AL-ISHLAH: Jurnal Pendidikan
type: channel
description: Al-Ishlah: Jurnal Pendidikan (P-ISSN 2087-9490; E-ISSN 2597-940X) is a peer-refereed open-access journal which has been established for the dissemination of state of the art knowledge in the field of education. This Journal is published four times in a year (March, June, September, and December) by Lembaga Penelitian dan Pengabdian Kepada Masyarakat, Sekolah Tinggi Agama Islam Hubbulwathan Duri, Riau, Indonesia. It is intended to be the journal for publishing original articles on the latest issues and trends occurring in education curriculum, instruction, learning, policy, and preparation of teachers with the aim to advance our knowledge of education theory and practice. Moreover, this journal also covers the issues concerned with environmental education. All submitted manuscripts will be initially reviewed by editors and are then evaluated by a minimum of two reviewers through the double-blind review process. This is to ensure the quality of the published manuscripts in the journal. Al-Ishlah: Jurnal Pendidikan has been accredited by the Minister of Research and Technology/Head of National Agency for Research and Innovation as an academic journal, No. 200/M/KPT/2020. AL-Ishlah: Jurnal Pendidikan has been indexed in DOAJ, SINTA, MORAREF, IOS, GARUDA, GOOGLE SCHOLAR
publisher: STAI Hubbulwathan Duri
language: en-US
publication name: AL-ISHLAH: Jurnal Pendidikan
issn: 2087-9490
copyright: Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
items: Misconceptions of Project-Based Learning among Indonesian Language Teachers: An Explanatory Sequential Mixed-Methods Study in West Sumatra Senior High Schools
items: Systemic Functional Perspectives on Theme and Rheme in AI-Assisted EFL Writing
items: MOOC-Based Digital Teaching Materials with a Case Method Approach for Improving Students’ Understanding of Hindu–Buddhist Kingdom History
items: Development of RME-Based E-Modules with Ethnomathematics Integration to Improve Graphic to Symbolic Transformation Skills in Junior High School Mathematics
items: Empowering Village Communities through Character Education: The Impact of Student Engagement Programs in Patakbanteng Village
items: Academic Culture and Service Excellence as Predictors of Student Trust: A Case Study at Mandalika University of Education
items: Visual Design Elements for Dyslexia-Friendly Reading Materials: A Systematic Literature Review
items: Enhancing Learning Motivation in Islamic Education through Quizizz: Evidence from a Quasi-Experimental Study
items: Global Competence in International Baccalaureate Programs: A Systematic Review of Empirical Evidence (2010–2025)
items: Bullying in Early Childhood Education: A Systematic Literature Review of Risk Factors, Contexts, and Prevention Strategies
items: Islamic Education Model in Premarital Counseling: A Study at Religious Affairs Offices in Palembang
items: The Impact of E-Learning Practices and Assessment Competency on Academic Performance: A Structural Equation Modeling Approach
items: Implementing Inclusive Education in Urban Indonesian Elementary Schools: Regular Classroom Services and Teachers’ Adaptation Strategies
items: Negotiating Culture and Agency: Toraja Students’ Engagement with AI in English Language Learning
items: Public Participation and Policy Development in Education: A Conceptual Review of Policy Models in Indonesia
items: Optimization of Clinical Learning Supervision Models through the Merdeka Curriculum Program to Improve Teachers’ Pedagogical Content Knowledge
items: Character Values in the Peuratep Tradition in the Era of Modernization: An Ethnographic Study
items: ChatGPT Usage Behavior as a Digital Learning Medium among High School Students in Indonesia
items: Readiness and Challenges of Pancasila Education Teachers in Implementing Digitally-Enhanced Deep Learning: Toward Achieving SDG 4
items: Managing Character Education to Improve Student Achievement: Evidence from Two Islamic Elementary Schools in Indonesia
items: Spiritual Values in Digital English Learning Media: Effects on Teaching Competence and Student Outcomes among Elementary School Teachers
items: Developing Ma’kombongan-Based Democracy Teaching Materials to Enhance University Students’ Political Morality
items: Challenges and Pedagogical Needs in English for Tourism: Preparing Cultural Mediators in Toraja
items: The Tahfidz-Embedded School System (TESS): A Multi-Case Study of Value-Based Qur’anic Curriculum Management in Islamic Boarding Schools
items: Integrating Problem-Based Learning and Instructional Video (PROVIDE) to Enhance Nursing Students’ Critical Thinking, Creativity, and Learning Outcomes in a Health Promotion Course
items: Teaching ʿAqīdah in a Modern Pesantren: Faith Internalization Through Al-Burhān fī Masāʾil al-Īmān Among Upper–Middle Socioeconomic Students
items: Students’ Creative Thinking in Geometry Problem Solving Across Adversity Quotient Levels
items: Enhancing Elementary Students’ Interaction and Cognitive Outcomes through ClassPoint-Integrated PowerPoint in Science Learning
items: Ethnopedagogical Values of Ma’kombongan Kalua’: A Cultural Model for Interreligious Harmony in Toraja
items: Developing a Canva-Based Pocket Book to Enhance Learning Outcomes in Social Studies for Grade V Elementary School Students
items: Project-based Digital Worksheets for Earthquake Disaster Literacy in Indonesian High Schools: Development and Effectiveness
items: Evaluating the Implementation of an IMTAQ-Based School Program Through the Pancasila Student Profile Strengthening Project at a Public Senior High School in Palembang
items: Developing Index Card Match-Based Card Media to Enhance Motivation and Learning Outcomes in Arabic Language Learning
items: Early Childhood Education Teachers’ Readiness in Implementing the Disaster Safe School Guidelines for Disaster Mitigation Education Related to Mount Merapi Eruptions
items: Enhancing Public Speaking Skills through Role-Playing: A Case Study at Riyadlotul Athfal Al-Ghozali Islamic Boarding School
items: Amanah in Tafsir Al-Maraghi: Thematic Analysis and Educational Implications for Islamic Character Education
items: Students’ Perceptions of the Integration of Local Cultural Values in Higher Education: A Quantitative Study in South Sumatra, Indonesia

