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[Renewal of Islamic Religious Education in Banten: Majelis Taklim ]]>
<![CDATA[Samudi Samudi]]>;
<![CDATA[Ali Nurdin]]>
<![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.v14i4.1616
<![CDATA[The study's overarching objective is to investigate, analyze, and formulate the renewal of Majelis Taklim's curriculum, teaching and learning, educators, and educational staff. This study used a phenomenological research method and a qualitative strategy. Research participants include the leader, secretary, and treasurer of Majelis Taklim. Observation, in-depth interviews, and documentation are all techniques for gathering data. The study's findings are as follows: the coaching factor of local government policies affects the renewal of Islamic educational institutions, but cultural resistance from each of these Islamic religious education institutions slows the process down. This is true even though the renewal process is ongoing and has already happened in the curriculum, learning, teachers, and education staff of the Majelis Taklim organization. Among the developments it incorporates are new learning materials, new learning rules, new media and methods, new acceptance criteria and legality of teaching and educational staff, and a new management structure with the appropriate number of members.]]>
<![CDATA[Exploring the Role of Generative AI and Deep Learning in Personalized Education Content: A Systematic Literature Review ]]>
<![CDATA[Klemens Mere]]>
<![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.v17i4.8285
<![CDATA[The rise of generative artificial intelligence (AI) and deep learning has introduced new possibilities for personalized education. However, existing research lacks a comprehensive synthesis of how these technologies contribute to the design and delivery of personalized learning content.This study presents a systematic literature review (SLR) examining the role of generative AI and deep learning in personalized education. Following PRISMA 2020 guidelines, 39 peer-reviewed articles published between 2022 and 2025 were selected from databases including Scopus, Web of Science, IEEE Xplore, ERIC, and ScienceDirect. Thematic analysis was conducted using NVivo, and the quality of included studies was assessed using the CASP checklist. Three major themes emerged: (1) generative AI enables adaptive content creation and real-time instructional support; (2) deep learning enhances learner profiling and predictive feedback through multimodal data analysis; and (3) ethical, cultural, and equity-related challenges persist, including concerns about algorithmic bias, data privacy, and teacher displacement. While these technologies show promise in scaling personalization and improving engagement, issues related to trust, transparency, and contextual relevance remain significant. Generative AI and deep learning offer transformative potential for personalized learning, yet their successful implementation depends on human oversight, ethical safeguards, and alignment with pedagogical goals. Future research should focus on long-term learning outcomes, cross-cultural validation, and the development of explainable and inclusive AI systems.]]>
<![CDATA[Bridging Gaps in Chemistry Instruction: Analyzing the Need for Interactive Learning Media at Senior High School in Sungai Pinang District ]]>
<![CDATA[Ambar Sari]]>;
<![CDATA[Farhan Yadi]]>;
<![CDATA[Fakhili Gulo]]>
<![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.v17i1.6089
<![CDATA[The integration of interactive web-based learning media is essential to address challenges in teaching hydrocarbon materials at SMAN 1 Sungai Pinang. Traditional teaching methods, while effective, often lack student engagement, motivation, and interactivity. This study explores the need for digital learning tools to enhance chemistry education. A needs analysis was conducted through surveys and questionnaires to assess student and teacher perceptions regarding existing teaching methods. The validity and reliability of the questionnaire were confirmed to ensure accurate data collection. The study also examined school facilities and academic challenges that impact the implementation of interactive learning. Findings indicate that well-equipped school facilities support the adoption of interactive and digital learning strategies. While traditional methods remain beneficial, a blended learning approach is necessary to optimize student engagement and academic performance. The study also highlights various academic and non-academic challenges faced by students, necessitating further support and development. Regular evaluation of teaching strategies is crucial to adapting to students' evolving needs. The study underscores the importance of interactive web-based learning media in improving teaching effectiveness and student engagement. The findings suggest that supplementing traditional methods with digital tools can enhance comprehension and motivation. This study supports the development of interactive digital learning media to complement traditional chemistry instruction. Implementing blended learning strategies can address current educational challenges, fostering a more engaging and effective learning environment.]]>
<![CDATA[Enhancing Financial Literacy Through Audio-Visual Learning: The Impact of Short Films on Students’ Understanding of the Rupiah ]]>
<![CDATA[Fany Octaviany]]>;
<![CDATA[Sholeh Hidayat]]>;
<![CDATA[Lukman Nulhakim]]>
<![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.v17i3.7190
