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[Entrepreneurial Competence in Vocational Fashion Education: A Comparative Study of Alumni Across Educational Levels in West Sumatra from A Values Based Islamic Perspective ]]>
<![CDATA[Hadiastuti Hadiastuti]]>;
<![CDATA[Ganefri Ganefri]]>;
<![CDATA[Asmar Yulastri]]>;
<![CDATA[Yuliana Yuliana]]>;
<![CDATA[Ambiyar Ambiyar]]>;
<![CDATA[Fadhilah Fadhilah]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 18, No 1 (2026): MARCH 2026 ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v18i1.8863
<![CDATA[This study investigates entrepreneurial competence among vocational fashion education alumni and examines the role of Islamic values in strengthening such competence across educational levels. Using a convergent mixed-methods design, data were collected from 90 alumni entrepreneurs in West Sumatra (30 from vocational secondary schools, 30 diploma, and 30 bachelor graduates) through questionnaires and semi-structured interviews. Quantitative data were analyzed using descriptive statistics and one-way ANOVA, while qualitative data were examined through thematic analysis. The findings reveal that overall entrepreneurial competence is high across groups, with significant differences based on educational level (F(2,87) = 9.53, p .001). Bachelor’s degree graduates demonstrate stronger strategic competencies, particularly in networking, management, and opportunity recognition, whereas vocational secondary graduates show comparable strengths in persistence and production skills. Qualitative results indicate that Islamic values—such as honesty (ṣidq), trustworthiness (amānah), perseverance (istiqāmah), and sincerity (ikhlāṣ)—serve as internal mechanisms that reinforce ethical behavior, motivation, and business sustainability. The study concludes that entrepreneurial competence is both developmentally structured and value-reinforced, highlighting the importance of vertically aligned, experience-based, and values-integrated curricula. However, the study is limited by its regional scope and cross-sectional design. Future research should expand to broader contexts and explore longitudinal and sector-specific applications of values-based entrepreneurship education.]]>
<![CDATA[Climate Change Education Based on Indigenous Knowledge: Fostering Disaster Literacy in Social Studies Learning ]]>
<![CDATA[Kirana Prama Dewi]]>;
<![CDATA[Esti Sarjanti]]>;
<![CDATA[Anissa Rahma Fanilika]]>;
<![CDATA[Destri Ratna Ma'rifah]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 18, No 1 (2026): MARCH 2026 ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v18i1.8670
<![CDATA[Climate change is a significant threat to human existence in the 21st century, necessitating the integration of climate change education into the social studies curriculum to equip students with environmental awareness and disaster literacy. This research aims to describe the implementation of climate change strategy materials grounded in Indigenous Knowledge (IK) and to determine students' disaster literacy levels through the StudySaster learning model. Studysaster is a systematic learning paradigm that integrates disaster education into the school environment across the pre-disaster, emergency response, and post-disaster phases. This study uses an exploratory sequential mixed-methods design with a sample of 121 elementary school teacher students at Universitas Ahmad Dahlan, Yogyakarta. Data were collected through observations, interviews, and questionnaires adapted from the disaster literacy framework by Kimura et al. to measure the dimensions of knowledge, attitudes, and skills. The research results show that: 1) the implementation of the Studysaster method reached a convenient category with an average score of 4.5/5.0; 2) the use of interactive learning media SWAY based on Indigenous Knowledge effectively enhances students' disaster literacy; and 3) the students' disaster literacy profile is in the high category, with the highest achievements in the attitude aspect (75% for respect toward the environment) and knowledge (50% for information understanding), while the skills dimension is the weakest competency aspect. These findings imply the importance of making disaster literacy a daily practice and provide a reference for social studies educators in integrating disaster mitigation into classroom learning.]]>
<![CDATA[Enhancing Learning Outcomes in Electronic and Digital Engineering through Interactive Teaching Modules ]]>
<![CDATA[Mulyadi Nur]]>;
<![CDATA[Fatmawati Sabur]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 18, No 1 (2026): MARCH 2026 ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v18i1.6927
