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[Integrating Tentara Genie Pelajar Values into Local-History-Based Social Studies: A Qualitative Case Study of Character Education in an Indonesian Junior Secondary School ]]>
<![CDATA[Ririn Wahyuni]]>;
<![CDATA[Muhammad Hanif]]>;
<![CDATA[Ibadullah Malawi]]>;
<![CDATA[Muhammad Rifa'i]]>
<![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.v18i1.9042
<![CDATA[Character education in Social Studies is often constrained by textbook-centered instruction, limiting the incorporation of local heritage as a meaningful context for value formation. This study investigates the integration of Tentara Genie Pelajar (TGP) struggle values into local-history-based learning to enhance students’ character development. A qualitative case study design, supported by descriptive statistics, was conducted at SMP Negeri 4 Pare involving four Social Studies teachers and 140 seventh-grade students. Data were collected through in-depth interviews, participatory observations, and Likert-scale questionnaires. The analysis employed thematic techniques for qualitative data and descriptive percentages for quantitative responses. The integration of TGP local history positively influenced students’ character development. Approximately 78% of students demonstrated improved understanding of struggle values, 72% exhibited increased cooperative behavior, and 69% showed strengthened nationalism. Key supporting factors included the availability of authentic historical artifacts and high levels of student engagement. However, challenges were identified, particularly the lack of structured instructional modules and limited teacher training in heritage-based pedagogy. The findings highlight the effectiveness of contextualizing Social Studies learning through local history to foster character education. Integrating heritage-based content not only enhances cognitive understanding but also promotes affective and social competencies. Despite implementation challenges, the study provides practical insights for educators and underscores the need for systematic support, including teacher training and curriculum development. Future research should examine comparative contexts and long-term impacts to optimize the sustainability of local-history-based character education.]]>
<![CDATA[Developing a Canva-Assisted PBL e-Worksheet to Enhance Elementary Students’ Science Process Skills ]]>
<![CDATA[Kris Agil Saraswati]]>;
<![CDATA[Endang Widi Winarni]]>;
<![CDATA[Abdul Muktadir]]>;
<![CDATA[Gumono Gumono]]>;
<![CDATA[Neza Agusdianita]]>
<![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.v18i1.9320
<![CDATA[The effective implementation of Problem-Based Learning (PBL) in elementary classrooms remains constrained by the limited availability of digital instructional materials that systematically integrate PBL syntax, science process skills, and visual learning media aligned with the Merdeka Curriculum. This study aims to develop a PBL-based electronic student e-worksheet assisted by Canva and to examine its validity, practicality, and effectiveness in improving fourth-grade students’ science process skills. This study employed a research and development (RD) approach using the ADDIE model with a one-group pretest–posttest design. The participants consisted of 22 fourth-grade students (n = 22) at SD Negeri 05 Kepahiang, Indonesia. Data were collected through expert validation questionnaires, teacher and student response questionnaires, observations, interviews, and science process skills tests. Data analysis involved Aiken’s V for content validity and N-Gain analysis to measure the effectiveness of the intervention. The findings indicate that the developed E-worksheet demonstrates high validity across content, language, and graphical aspects, with Aiken’s V values ranging from 0.83 to 1.00. The effectiveness analysis shows a high improvement in students’ science process skills, with an average N-Gain score of 0.90. In addition, positive responses from both teachers and students confirm the practicality and usability of the E-worksheet in classroom implementation. This study concludes that the PBL-based E-worksheet assisted by Canva is a valid, practical, and effective digital instructional tool for enhancing elementary students’ science process skills.]]>
<![CDATA[Toward Holistic Assessment in Adult Islamic Religious Education: Integrating Irfani Epistemology and Andragogy ]]>
<![CDATA[Willy Akmansyah Lubis]]>;
<![CDATA[Fuji Pratami]]>
<![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.v18i1.8950
