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[Participatory Action Research to Strengthen Al-Qur’an–Hadith Teachers’ Competence in Developing TP–ATP–KKTP for Phase A in an Indonesian Madrasah ]]>
<![CDATA[Basuki Basuki]]>;
<![CDATA[Sugiyar Sugiyar]]>;
<![CDATA[Muhamad Asvin Andur Rohman]]>;
<![CDATA[Abdah Munfaridatus Sholihah]]>
<![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.v18i1.8683
<![CDATA[This study was motivated by preliminary findings indicating that 25 of 35 Al-Qur’an–Hadith teachers at MI Ma’arif Ponorogo experienced difficulties in formulating Learning Objectives (TP), Learning Objective Sequences (ATP), and Learning Objective Achievement Criteria (KKTP) in alignment with the Regulation of the Director General of Islamic Education Number 3302 of 2024. These challenges highlight the need for structured and contextualized professional support in curriculum development.A Participatory Action Research (PAR) design was employed, consisting of three iterative cycles of planning, action, observation, and reflection. Data were collected through observations, interviews, and document analysis, and analyzed qualitatively to examine changes in teachers’ understanding, skills, and professional confidence throughout the intervention.The findings indicate that the PAR-based intervention significantly improved teachers’ competence in developing curriculum components. The formulated TP achieved a high feasibility level (mean score 21.8/24), demonstrating strong alignment with Learning Outcomes (CP) and developmental appropriateness. The ATP reflected coherent and progressive sequencing consistent with Outcome-Based Education and backward design principles. The KKTP attained a high feasibility score (30/32), indicating clear, measurable, and authentic assessment criteria aligned with TP and ATP.The study demonstrates that PAR-based mentoring effectively enhances teachers’ curriculum development competence and operationalizes Outcome-Based Education and Understanding by Design principles. These findings suggest that the approach offers a practical and replicable model for strengthening curriculum implementation within the Merdeka Curriculum framework, although broader application across diverse contexts warrants further investigation.]]>
<![CDATA[Enhancing Numeracy Literacy of Deaf Students: Developing Problem-Based Learning with Realistic Mathematics Education Assisted By E-Comic ]]>
<![CDATA[Valda Nafila]]>;
<![CDATA[Sugiman Sugiman]]>
<![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.v18i1.9093
<![CDATA[Numeracy literacy is a crucial 21st-century competency, yet deaf students often face significant challenges in understanding abstract mathematical concepts due to communication limitations. This study aims to develop and produce an E-Comic based on Realistic Mathematics Education (RME) integrated with a Problem-Based Learning (PBL) model to enhance the numeracy literacy of deaf students. This Research and Development (RD) study adapted the ADDIE model, which consists of Analysis, Design, Development, Implementation, and Evaluation. The research was conducted with a sample of 5 deaf students at the junior high school level at SLB BC YMS Wonogiri. Data were collected using numeracy literacy tests, validity questionnaires, and teacher and student response questionnaires to measure practicality. The results demonstrate that the developed e-comic is highly valid, achieving an average validity score of 89.02%. In terms of practicality, the media received an average score of 82.19% from teachers and students. Furthermore, the e-comic proved to be effective in improving numeracy literacy, as evidenced by an N-Gain score of 0.77, which falls into the high improvement category. Therefore, realistic mathematics education based e-comics with a problem based learning model is a valid, practical, and effective learning medium that significantly improves the numeracy literacy skills of deaf students.]]>
<![CDATA[Alignment of the Recreation Business Management Curriculum with Tourism Industry Competency Requirements ]]>
<![CDATA[Urai Muhani]]>;
<![CDATA[Urai B Asnol]]>;
<![CDATA[Ismail Umar]]>;
<![CDATA[Abd Halim]]>
<![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.v18i1.9063
<![CDATA[The rapid transformation of the tourism industry toward digitalization, sustainability, and experience-based services requires higher education curricula to align with evolving competency demands. However, limited studies have systematically examined the alignment between the Semester Learning Plan (Rencana Pembelajaran Semester—RPS) and industry-required competencies in tourism education.This study employed a qualitative-descriptive approach integrating a Systematic Literature Review (SLR), curriculum document analysis, semi-structured interviews with academic staff, and surveys of industry practitioners and alumni. The SLR covered publications from 2018 to 2024 to identify key competency trends, while empirical data were used to assess curriculum implementation and relevance.The findings indicate that the RPS sufficiently addresses foundational competencies such as business management, customer service, and tourism operations. However, significant gaps were identified in digital marketing, data-driven decision-making, tourism technology utilization, and sustainability practices. Industry stakeholders highlighted the need for greater emphasis on practical skills, technological readiness, and experiential learning.These findings suggest that current curricula remain predominantly theoretical and insufficiently responsive to industry transformation. This study proposes a more adaptive, industry-driven curriculum model that integrates digital and sustainability competencies while strengthening academic–industry collaboration. The study contributes to the literature by offering a comprehensive curriculum–industry alignment framework informed by multi-source data, with implications for improving graduate employability and curriculum relevance in tourism education.]]>
