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[Enhancing Geography Education Students' Competence in Sustainable Development Goals (SDGS): A Lesson Study Approach through LOC-R Learning ]]>
<![CDATA[Hernita Pasongli]]>;
<![CDATA[Enok Maryani]]>;
<![CDATA[Eva Marthinu]]>;
<![CDATA[Rohana Sufia]]>;
<![CDATA[Lely A. Nasution]]>
<![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.v17i2.6319
<![CDATA[Preparing prospective teachers with a solid understanding of the Sustainable Development Goals (SDGs) and strong geographic literacy is essential for promoting sustainable development. This study explores how reflective practice, embedded in the Lesson Study (LS) model, can enhance geography education students’ comprehension of SDGs. Using a qualitative approach, the research was conducted through two LS cycles, each comprising the standard stages: Plan, Do, and See. Data were collected via observation sheets and classroom video recordings to assess student engagement and instructional effectiveness. In the first cycle, several challenges emerged, including poor time management, insufficient geographic literacy, discomfort from observer presence, and difficulty linking global case studies to SDG concepts. The second cycle introduced targeted improvements: the use of visual maps, enriched SDG-related content, and integration of digital technologies. These adaptations significantly enhanced student engagement and understanding. Findings demonstrate that the LOC-R (Local Context–Reflective) learning model, when implemented through LS, effectively helps students relate geographic knowledge to real-world sustainability challenges. Reflective collaboration among educators also contributed to improved instructional strategies. The LS-based LOC-R model shows strong potential in advancing both geographic literacy and critical thinking in the context of education for sustainable development. This approach equips future educators to analyze global issues and devise informed, sustainable solutions.]]>
<![CDATA[The Effectiveness of Poster Media to Improve High School Students’ Tsunami Disaster Mitigation Preparedness ]]>
<![CDATA[M. Edwansyah Rissal]]>;
<![CDATA[Ali Muhtadi]]>
<![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.v14i4.1776
<![CDATA[This study aims to determine the effectiveness of poster media in improving the students’ readiness in preparing Tsunami disaster mitigation preparedness. This study uses a quantitative descriptive method with a Quasi-Experimental design. The type used in this research is one group Pretest-Posttest. The research population is students at a state senior high school in Pematang Sawa, class X-XII, in the Academic Year 2021/2022. The sample in this study was 30 people. Data were collected through tests and documentation for three months, from October to December 2021. Then the data were analyzed using descriptive statistics. Analysis of the data used was the paired t-test with the result that there was a significant difference between the pre-test and post-test scores for preparedness in 30 students with p 0.000. Based on these results, it can be concluded that poster media is quite effective in increasing tsunami disaster mitigation preparedness. Further studies are recommended to complete this current study’s weaknesses.]]>
<![CDATA[Building Stronger Literacy Foundations: Optimizing Phase A through Teacher Collaboration ]]>
<![CDATA[Nila Febreiyani]]>;
<![CDATA[Karsono Karsono]]>;
<![CDATA[Septi Yulisetiani]]>
<![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.v17i4.8261
<![CDATA[This study explores how teacher collaboration within the Kelompok Kerja Guru (KKG/Teacher Working Group) enhances foundational literacy in Phase A (Grades 1–2) of Indonesian elementary schools. Responding to the persistent issue of low literacy performance among early-grade students, the research investigates collaborative strategies to improve reading and writing skills within the framework of the Kurikulum Merdeka. Employing a qualitative case study design, the study involved 8 public elementary schools in the Yudistira Cluster, Selogiri Subdistrict. Participants included school principals, teachers, and the KKG coordinator, selected through purposive sampling. Data were collected over nine months via interviews, observations, and document analysis, then analyzed using the Miles and Huberman framework. Findings indicate that systematic collaboration in planning, implementation, and evaluation—supported by reading corners, enriched libraries, and a 15-minute daily reading routine—led to improved student engagement and foundational literacy outcomes. Teachers employed differentiated instructional strategies, including the Alphabet, Phonics, SAS, and Global Methods, tailored to students’ initial abilities. KKG meetings served as reflective spaces to share best practices and design interventions based on student data. The study highlights the potential of teacher-led learning communities to strengthen literacy instruction in low-resource settings. It recommends sustained institutional support and further research using longitudinal methods to assess long-term student outcomes. Ethical clearance was obtained, and informed consent was secured from all participants.]]>