<![CDATA[Conventional evaluation in adult Islamic Religious Education (PAI) remains predominantly rooted in pedagogical paradigms that prioritize cognitive achievement, thereby overlooking the spiritual and existential development central to adult learning.This conceptual study employs systematic library research, drawing on scholarly sources indexed in Scopus, Google Scholar, and DOAJ. Data were analyzed through qualitative content analysis to translate Irfani epistemological concepts into observable educational indicators.The study proposes a three-stage evaluation framework integrating spiritual-intuitive dimensions with andragogical principles: (1) Tazkiyah, assessing behavioral and affective alignment; (2) Kashf, evaluating reflective depth and existential awareness; and (3) Ta’bir, measuring value internalization through ethical decision-making narratives. The framework introduces non-grading instruments, including self-reflection journals and ethical dilemma portfolios, to shift assessment from rote learning toward indicators of spiritual maturity.This model offers a transformative approach to adult PAI evaluation by emphasizing personal growth, intrinsic motivation, and non-coercive learning environments over formal certification. It aligns assessment practices with the holistic nature of adult religiosity. However, as a conceptual framework, it lacks empirical validation. Future research should focus on instrument development, expert validation, and cross-cultural application to enhance its robustness and practical implementation.]]>
<![CDATA[Ethnopedagogics as A Learning Strategy in Multicultural Education in Indonesian Language Subjects ]]>
<![CDATA[Elisabet Mangera]]>;
<![CDATA[Roni La'biran]]>;
<![CDATA[Resnita Dewi]]>
<![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.v18i1.5909
<![CDATA[Indonesia’s multicultural context presents both opportunities and challenges for education, particularly in integrating local cultural values into formal learning. Ethnopedagogy has emerged as a culturally responsive approach that connects curriculum content with students’ socio-cultural backgrounds. This study examines the implementation of ethnopedagogics as a learning strategy in Indonesian language subjects within a multicultural classroom setting in a rural area of Tana Toraja. This research employed a qualitative case study design conducted at UPT SMP Negeri 3 Bonggakaradeng, South Sulawesi. Data were collected over six weeks through participatory observation, in-depth interviews with three Indonesian language teachers, focus group discussions involving twelve students, and document analysis of lesson plans and teaching materials. The data were analyzed using thematic analysis with source and method triangulation to ensure validity. The findings indicate that the integration of local cultural elements, particularly Toraja folklore, increased students’ learning motivation, classroom engagement, and appreciation of cultural diversity. Ethnopedagogic-based learning fostered empathy, intercultural communication, and mutual respect among students from different ethnic backgrounds. Teachers also reported improved classroom dynamics and stronger teacher–student relationships. However, challenges included limited culturally representative resources and insufficient teacher training. The study demonstrates that ethnopedagogics can function as an effective multicultural learning strategy by promoting inclusive, culturally responsive education. Despite implementation challenges, this approach contributes to strengthening social cohesion and contextualizing language learning in culturally diverse settings.]]>
<![CDATA[Epistemological Perspectives in Inclusive Education: A Systematic Review of Differentiated Instruction Practices Across Contexts ]]>
<![CDATA[Fuji Lestari]]>;
<![CDATA[Mahdum Mahdum]]>;
<![CDATA[Jimmi Copriady]]>
<![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.v18i1.8663
<![CDATA[This study situates inclusive education within broader epistemological debates, emphasizing how differing conceptions of knowledge shape differentiated instruction practices across diverse educational contexts . The purpose of this systematic review is to examine how empiricist, constructivist, and hybrid epistemological orientations influence the design and implementation of differentiated instruction in inclusive settings, and to identify contextual factors mediating this relationship. Employing PRISMA 2020 guidelines, a systematic search of the Scopus database (2019–2024) yielded 43 peer-reviewed studies, which were analyzed through thematic synthesis and comparative frameworks. The findings reveal three dominant orientations: constructivist approaches (44%) emphasize student-centered, flexible, and experiential learning; empiricist approaches (30%) prioritize data-driven, structured, and assessment-based practices; while hybrid approaches (26%) integrate both perspectives pragmatically. The review further identifies teacher preparation, policy frameworks, and governance structures as key mediating factors influencing how epistemological beliefs translate into classroom practice. Notably, only 28% of studies reported explicit teacher reflection on epistemological foundations, indicating a gap between theory and practice. The study concludes that epistemological orientations fundamentally shape differentiated instruction and inclusive education outcomes. It proposes the Epistemology-Practice-Context (EPC) model to conceptualize the dynamic interaction between beliefs, contextual conditions, and pedagogical practices. These findings highlight the need for enhancing teachers’ epistemological literacy and aligning policy frameworks with diverse educational contexts to improve the effectiveness of inclusive education.]]>