<![CDATA[Instructional Leadership, Organizational Culture, and Service Quality in Higher Education: A Case Study from Indonesia ]]>
<![CDATA[Didi Rusmidi]]>;
<![CDATA[Abdus Salam]]>;
<![CDATA[Ade Aspandi]]>
<![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.v18i1.8806
<![CDATA[Service quality in higher education has become a key indicator of institutional effectiveness, particularly for universities seeking to remain competitive and responsive to student expectations. Although instructional leadership and organizational culture are recognized as important internal determinants of service performance, their combined influence on service quality and student satisfaction in private higher education institutions remains insufficiently explored. This study examines how instructional leadership and organizational culture interact to influence service quality and student satisfaction at Universitas Sindang Kasih Majalengka, Indonesia. This research employed a qualitative case study design to explore leadership practices and cultural dynamics within the university’s service system. Data were collected from 21 informants, including university leaders, administrative staff, and active students, through in-depth interviews, participatory observation, and document analysis. Data analysis followed the Miles and Huberman interactive model involving data reduction, data display, and conclusion drawing. Trustworthiness was ensured through triangulation and member checking. The findings indicate that instructional leadership provides clearer task direction, strengthens employee discipline, and promotes more consistent workflow management. In parallel, a collaborative and open organizational culture improves interdepartmental coordination, enhances communication, and supports collective problem-solving in administrative services. The interaction between leadership guidance and cultural support increases service responsiveness, reduces procedural delays, and positively shapes students’ perceptions of service quality. The study proposes an Instructional–Culture Service Model in which leadership functions as a structural driver while organizational culture sustains service performance. Aligning leadership practices with supportive cultural values is essential for achieving sustainable improvements in service quality and student satisfaction in higher education institutions.]]>
<![CDATA[Implementation of the Independent Curriculum in Islamic Religious Education: A Qualitative Study of Madrasahs in West Aceh, Indonesia ]]>
<![CDATA[Marhamah Marhamah]]>;
<![CDATA[Zikriati Zikriati]]>;
<![CDATA[Sy. Rohana]]>;
<![CDATA[Maisarah Maisarah]]>
<![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.v18i1.8853
<![CDATA[The implementation of the Independent Curriculum represents a significant reform in Indonesia’s education system, emphasizing flexibility, student-centered learning, and character development. However, its application in Islamic Religious Education (IRE) within madrasahs remains underexplored, particularly in regional contexts such as West Aceh. This study employed a qualitative descriptive approach to investigate the implementation of the Independent Curriculum in IRE. Data were collected through semi-structured interviews with 3 madrasah principals and 12 IRE teachers, complemented by document analysis. The data were analyzed using thematic analysis involving data reduction, categorization, and interpretation. The findings indicate that the Independent Curriculum has been implemented across madrasah levels (MI, MTs, and MA) with institutional support through training, supervision, and provision of learning resources. Teachers demonstrated adequate ability in planning teaching modules, applying student-centered learning methods, and conducting formative and summative assessments. However, challenges persist, including limited teacher competence in differentiated instruction, inadequate use of information technology, and difficulties in designing varied assessment instruments. Efforts to address these challenges include participation in professional development, collaborative learning among teachers, and increased institutional support. The study highlights that while implementation is generally progressing well, its effectiveness is contingent upon teacher readiness and continuous professional development. Strengthening pedagogical competence and digital literacy is essential to optimize curriculum implementation. The Independent Curriculum in IRE has been implemented with moderate success in West Aceh madrasahs, but targeted interventions are needed to enhance teacher capacity and ensure more effective and sustainable implementation.]]>