<![CDATA[The development of instructional modules is crucial for enhancing the effectiveness and efficiency of learning. In Electronics and Digital Engineering education, current practices combine student-centered and teacher-centered approaches; however, existing modules remain predominantly printed and lack interactivity, limiting students’ conceptual understanding. This study employed a Research and Development (RD) approach using the Alessi and Trollip model, consisting of planning, design, and development stages. Data were collected through questionnaires, tests, interviews, and observations. Instruments were validated by material and media experts, and reliability testing using Cronbach’s Alpha yielded a coefficient of 0.87, indicating high internal consistency. A purposive sample of 48 students participated, divided into small and large groups for feasibility and effectiveness testing. Quantitative data were obtained during Alpha Test 1 and Alpha Test 2. The implementation of the interactive flipbook-based module resulted in an average post-test score of 83.5%. The normalized gain (N-Gain) between pre-test and post-test scores was 0.7, categorized as high, indicating substantial improvement in students’ conceptual understanding. The findings demonstrate that interactive teaching modules significantly enhance learning outcomes compared to traditional printed materials. The integration of interactivity supports both instructional approaches and facilitates deeper conceptual comprehension. Thus, the developed flipbook module is an effective supplementary learning medium in Electronics and Digital Engineering education.]]>
<![CDATA[Conflict Management Strategies in Vocational Education: A Qualitative Case Study of a Faith-Based School in Indonesia ]]>
<![CDATA[Samsilayurni Samsilayurni]]>;
<![CDATA[Nurlena Nurlena]]>;
<![CDATA[M. Ilham Fikriawan]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 18, No 1 (2026): MARCH 2026 ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v18i1.9191
<![CDATA[Interpersonal conflict between teachers and students is a common phenomenon in vocational schools, where diverse student backgrounds, academic pressure, and practice-oriented learning create complex interaction dynamics. Although conflict management in educational settings has been widely studied, limited research has examined how religious values shape conflict resolution strategies in faith-based vocational schools. This study investigates forms of teacher–student conflict and analyzes how Islamic values influence conflict management practices at SMK Muhammadiyah I Palembang, Indonesia. This study employed a qualitative case study design. Data were collected from 15 participants, including students, teachers, the principal, guidance and counseling (BK) staff, and a parent. In-depth interviews, participatory observations, and document analysis were conducted. Data were analyzed using Miles and Huberman’s interactive model, involving data reduction, data display, and conclusion drawing, with triangulation of sources and methods to enhance validity. Findings indicate that the dominant conflict management strategies are collaboration and accommodation. Conflicts commonly arise from disciplinary issues, communication misunderstandings, academic pressure, and differences in values. Resolution processes emphasize dialogue, deliberation (musyawarah), and mutual understanding, supported by active mediation from BK staff and parental involvement. Islamic values such as patience, mutual respect, and moral responsibility function not only as ethical principles but also as operational frameworks guiding mediation and reconciliation. The integration of religious values strengthens relationship-oriented conflict management, fostering constructive resolution, character development, and a conducive learning environment. The study highlights the importance of contextualizing conflict management theory within faith-based educational settings.]]>
<![CDATA[Evaluating the Flipped Classroom for Enhancing Student Collaboration: A Systematic Literature Review ]]>
<![CDATA[Mhd Arya Dhaifullah]]>;
<![CDATA[Resmi Darni]]>;
<![CDATA[Yeka Hendriyani]]>;
<![CDATA[M Giatman]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 18, No 1 (2026): MARCH 2026 ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v18i1.8536
<![CDATA[The flipped classroom (FC) model has gained prominence in higher education, yet its effectiveness in fostering student collaboration remains inconclusive. This study systematically reviews existing literature to examine how FC implementation influences collaborative learning outcomes. A systematic literature review was conducted following the PRISMA framework. Ten empirical studies published between 2015 and 2023 were selected based on predefined inclusion criteria. The studies were analyzed with a focus on instructional design, assessment alignment, and the operationalization of collaboration. The findings reveal that while FC approaches are widely adopted, their impact on collaboration varies considerably. Studies that explicitly structured collaborative roles and aligned collaboration with assessment practices reported stronger outcomes. In contrast, studies that treated collaboration implicitly or descriptively demonstrated weaker or inconsistent results. Additionally, collaboration was often insufficiently defined or measured as a primary learning outcome. The review identifies significant gaps in the literature, including limited conceptualization and measurement of collaboration, as well as a lack of longitudinal and discipline-specific research, particularly in Informatics Engineering. These findings suggest that FC environments do not inherently enhance collaboration. More rigorous research designs that explicitly integrate and assess collaboration are needed to better understand and optimize its role within flipped learning contexts.]]>