Misconceptions of Project-Based Learning among Indonesian Language Teachers: An Explanatory Sequential Mixed-Methods Study in West Sumatra Senior High Schools
type: item
description: Many studies have demonstrated the effectiveness of project-based learning (PjBL) in language teaching. However, limited research has examined teachers’ misconceptions during the implementation of this learning model in classroom practice. This present study aims to investigate the levels, types, and parts of PjBL categorized as misconceptions held by Indonesian language teachers in some senior high schools. This explanatory sequential mixed-method design involved 35 teachers who were selected purposively. These teachers taught the Indonesian language subject in some schools in a city in West Sumatra Province, Indonesia. The data were obtained by distributing a set of questionnaires and conducting semi-structured interviews face-to-face. The data were then analyzed quantitatively using descriptive statistics, while the qualitative data were analyzed using the thematic analysis method. The results revealed that many teachers interpreted PjBL as merely assigning project tasks rather than facilitating a structured learning process. Misconceptions were particularly evident in the project planning and reflection stages, where teachers showed limited understanding of how to guide students in inquiry, collaboration, and reflective learning. Interview data further revealed that these misconceptions were related to teachers’ limited conceptual understanding of the core principles and student-centered nature of PjBL. These findings highlight the importance of strengthening teachers’ pedagogical understanding of PjBL and provide empirical insights into how misconceptions may influence the effectiveness of PjBL implementation in language classrooms.
creator: Olin Nita
creator: Nelvia Susmita
creator: Eva Fitriani
creator: Dedi Jasrial
rights: Copyright (c) 2026 Olin Nita, Nelvia Susmita, Eva Fitriani, Dedi Jasrial https://creativecommons.org/licenses/by-nc/4.0
license: https://creativecommons.org/licenses/by-nc/4.0
date: 2026-05-06
publication date: 2026-05-06
volume: 18
number: 2
starting page: 1497
ending page: 1510
doi: 10.35445/alishlah.v18i2.9552

Systemic Functional Perspectives on Theme and Rheme in AI-Assisted EFL Writing
type: item
description: Artificial intelligence-assisted writing tools are increasingly used in EFL classrooms to support idea generation and text production. However, their contribution to discourse-level organization remains underexplored, particularly in relation to Theme–Rheme structures and thematic progression from a Systemic Functional Linguistics perspective.This study employed a qualitative descriptive design to examine Theme–Rheme organization in AI-assisted EFL narrative writing. The data consisted of 31 narrative texts produced by undergraduate English Education students using the Storybird platform. The texts were analyzed clause by clause using Halliday’s Systemic Functional Linguistics framework. Each clause was coded to identify topical, textual, and interpersonal Themes, as well as their role in shaping discourse organization.The analysis identified 520 Themes across the student texts. Topical Themes were dominant, accounting for 438 occurrences, followed by 73 textual Themes and 9 interpersonal Themes. The findings indicate that students mainly relied on unmarked topical Themes and subject–predicate structures to organize their narratives. Although this pattern supported clause-level clarity, the limited use of textual and interpersonal Themes suggests restricted thematic variation and limited control over discourse cohesion, stance, and rhetorical development.The findings show that AI-assisted writing can support idea generation but does not automatically develop students’ discourse-level competence. Students still require explicit instruction in Theme–Rheme organization and thematic progression to produce coherent and rhetorically effective texts. Integrating AI-based writing tools with SFL-informed pedagogy may help EFL learners move beyond grammatical accuracy toward stronger discourse organization.
creator: Atik Rokhayani
creator: Rismiyanto Rismiyanto
creator: Slamet Utomo
creator: Kassymova Gulzhaina Kuralbayevna
creator: Celso P Resueno
rights: Copyright (c) 2026 Atik Rokhayani, Rismiyanto Rismiyanto, Slamet Utomo, Kassymova Gulzhaina Kuralbayevna, Celso P Resueno https://creativecommons.org/licenses/by-nc/4.0
license: https://creativecommons.org/licenses/by-nc/4.0
date: 2026-06-03
publication date: 2026-06-03
volume: 18
number: 2
starting page: 1511
ending page: 1521
doi: 10.35445/alishlah.v18i2.9791

MOOC-Based Digital Teaching Materials with a Case Method Approach for Improving Students’ Understanding of Hindu–Buddhist Kingdom History
type: item
description: Digital teaching materials are increasingly needed to support flexible and interactive history learning in higher education. However, the integration of MOOC-based learning with case method pedagogy remains limited, particularly in topics related to the Hindu–Buddhist Kingdoms in Indonesia. This study employed a research and development design using the ADDIE model, consisting of analysis, design, development, implementation, and evaluation stages. The developed product was a MOOC-based digital teaching material that integrated historical content, visual media, maps, infographics, simulations, and case-based exercises. The implementation involved 33 students from History Education study programs in state universities in the Yogyakarta and Semarang regions. Data were collected through observation, interviews, focus group discussions, documentation, and pretest-posttest assessments. The quantitative data were analyzed using the Shapiro–Wilk normality test and the Wilcoxon Signed-Rank Test. The findings showed an increase in students’ learning outcomes after the intervention. The mean pretest score was 70.00, while the mean posttest score increased to 83.06. The Wilcoxon Signed-Rank Test indicated a statistically significant difference between pretest and posttest scores (p < 0.05), suggesting improved understanding of the Hindu–Buddhist Kingdom material after using the MOOC-based digital teaching materials. The findings indicate that MOOC-based digital teaching materials integrated with the case method have potential as an alternative instructional resource for history learning in higher education. However, this study measured learning outcomes rather than critical thinking or 4C skills directly. Further studies using control groups and validated instruments are needed to examine broader competency development.
creator: Danu Eko Agustinova
creator: A Aman
rights: Copyright (c) 2026 Danu Eko Agustinova, A Aman https://creativecommons.org/licenses/by-nc/4.0
license: https://creativecommons.org/licenses/by-nc/4.0
date: 2026-04-26
publication date: 2026-04-26
volume: 18
number: 2
starting page: 1422
ending page: 1532
doi: 10.35445/alishlah.v18i2.9756

