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AL-ISHLAH: Jurnal Pendidikan Jl. Sukajadi 3 Kec. Balaimakam, Kab. Bengkalis, Riau, Indonesia
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Al Ishlah Jurnal Pendidikan
Published by STAI Hubbulwathan Duri
ISSN : 20879490     EISSN : 2597940X     DOI : DOI: https://doi.org/10.35445/alishlah.v17i2.7401
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
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.
Arjuna Subject : Umum - Umum
Articles 3,482 Documents
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Ecological Character Education for Sustainable Road Development: Strategies for Integrating Green Infrastructure in Indonesia Anwar Asihinggalih Antiarini; Harsuko Riniwati; Fitri Candra Wardana
AL-ISHLAH: Jurnal Pendidikan Vol 18, No 3 (2026): In Progress September 2026
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v18i3.10110

Abstract

Road infrastructure development plays a crucial role in improving regional connectivity and economic growth; however, its implementation continues to rely predominantly on conventional gray infrastructure that often neglects ecological sustainability. Although previous studies have extensively examined green infrastructure from engineering and environmental perspectives, limited attention has been given to the educational processes through which ecological character can be developed among infrastructure stakeholders. This study investigates how ecological character education can strengthen environmentally responsible road infrastructure planning. Specifically, it aims to (1) examine the educational dimensions of ecological character among stakeholders involved in road development, (2) identify the internal and external factors influencing ecological character development, and (3) formulate education-based strategies using SWOT analysis. A descriptive-analytical mixed-methods case study was conducted along the Kepanjen–Pagak Road Section, Malang Regency, Indonesia. Data were collected through interviews, field observations, questionnaires, and document analysis involving government officials, planning consultants, academics, infrastructure practitioners, and community representatives selected through purposive sampling. Qualitative data were analyzed thematically, while quantitative data were examined using the Internal Factor Analysis Summary (IFAS), External Factor Analysis Summary (EFAS), SWOT, and Quantitative Strategic Planning Matrix (QSPM). The findings reveal that ecological character development is shaped by ecological literacy, environmental values, institutional commitment, stakeholder collaboration, and participatory planning, but remains constrained by conventional gray infrastructure practices, weak inter-agency coordination, and limited environmental integration in planning. The IFAS score of 2.72 and EFAS score of 2.82 positioned the study in Quadrant I, indicating strong internal capacity and favorable external opportunities to implement proactive education-oriented strategies. QSPM analysis further identified the Strength–Opportunity (SO) strategy as the highest-priority alternative for integrating ecological character into sustainable road governance. This study contributes to the literature by extending ecological character education beyond formal educational settings into infrastructure governance and professional practice. It also proposes an education-based strategic framework that supports stakeholder capacity building, sustainability competencies, and environmentally responsible infrastructure planning within the broader context of Education for Sustainable Development (ESD).
Evaluation of Inclusive Education Services at Muhammadiyah 1 Kartasura Junior High School Fadhia Ananda; Nurul Asma Khoiriyah; Anisa Meilawati; Annisah Safitri; Hana Ayu Safitri; Istanto Istanto
AL-ISHLAH: Jurnal Pendidikan Vol 18, No 3 (2026): In Progress September 2026
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v18i3.8892

Abstract

Inclusive education aims to provide equitable learning opportunities for all students regardless of their abilities. Despite increasing policy support in Indonesia, limited evidence exists regarding the implementation of inclusive education in Islamic schools. This study evaluated the Muhjitos Inclusion Program at SMP Muhammadiyah 1 Kartasura as a model of inclusive education integrating academic excellence with humanistic and religious values.A qualitative case study was conducted using purposive sampling. Participants included the school principal, the inclusion program coordinator, Special Assistant Teachers (Guru Pendamping Khusus/GPK), subject teachers, and students with special needs. Data were collected through semi-structured interviews, classroom observations, and document analysis. The data were analyzed using the Miles and Huberman interactive model, while source and method triangulation and member checking were employed to ensure trustworthiness.Four major themes emerged: (1) adaptive implementation of inclusive learning through full inclusion and pull-out instruction; (2) the pivotal role of GPK in differentiated instruction and emotional support; (3) a collaborative ecosystem involving teachers, parents, and psychologists; and (4) students' holistic development encompassing academic, social, emotional, and character growth. The findings indicate that the program has been effectively implemented for three years, primarily serving students with mild disabilities through individualized support and collaborative educational practices.The study proposes an Inclusive Excellence Model comprising adaptive instructional flexibility, collaborative ecosystem synergy, and the integration of humanistic-spiritual values. The findings suggest that inclusive education and academic excellence can be achieved simultaneously through adaptive pedagogy, sustained stakeholder collaboration, and institutional commitment to educational equity, offering practical implications for the development of inclusive education in Islamic schools.
Ujub Sesaji as a Vehicle of Character Education: A Thomas Lickona Perspective on Javanese Buddhist Puja Bakti in Boyolali Regency Niken Wardani; Budi Utomo
AL-ISHLAH: Jurnal Pendidikan Vol 18, No 3 (2026): In Progress September 2026
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v18i3.10148

