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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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Developing a Numeracy Literacy Test Instrument on Halves and Quarter Fractions for Elementary School Students Hafiziani Eka Putri; Nurfadillah Hasan; Indah Nurmahanani; Primanita Sholihah Rosmana
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.v18i3.9950

Abstract

Numeracy literacy is a fundamental competency in elementary education, yet existing assessments in Indonesian primary schools remain predominantly procedural and inadequately measure students’ conceptual understanding of fractions. This study aimed to develop and validate a numeracy literacy test instrument on halves and quarter fractions for second-grade elementary school students. This research employed a Research and Development (RD) approach using the ADDIE model, comprising analysis, design, development, implementation, and evaluation. Ten essay items were constructed based on numeracy literacy indicators and validated by two experts. Following expert review, one item was excluded, and the remaining nine items were piloted with 21 second-grade students from a public elementary school in Purwakarta, Indonesia. Item quality was analyzed using ANATES 4.0.5, including item validity, reliability, difficulty level, and discriminating power. Expert validation indicated that nine items were suitable for field testing after revision. Empirical analysis showed that seven items met all psychometric criteria, while two items were excluded because of insufficient validity and discriminating power. The final instrument demonstrated high reliability (r₁₁ = 0.84) and satisfactory item validity (rxy = 0.330–0.818). Item difficulty ranged from medium to very easy, whereas discriminating power ranged from very poor to good. The resulting seven-item instrument is psychometrically acceptable and suitable for assessing second-grade students’ numeracy literacy on fraction concepts. Although the findings provide preliminary evidence of validity and reliability, further validation with larger and more diverse samples is recommended to strengthen the instrument’s generalizability and broader educational applicability.
Project Citizen and Resistance to Independent Waste Villages: A Case-Based Learning Approach in Matesih, Indonesia Peni Kunthi Hermawati; Dewi Gunawati; Muhammad Hendri Nuryadi
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.v18i3.9596

Abstract

Project Citizen can connect Civic Education with authentic public issues by engaging students in evidence-based inquiry and policy problem-solving. This study examined its implementation through a case-based learning approach using community resistance to the Independent Waste Village Program in Matesih, Indonesia, as the central civic issue. A descriptive qualitative case-study design was employed involving senior high school students who participated in classroom discussions, field observations, stakeholder interviews, collaborative analysis, portfolio development, and policy presentations. Data were collected through observations, semi-structured interviews, student learning artefacts, and contextual information from community stakeholders. The data were analyzed thematically through coding, categorization, and comparison across data sources. Students identified several forms of resistance, including non-participation, token compliance, fee avoidance, alternative waste disposal, public skepticism, and uneven participation across neighborhoods. They interpreted these responses as being influenced by service unreliability, economic considerations, limited communication, perceived unfairness, and public distrust. The learning process supported the development of civic knowledge, inquiry, communication, collaboration, evidence-based reasoning, environmental responsibility, empathy, and policy advocacy. The findings indicate that community resistance can serve as a meaningful case for contextual Civic Education because it enables students to examine complex relationships among citizen responsibility, institutional performance, and public trust. However, the study was limited by its single-case qualitative design and the absence of standardized measures of competency development. Future studies should use broader samples, comparative designs, and validated assessment instruments.
Managing Islamic-Characteristic Elementary Schools: A Qualitative Study of School Governance, Curriculum, Teachers, Facilities, and Financing in Serang City Hermansah Hermansah; Fadlullah Fadlullah; Yuyu Yuhana
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.v18i3.10024