<![CDATA[Integrating Edupreneurship in Language Education: Fostering Entrepreneurial Motivation Among German Department Students ]]>
<![CDATA[Thomas Gerald Billion Sambuaga]]>;
<![CDATA[Desti Nur Aini]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 18, No 1 (2026): MARCH 2026 ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v18i1.7680
<![CDATA[Entrepreneurial learning in higher education increasingly requires students to design and implement product innovations relevant to their disciplinary contexts. In German Departments, entrepreneurship-oriented courses integrate language competence with business thinking, challenging students to transform ideas into feasible products while addressing practical constraints. This study employed a descriptive qualitative design involving students enrolled in Teacherpreneurship and Unternehmendeutsch courses in the 2023/2024 academic year. Data were collected through observation sheets, performance assessments, and questionnaires, and analyzed using data reduction, display, and verification techniques. Student product innovation followed three stages: planning, development, and implementation. The planning stage emphasized structured discussions, case analyses, and exercises to formulate business visions and missions. The development stage produced prototypes and written business plans, while the implementation stage resulted in goods and service-based products. Nine categories of obstacles were identified, encompassing conceptual, technical, and operational challenges. Despite these difficulties, students demonstrated effective problem identification and analysis, receptiveness to feedback, improved data utilization, and adaptability. The findings indicate that students developed adequate entrepreneurial competencies, particularly in problem-solving, adaptive thinking, and the use of feedback. These results highlight the effectiveness of integrating entrepreneurship into language education, while also underscoring the need for targeted support to address implementation barriers.]]>
<![CDATA[Artificial Intelligence in Education: A Sociological Review of Its Role in Fostering Quality and Equity ]]>
<![CDATA[Aep Saepuloh]]>;
<![CDATA[Moh. Dulkiah]]>;
<![CDATA[Dikdik Firman Sidik]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 18, No 1 (2026): MARCH 2026 ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v18i1.8839
<![CDATA[This study employs a qualitative narrative review of literature published between 2010 and 2024. Sources were selected based on relevance to AI in education and engagement with sociological concepts such as equity, digital divide, and social interaction. The data were analyzed using thematic analysis and interpreted through sociological frameworks, including Bourdieu’s theory of capital, Bernstein’s pedagogic control, and Vygotsky’s social learning theory. The findings indicate that AI contributes to improved instructional quality through personalized learning, enhanced engagement, and efficient feedback mechanisms. AI also expands educational access, particularly for learners in remote areas. However, its implementation remains uneven, with disparities in infrastructure, digital access, and teacher readiness. Additionally, increased reliance on AI may reduce face-to-face interaction and shift pedagogical authority toward algorithmic systems. The study reveals that AI functions as a dual-pathway mechanism: it enhances educational quality and access while simultaneously reinforcing existing social inequalities. Its impact is shaped by institutional capacity, digital capital, and pedagogical practices, highlighting that AI is not a neutral tool but a sociotechnical construct embedded in broader social structures. AI has the potential to support equitable and high-quality education, but only when supported by inclusive policies, adequate infrastructure, and strong teacher capacity. A sociologically informed approach is essential to ensure that AI integration promotes educational equity rather than deepening existing disparities.]]>
<![CDATA[Institutional Resource Management and Parental Satisfaction in Early Childhood Education: Perspectives from Millennial and Gen Z Parents in Indonesia ]]>
<![CDATA[Upik Elok Endang Rasmani]]>;
<![CDATA[Siti Wahyuningsih]]>;
<![CDATA[Bambang Winarji]]>;
<![CDATA[Jumiatmoko Jumiatmoko]]>;
<![CDATA[Novita Eka Nurjanah]]>;
<![CDATA[Nurul Shofiatin Zuhro]]>;
<![CDATA[Anjar Fitrianingtyas]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 18, No 1 (2026): MARCH 2026 ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v18i1.8534
