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
3,441 Documents
<![CDATA[The Position of Geography in Secondary School Curricula: A Comparative Analysis of Indonesia’s Merdeka Curriculum and Malaysia’s KSSM ]]>
<![CDATA[Fauzan Asyim]]>;
<![CDATA[Dedi Hermon]]>;
<![CDATA[Febriandi Febriandi]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 18, No 1 (2026): MARCH 2026 ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v18i1.9451
<![CDATA[This study examines the position and strategic status of Geography as a secondary school subject in Indonesia and Malaysia, focusing on its compulsory or elective placement, curriculum depth, and contribution to students’ geopolitical understanding. The research aims to highlight the novelty of subject positioning analysis rather than pedagogy alone, addressing how curricular structures shape geopolitical literacy outcomes. Employing a qualitative descriptive comparative design, the study integrates curriculum document analysis, semi-structured stakeholder interviews, and SWOT analysis to identify similarities, differences, strengths, and challenges in both education systems. Data sources include Indonesia’s Merdeka Curriculum and Malaysia’s Kurikulum Standard Sekolah Menengah (KSSM), supported by relevant literature and educator perspectives. Key findings show that Geography holds a strategic role in both countries by fostering spatial and geospatial literacy, regional awareness, and understanding of national and global issues, yet its positioning differs: Indonesia emphasizes Geography within social science specialization with stronger geopolitical orientation, while Malaysia introduces it at lower secondary but shifts it to an elective subject at upper secondary with broader environmental and development themes. The study implies that strengthening Geography’s geopolitical contribution requires clearer curriculum integration, sustained subject continuity, enhanced teacher professional development, and wider use of geospatial technologies to better equip students for contemporary geopolitical challenges.]]>
<![CDATA[Academic Advisor Support and Student Learning Experiences as Predictors of Deep Learning Pillars in Indonesian Higher Education ]]>
<![CDATA[Evi Rahmiyati]]>;
<![CDATA[Asmaul Husna]]>;
<![CDATA[Achmad Mustofa]]>;
<![CDATA[Muhammad Buchori Ibrahim]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 18, No 1 (2026): MARCH 2026 ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v18i1.8821
<![CDATA[Social support from academic advisors plays a crucial role in enhancing students’ learning experiences, particularly within a deep learning framework that emphasizes understanding, application, and reflection. This study aims to examine the relationship between academic advisor support and student learning experience in higher education. A quantitative correlational design was employed involving 386 students from 12 faculties at Universitas Syiah Kuala. The research instrument underwent expert judgment and item validity testing prior to data collection. Data were analyzed using Pearson correlation to examine relationships between variables and Chi-square tests to assess associations between meeting frequency and learning experience. The findings revealed a significant positive relationship between academic advisor support and student learning experience (r = 0.732, p 0.01). All three dimensions of deep learning—understanding, applying, and reflecting—demonstrated strong and significant correlations. Additionally, the Chi-square analysis indicated that higher frequency and intensity of meetings with academic advisors were significantly associated with improved learning experiences (p = 0.015). These results underscore the importance of academic advisors’ roles beyond administrative functions, highlighting their contribution to students’ academic engagement as well as cognitive and affective development. Effective advisor support fosters meaningful learning experiences aligned with deep learning principles. Future research should explore additional contextual factors influencing advisor–student interactions and extend the analysis across diverse institutional settings.]]>
<![CDATA[Ethnomathematics Meets Computational Thinking: Developing a Learning Model for Mathematical Problem-Solving ]]>
<![CDATA[Eka sastra Sastrawati]]>;
<![CDATA[Andi Gusmaulia Eka Putri]]>;
<![CDATA[Ahmad Faisal Hidayat]]>;
<![CDATA[Yantoro Yantoro]]>;
<![CDATA[Violita Zahyuni]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 18, No 1 (2026): MARCH 2026 ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v18i1.9354
<![CDATA[Mathematical problem-solving and computational thinking (CT) are essential competencies in 21st-century mathematics education. This study developed and evaluated an ethnomathematics-based learning model integrated with CT to enhance elementary students’ problem-solving skills. Using a Research and Development approach guided by the ADDIE framework, the model incorporated local Jambi cultural artifacts, including traditional batik geometric patterns, architectural designs, and community-based measurement practices. The model was implemented over eight instructional sessions (four weeks) with 30 fifth-grade students. Expert validation was conducted by three specialists using a five-point Likert scale assessing content, instructional design, and language clarity, yielding a high validity index (M = 4.06/5.00; 81.2%). Effectiveness was examined using a one-group pretest–posttest design (without a control group). Mathematical problem-solving was measured through an essay-based test aligned with Polya’s stages, while CT was assessed using a rubric-scored written test covering decomposition, pattern recognition, abstraction, and algorithmic thinking (Cronbach’s α 0.80). Results showed significant improvements in mathematical problem-solving (pre: M = 68.00, SD = 7.85; post: M = 86.00, SD = 6.92; p .001) and CT (pre: M = 65.15, SD = 8.10; post: M = 83.30, SD = 7.25; p .001), with a large effect size (d = 2.45). These findings provide preliminary evidence for integrating ethnomathematics and CT, warranting larger controlled studies to confirm generalizability.]]>
