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[Teaching Ethics to Management Students: A Reflective Inquiry into Character and Moral Development ]]>
<![CDATA[Occe Luciana]]>
<![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.v18i1.8737
<![CDATA[Ethics education in higher education is often delivered as theoretical content, limiting its impact on students’ moral awareness and character development. This study investigates how reflective and experiential teaching strategies can enhance ethical awareness and character formation among management students.This research employed a qualitative reflective approach grounded in the author’s teaching practice in an Ethics course involving approximately 90 third-semester management students at a private higher education institution in Indonesia. Data were derived from teaching journals, classroom observations, students’ reflective writings, records of debates, and a case-based oral examination. The data were analyzed through thematic reflection, involving iterative review, coding of recurring patterns, and interpretation in light of relevant moral education frameworks.The findings revealed four major themes: (1) growth in moral reasoning, as students shifted from intuitive judgments to structured ethical deliberation; (2) increased empathy and perspective-taking through peer dialogue; (3) enhanced engagement and ethical awareness through experiential activities such as film analysis, debates, and role-play; and (4) the effectiveness of case-based oral examinations in revealing students’ ethical reasoning and reflective depth.These findings suggest that ethics education becomes more meaningful when positioned as a reflective and dialogical process rather than a purely theoretical subject. Integrating experiential learning and authentic assessment can support the development of moral reasoning, empathy, and integrity, contributing to more transformative ethics education in management programs.]]>
<![CDATA[Teacher Development Models for Integrating Computational Thinking in Early Childhood Education: A Systematic Literature Review ]]>
<![CDATA[Muthia Atika Fajri]]>;
<![CDATA[Heny Djoehaeni]]>;
<![CDATA[Rita Mariyana]]>
<![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.v18i1.8833
<![CDATA[Computational Thinking (CT) is widely acknowledged as a core competency in 21st-century education; however, its integration in Early Childhood Education (ECE) is limited by the absence of systematic teacher development frameworks.This study conducts a systematic literature review of 12 peer-reviewed articles published between 2016 and 2025, sourced from ERIC and Scopus. The analysis focuses on identifying and categorizing existing teacher development models for CT in ECE and examining their implementation and outcomes.Three categories of teacher development models were identified: (1) unplugged play-based models using concrete manipulatives; (2) plugged models emphasizing robotics and block-based coding; and (3) hybrid models integrating concrete and symbolic learning through scaffolding and debugging. Implementation is primarily embedded in daily classroom routines (75%) and supported by peer collaboration (17%), while parental involvement remains limited (8%). Outcomes are predominantly cognitive, with significant improvements in CT skills, problem-solving, and geometric reasoning. Affective outcomes, such as motivation and engagement, show moderate gains. Notable gaps include the lack of validated assessment tools and limited longitudinal evidence on professional development design.This review advances the field by proposing an ECE-specific taxonomy of teacher development models that connects pedagogical approaches with cognitive and affective outcomes. It highlights the importance of a concrete-to-symbolic learning trajectory, sustained professional coaching, and structured home–school partnerships to support developmentally appropriate, scalable, and sustainable CT integration in early education.]]>
<![CDATA[Learning Philosophy in Indonesian Islamic Universities: A Narrative Study of Theology and Islamic Philosophy Students ]]>
<![CDATA[Ulya Ulya]]>
<![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.v18i1.7541
<![CDATA[In Indonesia, philosophy is often stigmatized as impractical, confusing, or threatening to faith, despite limited evidence reflecting students’ lived experiences. This study explores how Theology and Islamic Philosophy students experience learning philosophy within Islamic higher education. A narrative inquiry design was employed with eight purposively selected final-year students (n = 8) from four State Islamic Universities in Central Java. Participants were drawn from Theology and Islamic Philosophy departments. Data were collected narrative frames and semi-structured interviews, and analyzed using thematic narrative analysis. Trustworthiness was ensured through member checking, peer debriefing, audit trails, and reflexive journaling. Participants initially perceived philosophy as intellectually demanding and potentially threatening to faith, leading to academic and spiritual anxiety. Through active, reflective, and dialogical engagement, they gradually negotiated these tensions and reinterpreted philosophy as a meaningful resource for understanding faith and life. This transformation fostered enhanced critical reasoning, inclusivity, and reflective problem-solving practices.The findings suggest that students’ negative preconceptions can be reshaped through pedagogical approaches that emphasize reflection and dialogue. Incorporating guided discussions and narrative writing into philosophy instruction may support deeper engagement and reduce perceived conflicts with faith. Such strategies contribute to more constructive and meaningful learning experiences in Islamic higher education.]]>