<![CDATA[Ethnomathematical Concepts in the Minangkabau Traditional Game ‘Pistol-Pistolan’: An Ethnographic Study ]]>
<![CDATA[Isnaniah Isnaniah]]>;
<![CDATA[M. Imamuddin]]>;
<![CDATA[Muhammad Mutawakil Amr]]>
<![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.v18i1.9394
<![CDATA[Ethnomathematics research in Minangkabau is still dominated by studies of static cultural artifacts, while traditional children's games that are constructive and involve motor activities have not been widely researched. This study aims to identify mathematical concepts in the traditional game of “Pistol-pistolan”, which is made from banana leaves. The research used a qualitative approach with ethnographic methods and was conducted in Bukittinggicity, West Sumatra. Data were collected through participant observation, visual documentation, and semi-structured interviews with elementary school-aged children as players, lecturers and teachers of Minangkabau Natural Culture. The results of the study show that the structure of the pistol-pistolan contains geometric concepts in the form of right triangles and parallel lines, trigonometric concepts through the comparison of the sides of right triangles, and arithmetic concepts in the form of size patterns that form arithmetic sequences in the variations of the length of the handle, barrel, and barrel. These findings indicate that traditional games based on simple constructions can be used as a context for mathematics learning, particularly in geometry, trigonometry, and arithmetic.]]>
<![CDATA[The Impact of Discovery Learning on Students’ Motivation and Learning Outcomes in Vocational Education ]]>
<![CDATA[Mas'ari Mas'ari]]>;
<![CDATA[Adolf Bastian]]>;
<![CDATA[Elvira Asril]]>;
<![CDATA[Rizki Novendra]]>;
<![CDATA[Yogo Turnandes]]>;
<![CDATA[Nuris Fadhli Silangit]]>
<![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.v18i1.9503
<![CDATA[Instructional models in vocational schools (SMKs) play a critical role in aligning students’ competencies with workplace demands. However, at SMK Negeri 2 Kepenuhan, student motivation and learning outcomes in the Vocational Fundamentals subject remained relatively low due to teacher-centered, traditional approaches. This study evaluates the effectiveness of the Discovery Learning model in improving motivation and learning outcomes among Grade X students in the Computer Network and Telecommunication Engineering program. A quantitative quasi-experimental design with a nonequivalent control group was employed. Two experimental classes were involved: one received group-based tasks, while the other completed individual tasks, both using the Discovery Learning model. Data were collected באמצעות motivation questionnaires, pretests, posttests, and observation sheets, and analyzed using N-gain and t-tests. The findings indicate significant improvements in both motivation and learning outcomes. The grouped class showed an increase in mean scores from 67 to 95 (N-gain = 0.90), while the individual class improved from 68 to 91 (N-gain = 0.70). Statistical analysis revealed significant differences (p 0.05). Observational data also demonstrated increased student engagement and active participation during learning activities. The results suggest that the Discovery Learning model effectively enhances student motivation and academic performance in vocational education. Its implementation fosters active learning and improves instructional quality, making it a viable innovative approach for vocational teaching contexts.]]>
<![CDATA[Assessing the Implementation of the Pancasila Student Profile (P5) Project on Local Wisdom in Vocational High Schools: A CIPP Model Evaluation ]]>
<![CDATA[Ariska Dwi Putri]]>;
<![CDATA[Muhammad Adri]]>;
<![CDATA[Arwizet Arwizet]]>;
<![CDATA[Muhammad Giatman]]>
<![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.v18i1.8466
<![CDATA[The Pancasila Student Profile Strengthening Project (P5), a core component of Indonesia’s Merdeka Curriculum, aims to integrate character education with contextual learning. This study evaluates the implementation of a local wisdom–themed P5 project in a Vocational High School (SMK) in West Sumatra, focusing on its effectiveness in aligning cultural values with vocational competencies.A sequential explanatory mixed-methods design was employed using the CIPP (Context, Input, Process, Product) evaluation model. Data were collected from 155 participants (principals, teachers, and students) through questionnaires, interviews, observations, and document analysis. Quantitative data were analyzed descriptively, followed by qualitative interpretation to explain key findings.The context evaluation demonstrated strong alignment with national education policies. Input analysis revealed a disparity between adequate facilities (82%) and limited teacher understanding of program management (63%). During