Abstract

This study is motivated by the importance of managing Islamic elementary schools as an effort to improve educational quality comprehensively while maintaining strong Islamic values. The research aims to analyze the management dynamics of five Islamic elementary schools in Serang City, focusing on their curriculum, teacher management, facilities and infrastructure, and school financing. A qualitative approach with a grounded research design was employed in this study. The research sites included SD Islam Al-Azhar, SDIT Al-Izzah, SD Persis, SD Islam Tirtayasa, and SD Muhammadiyah Serang City. Data were collected from principals, teachers, and school committee members through interviews, observations, and document analysis, and were subsequently analyzed using the Miles and Huberman model. The findings reveal that all schools integrate Islamic values into curriculum implementation, teacher management, facility administration, and financial management. However, each school demonstrates a distinct institutional identity, reflected in the educational models adopted by SD Islam Al-Azhar, SDIT Al-Izzah, SD Persis, SD Islam Tirtayasa, and SD Muhammadiyah. These differences are evident in curriculum integration patterns, teacher professional development programs, facility management, financing strategies, and school branding. The researcher concludes that school management at SD Islam Al-Azhar, SDIT Al-Izzah, SD Persis, SD Islam Tirtayasa, and SD Muhammadiyah is implemented in a structured, participatory, and collaborative manner, grounded in Islamic values. This research contributes to the development of Islamic educational management studies, particularly in understanding value-based governance of Islamic elementary schools as a foundation for enhancing quality and institutional sustainability.
Moral Character Development through the Integration of Classroom Instruction and Madrasah Culture: A Qualitative Case Study at MI ELPIST Temanggung, Indonesia Kurniyah Kurniyah; Raharjo Raharjo
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.v18i3.9254

Abstract

Moral character education has become increasingly important in Islamic elementary schools amid rapid social and technological change. Although previous studies have examined character education in madrasahs, limited attention has been given to how classroom instruction and madrasah culture operate as an integrated mechanism in private non-pesantren Islamic elementary schools. This study investigates how students' moral character is developed through the integration of learning and madrasah culture at MI ELPIST Temanggung. This study employed a qualitative intrinsic case study conducted over four months. Purposive sampling involved one principal, five teachers, five students, and five parents. Data were collected through observations, semi-structured interviews, and document analysis, and analyzed using the Miles and Huberman interactive model with thematic coding, triangulation, member checking, and an audit trail to ensure trustworthiness. The findings reveal that students' moral character is fostered through the integration of value-oriented classroom instruction, teacher role modelling, religious habituation, supportive madrasah culture, and sustained school–parent collaboration. These interconnected practices create continuous opportunities for students to internalize moral values through both formal learning and everyday educational experiences. The study proposes an integrated instruction–culture mechanism demonstrating that moral character development is strengthened when curriculum implementation, teacher practices, institutional culture, religious routines, and family support operate as a coherent educational ecosystem. This model extends existing literature by explaining how these dimensions interact to facilitate moral internalization in a private non-pesantren Islamic elementary school and provides practical guidance for strengthening character education in similar contexts.
Applying Commognitive Theory in Education: A Systematic Literature Review Zulfah Zulfah; Toto Nusantara; Yusuf Hanafi; Slamet Arifin; Adi Atmoko; Rusdial Marta
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.v18i3.8710

Abstract

The commognitive framework proposed by Sfard has become an influential perspective for examining mathematical thinking as discourse. Although its application in mathematics education has expanded considerably, a comprehensive synthesis of research trends, thematic focus, and bibliometric patterns remains limited. This study systematically reviews the development of commognitive research in education.A systematic literature review following the PRISMA guidelines was conducted. Publications were retrieved from Scopus, Web of Science, ScienceDirect, and Google Scholar using Publish or Perish. After identification, screening, and eligibility assessment, 28 journal articles published between 2018 and 2023 met the inclusion criteria. Data were analyzed through descriptive synthesis and bibliometric visualization using VOSviewer.The findings indicate that Indonesia contributed the largest number of publications on commognitive research, with publication activity peaking in 2022. The reviewed studies primarily involved participants from kindergarten to higher education, including pre-service teachers. Research predominantly explored mathematical discourse, collaborative learning, problem solving, visual mediators, routines, and gender-related issues. Bibliometric analysis revealed interconnected research clusters centered on commognitive framework, discourse, collaborative problem solving, and mathematical communication, reflecting the growing diversification of research themes.The review demonstrates the increasing adoption of the commognitive framework in mathematics education and highlights its diverse applications across educational levels. It also identifies opportunities for future research, particularly in extending commognitive studies beyond mathematics education, employing longitudinal and intervention designs, and strengthening theoretical integration. These findings provide a comprehensive overview of the current state of commognitive research and offer directions for advancing both educational research and classroom practice.
Reconstructing Islamic Guidance and Counseling as an Integrative Framework for the Pancasila Student Profile Hamzah Umasugi; H Tobroni; H. Abdul Hakim Jurumiah; Abdul Halik
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.v18i3.9528