Development of RME-Based E-Modules with Ethnomathematics Integration to Improve Graphic to Symbolic Transformation Skills in Junior High School Mathematics
type: item
description: Students often experience difficulty translating graphic representations into symbolic mathematical forms, indicating the need for learning resources that connect abstract concepts with meaningful contexts. This study aimed to develop an e-module based on Realistic Mathematics Education (RME) integrated with the ethnomathematics of rumah betang to improve students’ ability to transform graphic representations into symbolic representations. This research employed a development design using the ADDIE model, comprising analysis, design, development, implementation, and evaluation. The feasibility of the e-module was evaluated by material and media experts. Its practicality was examined through a small-group trial, while its effectiveness was tested in a large-group implementation using pretest and posttest scores. Expert validation indicated that the e-module was categorized as “very feasible” in terms of material and media quality. The small-group trial showed that the e-module was “practical” for use in mathematics learning. In the large-group trial, students’ average score increased from 63.92 on the pretest to 84.72 on the posttest. The N-gain score was 0.59, indicating a medium improvement, with an effectiveness percentage of 58.81%, categorized as moderate. The findings suggest that the RME-based e-module integrated with rumah betang ethnomathematics is feasible, practical, and moderately effective in supporting students’ representation ability. The e-module can be used by teachers as an innovative culturally contextualized learning medium and by students for independent or collaborative learning. Further studies may examine its effects on other mathematical abilities, such as critical thinking and problem solving.
creator: Alfiani Athma Athma Putri
creator: Abdul Wajid
creator: Ruli Irawan
creator: Usmiyatun Usmiyatun
rights: Copyright (c) 2026 Alfiani Athma Athma Putri, Abdul Wajid, Ruli Irawan, Usmiyatun Usmiyatun https://creativecommons.org/licenses/by-nc/4.0
license: https://creativecommons.org/licenses/by-nc/4.0
date: 2026-04-26
publication date: 2026-04-26
volume: 18
number: 2
starting page: 1533
ending page: 1541
doi: 10.35445/alishlah.v18i2.7546

Empowering Village Communities through Character Education: The Impact of Student Engagement Programs in Patakbanteng Village
type: item
description: Character education in village communities is essential for strengthening social responsibility, cooperation, independence, and moral awareness. However, evidence on how student engagement programs contribute to community-based character formation remains limited. This study examined a student engagement program implemented by the Student Executive Board of Universitas Sains Al-Qur’an in Patakbanteng Village, Wonosobo, Indonesia. A sequential exploratory mixed-method design was used. Qualitative data were collected through observation, interviews, and documentation to identify emerging character values during program activities. These findings informed a post-program questionnaire administered to community participants. Data were analyzed thematically and descriptively using percentage-based categorization. The findings showed that the program was associated with positive character outcomes among participating community members. The highest score was found in responsibility at 91.67%, followed by initiative and creativity at 90.67%, caring and independence at 90.33%, mutual cooperation at 90%, hard work and exemplary behavior at 89.67%, and discipline at 88%. All indicators were categorized as “very good.” Qualitative findings indicated that participatory activities, mentoring, group discussions, and collaborative problem-solving encouraged community members to become more active, disciplined, cooperative, and confident in managing local initiatives. The study suggests that student engagement programs can serve as contextual spaces for character education and community empowerment. Nevertheless, because the quantitative data were collected only after the program, the findings should be interpreted as post-program perceptions and observed tendencies rather than causal evidence of program impact. Future studies should use pre-post measurements, validated instruments, and comparison groups.
creator: Faza Saifulloh
creator: Sri Jumini
creator: insan Mahmud
creator: Adi Suwondo
creator: M Mukromin
creator: F Firdaus
rights: Copyright (c) 2026 Faza Saifulloh, Mila Ariyani, Alfikran Gumohung, Ahmad Tarikul Majid, Sri Jumini, insan Mahmud, Adi Suwondo https://creativecommons.org/licenses/by-nc/4.0
license: https://creativecommons.org/licenses/by-nc/4.0
date: 2026-04-26
publication date: 2026-04-26
volume: 18
number: 2
starting page: 1542
ending page: 1553
doi: 10.35445/alishlah.v18i2.8899