<![CDATA[Enhancing Early Literacy: The Effectiveness of the Picture Word Inductive Model with Smartphone Assistance in the Early Childhood to Elementary Transition ]]>
<![CDATA[Asep Deni Gustiana]]>;
<![CDATA[Heny Djoehaeny]]>;
<![CDATA[Mubiar Agustin]]>
<![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.v17i1.6017
<![CDATA[Bridging the learning gap between Early Childhood Education (ECE) and Elementary School (ES) requires an effective transition program. An adaptive learning strategy is crucial to accommodate diverse student profiles and preparation levels. This study examines the effectiveness of the Picture Word Inductive Model with Smartphone Assistance (PWIMSA) in enhancing literacy skills during the ECE-ES transition. A quasi-experimental pretest-posttest control-group design was employed without randomization. The study involved 203 first-grade students from five elementary schools in Bandung, selected through purposive sampling. The schools were chosen based on their adoption of the autonomous curriculum and piloting of the ECE-ES transition program. The experimental group (n = 93) received instruction using the PWIMSA approach, while the control group (n = 110) participated in the school literacy movement program. An independent t-test analysis of gain scores revealed a significant difference in literacy skill improvement between the experimental and control groups (significance value α). The experimental group demonstrated an average gain of 6.92 points higher than the control group, indicating that PWIMSA is more effective in enhancing foundational reading skills. The findings suggest that PWIMSA supports literacy development by accommodating diverse student abilities and learning needs. Its integration into transition programs can bridge early education gaps and foster stronger literacy foundations. PWIMSA is an effective instructional approach for improving literacy skills in the ECE-ES transition program, addressing student diversity and enhancing foundational reading abilities.]]>
<![CDATA[Character Education through Bagan Siapiapi Historical Heritage: A Scientific Approach in the 4.0 Era ]]>
<![CDATA[Ahmal Ahmal]]>;
<![CDATA[Asril Asril]]>;
<![CDATA[Nurdiansyah Nurdiansyah]]>;
<![CDATA[Jumili Ariyanto]]>
<![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.v17i3.6298
<![CDATA[In the context of Education 4.0, integrating local cultural heritage into history learning can serve as a powerful medium for character education. This study explores how the historical heritage of Bagan Siapiapi can be utilized in history education to foster students' character values through a scientific approach and digital platforms. This research employed a qualitative descriptive approach, collecting data through document analysis, direct observation, and interviews with local figures. Various historical sources were examined, including books, journal articles, archived documents, and visual media related to historical sites in Bagan Siapiapi. The study identified key historical sites such as the Malay House, Old Shop, Kapitan Oei Hi Tam House, Bagan Madjoe Bank, St. Damian Church, and others. These sites represent historical narratives and contain intrinsic character values, including religious devotion, tolerance, patriotism, and social responsibility. The identified values were analyzed in relation to the historical context and functions of each site. These findings were then mapped to character education goals outlined in national curriculum standards. The historical heritage of Bagan Siapiapi offers a rich and contextual resource for character-based history learning. When implemented through a scientific approach—consisting of observation, questioning, data collection, reasoning, and presentation—this model can enhance students' historical awareness and value-based learning. Future research should explore the measurable impact of this approach on students’ character development and the effectiveness of digital media integration in diverse educational settings.]]>
<![CDATA[Ability Leadership in Islamic Educational Institutions ]]>
<![CDATA[Suriyadi Suriyadi]]>;
<![CDATA[Nurapni Lelawati Siregar]]>;
<![CDATA[Muhammad Rifai Harahap]]>;
<![CDATA[Mesiono Mesiono]]>
<![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.v14i4.2284