Abstract

Islamic guidance and counselling (IGC) has been widely implemented in Indonesian madrasahs; however, it is often treated as a remedial service rather than an integrated pedagogical framework for character development. This study aims to reconstruct IGC as an empirical-based pedagogical framework to strengthen the Pancasila Student Profile at Madrasah Aliyah Negeri Sanana, Sula Islands. This study employed a qualitative single-case study within an interpretive paradigm. Data were collected through semi-structured interviews with the head of the madrasah, vice principals, a guidance and counselling teacher, and Islamic Religious Education teachers, supported by participant observation and document analysis. Data were analysed using thematic analysis through data reduction, display, conclusion drawing, and verification. Trustworthiness was established through source and method triangulation, member checking, and researcher reflection. The findings reveal that IGC has substantively existed in religious learning, student development programmes, and daily moral supervision but has not yet been institutionalised as a systematic pedagogical framework supported by structured planning, documented procedures, measurable character indicators, and continuous evaluation. IGC is implemented through individual counselling, group guidance, religious habituation, and collaborative mentoring, contributing to students’ religiosity, responsibility, discipline, and social empathy, while independence and critical reasoning remain underdeveloped. Based on these findings, this study reconstructs an empirical-based integrative pedagogical framework linking Islamic values, Islamic Religious Education, spiritual-psychological-social counselling, collaborative mentoring, and character-based evaluation. The framework is proposed as a conceptual reconstruction to support holistic character development aligned with the Pancasila Student Profile and requires further validation across diverse madrasah contexts.
The Effectiveness of Edmodo-Based Blended Learning in Improving Learning Outcomes in Islamic Religious Education among Indonesian High School Students Efri Yunanda; Jasrial Jasrial
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.v18i3.7459

Abstract

The integration of digital technology into education has encouraged the adoption of blended learning to enhance student engagement and academic achievement. However, empirical evidence regarding the effectiveness of Edmodo-based blended learning in Islamic Religious Education and Character Education at the secondary school level remains limited.This study employed a quantitative approach using a quasi-experimental, non-equivalent control group pretest–posttest design. The participants consisted of 34 Grade XI students at SMAN 2 Hiliran Gumanti, Indonesia, selected through purposive sampling. Nineteen students in the experimental group received Edmodo-based blended learning, while 15 students in the control group received conventional instruction. Learning outcomes were measured using a 40-item multiple-choice achievement test. Data were analyzed using descriptive statistics, the Shapiro–Wilk normality test, Levene’s homogeneity test, and an independent-samples t-test.The experimental group achieved a higher mean posttest score (82.89) than the control group (66.00). The independent-samples t-test revealed a statistically significant difference between the two groups (p .05), indicating that the Edmodo-based blended learning model was more effective than conventional instruction in improving students’ learning outcomes.Edmodo-based blended learning provides a flexible and interactive learning environment that enhances students’ academic achievement in Islamic Religious Education and Character Education. Although the findings support the effectiveness of this instructional approach, the study was limited by its small sample size and single-school setting. Future research should involve larger and more diverse samples while examining additional educational outcomes, including learning motivation, self-regulated learning, and digital literacy.
Transforming Islamic Religious Education Learning through 21st-Century Skills: A Systematic Literature Review Muhamad Basyrul Muvid; Alaika Muhamad Bagus Kurnia; Firmansyah Firmansyah; Nanang Lidwan
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.v18i3.9872