Academic Culture and Service Excellence as Predictors of Student Trust: A Case Study at Mandalika University of Education
type: item
description: Academic culture and service excellence are widely recognized as key determinants of students’ trust, which in turn shapes educational experiences and persistence in higher education. This study investigates their influence on students’ trust at the Mandalika University of Education (UNDIKMA) Mataram during the odd semester of the 2024/2025 academic year.A descriptive verification design with a survey approach was employed. The sample comprised 100 students from the Faculty of Education and Psychology, purposively selected from the 1st, 3rd, 5th, and 7th semesters. Data were analyzed using descriptive statistics, multiple linear regression, correlation analysis, classical assumption tests, and hypothesis testing with SPSS 21.0.The findings indicate that academic culture and service excellence jointly exert a significant positive effect on students’ trust in completing their studies at UNDIKMA. Both variables demonstrate meaningful contributions, confirming their role as predictors of trust.Strengthening academic culture and improving service excellence are critical for fostering students’ trust and sustaining their commitment to academic completion. Continuous institutional efforts involving all academic stakeholders are necessary to enhance these dimensions and maintain student trust across academic years.
creator: Muhamad Suhardi
creator: Zinnurain Zinnurain
rights: Copyright (c) 2026 Muhamad Suhardi, Zinnurain Zinnurain https://creativecommons.org/licenses/by-nc/4.0
license: https://creativecommons.org/licenses/by-nc/4.0
date: 2026-05-03
publication date: 2026-05-03
volume: 18
number: 2
starting page: 1554
ending page: 1564
doi: 10.35445/alishlah.v18i2.7822

Visual Design Elements for Dyslexia-Friendly Reading Materials: A Systematic Literature Review
type: item
description: Dyslexia is a specific learning disorder that affects word recognition, reading fluency, and text comprehension. Although previous systematic reviews have discussed dyslexia-related reading interventions and typographic factors, limited synthesis has integrated typography, layout, color contrast, and illustrations into practical visual design guidelines for children’s reading materials. This study aimed to identify visual design elements that support reading accessibility for children with dyslexia and to formulate evidence-based guidelines for classroom use. A Systematic Literature Review was conducted using the PICO framework and PRISMA protocol. Articles published between 2010 and 2025 were searched in five reputable international academic databases. Studies were included when they examined visual design elements in relation to dyslexia, child readers, readability, reading orientation, visual comfort, or comprehension. Studies were excluded when they were not empirical, did not focus on dyslexia, involved adult participants only, or were unavailable in full text. The quality of eligible studies was appraised using predefined criteria covering relevance, methodological clarity, data validity, and reporting transparency. Twenty-one articles met the inclusion criteria. The most consistent findings indicate that increased font spacing, adequate line spacing, simple layouts, clear text hierarchy, and moderate contrast improve readability, reading orientation, and visual comfort. Color and illustrations showed supportive effects when used selectively and without visual distraction. This review proposes Visual Design Guidelines for Dyslexia-Friendly Reading Materials that can guide teachers, designers, and publishers in preparing worksheets, classroom handouts, textbooks, and digital reading materials. The review also identifies research gaps related to classroom implementation and empirical validation of these design guidelines.
creator: Khalda Rafifah Elma
creator: Ranti Rachmawanti
creator: Runik Machfiroh
rights: Copyright (c) 2026 Khalda Rafifah Elma, Ranti Rachmawanti, Runik Machfiroh https://creativecommons.org/licenses/by-nc/4.0
license: https://creativecommons.org/licenses/by-nc/4.0
date: 2026-05-12
publication date: 2026-05-12
volume: 18
number: 2
starting page: 1565
ending page: 1582
doi: 10.35445/alishlah.v18i2.9416

Enhancing Learning Motivation in Islamic Education through Quizizz: Evidence from a Quasi-Experimental Study
type: item
description: Research on gamified learning in Islamic education remains limited, particularly studies examining the effect of digital learning media on students’ learning motivation. This study investigated whether Quizizz improves students’ motivation in Islamic Education compared with conventional instruction.A quantitative quasi-experimental design with a nonequivalent control group was employed. The participants were 69 tenth-grade students at SMKN 2 Bondowoso, Indonesia, consisting of 34 students in the experimental group and 35 students in the control group. The experimental group learned Islamic Education using Quizizz, while the control group received conventional instruction. Students’ learning motivation was measured using a validated and reliable 20-item questionnaire based on Keller’s ARCS motivation model. Data were analyzed using descriptive statistics, prerequisite tests, an independent-samples t-test, simple linear regression, and Cohen’s d effect size.The experimental group achieved a higher posttest mean score than the control group (M = 83.09, SD = 8.17 vs. M = 64.29, SD = 8.33). The difference was statistically significant, t(67) = −9.47, p < .001, with a very large effect size. Regression analysis also showed that Quizizz had a positive and significant effect on students’ learning motivation, explaining 12.4% of the variance.The findings suggest that Quizizz can enhance students’ learning motivation by creating a more interactive, engaging, and feedback-rich learning environment. Integrating gamified digital media into Islamic Education may support more active and student-centered learning, although further studies with stronger experimental controls and longer intervention periods are recommended.
creator: Fatimatuz Zahro
creator: Agus Fawait
creator: Diah Kartika Sari
rights: Copyright (c) 2026 Fatimatuz Zahro https://creativecommons.org/licenses/by-nc/4.0
license: https://creativecommons.org/licenses/by-nc/4.0
date: 2026-05-21
publication date: 2026-05-21
volume: 18
number: 2
starting page: 1583
ending page: 1593
doi: 10.35445/alishlah.v18i2.9457