<![CDATA[In the globalization era, financial literacy education is essential for high school students. However, many still lack understanding of basic economic concepts, particularly the value and role of the rupiah. This study investigates the effectiveness of short films as an audio-visual medium to improve students’ comprehension of Cinta Rupiah. This research employed a mixed-methods approach involving 34 tenth-grade students at SMAN 2 KS Cilegon. Quantitative data were collected using pre-tests and post-tests, while qualitative insights were obtained through classroom observations and semi-structured interviews. A paired t-test was applied to analyze differences in student achievement before and after the intervention. Findings showed a significant improvement in students’ financial understanding. The average pre-test score of 56.7 increased to 82.3 in the post-test, with statistical analysis confirming significance (p = 0.001, p 0.05). Observational data revealed higher classroom engagement, with students participating more actively during discussions when short films were used compared to traditional lectures. Interviews indicated that visual storytelling helped students grasp abstract economic concepts more easily by evoking emotions and connecting with their real-life experiences. The results highlight the pedagogical value of short films in making financial literacy learning more engaging and contextual. Unlike conventional methods, narrative-driven audio-visual content fosters deeper comprehension and student motivation. Short films are a feasible and effective alternative for strengthening financial literacy, particularly in fostering appreciation of the rupiah. Broader implementation and development of context-based audio-visual content are recommended to enrich economic education in Indonesia.]]>
<![CDATA[The Creativity of The Quran Hadith Teacher to Overcome Students' Learning Difficulties ]]>
<![CDATA[Julhadi Julhadi]]>;
<![CDATA[Akhmad Sirojuddin]]>;
<![CDATA[Syamsul Arifin]]>;
<![CDATA[Elihami Elihami]]>;
<![CDATA[Rokhmatin Nazilah]]>
<![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.v14i4.2534
<![CDATA[Learning does not always go according to what is expected. The existence of problems during the learning process is a challenge. The subjects of the Qur'an Hadith have been found learning difficulties for students. So to understand the learning difficulties experienced by students and know and analyze the creative efforts of Qur’an teachers Hadith in overcoming learning difficulties, this research was conducted at madrasah International Standard in Mojokerto. The researchers use a qualitative approach, a type of case study using; collects data, analyses, and concludes field data. As for the research findings: 1) Difficulties faced by students include; difficulty reading, writing, memorization, and understanding material 2) While creativity carried out by the Master of the Qur'an Hadith to overcome learning difficulties, namely; a) On the difficulty of reading and writing; Personal approach, Cooperate with the Muadalah program; (a) Reading the Quran with tajwid (b) Providing writing and making up skills in Arabic, b) Difficulty memorizing material; Giving short verses, providing motivation, instructing repeat memorization giving time lag during learning c) Difficulty understanding the material; Giving repetition of the material, using simple language, providing motivation, interpreting verse every word.]]>
<![CDATA[Gender Differences in Computational Thinking Skills Among Elementary School Students ]]>
<![CDATA[Rusdial Marta]]>;
<![CDATA[Toto Nusantara]]>;
<![CDATA[Adi Atmoko]]>;
<![CDATA[Sri Rahayuningsih]]>
<![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.v17i2.7524
<![CDATA[This study explores gender-based differences in the mastery of Computational Thinking (CT) skills among elementary school students, emphasizing the influence of social, cultural, and educational factors. Understanding these disparities is essential for promoting inclusive and equitable 21st-century skill development in early education. A descriptive qualitative design was utilized, involving 40 fourth-grade students (20 male, 20 female) from two elementary schools in Bangkinang: SD Negeri 006 Langgini and SD Negeri 004 Langgini. Data were collected through in-depth interviews, classroom observations, and documentation. Thematic analysis was conducted to identify patterns and factors contributing to gender differences in CT competencies. Findings revealed distinct gender-based variations in CT components—decomposition, pattern recognition, abstraction, and algorithmic thinking. Male students displayed higher self-confidence and active participation in technology-oriented tasks, particularly in decomposition and abstraction. In contrast, female students demonstrated more cautious, structured thinking and excelled in collaborative algorithm design. These differences were influenced by external factors, including gender stereotypes, teacher interactions, and familial support, shaping students’ engagement with CT tasks. The observed gender differences are not innate but are shaped by contextual influences. The study underscores the need for educators to adopt gender-sensitive pedagogical strategies to ensure equitable CT learning experiences. Social and educational environments significantly shape CT skill development across genders. Implementing inclusive, gender-responsive teaching methods is essential to support equal opportunities for all students in acquiring foundational digital competencies.]]>
<![CDATA[Students’ Alienation in OnlineLearning: A Phenomenological Study in Sociology Subject ]]>
<![CDATA[Sarwono Sarwono]]>;
<![CDATA[Sudarmiani Sudarmiani]]>;
<![CDATA[Nurhadji Nugraha]]>
<![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.v14i4.2019