<![CDATA[Alignment of Early Childhood Education and Elementary Teachers’ Perceptions of Inclusive Education During the Preschool–Primary Transition: A Mixed-Methods Study ]]>
<![CDATA[Miki Ramayanti]]>;
<![CDATA[Diana Diana]]>;
<![CDATA[Deasylina Deasylina]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 18, No 1 (2026): MARCH 2026 ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v18i1.8958
<![CDATA[Inclusive education requires continuity across educational levels to ensure equitable learning opportunities for children with special needs (CWSN). However, alignment between early childhood education (PAUD) and primary school (SD) teachers during transitional periods remains underexplored, particularly in rural contexts where resource constraints are significant.This study employed a concurrent embedded mixed-methods design. Quantitative data were collected from 30 teachers (24 PAUD, 6 SD) using a structured Likert-scale questionnaire assessing knowledge, attitudes, and practices. Qualitative data were obtained through 12 interviews, 6 classroom observations, and document analysis. Descriptive and comparative analyses were conducted, alongside thematic analysis for qualitative data.Findings indicate that teacher perceptions of inclusive education are generally moderate and relatively similar across PAUD (M = 2.80) and SD (M = 2.85). While conceptual understanding is adequate, practical implementation remains limited. Alignment between teacher groups is evident at the attitudinal level but weak in classroom practices. Variations in training, teaching experience, and access to resources contribute to inconsistencies. Transition strategies are informal and unstructured, and parental and community involvement is minimal.The results highlight a gap between positive perceptions and effective inclusive practices, emphasizing the need for structured coordination mechanisms. Strengthening cross-level training, formal communication systems, and transition protocols is essential to improve alignment and ensure continuity of support for CWSN, particularly in rural educational settings.]]>
<![CDATA[The Effect of WhatsApp-Integrated Meta AI Chatbot on Vocational Students' Critical Thinking Skills in the Automotive Engineering Basic Subjects ]]>
<![CDATA[Sumardi Sumardi]]>;
<![CDATA[Yogi Yunefri]]>;
<![CDATA[Zamzami Zamzami]]>;
<![CDATA[Rizki Novendra]]>;
<![CDATA[Yogo Turnandes]]>;
<![CDATA[Safrianto Safrianto]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 18, No 1 (2026): MARCH 2026 ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v18i1.9452
<![CDATA[The integration of artificial intelligence (AI) into vocational education offers new opportunities to enhance students’ higher-order thinking skills, particularly critical thinking. However, empirical evidence on the effectiveness of AI chatbots in supporting critical thinking within vocational automotive learning remains limited. This study investigates the effect of a WhatsApp-integrated Meta AI chatbot on vocational students’ critical thinking skills in the Automotive Engineering Basic Subjects. This research employed a quantitative quasi-experimental design with a non-equivalent control group. The participants were 40 tenth-grade vocational high school students divided into an experimental group (n = 20) and a control group (n = 20). The experimental group used a Meta AI chatbot integrated with WhatsApp as a learning companion during four instructional sessions, while the control group received conventional instruction. Data were collected using a validated critical thinking test measuring analysis, evaluation, and inference skills. Statistical analysis included descriptive statistics, assumption tests, independent samples t-tests, N-gain analysis, and simple linear regression. The results indicate a significant difference in critical thinking scores between the experimental and control groups (t(38) = 2.466, p = 0.018). The effect size was categorized as medium-to-large (Cohen’s d = 0.78). The experimental group also showed a moderate improvement (N-gain = 0.45). Regression analysis revealed that the use of the Meta AI chatbot explained 18% of the variance in students’ critical thinking performance (R² = 0.18, p = 0.029). These findings suggest that integrating AI chatbots through widely used communication platforms such as WhatsApp can support the development of critical thinking in vocational education, particularly in technical problem-solving contexts.]]>
<![CDATA[Managing Character Education in Early Childhood: A Multisite Case Study of Planning, Leadership, and Supervision Practices ]]>
<![CDATA[Muhammad Sidik]]>;
<![CDATA[Amiruddin Siahaan]]>;