Global Competence in International Baccalaureate Programs: A Systematic Review of Empirical Evidence (2010–2025)
type: item
description: Research on the International Baccalaureate (IB) and global competence has expanded; however, prior studies remain fragmented across programme levels and national contexts, and no systematic synthesis has clearly mapped which specific IB components are empirically associated with global competence outcomes and under what contextual conditions, highlighting the need for a systematic literature review. This review addresses two questions: which IB components and practices are associated with global competence development, and how the evidence varies across programme levels and national contexts. A Systematic Literature Review was conducted following PRISMA 2020 guidelines using two databases, Scopus and ERIC, complemented by manual reference searches. A total of 35 studies published between 2010 and 2025 met the inclusion criteria, representing Europe and the United Kingdom (n=9), Australia and New Zealand (n=6), East and Southeast Asia (n=8), multinational contexts (n=7), and five Global South settings. Twenty-four studies were empirical, predominantly qualitative case studies, survey-based quantitative research, and mixed methods, while eleven were conceptual or review-based. Findings suggest that the Learner Profile, inquiry-based pedagogy, Approaches to Learning, and Diploma Programme components such as Theory of Knowledge and Creativity, Activity, Service are generally associated with cognitive, dispositional, and ethical dimensions of global competence. Evidence is strongest at the Diploma Programme level, while the Career-related Programme and lower-income contexts remain under-researched. Variations in outcomes are frequently mediated by school leadership, teacher professional development, and institutional culture. Limitations include English-language restriction and database scope. This review contributes a thematic framework mapping core IB practices to global competence outcomes and outlines a longitudinal and comparative research agenda.
creator: Nada Shofa Lubis
rights: Copyright (c) 2026 Nada Shofa Lubis https://creativecommons.org/licenses/by-nc/4.0
license: https://creativecommons.org/licenses/by-nc/4.0
date: 2026-05-29
publication date: 2026-05-29
volume: 18
number: 2
starting page: 1594
ending page: 1608
doi: 10.35445/alishlah.v18i2.8616

Bullying in Early Childhood Education: A Systematic Literature Review of Risk Factors, Contexts, and Prevention Strategies
type: item
description: Bullying in early childhood has gained increasing attention due to its long-term impact on children’s social, emotional, and psychological development. However, existing reviews largely focus on school-aged populations, resulting in limited synthesis specific to early childhood, inconsistent conceptual definitions, and insufficient evidence on intervention effectiveness. This study aims to synthesize research trends and identify key determinants and intervention strategies related to bullying in early childhood education. A Systematic Literature Review (SLR) was conducted following PRISMA guidelines. A structured search was performed in the Scopus database using the search string: TITLE-ABS-KEY ("bullying" AND ("early childhood" OR preschool OR kindergarten)). An initial broad search identified 32,709 records, which were refined to 798 topic-relevant studies. After applying inclusion criteria (journal articles, English language, open access, Scopus-indexed) and quality appraisal using CASP and MMAT, eight articles were included for qualitative synthesis. The findings indicate that bullying in early childhood is shaped by multi-level factors, including biological predispositions, peer relationship dynamics, parental and teacher perceptions, socioeconomic conditions, and digital environments. Conceptual inconsistencies were identified, with some studies interpreting aggressive behavior as normal developmental conflict, while others emphasize repetition, intentional harm, and power imbalance. Evidence on intervention effectiveness remains limited, although school-based programs show potential. These findings highlight the need for comprehensive, evidence-based prevention strategies. Implications include strengthening teacher training, integrating anti-bullying curricula, and enhancing parent–school collaboration. This review contributes by providing a focused synthesis of early childhood bullying and identifying directions for future research and intervention developme…
creator: Febi Wulandari
creator: Aan Listiana
creator: Rita Mariyana
rights: Copyright (c) 2026 Febi Wulandari https://creativecommons.org/licenses/by-nc/4.0
license: https://creativecommons.org/licenses/by-nc/4.0
date: 2026-05-22
publication date: 2026-05-22
volume: 18
number: 2
starting page: 1609
ending page: 1620
doi: 10.35445/alishlah.v18i2.9763

Islamic Education Model in Premarital Counseling: A Study at Religious Affairs Offices in Palembang
type: item
description: Premarital counseling at Religious Affairs Offices has often been implemented as an administrative and normative program rather than as a structured educational process. This study aims to construct an Islamic education model for premarital counseling at Religious Affairs Offices in Palembang, Indonesia.The study employed an embedded mixed-methods design, with qualitative inquiry as the primary approach and quantitative data as supportive evidence. Data were collected at three Religious Affairs Offices through interviews, participant observation, document analysis, questionnaires, and pretest–posttest measures involving prospective couples and program facilitators. Qualitative data were analyzed through reduction, categorization, triangulation, and thematic interpretation, while quantitative data were examined using descriptive statistics and paired comparison tests.The findings show that Islamic education in premarital counseling is constructed through three interconnected dimensions. The input dimension includes participant characteristics, facilitator competence, curriculum content, and learning facilities. The process dimension involves value-based instruction, dialogic interaction, case-based learning, experiential activities, and contextual use of learning media. The output dimension is reflected in improved participants’ understanding of Islamic marriage principles, stronger attitudes toward responsibility and mutual respect, and practical readiness in communication, conflict management, family finance, reproductive health, and religious commitment.Premarital counseling can function as a strategic site of non-formal Islamic education when it integrates theological values, adult learning principles, and practical family-life competencies. However, its effectiveness requires curriculum renewal, longer instructional duration, systematic post-counseling support, and continuous facilitator capacity-building. The proposed model offers a framework for strengthening …
creator: Sudharmono Sudharmono
creator: Zuhdiyah Zuhdiyah
creator: Yuniar Yuniar
creator: Muhammad Torik
creator: Indah Wigati
rights: Copyright (c) 2026 Sudharmono Sudharmono, Zuhdiyah Zuhdiyah, Yuniar Yuniar, Muhammad Torik https://creativecommons.org/licenses/by-nc/4.0
license: https://creativecommons.org/licenses/by-nc/4.0
date: 2026-05-06
publication date: 2026-05-06
volume: 18
number: 2
starting page: 1621
ending page: 1633
doi: 10.35445/alishlah.v18i2.9695

