean and standard deviation for each item. The findings revealed that collaborative podcasting enhanced students’ communication skills, including clarity, active listening, and teamwork. Students reported personalized learning experiences and active engagement in content creation, which fostered a supportive and interactive learning environment. The results also highlighted positive perceptions of technology as a valuable tool for language learning. Collaborative podcasting not only improved communication skills but also demonstrated the potential of technology to transform learning by promoting active participation and critical skills development. These outcomes underscore the value of podcasting in preparing pre-service teachers for real-world communication challenges. Technology integration through collaborative podcast projects positively impacts pre-service teachers' communication skills and engagement. Educators are encouraged to incorporate podcasting into language curricula to enhance skill development. Future research should explore long-term effects of podcasting on language acquisition and the adaptability of technological tools for diverse learning styles.]]>