<![CDATA[The Effectiveness of a STEAM-Integrated Project-Based Learning Model for Teaching Motorcycle CVT Diagnostics in Vocational Schools ]]>
<![CDATA[Adek Irawan]]>;
<![CDATA[Nurliana Nasution]]>;
<![CDATA[Rizki Novendra]]>;
<![CDATA[Yogo Turnandes]]>;
<![CDATA[Budi Cahya]]>;
<![CDATA[Nurli Indra 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.v18i1.9456
<![CDATA[This study examines the effectiveness of integrating Project-Based Learning (PBL) with a STEAM approach to enhance students’ conceptual understanding and diagnostic skills in continuous variable transmission (CVT) systems within vocational education. A quasi-experimental design was employed involving 34 Grade XII students from the Motorcycle Engineering program at SMK Negeri 4 Rambah, Indonesia. Participants were divided into an experimental group receiving PBL-STEAM instruction and a control group receiving traditional teaching. Data were collected through posttests and analyzed using N-gain, independent samples t-tests, and effect size (Cohen’s d). The experimental group achieved a higher mean posttest score in conceptual understanding (84.24) compared to the control group (74.00). The N-gain for the experimental group was 0.68 (high), while the control group showed 0.28 (low). Diagnostic skills also improved significantly, with mean scores of 90.00 (experimental) and 76.00 (control). Statistical analysis revealed significant differences between groups (p 0.05). Effect sizes were large (d = 1.77 for conceptual understanding; d = 2.68 for diagnostic skills). The findings indicate that the PBL-STEAM approach substantially improves both conceptual mastery and diagnostic skills. This model aligns well with vocational education objectives and supports the development of competencies relevant to industry demands.]]>
<![CDATA[Urban Women’s Perceptions of Bird Conservation and Implications for Conservation Education: Evidence from Pekanbaru, Indonesia ]]>
<![CDATA[Hadinoto Hadinoto]]>;
<![CDATA[Eni Suhesti]]>;
<![CDATA[Dodi Sukma R.A]]>;
<![CDATA[Sri Wahyuni]]>
<![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.v18i1.9193
<![CDATA[Urbanization has significantly altered natural landscapes, affecting bird populations and their ecological functions, including seed dispersal and pest control. Despite their importance, birds in urban environments are often undervalued. This study aims to examine women’s perceptions of bird conservation in urban areas and to identify key factors influencing these perceptions, including personal experience, environmental education, and access to green spaces. A cross-sectional survey design was employed in Pekanbaru City, involving 72 women selected through multistage random sampling across six sub-districts. Data were collected using a validated questionnaire, with reliability confirmed by a Cronbach’s alpha value of 0.85. Perceptions of bird conservation were measured using a Likert scale and analyzed descriptively.The results indicate that participants demonstrated a high level of awareness, with a mean perception score of 105.50, categorized as “excellent.” Personal experience with birds, higher levels of education, and proximity to green open spaces were identified as significant factors influencing positive perceptions. Additionally, older and more highly educated women exhibited stronger support for bird conservation.In conclusion, women represent a critical group in advancing urban bird conservation. Their positive perceptions and social roles position them as effective agents of change within families and communities. These findings highlight the importance of integrating gender-responsive approaches into conservation education programs to enhance ecological awareness and promote sustainable practices in urban environments.]]>
<![CDATA[A Phased Model for Data-Driven Teacher Performance Management Using Educational Analytics in Indonesia ]]>
<![CDATA[Irmawati Thahir]]>;
<![CDATA[Nurasia Natsir]]>
<![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.v18i1.9459