<![CDATA[Yusuf Hadijaya]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 18, No 1 (2026): MARCH 2026 ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v18i1.9070
<![CDATA[Character education in early childhood requires a comprehensive managerial framework that extends beyond classroom practices. However, many institutions face challenges in implementing systematic and integrated management approaches. This study examines and compares the management of character education in two early childhood institutions, focusing on how planning, organizing, implementation, and supervision shape program effectiveness. A qualitative multi-site case study was conducted at PAUD Az Zikro and PAUD Al-Maghfiroh. Data were collected through in-depth interviews, participant observation, and document analysis. The analysis followed Miles and Huberman’s interactive model, complemented by cross-case comparison to identify patterns and differences between institutions. Both institutions are grounded in religious-based character values but differ substantially in managerial practices. PAUD Az Zikro employs a simple organizational structure, administratively oriented supervision, and non-standardized implementation. In contrast, PAUD Al-Maghfiroh adopts data-driven planning, distributed leadership, structured learning strategies, measurable indicators, and instrument-based supervision. These differences influence the coherence, accountability, and sustainability of character education programs. The findings underscore the critical role of integrated management in ensuring effective character education. A systematic alignment of planning, organizing, implementation, and supervision enhances program consistency and institutional resilience. The study contributes theoretically by extending character education discourse from a value-internalization perspective to a management-based model, where managerial components function as interrelated systems mediating character development. Effective character education is thus contingent upon participatory planning, collaborative organizational structures, authentic assessment, and reflective supervision. Future research should explore broader multisite contexts, longitudinal designs, and the use of digital or AI-assisted tools to strengthen supervision and assessment practices.]]>
<![CDATA[Development of Interactive Learning Media Assisted by Augmented Reality on Solar System Material to Enhance Elementary School Students’ Learning Interest ]]>
<![CDATA[Wini Juanita]]>;
<![CDATA[Deddy Sofyan]]>;
<![CDATA[Lina Novita]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 18, No 1 (2026): MARCH 2026 ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v18i1.9290
<![CDATA[Learning processes in elementary schools that are still dominated by conventional media, such as textbooks and two-dimensional images, tend to cause student boredom and low learning interest. Therefore, the development of Augmented Reality (AR)–based learning media is needed to present learning materials in a more interactive and contextual manner in order to enhance students’ interest and learning experiences. This study aims to develop interactive learning media assisted by Augmented Reality on the Solar System topic for elementary school students and to examine the feasibility and effectiveness of the media in improving students’ learning interest and learning outcomes. This research employed the ADDIE development model, consisting of Analyze, Design, Develop, Implement, and Evaluate stages. The effectiveness of the media was measured by comparing pretest and posttest results using the gain index analysis. The validation results show that the AR learning media Tata Surya is included in the very feasible category, with a score of 96% from media experts, 94% from material experts, and 96% from language experts. an increase in learning outcomes from 34.14 to 90.36, as well as an increase in learning interest from 42.68 to 86.79. The increase in learning outcomes is reinforced by an average N-gain value of 0.85 which is included in the high category. In addition, user responses are in the very good category, with teacher assessments of 93% and students of 90%. Based on these findings, it can be concluded that the interactive learning media assisted by Augmented Reality on the Solar System topic is highly feasible and effective in enhancing elementary school students’ learning interest and learning outcomes.]]>
<![CDATA[Implementing the MBKM (Independent Learning–Independent Campus) Curriculum: A Qualitative Case Study in a History Education Program in Indonesia ]]>
<![CDATA[Gunartati Gunartati]]>;
<![CDATA[Zulkarnain Zulkarnain]]>;
<![CDATA[Fini Fajri Mulyani]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 18, No 1 (2026): MARCH 2026 ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v18i1.9684