The Impact of E-Learning Practices and Assessment Competency on Academic Performance: A Structural Equation Modeling Approach
type: item
description: E-learning has become an essential component of higher education, yet its contribution to academic performance depends not only on digital learning practices but also on students’ assessment competency. This study examined the effects of e-learning practices, assessment knowledge, assessment skills, and attitudes toward assessment on undergraduate students’ academic performance. A quantitative correlational survey design was employed involving 440 undergraduate students from four teacher education programs at Pattimura University, Indonesia. Data were collected using a structured questionnaire measuring e-learning practices and three dimensions of assessment competency: knowledge, skills, and attitudes. Students’ academic performance was measured using Grade Point Average (GPA). The data were analyzed using Structural Equation Modeling to evaluate the measurement model and test the hypothesized relationships among variables. The findings showed that e-learning practices had a positive and significant effect on academic performance. Assessment knowledge, assessment skills, and attitudes toward assessment also significantly predicted students’ GPA. The measurement model demonstrated acceptable reliability and convergent validity, indicating that the indicators adequately represented the proposed constructs. The structural model confirmed that both digital learning practices and assessment competency contributed to students’ academic achievement. These findings suggest that effective e-learning implementation should be supported by students’ ability to understand assessment criteria, use feedback, and develop positive attitudes toward assessment. Universities should strengthen digital learning systems while integrating assessment literacy into teaching and learning practices. The study provides empirical evidence for improving technology-supported learning in higher education, particularly in developing contexts where e-learning quality and assessment capacity remain u…
creator: Ferdinand Salaomo Leuwol
creator: Mohammad Amin Lasaiba
rights: Copyright (c) 2026 Ferdinand Salaomo Leuwol, Mohammad Amin Lasaiba https://creativecommons.org/licenses/by-nc/4.0
license: https://creativecommons.org/licenses/by-nc/4.0
date: 2026-05-06
publication date: 2026-05-06
volume: 18
number: 2
starting page: 1634
ending page: 1648
doi: 10.35445/alishlah.v18i2.7560

Implementing Inclusive Education in Urban Indonesian Elementary Schools: Regular Classroom Services and Teachers’ Adaptation Strategies
type: item
description: Inclusive education has been mandated in Indonesia, yet its implementation in regular elementary classrooms remains uneven, particularly in relation to teacher readiness, classroom adaptation, and support for students with special educational needs. This study explored how inclusive education is enacted in urban Indonesian elementary schools and how teachers adapt regular classroom services. A qualitative multiple-case study was conducted in two public elementary schools in Jakarta with official inclusive-school status. Data were collected through four weeks of classroom observation, in-depth interviews with 10 informants, including principals, classroom teachers, special needs teachers, and parents, and analysis of school documents. The data were analyzed using the Miles and Huberman model through data reduction, data display, and conclusion drawing. The findings show that inclusive education was supported by strong institutional commitment from principals and teachers, as reflected in school policies, teacher collaboration, and the development of Individualized Education Programs. However, implementation was constrained by a limited number of special needs teachers, insufficient practical training, and varied understanding of inclusion among school staff. Classroom adaptations were mostly ad-hoc and improvisational, with dominant strategies including content simplification, modified learning objectives, visual support, peer assistance, and basic competency substitution. Inclusive education in regular classrooms requires more than policy compliance. Systematic teacher training, structured collaboration, adequate special education support, and consistent monitoring of adaptation practices are essential to ensure meaningful participation and equitable learning opportunities for all students.
creator: Darini Darini
creator: Ihsana El Khuloqo
creator: Bunyamin Bunyamin
rights: Copyright (c) 2026 Darini Darini, Ihsana El Khuloqo, Ihsana El Khuloqo, Bunyamin Bunyamin, Bunyamin Bunyamin https://creativecommons.org/licenses/by-nc/4.0
license: https://creativecommons.org/licenses/by-nc/4.0
date: 2026-06-05
publication date: 2026-06-05
volume: 18
number: 2
doi: 10.35445/alishlah.v18i2.9314

Negotiating Culture and Agency: Toraja Students’ Engagement with AI in English Language Learning
type: item
description: The increasing use of artificial intelligence (AI) in English language learning has generated growing interest in its pedagogical benefits and sociocultural implications. However, limited attention has been given to how students from local cultural communities interpret and negotiate AI use within their cultural contexts. This study explores how Toraja students engage with AI in English language learning and how such engagement relates to cultural identity and student agency.A qualitative case study design was employed involving nine Toraja undergraduate students with prior experience using AI tools in English learning. Data were collected over eight weeks through student assignment artifacts, semi-structured interviews, learning diaries, and focus group discussions. The data were analyzed using thematic analysis to identify recurring patterns of practice, meaning-making, and cultural negotiation.The findings reveal four major themes. First, AI functioned as a learning partner that supported linguistic development, idea generation, writing organization, revision, and learner confidence. Second, students used AI as a source of global knowledge while recognizing its limited and often superficial representation of Toraja culture. Third, learners actively modified and enriched AI-generated content by adding local knowledge, correcting inaccuracies, and preserving cultural authenticity. Fourth, students expressed ambivalence toward AI, appreciating its efficiency while remaining concerned about dependency, cultural bias, and ethical use.The study shows that AI-mediated language learning is not culturally neutral but shaped by learners’ identities, values, and local knowledge. It highlights the importance of integrating critical AI literacy and culturally responsive pedagogy in English language teaching.
creator: Viktor Siumarlata
creator: Yizrel Nani Sallata
creator: Olim Natalia Tappa
rights: Copyright (c) 2026 Viktor Siumarlata https://creativecommons.org/licenses/by-nc/4.0
license: https://creativecommons.org/licenses/by-nc/4.0
date: 2026-05-30
publication date: 2026-05-30
volume: 18
number: 2
doi: 10.35445/alishlah.v18i2.8974