<![CDATA[The attitude of leadership is an absolute thing inherent in a leader in an educational institution. This is because leaders are responsible for facilitating the development of human resources (HR) towards superior and complete people in the future. This study aims to analyze ability leadership in Islamic educational institutions. The background of this research is focused on 3 (three) units of Islamic educational institutions, namely MIN 1 Sahadabuan, MTsN 1 Padangsidimpuan Model, and MAN 2 Padangsidimpuan Model. This study uses a qualitative approach with descriptive analytical study method. Where the researcher seeks to reveal the facts in the phenomenon of the leadership of the 3 (three) institutions. The results of this study indicate that the Head of Madrasah has the same goal as the institution he leads, namely improving the quality of service and the quality of madrasas. The forms of ability leadership shown by the madrasa principal are (1) managerial skills including; implementing madrasa work programs, improving the quality and performance of teachers by involving teachers in education and training (training) and workshops, managing the rooms and offices of the teacher council; (2) Academic skills, including: providing opportunities for teachers to continue their studies (master and doctoral), providing general guidelines and services for teacher needs (administrative and academic), and carrying out academic supervision, and (3) communication skills, including: involving: teachers in decision-making efforts, appreciating teacher performance, providing motivation and advice to teachers collectively every month, forming a sense of kinship in madrasas. In addition, the madrasa head also seeks to function the madrasa environment as a Joint Learning Resource Center (PSBB).]]>
<![CDATA[Analysis of Student Needs in Developing Pancasila Learning Media Based on AI Avatar Generator: Developing Character Education in the Digital Era ]]>
<![CDATA[Catur Puji Hastuti]]>;
<![CDATA[Umi Chotimah]]>;
<![CDATA[Evy Ratna Kartika Waty]]>
<![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.v17i2.6345
<![CDATA[This study investigates the use of AI Avatar Generator-based learning media to enhance students’ understanding of Pancasila education in junior high schools, focusing on student perceptions in Lahat Regency. Traditional instructional methods are often perceived as less engaging, underscoring the need for innovative approaches to improve educational outcomes. A quantitative descriptive design was employed. Data were collected via purposive sampling from students at several junior high schools in Lahat Regency. An online questionnaire with closed-ended questions was used to assess students’ views on the importance of Pancasila education, their level of understanding, and their preferences for technology-based learning. Descriptive statistical analysis revealed that 80% of respondents acknowledged the high importance of Pancasila education, yet only 65% reported a full understanding of the material. Additionally, 89% of students showed strong enthusiasm for the integration of AI Avatar Generators in the learning process. Findings indicated that conventional teaching methods remain dominant and are viewed as insufficiently engaging. The results suggest that AI Avatar Generator-based media may bridge the gap between traditional teaching and students’ expectations for interactive learning. By offering personalized and engaging content, this technology has the potential to improve comprehension and foster greater student interest in Pancasila education.]]>
<![CDATA[Implementation of the Deep Learning Approach in Elementary School Mathematics Learning ]]>
<![CDATA[Sandi Budi Iriawan]]>;
<![CDATA[Tatat Hartati]]>;
<![CDATA[Babang Robandi]]>
<![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.v17i4.8834
<![CDATA[Challenges such as limited facilities, insufficient professional training, and resistance to pedagogical innovation hinder the effective implementation of advanced learning approaches in elementary education. This study aims to analyze how the deep learning approach is implemented in mathematics instruction at the elementary school level. A qualitative research design with a case study method was employed. Participants included 29 elementary school teachers—9 from Pagerwangi I Public Elementary School and 20 from Madrasah Ibtidaiyyah Al-Haq, West Java—selected through purposive sampling. Data were collected using an observation instrument designed to assess the implementation of deep learning practices. Data analysis followed the Miles and Huberman model, involving data reduction, presentation, and conclusion drawing. The findings show that the average teacher competency score in implementing the deep learning approach was 78.06%, categorized as "good." The implementation was structured around three key stages: initial, core, and closing activities. Initial activities focused on student readiness, motivation, and