<![CDATA[This study aims to examine the implementation of the Merdeka Belajar Kampus Merdeka (MBKM) curriculum in the History Education Study Program, Faculty of Social Sciences, Law, and Political Sciences, Yogyakarta State University. This research addresses the need to understand how curriculum reform based on student centered and experiential learning is implemented in discipline specific contexts. This study employs a qualitative approach with a descriptive case study design. Participants were selected using purposive sampling and consisted of lecturers and students involved in MBKM activities. Data were collected through observation, in depth interviews, and document analysis, and were analyzed using the interactive model of data reduction, data display, and conclusion drawing. The findings show that the implementation of the MBKM curriculum has generally been successful in promoting flexible and student centered learning, particularly through the adoption of project based learning and digital based instruction. However, the implementation is still in an adaptive stage, with several challenges identified, including limited student understanding of MBKM mechanisms, coordination issues, and adjustments in the academic system. This study implies that effective implementation of MBKM requires stronger institutional support, clearer communication strategies, and improved program design. The findings contribute to higher education curriculum development by highlighting the importance of aligning policy, pedagogy, and institutional readiness in implementing curriculum reform.]]>
<![CDATA[Curriculum Reform in Practice: Implementation of Kurikulum Merdeka in Islamic Religious Education at Sekolah Penggerak ]]>
<![CDATA[Ummul Khair]]>;
<![CDATA[Hendra Harmi]]>;
<![CDATA[Dewi Purnama Sari]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 18, No 1 (2026): MARCH 2026 ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v18i1.7681
<![CDATA[The Merdeka Curriculum is an Indonesian curriculum reform intended to increase school and teacher autonomy and to strengthen competency- and character-based learning. However, evidence on how this curriculum is enacted in Islamic Religious Education (Pendidikan Agama Islam/PAI) at the elementary level remains limited. This study examined the implementation of PAI under the Merdeka Curriculum in a Sekolah Penggerak (Driving School) context at SD Negeri 02 Rejang Lebong. Using a qualitative descriptive case study design, data were collected from July to December 2024 through classroom observations, semi-structured interviews with four PAI teachers, the school principal, and selected students, and analysis of instructional documents (modules and lesson plans). Data were analyzed thematically following Braun and Clarke, supported by triangulation and member checking to enhance credibility. Findings indicate that teachers used increased curricular flexibility to prioritize essential and contextual PAI content based on initial diagnostic assessment and clearly stated learning objectives. Instruction commonly incorporated discussion, interactive explanation, reflective questioning, role play, Qur’anic reading practice, and value-based projects (e.g., charity and community service) to connect religious concepts with students’ lived experiences. Assessment emphasized continuous formative feedback through quizzes, portfolios, performance tasks, and observation of value enactment in daily behavior; remedial and enrichment activities were applied according to student needs. A recurring challenge concerned uneven parental support for reinforcing religious values at home. Overall, Merdeka Curriculum enactment in PAI fostered a student-centered and value-oriented learning environment that supported both understanding of Islamic teachings and character development, while highlighting the need for stronger school–family collaboration.]]>
<![CDATA[Transformational Outcome-Based Education in Islamic Studies: A Learning Design Implemented in the Ethics Course ]]>
<![CDATA[Izzah Faizah Siti Rusydati Khaerani]]>;
<![CDATA[Iu Rusliana]]>;
<![CDATA[Dindin Moh Saepudin]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 18, No 1 (2026): MARCH 2026 ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v18i1.8686
<![CDATA[This study examines the implementation of a Transformational Outcome-Based Education (OBE) model in Dirāsah Islāmiyah, situating Islamic moral education within contemporary outcomes-based pedagogical frameworks. The study aims to analyse the instructional design, explore implementation challenges—particularly in assessing affective learning outcomes—and evaluate the Continuous Quality Improvement (CQI) mechanisms embedded in the process. A qualitative case study approach was employed in an Ethics (Ilmu Akhlak) course at UIN Sunan Gunung Djati Bandung. Data were collected over one semester through participatory observation, in-depth interviews with one lecturer and 33 students, and document analysis, including the Semester Learning Plan and student portfolios. The findings reveal that the Transformational OBE model was operationalised through strong constructive alignment, integrating Problem-Based Learning (PBL) and Project-Based Learning (PjBL) to promote critical reflection consistent with Mezirow’s Transformative Learning Theory. Reflective journals emerged as the primary instrument for assessing the internalisation of moral and spiritual values. However, significant challenges were identified, including students’ initial resistance to reflective practices and lecturers’ difficulties in objectively evaluating affective domains. The CQI mechanism, implemented through the Plan–Do–Check–Act (PDCA) cycle, played a crucial role in enabling iterative pedagogical refinement. In conclusion, this study demonstrates that integrating spiritual objectives into the OBE framework is both feasible and pedagogically valuable, while also highlighting the need for more robust affective assessment strategies in Islamic higher education contexts. ]]>