<![CDATA[The demographic shift toward Millennial and Generation Z parents has reshaped expectations for early childhood education (ECE), particularly regarding institutional resource management and service quality. This study examines the relationship between institutional resource management and parental satisfaction in ECE settings.A quantitative correlational design was employed with 150 parents in Surakarta, Indonesia, selected through purposive sampling. Data were collected using two Likert-scale instruments measuring institutional resource management (16 items) and parental satisfaction (12 items). Instrument validity was established through expert judgment, and reliability testing using Cronbach’s alpha indicated satisfactory internal consistency. Data were analyzed using Pearson’s correlation coefficient and coefficient of determination.The findings revealed a moderate, statistically significant positive relationship between institutional resource management and parental satisfaction (r = 0.56, p 0.01). The coefficient of determination (R² = 0.31) indicates that 31% of the variance in parental satisfaction is explained by institutional resource management. No significant differences were found between Millennial and Generation Z parents, suggesting convergent expectations regarding transparency, digital documentation, and administrative efficiency.The results highlight the importance of systematic and technology-supported resource management in enhancing parental satisfaction across generational groups. ECE institutions should prioritize managerial transparency, digital service optimization, and responsive administration to align with contemporary parental expectations. Future research should explore additional factors influencing satisfaction and extend analysis across broader educational contexts.]]>
<![CDATA[Developing the Anchor Eyes Model: An AI-Assisted Pedagogical Framework for Creative Poetry Writing in Secondary Education ]]>
<![CDATA[Isma’il Isma’il]]>;
<![CDATA[Ribut Wahyu Eriyanti]]>;
<![CDATA[Hari Sunaryo]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 18, No 1 (2026): MARCH 2026 ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v18i1.9447
<![CDATA[The rapid advancement of artificial intelligence (AI) has created new possibilities for writing instruction; however, its pedagogical integration into creative genres such as poetry remains underexplored. This study employed a research and development (RD) design guided by the ADDIE instructional model to develop and examine the feasibility of the Anchor Eyes Model, an AI-assisted pedagogical framework for creative poetry writing in secondary education. The model was implemented with 96 secondary school students from three schools in East Java, Indonesia, within formal Indonesian language classes. Data were collected through performance-based poetry writing tasks, analytic scoring rubrics, student questionnaires, classroom observations, and semi-structured interviews. Quantitative data were analyzed using descriptive statistics to examine performance gains, while qualitative data were analyzed through thematic content analysis to capture students’ creative processes and perceptions of AI-assisted learning. The findings indicate meaningful descriptive improvements in students’ poetry writing performance, particularly in idea development, diction, and imagery, alongside positive learner perceptions of AI as a supportive creative scaffold rather than a substitute for original thinking. Qualitative evidence further revealed enhanced engagement, confidence, and reflective awareness during the creative writing process. These findings suggest that the Anchor Eyes Model offers a pedagogically grounded and ethically oriented approach to integrating AI into creative writing instruction. The study provides initial empirical evidence to inform human-centered AI pedagogy and supports the inclusion of structured AI-assisted models in secondary literacy curricula.]]>
<![CDATA[Development of a Genially-Based Digital Snakes and Ladders Game to Enhance Reading Comprehension among Phase C Learners ]]>
<![CDATA[Sari Rahayu]]>;
<![CDATA[Lina Novita]]>;
<![CDATA[Elly Sukmanasa]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 18, No 1 (2026): MARCH 2026 ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v18i1.7677
<![CDATA[Reading comprehension remains a major challenge in Indonesian elementary education, requiring innovative and engaging learning media that integrate digital technology and gamification. This study addresses the need for interactive digital learning tools by developing a Genially-based digital Snakes and Ladders game to support reading comprehension among Phase C students. This research employed a Research and Development (RD) approach using the ADDIE model. The effectiveness of the developed media was examined through a pre-experimental one-group pretest–posttest design involving 31 Phase C students. Data were collected using reading comprehension tests, expert validation sheets, and student response questionnaires. Data analysis included paired sample t-test and N-Gain to measure learning improvement. The results showed that the digital Snakes and Ladders game was feasible and appropriate based on expert validation. Students responded positively, indicating increased motivation and engagement in reading activities. Statistical analysis revealed a significant difference between pretest and posttest scores (p 0.05), with an N-Gain value of 0.71, categorized as high. This indicates a substantial improvement in students’ reading comprehension after using the Genially-based game. The findings demonstrate that integrating interactive storytelling and game-based digital media can effectively enhance reading comprehension among elementary students. The Genially-based digital Snakes and Ladders game provides an engaging learning environment that supports active participation and deeper understanding of reading texts. This media has strong potential to be adapted for other learning materials and broader educational contexts.]]>