<![CDATA[Empirical evidence on data-driven teacher performance management in resource-constrained contexts remains limited, particularly in Eastern Indonesia. This study examines the transition from traditional to data-driven performance management in secondary schools in Makassar City. A concurrent embedded mixed-methods design was employed, prioritizing quantitative data with qualitative insights to explain contextual dynamics. The sample comprised 113 teachers (94.2% response rate) and 15 principals from 15 purposively selected schools categorized as adopters, transitional, or traditional. Teacher performance was measured across four domains: lesson planning, instructional delivery, assessment, and professional conduct. Validated questionnaires (α 0.87; CFI = 0.96, RMSEA = 0.048) were analyzed using t-tests and ANOVA with effect sizes and assumption checks. Qualitative data from interviews, focus groups, and observations were thematically analyzed and integrated. Traditional approaches predominated (67%). Adopter schools (33%) scored significantly higher across all performance management dimensions (p 0.001). Teachers in adopter schools demonstrated a 23% higher mean performance score over one academic year (F = 18.45, p 0.001, η² = 0.25). Key enabling factors included leadership, digital infrastructure, and data literacy, while barriers comprised resistance to change, budget limitations, and competency gaps. Although findings are associational due to the cross-sectional design, results suggest that data-driven systems are linked to improved teacher performance. The study proposes a phased implementation model—awareness, capacity building, piloting, scaling, and institutionalization—tailored to resource-constrained settings.]]>
<![CDATA[Reconceptualizing Islamic Educational Management: A Literature-Based Integration of Flipped Learning and Sustainability ]]>
<![CDATA[Indri Indri]]>;
<![CDATA[Mazlini Adnan]]>
<![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.v18i1.8997
<![CDATA[The growing demand for pedagogical innovation and sustainability-oriented education has created a need to integrate modern learning models with value-based educational frameworks. In Islamic education, this challenge involves aligning technological advancements with spiritual and ethical principles. However, limited studies have explored the integration of the flipped classroom model and Education for Sustainable Development (ESD) within Islamic educational management. This study employed a qualitative approach using a systematic literature review. Relevant articles were collected from major academic databases, including Scopus, Web of Science, ERIC, and Google Scholar, based on predefined inclusion criteria. A total of 28 selected studies were analyzed using thematic synthesis to identify key concepts, patterns, and relationships among flipped learning, sustainability education, and Islamic educational principles. The findings reveal a strong conceptual synergy between the flipped classroom model and ESD. The flipped classroom supports independent learning, critical thinking, and efficient use of instructional time, while ESD provides ethical direction related to environmental, social, and economic sustainability. When integrated within Islamic educational management, these approaches align with core values such as responsibility (khalifah), balance, and holistic human development. The study proposes a conceptual framework that positions flipped learning as a pedagogical mechanism, ESD as value-oriented content, and Islamic management as the guiding philosophical structure. This integration offers a transformative approach to Islamic education by bridging technological innovation with sustainability and spirituality. It enhances student engagement, promotes holistic competencies, and supports the development of ethically responsible learners. The study highlights the need for institutional support, teacher capacity building, and empirical validation of the proposed framework.]]>
<![CDATA[The Effect of Pop-Up Book Learning Media on Civics Learning Outcomes of Fourth Grade Students in Indonesian Elementary Schools ]]>
<![CDATA[Minar Trisnawaty Lumbantobing]]>;
<![CDATA[Abather Rahi Saadoon]]>
<![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.v18i1.7935
<![CDATA[This study examines the effect of pop-up book learning media on students’ learning outcomes in Civics (Pancasila Education) at the elementary school level. The use of conventional teaching methods often makes Civics learning less engaging, which can result in low student learning outcomes. Therefore, innovative and interactive learning media are needed to enhance students’ understanding and participation during the learning process. This research employed a quantitative approach using a pre-experimental design with a one-group pretest–posttest model. The participants were 23 fourth-grade students of SD Negeri 091608 Sinaksak selected through saturated sampling. Data were collected using a multiple-choice test consisting of 25 items administered before and after the implementation of pop-up book learning media. The data were analyzed using descriptive statistics, a normality test (Shapiro–Wilk), N-gain analysis, and a paired sample t-test with the assistance of SPSS. The results showed a significant improvement in students’ learning outcomes. The average pretest score was 51.09, while the posttest average increased to 86.74. The normality test indicated that both datasets were normally distributed (p 0.05). The N-gain score was 0.74, categorized as high, with an effectiveness level of 74.14%. Furthermore, the paired sample t-test showed a significant difference between pretest and posttest scores (t = 26.51, p 0.05). These findings indicate that the use of pop-up book learning media significantly improves students’ learning outcomes in Civics learning. Therefore, pop-up book media can be considered an effective and engaging instructional tool for enhancing learning outcomes in elementary school classrooms.]]>