Abstract

Character education embedded in indigenous religious ritual remains underexplored, particularly within syncretic Javanese Buddhist communities. This study examines the pedagogical function of the Ujub Sesaji ritual in Javanese-language Puja Bakti among Buddhist communities in Boyolali Regency, Indonesia, using Thomas Lickona’s tripartite framework of moral knowing, moral feeling, and moral action. The study involved five purposively selected informants drawn from three vihara congregations in Boyolali Regency: a regency-level Buddhist religious extension officer, a senior religious figure (sesepuh), a temple chairperson, a women’s community leader, and a youth representative, all of whom hold active roles in sustaining Javanese-language Puja Bakti within their congregations. Employing a qualitative descriptive-hermeneutic design, the study observed the sequence and verbal content of Ujub Sesaji during Puja Bakti services and analyzed semi-structured interview data together with ritual texts, verbal formulas, and the symbolic meaning of ritual offerings. The findings suggest that Ujub Sesaji functions as a non-formal moral learning practice: symbolic offerings cultivate moral cognition; Javanese recitation and communal participation intensify gratitude, reverence, compassion, and humility; and repeated ritual practice habituates sincerity, cooperation, discipline, and intergenerational responsibility. The study extends the discussion of character education beyond formal schooling by showing how local religious-cultural rituals can support community-based moral formation.
Investigating the Correlation Between Vocabulary Mastery and Narrative Reading Comprehension Among EFL University Students Andi Candra Kurniawan; Eko Suhartoyo; Mochamad Imron Azami
AL-ISHLAH: Jurnal Pendidikan Vol 18, No 3 (2026): In Progress September 2026
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v18i3.10092

Abstract

Vocabulary knowledge plays a fundamental role in reading comprehension because it enables learners to recognize lexical meanings and construct textual understanding. Although previous studies have consistently reported a positive relationship between vocabulary knowledge and reading comprehension, limited evidence has specifically examined this relationship among Indonesian EFL university students using semantic aspects of vocabulary mastery. This study investigated the correlation between vocabulary mastery and narrative reading comprehension among fourth-semester students in the English Education Department at Universitas Islam Malang. A quantitative correlational design with an ex post facto approach was employed. Twenty-nine students participated through total sampling. Data were collected using two validated multiple-choice tests measuring vocabulary mastery (synonyms, antonyms, and contextual meanings) and narrative reading comprehension (main ideas, explicit and implicit information, contextual meaning, and text structure). Descriptive statistics and Pearson's Product-Moment Correlation were performed using IBM SPSS after the normality assumption had been satisfied. The findings revealed that the participants achieved a mean score of 68.62 in vocabulary mastery (fair) and 83.10 in reading comprehension (good). Pearson's correlation analysis indicated a statistically significant positive relationship between vocabulary mastery and reading comprehension (r = 0.398, p = 0.032). The coefficient of determination (r² = 0.158) showed that vocabulary mastery explained 15.8% of the variance in reading comprehension. Vocabulary mastery is positively associated with narrative reading comprehension; however, its contribution is modest, indicating that reading comprehension is influenced by additional linguistic and cognitive factors. The findings highlight the importance of integrating explicit vocabulary instruction into university EFL reading courses to support students' academic reading proficiency.
Learning Difficulties in Islamic Religious Education Among Elementary School Students: Experiences, Impacts, and Teacher Support Ratih Novianti; Zuhdiyah Zuhdiyah; Karoma Karoma; Indah Wigati; Maryamah Maryamah
AL-ISHLAH: Jurnal Pendidikan Vol 18, No 3 (2026): In Progress September 2026
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v18i3.9991