<![CDATA[Integrating Student-Centered Approaches in Islamic Education: A Case Study of SMPN 1 Kadipaten, Indonesia ]]>
<![CDATA[Tatang Muh Nasir]]>;
<![CDATA[Mohammad Sabarudin]]>;
<![CDATA[Yusuf Sugiana]]>;
<![CDATA[Muhamad Yasir]]>;
<![CDATA[Mahmud Mahmud]]>;
<![CDATA[Pepen Supendi]]>
<![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.v18i1.8797
<![CDATA[Islamic Religious Education (PAI) in secondary schools plays a crucial role in fostering students’ moral character, spiritual awareness, and social responsibility. Amid rapid digitalization and shifting adolescent values, there is a growing need for pedagogical approaches that emphasize the internalization of Islamic values through student-centered learning.This study employed a descriptive qualitative design conducted at SMPN 1 Kadipaten, Tasikmalaya Regency. Data were collected through classroom observations, in-depth interviews with PAI teachers, and a review of relevant literature. The data were analyzed using thematic analysis to identify patterns in learning approaches, strategies, methods, and instructional techniques.The findings indicate that PAI instruction consistently կիրառes a student-centered approach supported by three primary strategies: inquiry-based, collaborative, and contextual learning. Four dominant teaching methods—group discussion, role-playing, interactive questioning, and digital media integration—were regularly applied. Contextual techniques, including storytelling, Islamic-themed ice breaking, and authentic assessment, enhanced student engagement, motivation, and the internalization of values across cognitive, affective, and psychomotor domains.The integration of student-centered approaches with diverse strategies and contextual techniques significantly improves the effectiveness of PAI learning and supports Islamic character formation. These findings contribute empirical insights to contemporary discourse on Islamic and moral education, highlighting the importance of adaptive pedagogy in addressing current educational challenges.]]>
<![CDATA[Empowering Learning: The Evolution of the Independent Learning Curriculum in the Era of Technology ]]>
<![CDATA[Afiful Ihwan]]>;
<![CDATA[Ahmad Barizi]]>;
<![CDATA[Wahidmurni Wahidmurni]]>
<![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.v18i1.7014
<![CDATA[This study aims to critically analyze the evolution and implementation of the Independent Learning Curriculum in Indonesia within the context of rapid technological development. The focus is placed on examining how curriculum autonomy, pedagogical competence, and digital integration interact in shaping contemporary learning practices. This research employs a qualitative library research method by systematically reviewing 32 scholarly sources, including peer-reviewed journal articles and academic books published between 2019 and 2024. The data were analyzed using thematic and comparative analysis, guided by constructivist learning theory, curriculum innovation theory, and digital pedagogy as the main analytical frameworks. The findings reveal that the Independent Learning Curriculum represents a significant shift toward learner-centered and flexible education, emphasizing autonomy, character development, and the use of digital technology to expand learning opportunities beyond the classroom. However, the analysis also indicates persistent challenges, particularly disparities in digital infrastructure, uneven teacher readiness, and inconsistencies in policy implementation across educational contexts. These factors limit the transformative potential of curriculum innovation when not supported by adequate institutional capacity and professional development. The study concludes that the successful implementation of independent learning in the digital era requires systemic alignment between pedagogical innovation, technological accessibility, and institutional readiness. By synthesizing existing literature, this article proposes a conceptual framework that integrates learner autonomy, digital facilitation, and teacher capacity building as key components of sustainable curriculum reform. This framework offers practical insights for policymakers and educators in strengthening the effectiveness and equity of independent learning implementation in diverse educational settings.]]>
<![CDATA[Agentic Group Guidance Services to Improve the Meaning of Life of Minangkabau Ethnic Adolescents ]]>
<![CDATA[Afdha Lianti]]>;
<![CDATA[Herman Nirwana]]>;
<![CDATA[Yeni Karneli]]>;
<![CDATA[Rezki Hariko]]>;
<![CDATA[Siska Pratiwi]]>
<![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.v18i1.8718