Abstract

The transformation of Islamic Religious Education (PAI) has become increasingly important in responding to the demands of 21st-century education, which requires learners to develop critical thinking, creativity, communication, collaboration, and strong moral character. Although previous studies have examined pedagogical innovation, digital technology integration, and character education in PAI, the existing literature remains fragmented, with limited integrative synthesis of these dimensions within Islamic educational contexts. This study aims to synthesize current evidence on the transformation of PAI and develop an integrative conceptual framework that supports the development of 21st-century competencies. A Systematic Literature Review (SLR) based on the PRISMA 2020 guidelines was conducted. Following the identification, screening, eligibility, and inclusion process, 25 peer-reviewed articles published between 2020 and 2025 were selected for qualitative synthesis. The review demonstrates that effective PAI transformation is achieved through the integration of three interrelated dimensions: pedagogical innovation, digital technology, and character education grounded in Islamic values. Rather than functioning independently, these dimensions interact synergistically to create adaptive, student-centered, and contextually relevant learning environments that foster both academic competence and religious character while strengthening students' 21st-century skills. This study contributes by proposing an integrative conceptual framework for PAI transformation aligned with 21st-century competencies. The framework provides a comprehensive synthesis that bridges pedagogy, technology, and Islamic character education, offering theoretical insights and practical guidance for curriculum development and instructional practice in contemporary Islamic education.
Implementation of Inclusive Early Childhood Education Policies by Local Governments: A Comparative Case Study of Pontianak City and Mempawah Regency, Indonesia Asmil Ratna; Diana Diana; Ali Formen
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.v18i3.9603

Abstract

Inclusive Early Childhood Education (ECE) is a key strategy for ensuring equitable educational access for all children, including those with special needs. Although Indonesia has strengthened the regulatory framework for inclusive education, evidence on how local governments implement these policies remains limited. This study examines the implementation of inclusive ECE policies in Pontianak City and Mempawah Regency, Indonesia, and identifies factors contributing to differences in implementation outcomes. A qualitative comparative case study was conducted in two local government contexts. Data were collected through semi-structured interviews with education office officials and school principals, field observations, and document analysis. The data were analyzed using the interactive model of Miles, Huberman, and Saldaña, involving data reduction, data display, and conclusion drawing. Trustworthiness was enhanced through triangulation and member checking. The findings reveal substantial differences in policy implementation between the two regions. Pontianak City demonstrates stronger regulatory frameworks, institutional support, and coordinated implementation mechanisms, resulting in more systematic inclusive ECE practices. In contrast, Mempawah Regency remains at an early implementation stage, where practices depend largely on individual institutional initiatives. Major implementation challenges include limited teacher competencies, inadequate professional support, insufficient inclusive facilities, and monitoring systems focused primarily on administrative compliance. The study demonstrates that effective implementation of inclusive ECE depends not only on regulatory commitment but also on the alignment of institutional capacity, human resources, professional support, and quality-oriented monitoring systems. These findings contribute to the literature on local education governance by explaining how variations in implementation capacity influence equitable and sustainable delivery of inclusive early childhood education.
Digitalization of Self-Development Skills Assessment through the ASSES-ABK Application in Inclusive Schools Mirnawati Mirnawati; Amka Amka; Susanti Dewi Juwita; Najia Rania Alfa; Amanah Amanah
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.v18i3.9944

Abstract

Although digital assessment is increasingly utilized in educational settings, digital instruments specifically designed to assess self-development skills of students with special educational needs in inclusive schools remain limited. This study aimed to develop and conduct an initial validation of the ASSES-ABK application as a digital instrument for assessing self-development skills and supporting the development of Individualized Education Programs (IEPs). The study employed a design-based research (DBR) approach integrated with the ADDIE development framework, encompassing the phases of needs analysis, design, development, implementation, and evaluation. Data were collected through needs assessment, expert validation, teacher and parent perception questionnaires, application log data, and a limited field trial involving five students with special educational needs, five special education teachers/special assistant teachers, five classroom teachers, and five parents from an inclusive school. The application integrates standardized assessment indicators with a 0–4 scoring scale, automated assessment history storage, progress visualization, and digital reporting features. Expert validation results indicated that the prototype was feasible for implementation, with mean scores of 3.60 for content appropriateness, 3.70 for feature relevance, and 3.40 for interface clarity and usability. Descriptive findings from the field trial showed that the average assessment time decreased from 27.4 minutes using manual assessment procedures to 12.6 minutes with ASSES-ABK, representing a reduction of approximately 54.0%. Teachers and parents also reported improved perceptions of assessment consistency, result transparency, and parental involvement following the use of the application. As the field trial was limited to a single school and only five students, the findings should be interpreted as preliminary evidence of practicality rather than broadly generalizable evidence of effectiveness. ASSES-ABK offers a practical digital assessment model that assists teachers in documenting self-development skills more systematically and utilizing assessment data to support IEP development in inclusive school settings.

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