Abstract

Learning difficulties in Islamic Religious Education can restrict students’ access to Arabic-script materials, reduce classroom participation, and affect their confidence. This study aimed to examine the forms, perceived contributing factors, and consequences of these difficulties, as well as the instructional support provided by teachers. A qualitative descriptive design was employed involving 22 participants from 11 public elementary schools in Kemuning District, Palembang, Indonesia: 11 fifth-grade students experiencing persistent difficulties in Islamic Religious Education and 11 certified teachers. Data were collected through semi-structured interviews, teacher learning notes, student reflections, and relevant academic documents, and were analyzed using Braun and Clarke’s six-phase thematic analysis. Five themes were identified: Arabic literacy as a gateway barrier, mismatch between students’ processing pace and classroom demands, emotional and social consequences of repeated difficulty, limited support outside school, and adaptive teacher support. Students reported difficulties recognizing and writing Hijaiyah letters, retaining memorized material, completing tasks at the expected pace, and participating confidently in class. Teachers responded through individualized guidance, chunking, slower instructional pacing, auditory and narrative supports, repetition, and positive reinforcement, which participants perceived as helpful. The findings indicate that learning difficulties in Islamic Religious Education are shaped by the interaction of linguistic, cognitive, emotional, instructional, and environmental conditions. Inclusive practice therefore requires gradual instructional sequencing, emotionally safe classrooms, and stronger collaboration between schools and families.
Musyrifah Strategies for Addressing Homesickness Among Female Students in An Indonesian Islamic Boarding School Khoridatul Bahiyah; Muhammad Husni
AL-ISHLAH: Jurnal Pendidikan Vol 18, No 3 (2026): In Progress September 2026
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v18i3.10115

Abstract

Homesickness is a common psychosocial challenge among students transitioning to residential education, potentially hindering emotional adjustment and social adaptation. Although previous studies have examined homesickness as an individual psychological condition, limited attention has been given to the role of resident mentors (musyrifah) in supporting students within Islamic boarding schools (pesantren). This study explores the dynamics of homesickness and the mentoring strategies employed by musyrifah to facilitate students' adaptation.A qualitative case study was conducted at Al-Khoirot Islamic Boarding School for Girls, Malang, Indonesia. Six participants, comprising three musyrifah, two newly admitted female students experiencing homesickness, and one guidance and counseling teacher, were purposively selected. Data were collected through semi-structured interviews, non-participant observation, and documentation, and analyzed using Miles and Huberman’s interactive thematic analysis.Homesickness was manifested through emotional longing, cognitive rumination, social withdrawal, and adaptation difficulties. The findings indicate that musyrifah supported students through continuous emotional monitoring, relational mentoring, intensive individual assistance, structured activity engagement, and collaboration with guidance and counseling teachers. These interconnected strategies fostered emotional security, strengthened social connectedness, and facilitated gradual adjustment to boarding school life.The findings highlight the central role of musyrifah as first-line emotional supporters in managing homesickness through sustained relational mentoring embedded in students’ daily lives. This study contributes a contextual understanding of institution-based emotional support in Islamic boarding schools while underscoring the need for broader multi-site studies to examine the transferability of these findings.
School Leadership Policy and Early Literacy–Numeracy Development in Indonesian Early Childhood Education: A Case Study of the Merdeka Curriculum Mufida Gunawati
AL-ISHLAH: Jurnal Pendidikan Vol 18, No 3 (2026): In Progress September 2026
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v18i3.9986

Abstract

This study examines how principal leadership policy supports early literacy and numeracy development in Indonesian early childhood education (PAUD) through the implementation of the Merdeka Curriculum. Employing a qualitative case study design, the research was conducted in selected PAUD institutions in Indonesia that had actively implemented the Merdeka Curriculum. Data were collected through semi-structured interviews with principals and teachers, classroom observations, and analysis of curriculum plans, lesson plans, and school policy documents. The data were analyzed using thematic analysis involving open, axial, and selective coding to identify recurring patterns and explanatory themes. The findings reveal that principal leadership policy influences literacy and numeracy development indirectly by shaping classroom practices, teacher instructional capacity, and assessment processes rather than directly affecting children's learning outcomes. Effective leadership was enacted through five interrelated mechanisms: fostering pedagogical coherence, strengthening teacher professional capacity, integrating literacy and numeracy into play-based learning, aligning formative assessment with developmental principles, and promoting active parent and community engagement. The study further shows that the enactment of leadership policy is constrained by variations in leadership capacity, institutional resources, and tensions between developmental approaches and academic expectations. Conceptually, this study positions principal leadership policy as a mediating mechanism that connects curriculum enactment with instructional practices and children's early literacy and numeracy development, thereby extending current perspectives on educational leadership within the implementation of the Merdeka Curriculum.
Children’s Perspective and Aspirations on A Green Environment Through Environmental Education Destria Angelina; Ali Formen; Yuli Kurniawati Sugiyo Pranoto
AL-ISHLAH: Jurnal Pendidikan Vol 18, No 3 (2026): In Progress September 2026
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v18i3.8822