Public Participation and Policy Development in Education: A Conceptual Review of Policy Models in Indonesia
type: item
description: Public participation is essential in education policy development because it strengthens policy legitimacy, responsiveness, and alignment with real educational needs. In Indonesia, however, education policy is often shaped by technocratic and elite-driven approaches, leaving limited space for meaningful involvement of teachers, parents, schools, and communities. This study aims to review education policy models and examine their relevance for promoting participatory policy development in Indonesia.This study employed a qualitative literature review using books, journal articles, policy documents, and relevant government regulations as data sources. The literature was analyzed through content analysis by identifying, categorizing, and comparing key concepts related to policy formulation, policy analysis, implementation models, and public participation.The review identifies three major categories of education policy models: formulation models, including institutional, elite, rational, incremental, mixed-scanning, strategic, and deliberative models; analysis models, including prospective, retrospective, and integrative models; and implementation models, including top-down and bottom-up approaches. The findings indicate that Indonesian education policy remains strongly influenced by elite, rational, and technocratic orientations, while deliberative and bottom-up mechanisms are still limited.The study suggests that education policy development in Indonesia should shift toward a strategic-deliberative model that positions the public as active policy actors rather than passive beneficiaries. Strengthening public deliberation, institutionalizing participatory forums, and integrating evidence-based analysis with local aspirations are necessary to improve the legitimacy, sustainability, and effectiveness of education policy.
creator: Wahidin Wahidin
rights: Copyright (c) 2026 Wahidin Wahidin https://creativecommons.org/licenses/by-nc/4.0
license: https://creativecommons.org/licenses/by-nc/4.0
date: 2026-06-05
publication date: 2026-06-05
volume: 18
number: 2
doi: 10.35445/alishlah.v18i2.7509

Optimization of Clinical Learning Supervision Models through the Merdeka Curriculum Program to Improve Teachers’ Pedagogical Content Knowledge
type: item
description: Effective supervision aligned with the Merdeka Curriculum is needed to strengthen teachers’ Pedagogical Content Knowledge (PCK), particularly in integrating subject-matter understanding with appropriate pedagogical strategies. This study examined the effectiveness of an optimized clinical instructional supervision model in improving Islamic Religious Education teachers’ PCK. The study employed a quantitative one-group pre-test–post-test design supported by interview data. Participants were selected through purposive sampling and included teachers, school principals, and supervisors. Data were collected using a PCK mastery test and semi-structured interviews. Instrument validity was assessed using Aiken’s V, while reliability was measured using Cronbach’s alpha. Quantitative data were analyzed using descriptive statistics, N-gain, and a paired-sample t-test, while interview data were analyzed through reduction, display, and conclusion drawing. The findings showed an increase in teachers’ mean PCK score from 61.85 in the pre-test to 79.40 in the post-test. The N-gain score was 0.46, indicating a moderate improvement. The paired-sample t-test showed a significant difference after the intervention, suggesting that the optimized clinical supervision model contributed to improved PCK. Interview findings further indicated that supervision supported teacher reflection, feedback, and the integration of content knowledge with student-centered pedagogy. The optimized clinical instructional supervision model can support teacher professional development under the Merdeka Curriculum. However, effective implementation requires stronger supervisor competence and deeper understanding of curriculum principles. Future studies should use comparison groups, larger samples, and longitudinal designs.
creator: Sapruni Sapruni
creator: Hery Noer Aly
creator: Imam Mahdi
creator: Ali Akbar Jono
creator: Bagus Endri Yanto
rights: Copyright (c) 2026 Sapruni Sapruni, Hery Noer Aly, Zubaedi Zubaedi, Ali Akbar Jono, Bagus Endri Yanto https://creativecommons.org/licenses/by-nc/4.0
license: https://creativecommons.org/licenses/by-nc/4.0
date: 2026-06-05
publication date: 2026-06-05
volume: 18
number: 2
doi: 10.35445/alishlah.v18i2.9380

Character Values in the Peuratep Tradition in the Era of Modernization: An Ethnographic Study
type: item
description: The peuratep tradition is a form of Acehnese local wisdom practiced through the chanting of Islamic verses, advice, prayers, and traditional lyrics while lulling children to sleep. Although this tradition has long functioned as a family-based medium for transmitting moral and religious values, modernization and the increasing use of digital devices have reduced its practice in family life. This study examines the character values embedded in the peuratep tradition and how their transmission changes in the modernization era. This study employed a qualitative ethnographic approach in Pulo Rungkom Village, Dewantara District, North Aceh Regency. Data were collected through participant observation, structured and in-depth interviews, and documentation involving elementary school students, teachers, the principal, parents, and traditional community figures. The data were analyzed through data reduction, value categorization, thematic interpretation, and conclusion drawing.The findings show that the peuratep tradition contains three dominant character values: religiosity, social care, and love for the homeland. These values are transmitted through religious chants, moral advice, expressions of affection, prayers, and culturally meaningful verses. However, modernization has shifted bedtime routines from oral family interaction to the use of smartphones and television, reducing children’s direct exposure to the tradition.The peuratep tradition remains relevant as an informal character education medium because it combines emotional closeness, cultural identity, and moral habituation. Its revitalization requires collaboration among families, schools, and communities through parenting programs, local-content learning, and culturally adaptive educational activities.
creator: Rully Mauliza
creator: Silvi Listia Dewi
creator: Yulia Santi
rights: Copyright (c) 2026 Rully Mauliza, Silvi Listia Dewi, Yulia Santi https://creativecommons.org/licenses/by-nc/4.0
license: https://creativecommons.org/licenses/by-nc/4.0
date: 2026-06-05
publication date: 2026-06-05
volume: 18
number: 2
doi: 10.35445/alishlah.v18i2.9381