<![CDATA[Culturally Responsive Teaching as a Strategy for Strengthening the Pancasila Student Profile in Indonesian Elementary Education Teaching ]]>
<![CDATA[Ratnasari Diah Utami]]>;
<![CDATA[Minsih Minsih]]>;
<![CDATA[Honest Ummi Kaltsum]]>;
<![CDATA[Taqiya Dipsatara]]>;
<![CDATA[Aisyara Zalzabila]]>;
<![CDATA[Intan Putri Rahmania]]>;
<![CDATA[Maskur Huda]]>
<![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.v18i1.9113
<![CDATA[This study addresses the challenges of character building within the Pancasila Student Profile (P3), particularly issues of moral degradation and cultural exclusion arising from conventional, academically oriented education systems. It aims to explore how the Culturally Responsive Teaching (CRT) approach can strengthen the six dimensions of P3 in elementary education.A qualitative case study design was employed at SD Muhammadiyah 1 Surakarta, involving six teachers and 90 students from grades IV to VI. Data were collected through participatory observation, in-depth interviews, and Focus Group Discussions (FGDs), and analyzed using the Miles and Huberman interactive model to identify patterns and themes related to CRT implementation.The findings reveal that the CRT approach significantly enhances student character development. Notable outcomes include increased collaborative engagement in ecobricks projects (Gotong Royong), improved ability to analyze phenomena grounded in local wisdom (Critical Thinking), and strengthened capacity to transform waste into functional products (Creativity). These results demonstrate that integrating sociocultural contexts into teaching fosters active, meaningful learning experiences. Furthermore, the study identifies key factors influencing implementation, including cultural relevance, teacher facilitation, and flexible instructional design.This study contributes theoretically by proposing a pedagogical model that connects the Merdeka Curriculum with local cultural realities, offering a more inclusive and context-sensitive approach to character education. Despite challenges such as limited instructional time, the flexibility of CRT integration sustains its effectiveness. Overall, the findings position CRT as a transformative framework for advancing sustainable character education in the context of globalization.]]>
<![CDATA[University EFL Students’ Perceptions of Generative AI in Academic Writing: A Qualitative Case Study in Indonesia ]]>
<![CDATA[Mimin Aminah]]>;
<![CDATA[Abdul Hamid Aly]]>
<![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.v18i1.9461
<![CDATA[The integration of generative artificial intelligence (GenAI) into higher education has significantly transformed academic writing practices, particularly in English as a Foreign Language (EFL) contexts. While GenAI tools offer pedagogical benefits, they also raise concerns regarding academic integrity, authorship, and student autonomy. This study explores university students’ perceptions of GenAI in academic writing.A qualitative case study design was employed involving 12 undergraduate EFL students at an Indonesian university. Participants were purposively selected based on their prior use of AI tools. Data were collected through semi-structured interviews and focus group discussions and analyzed using Braun and Clarke’s thematic analysis framework.Four major themes emerged: (1) perceived benefits, including improved linguistic accuracy, idea generation, time efficiency, and reduced writing anxiety; (2) challenges and limitations, such as inconsistent AI output, over-reliance, and loss of personal writing voice; (3) ethical concerns, including plagiarism risks, unclear institutional policies, and ambiguity surrounding authorship; and (4) the impact on learning processes, where AI functions both as a cognitive scaffold and a potential barrier to critical thinking and independent learning.The findings indicate that GenAI plays a dual role in EFL academic writing, simultaneously enhancing and complicating students’ writing development. While it supports language proficiency and productivity, excessive dependence may hinder deeper cognitive engagement and authenticity. The study underscores the necessity of integrating AI literacy and establishing clear ethical guidelines to promote responsible use. These insights provide implications for educators, curriculum designers, and policymakers in fostering balanced and ethical AI integration in academic writing.]]>