contextual connections. Core activities emphasized conceptual understanding, application, and the development of higher-order thinking skills. Closing activities involved reflection, feedback, assessment, and planning for subsequent learning. The study concludes that teachers demonstrated a solid alignment between deep learning principles and instructional practice. However, achieving optimal implementation requires further development of teachers’ conceptual understanding and emotional and social readiness. Enhancing these areas is essential for sustaining meaningful, mindful, and joyful learning experiences in mathematics education at the elementary level. Future professional development programs should address these dimensions to support continued pedagogical transformation.]]>
<![CDATA[Artificial Intelligence-Moderated Gamification Apps: Elevating Gen Z’s English Vocabulary Mastery ]]>
<![CDATA[Shella Gherina Saptiany]]>;
<![CDATA[Syamsul Hadi]]>;
<![CDATA[Benedectta Arsenia Nanda Hardian]]>;
<![CDATA[Muhammad Madchan Nashir]]>
<![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.v16i4.5957
<![CDATA[Generation Z students are increasingly adopting gamification in language learning, often enhanced by Artificial Intelligence (AI). Gamified language learning applications are touted for their ability to improve vocabulary acquisition effectively. This study aimed to evaluate the efficacy of AI-assisted gamification in vocabulary learning among Generation Z students in Semarang, Indonesia. A descriptive cross-sectional survey design was employed, involving 400 participants. Data were collected via questionnaires and analyzed using Structural Equation Modeling (SEM) to identify the effectiveness of gamified applications and their components in vocabulary acquisition. The findings revealed that gamified vocabulary instruction using AI-assisted applications is highly effective. Specifically, AI applications demonstrated rapid impacts on learning outcomes, while gamified computer software required less sustained effort. However, the synergistic use of both technologies showed no significant additional improvement in learning outcomes. Key gamification elements such as avatars, badges, points, leaderboards, feedback, and storytelling were analyzed. Among these, game components, including avatars and badges, had the strongest influence on vocabulary acquisition. The study underscores the effectiveness of gamified applications in vocabulary learning among Generation Z, with a particular emphasis on the contribution of AI. While both AI and gamification independently enhance learning, their combined use does not yield a noticeable synergistic effect. The prominent role of game components suggests their prioritization in designing gamified educational tools. AI-assisted gamified language learning applications are effective for vocabulary acquisition, with game components playing a pivotal role. Future research should explore the long-term implications of integrating AI and gamification for sustained learning outcomes.]]>
<![CDATA[Developing Center of Excellence Vocational High Schools: Analysis of the Influence of Agile Leadership and School Organizational Culture ]]>
<![CDATA[Widiawati Widiawati]]>;
<![CDATA[Fifin Wildanah]]>;
<![CDATA[Singgih Ginanjar]]>
<![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.v17i2.6432
<![CDATA[Being designated as a Center of Excellence Vocational School (CEVHS) is a prestigious achievement, indicating that the institution has passed a rigorous, credible selection process. Several state vocational schools in Bukittinggi City have earned this designation, prompting significant institutional transformation to improve learning quality and promote the Pancasila Student Profile. This study employed a descriptive correlational design to examine the influence of agile leadership and school organizational culture on CEVHS development. The population included 228 teachers from SMK N 1 and SMK N 2 Bukittinggi. A stratified proportional random sampling method was used, based on education level and years of service, resulting in a sample size determined using the Slovin formula. Data were collected via a Likert-scale questionnaire and analyzed using mean scores, percentages, and the Respondent Achievement Level (TCR). Multiple linear regression analysis was conducted using SPSS software. The results revealed a significant positive influence of agile leadership and school organizational culture on the development of CEVHS, with a combined contribution of 53%. These findings highlight the crucial role of leadership and organizational culture in supporting the transformation of vocational schools into Centers of Excellence. Effective implementation of these factors can enhance learning quality and align educational outcomes with national educational goals.]]>