implementation, student participation was moderate (73%), but inconsistent pedagogical facilitation hindered effectiveness. Product evaluation indicated a positive yet suboptimal impact on student character development (74%).The findings highlight a critical gap between structural readiness and human resource capacity. Although institutional support and infrastructure are sufficient, limitations in teachers’ pedagogical and managerial competencies constrain program outcomes.The effectiveness of P5 implementation depends less on infrastructure and more on strengthening teacher capacity. Policy efforts should prioritize professional development, practical mentorship, and clear technical guidelines to bridge the gap between curriculum design and classroom practice, thereby optimizing the integration of local wisdom in vocational education.]]>
<![CDATA[Developing a FlipHTML5-Based Digital Module Integrating Local Wisdom for Teaching Descriptive Texts in Junior High School ]]>
<![CDATA[Sri Puji Astuti]]>;
<![CDATA[Syarifuddin Syarifuddin]]>;
<![CDATA[Machdalena Vianty]]>
<![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.v18i1.9023
<![CDATA[Descriptive-text instruction in junior high schools often relies on generic materials that lack cultural relevance and digital interactivity. This study addresses that gap by developing local-wisdom-based teaching materials for descriptive-text learning, delivered through the FlipHTML5 digital platform. The research aims to produce materials that are valid, practical, and effective in supporting English as a Foreign Language (EFL) learning. Using a Research and Development (RD) approach with the ADDIE model (analysis, design, development, implementation, evaluation), the study first conducted a needs analysis with 220 students to identify instructional challenges. Product trials were then carried out with 30 students, involving one-to-one testing, small-group trials (10 students), and field trials (20 students). Instruments included expert validation rubrics (content, language, media), practicality questionnaires (teachers and students), and pre-/post-tests of descriptive-text writing. Data were analyzed using descriptive statistics and the N-gain formula to measure learning improvement. Results indicate that the developed materials achieved a very valid category with an average expert score of 94.96%, were rated practical by teachers and students (80%), and demonstrated high effectiveness with an N-gain score of 0.79, reflecting significant improvement in students’ writing skills. This research contributes to the field by providing culturally responsive EFL materials enriched with local wisdom and supported by empirical evidence of validity, practicality, and effectiveness. It also highlights the potential of digital flipbooks as innovative instructional media for junior high school contexts.]]>
<![CDATA[Perceptions of Education and Non-Education Students towards the Campus Teaching Program: A Rasch Model Analysis ]]>
<![CDATA[Isnaini Handayani]]>;
<![CDATA[Tri Wintolo Apoko]]>;
<![CDATA[Arum Fatayan]]>;
<![CDATA[Benny Hendriana]]>;
<![CDATA[Irdalisa Irdalisa]]>;
<![CDATA[Isa Faqihuddin Hanif]]>
<![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.v18i1.7894
<![CDATA[The Teaching Campus Program, as part of the Merdeka Belajar–Kampus Merdeka (MBKM) initiative, aims to enhance students’ competencies through direct engagement in school environments. However, differences in academic backgrounds may influence how students perceive the program’s contribution to their learning outcomes. This study examines the perceptions of education and non-education students toward the program.This study employed a cross-sectional survey design involving 235 university students who completed the Teaching Campus Program (Batches 2–8) at a private university in Jakarta. Data were collected באמצעות closed- and open-ended questionnaires using a five-point Likert scale. The instrument’s validity and reliability were analyzed using the Rasch Model with Winsteps software, including item fit, person fit, and reliability indices. Descriptive statistics were used to interpret students’ perceptions.The findings indicate that students from education majors reported strong agreement that the program enhances pedagogical, professional, social, and personal competencies relevant to their future careers as teachers. Non-education students also expressed positive perceptions, particularly regarding the development of soft skills such as communication, collaboration, adaptability, and leadership, although the perceived relevance to their academic discipline was lower. Overall, most participants acknowledged the program’s contribution to skill development and professional readiness.These results suggest that the Teaching Campus Program is positively perceived by both groups, with varying degrees of relevance depending on academic background. The program supports competency development and experiential learning, although improvements in implementation and alignment with students’ fields of study are needed.]]>