<![CDATA[Meaning of life is a fundamental psychological need that influences adolescents’ well-being, motivation, and identity development. In the Minangkabau cultural context, philosophical values such as “hidup bajaso, mati bapusako” emphasize purposeful living and meaningful contribution. However, many adolescents demonstrate moderate to low levels of life meaning, indicating the need for culturally responsive counseling interventions. This study aimed to examine the effectiveness of agentic group guidance in improving the meaning of life among Minangkabau ethnic adolescents. This study employed a quantitative quasi-experimental design using a non-equivalent control group pretest–posttest model. Twenty Minangkabau students with moderate to low levels of meaning of life were selected through purposive sampling and assigned to an experimental group (n = 10) and a control group (n = 10). The experimental group received six sessions of agentic group guidance, while the control group received conventional guidance services. Data were collected using the Meaning of Life Questionnaire (α = 0.87) and analyzed using Wilcoxon Signed Rank Test and Mann–Whitney U Test. The findings revealed a significant increase in meaning of life scores in the experimental group after the intervention. Furthermore, posttest comparisons indicated that the improvement in the experimental group was significantly higher than that of the control group. These results suggest that agentic group guidance is an effective and culturally relevant intervention for enhancing adolescents’ meaning of life. Integrating agency principles with local cultural values can strengthen students’ self-direction, goal setting, and psychological development in school settings.]]>
<![CDATA[School Readiness for Coding and AI Education: A Case Study of Policy Implementation and Pedagogical Adaptation in Indonesia ]]>
<![CDATA[Bagus Sulasmono]]>;
<![CDATA[Yuliana Friska]]>;
<![CDATA[Supardi Uki Sajiman]]>;
<![CDATA[Hasbullah Hasbullah]]>;
<![CDATA[Syahfitri Purnama]]>
<![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.v18i1.8910
<![CDATA[The educational transformation driven by the Industrial Revolution 4.0 necessitates digital literacy and computational thinking, reflected in Indonesia’s 2025 policy mandating Coding and AI as compulsory electives. This study examines policy implementation, student competency outcomes, barriers, and adaptive strategies within an early-adopting school context.A single instrumental case study was conducted at HelloMotion High School, selected for its pioneering role in digital curriculum integration prior to the national mandate. Data were collected from September to November 2025 through in-depth interviews with six key informants (one principal, one vice-principal, one teacher, and three students) and a survey of 99 students. Analysis employed Miles and Huberman’s interactive model alongside descriptive statistics.Findings reveal a “Literacy–Aspiration Gap,” where students demonstrated improved logical thinking (M = 3.35, SD = 0.91) but low interest in technology-related careers (M = 2.21, SD = 1.11). The primary challenges were identified as second-order barriers, including teacher beliefs and students’ “instant generation” mindset, rather than infrastructural limitations. In response, the school implemented an Integrative Strategy Model combining project-based learning with specialized, diverse grouping to enhance engagement and learning outcomes.The study highlights that successful implementation of Coding and AI education extends beyond infrastructure provision to addressing pedagogical and attitudinal barriers. It contributes to policy discourse by emphasizing the need for interventions targeting internal resistance and aligning skill development with student motivation, ensuring more effective and sustainable digital education reform.]]>
<![CDATA[Authoritarian Parenting and Emotional Regulation in Early Childhood: A Theoretical Review across Cultural Contexts ]]>
<![CDATA[Mohammad Firman Maulana]]>;
<![CDATA[Rosmidar Rosmidar]]>;
<![CDATA[Sarah Nasution]]>;
<![CDATA[Riski Ayu Permata]]>
<![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.v18i1.8096
<![CDATA[Emotion regulation in early childhood is a foundational competency influencing social, psychological, and academic outcomes. Parenting style, particularly authoritarian parenting characterized by high control and low emotional responsiveness, has been consistently associated with maladaptive emotional development. This study examines how authoritarian parenting shapes children’s emotion regulation across cultural contexts. This study employed a qualitative library research design, synthesizing 72 peer-reviewed sources published between 2000 and 2024. Using thematic analysis, the review was guided by Erikson’s psychosocial development theory, Gross’s process model of emotion regulation, and Baumrind’s parenting typology to identify key developmental mechanisms. Findings indicate that authoritarian parenting negatively affects children’s emotional development by limiting emotional awareness, expression, and regulatory flexibility. Children exposed to rigid and emotionally dismissive environments tend to rely on maladaptive strategies such as emotional suppression and avoidance, while demonstrating reduced use of cognitive reappraisal. These patterns are associated with increased risks of anxiety, aggression, and emotional dysregulation. Neurodevelopmental evidence further suggests heightened stress reactivity under such parenting conditions. These effects are particularly pronounced in collectivist cultures where strict parenting norms are socially reinforced. Authoritarian parenting disrupts key developmental processes related to autonomy, emotional agency, and adaptive regulation strategies. Although culturally normative in some contexts, its long-term implications remain detrimental to emotional competence. The study underscores the importance of promoting emotionally responsive and autonomy-supportive parenting practices, alongside culturally sensitive interventions to enhance early childhood emotional development.]]>