<![CDATA[This research aims to describe and analyze the alienation phenomenon experienced by students in dealing with online learning in sociology subject. This study uses a phenomenological study. The research was conducted at a senior high school in Ponorogo Regency. The technique used to determine the subject in this study is purposive sampling. Data collection techniques using observation, interviews and documentation. Meanwhile, the data analysis technique used is the interactive analysis of Miles and Huberman. The results show that students experience maladjustments in the use of technology that is beyond their control and hinders their creativity. These conditions lead to the phenomenon of alienation. The alienation experienced by students includes alienation from their productive activities, alienation from learning goals, alienation of students from fellow students, and alienation of students of their potential. Manifestations of alienation symptoms experienced by students are lazy, heavy, and do not want to know or are indifferent to the online learning process. As a result, alienation conditions experienced by students affect the powerlessness in learning participation. Thus, learning is not a priority (meaninglessness), their actions not based on the value of usefulness and norms that they already understand (normlessness), isolated (social isolation) from the status carried as a student, and students experience alienation (self-estrangement) with their activities and roles.]]>
<![CDATA[Investigating Students' Readiness for Implementing Small Private Online Courses (SPOC) in Trigonometry within Indonesian High Schools ]]>
<![CDATA[Yusnita Rahayu]]>;
<![CDATA[Yayat Ruhiat]]>;
<![CDATA[Cucu Atikah]]>
<![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.v17i4.7482
<![CDATA[This study examined the readiness of Indonesian high school students to engage in blended learning using a Small Private Online Course (SPOC) for trigonometry instruction and identified factors that support or hinder this readiness. Using a quantitative descriptive design, data were collected from 58 Grade XI students at SMA Negeri 5 Kota Serang. A validated questionnaire measured six readiness dimensions: cognitive understanding, learning motivation, digital literacy, access to technology, learning environment, and interaction skills. The instrument demonstrated strong reliability (Cronbach’s Alpha = 0.875). Results indicated that 81% of students were categorized as “very ready,” reflecting high preparedness, especially in digital access and cognitive understanding. Nevertheless, several constraints emerged, including decreased motivation, less supportive learning environments, and limited self-regulation. These findings suggest that SPOC-based trigonometry learning can be implemented immediately or in the near term, provided schools strengthen support mechanisms such as digital orientation, motivational scaffolding, and structured learner assistance. The study contributes practical evidence to inform classroom implementation and broader mathematics education policy in Indonesia.]]>
<![CDATA[Classroom Discourse Structures: A Comparative Study of Formal and Non-Formal Education at Different Student Levels ]]>
<![CDATA[Laelatul Abidah]]>;
<![CDATA[Hamzah Hamzah]]>
<![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.v16i4.5797
<![CDATA[Classroom discourse varies based on the interactions between teachers and students, influencing the structure and effectiveness of teaching and learning. A well-structured classroom discourse fosters an organized teaching pattern and facilitates learning. This study analyzed the structure of classroom discourse in English classes across formal (Junior and Senior High Schools) and non-formal (English courses) education settings. A qualitative research design was employed, involving participants from second-grade classes in Junior and Senior High Schools and basic and advanced levels in English courses. Data were collected from transcripts of 20 lessons, covering interactions from opening to closing, and analyzed using the Sinclair and Coulthard model, which organizes discourse hierarchically into ranks: lesson, transaction, exchange, move, and act. The findings showed that non-formal education (basic and advanced English courses) exhibited a higher frequency of all five discourse ranks compared to formal education settings (Junior and Senior High Schools). Non-formal settings also demonstrated more complete discourse stages—opening, body, and closing—indicating a more structured interaction pattern. These results suggest that non-formal education may provide a more conducive environment for student participation and interaction, potentially benefiting language acquisition. The study underscores the effectiveness of non-formal education settings in fostering structured classroom discourse. Further research should explore specific teaching strategies in non-formal settings to enhance interaction and learning outcomes in formal education contexts.]]>
<![CDATA[Online Information Service Model at the Distance Learning Program Unit of Open University ]]>
<![CDATA[Agus Joko Purwanto]]>;
<![CDATA[Rulinawaty Rulinawaty]]>;
<![CDATA[Suparti Suparti]]>;
<![CDATA[Kani Launggu]]>
<![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.v14i4.2242
<![CDATA[This study aims to produce a UT student service system design at the Distance Learning Unit (UPBJJ) by applying Information and Communication Technology (ICT). This research is a research and development using the method developed by Borg and Gall. In the first year, field studies, data analysis, and design development will be carried out. In the second year, application development and field trials were carried out. The results of the study found that the majority of respondents had access. Most respondents had no difficulty accessing THE services, TMK, online tutorials and web tutorials. The limitation of this research is that some of the available information does not match the respondent's needs and is difficult to reach. There is no problem with UPBJJ's internal management. The recommendations given are to adjust the organizational structure of the Distance Learning Unit (UPBJJ) and revise information about THE services, TMK, online tutorials, and web tutorials so that they are easily accessible and the contents can be used as guidelines for students in accessing Open University Services (UT). This research can be developed by focusing on public trust in distance learning.]]>