Abstract

Environmental degradation and climate change have increased the need for effective environmental education (EE) from early childhood. Although EE is increasingly embedded in early childhood curricula, limited research has explored young children's own perspectives and aspirations regarding what constitutes a green and sustainable environment. This study aimed to explore how children conceptualize a green environment and the aspirations they express for environmental care. A qualitative participatory case study was conducted with 17 children aged 4–6 years from three early childhood education institutions in Semarang, Indonesia. Data were collected through participatory observations, draw-and-tell activities, semi-structured interviews, and document analysis. The data were analyzed using Braun and Clarke's six-phase reflexive thematic analysis and interpreted through the UNESCO–UNEP Environmental Education framework of learning about, in, and for the environment. Five interconnected themes emerged: (1) a clean environment free from waste and flooding; (2) a pollution-free environment that supports healthy living; (3) harmonious coexistence with plants and animals; (4) safe, enjoyable, and disaster-resilient spaces for play; and (5) sustainable everyday practices, including energy conservation and recycling. Children's narratives and drawings revealed that they viewed environmental sustainability through cognitive, emotional, and moral lenses, expressing empathy toward nature and a sense of personal responsibility for environmental stewardship. The findings demonstrate that young children are capable of articulating meaningful environmental perspectives and aspirations. Positioning children as active contributors to environmental education can strengthen participatory, child-centered approaches to Education for Sustainable Development and inform the design of developmentally appropriate environmental learning in early childhood settings.
A Chatbot-Based Expert System for Supporting Conceptual Understanding in DC Circuit Analysis: Development and Evaluation in Electrical Engineering Education Benny Haposan Sianipar; Alifah Bigum Nabila; Usmeldi Usmeldi; Rahmiati Rahmiati
AL-ISHLAH: Jurnal Pendidikan Vol 18, No 3 (2026): In Progress September 2026
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v18i3.9817

Abstract

This study addresses the limited development of chatbot-based expert systems that integrate rule-based reasoning and conceptual guidance for direct current (DC) circuit analysis learning in electrical engineering education. The study aimed to develop and evaluate a chatbot-based expert system designed to support students’ conceptual understanding of DC circuit analysis. A Research and Development (RD) approach employing the 4D model (Define, Design, Develop, Disseminate) was applied in this study. The effectiveness evaluation used a one-group pretest–posttest design involving 25 undergraduate students from an Electrical Engineering Education program. The developed system was validated by one electrical engineering expert and two educational media experts before implementation. The validation results showed high validity across all evaluated aspects, with Aiken’s V values categorized as very valid. The practicality test indicated that the system was highly practical, achieving a mean score of 4.32 out of 5.00 (86.3%). The effectiveness test showed improvement in students’ learning outcomes, reflected by a normalized gain (N-gain) score of 0.32 in the moderate category. In addition, the paired sample t-test demonstrated a statistically significant difference between pretest and posttest scores (p 0.001). Although the study was conducted with a limited sample and without a control group, the findings indicate that the chatbot-based expert system showed potential to support students’ conceptual understanding and procedural learning in DC circuit analysis. This study contributes to the development of AI-assisted learning media in vocational and engineering education, particularly in supporting interactive and concept-oriented learning environments.
Strengthening Pro-Environmental Behavior through Methane Gas Utilization and Environmental Education at Talangagung Landfill Muhammad Zainush Sholihin; Hamamah Hamamah; Agung Pramana Warih Marhendra
AL-ISHLAH: Jurnal Pendidikan Vol 18, No 3 (2026): In Progress September 2026
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v18i3.10093

Abstract

Despite growing attention to pro-environmental behavior, existing studies have largely examined environmental education and methane gas utilization separately, providing limited understanding of how their integration promotes sustainable behavioral change in landfill communities. This study investigates how environmental education integrated with methane gas utilization strengthens pro-environmental behavior among communities surrounding Talangagung Landfill, Indonesia. A qualitative case study was conducted at Talangagung Landfill involving 30 purposively selected participants, including local government officials, landfill managers, community members, and waste workers. Data were collected through semi-structured interviews, participant observation, and document analysis and analyzed using thematic analysis supported by data triangulation and member checking. Four interrelated dimensions emerged. First, environmental education enhanced environmental literacy, ecological responsibility, and long-term behavioral commitment. Second, methane gas utilization reduced household cooking fuel expenditure by IDR 50,000–100,000 per month while increasing participation in waste management activities. Third, community participation reinforced waste sorting, composting, waste bank engagement, and collective environmental maintenance through social learning. Fourth, institutional support strengthened program sustainability through infrastructure development, environmental regulations, and multi-stakeholder collaboration. However, unequal environmental literacy, infrastructure limitations, and inconsistent policy implementation remained significant challenges. The findings demonstrate that integrating environmental education with methane gas utilization creates complementary educational, economic, social, and institutional mechanisms that foster sustained pro-environmental behavior. The proposed Four-Pillar Model extends pro-environmental behavior theory by illustrating how economic incentives reinforce environmental learning and collective action, offering a transferable framework for community-based environmental education and sustainable landfill management.

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