ChatGPT Usage Behavior as a Digital Learning Medium among High School Students in Indonesia
type: item
description: The growing use of ChatGPT in secondary education has raised concerns about students’ academic dependency, digital ethics, and critical learning behavior. However, empirical studies examining ChatGPT usage among Indonesian high school students remain limited.This study employed a quantitative descriptive-correlational design involving 120 high school students from four schools in Ambon City, Indonesia. Data were collected using a 15-item Likert-scale questionnaire measuring ChatGPT usage behavior. The instrument assessed four dimensions: usage intensity, academic dependency, ethical attitude, and perceived impact. Reliability was examined using Cronbach’s alpha, while exploratory factor analysis and Spearman’s rank correlation were used to evaluate the structure and relationships among indicators.The questionnaire demonstrated high internal consistency, with a Cronbach’s alpha of 0.932. Exploratory factor analysis indicated a four-factor structure comprising usage intensity, academic dependency, ethical attitude, and impact of use, explaining 64.408% of the total variance. Spearman correlation analysis showed positive relationships among most indicators, ranging from very weak to strong. Strong associations were observed between reliance on ChatGPT and reduced learning effort, as well as between academic dependency and perceived weakening of critical reasoning.These findings suggest that ChatGPT use among high school students is not merely a technological learning practice but is also associated with academic independence, ethical awareness, and critical thinking. Since this study used a correlational design, the findings should not be interpreted causally. Schools should strengthen AI literacy, digital ethics education, and teacher-guided use of generative AI in learning.
creator: Marlyen Sharly Sapulette
creator: Titus Gaite
creator: Susi Anita Patmawati
creator: Jumiati Tuharea
rights: Copyright (c) 2026 Marlyen Sharly Sapulette https://creativecommons.org/licenses/by-nc/4.0
license: https://creativecommons.org/licenses/by-nc/4.0
date: 2026-06-01
publication date: 2026-06-01
volume: 18
number: 2
doi: 10.35445/alishlah.v18i2.9742

Readiness and Challenges of Pancasila Education Teachers in Implementing Digitally-Enhanced Deep Learning: Toward Achieving SDG 4
type: item
description: Digitally enhanced deep learning has potential to strengthen Pancasila Education by promoting critical reflection, collaboration, and value-based action while supporting Sustainable Development Goal 4 (SDG 4) on quality education. This study examined the readiness and challenges of junior high school Pancasila Education teachers in implementing digitally enhanced deep learning in Magetan Regency, Indonesia.A qualitative descriptive case study was conducted from June to August 2025 involving 26 Pancasila Education teachers selected through purposive sampling from the subject-teacher association. Data were collected through in-depth interviews, structured observations, and documentation. The data were analyzed through reduction, thematic presentation, and conclusion drawing, with triangulation used to strengthen credibility.The findings indicate that teachers showed relatively high readiness in facilitating student collaboration (88.4%), encouraging student participation (84.6%), using digital technology (80.7%), and promoting critical and analytical thinking (80.7%). Moderate readiness was found in the use of reflective questions (76.9%) and case-based learning (73.0%). The lowest readiness appeared in project-based assessment (65.3%). Key challenges included limited digital pedagogical training, inadequate infrastructure and internet access, limited experience in designing authentic assessment rubrics, time constraints, administrative workload, and low student motivation.The study suggests that digitally enhanced deep learning can support more inclusive, meaningful, and student-centered Pancasila Education when accompanied by systematic teacher development. Strengthening teachers’ competence in authentic assessment, digital pedagogy, learning management systems, and technology-supported formative feedback is essential for improving implementation quality and advancing SDG 4.
creator: Rima Vien Permata Hartanto
creator: Muhammad Hendri Nuryadi
creator: Petriscia Kusuma Wardani
creator: Pipit Widiatmaka
rights: Copyright (c) 2026 Rima Vien Permata Hartanto, Muhammad Hendri Nuryadi, Petriscia Kusuma Wardani, Pipit Widiatmaka https://creativecommons.org/licenses/by-nc/4.0
license: https://creativecommons.org/licenses/by-nc/4.0
date: 2026-06-04
publication date: 2026-06-04
volume: 18
number: 2
doi: 10.35445/alishlah.v18i2.8942

Managing Character Education to Improve Student Achievement: Evidence from Two Islamic Elementary Schools in Indonesia
type: item
description: Character education management is essential for Islamic elementary schools because it supports the development of students’ religious values, discipline, responsibility, and academic achievement. This study aims to examine how character education is managed to improve student achievement in two Islamic elementary schools in Malang City, Indonesia.This study employed a qualitative approach with a multi-site case study design at MIN 1 Malang City and MIN 2 Malang City. The research sites were selected purposively because both madrasahs have established flagship character education programs and consistent academic and non-academic achievements. Data were collected through in-depth interviews, participatory observation, and document analysis involving school principals, vice principals, teachers, homeroom teachers, school committee members, parents, and students. The data were analyzed using data condensation, data display, and conclusion drawing. Data validity was ensured through source and technique triangulation.The findings show that character education management in both madrasahs is implemented through four main functions: planning, organizing, implementation, and evaluation. MIN 1 Malang City applies the PAKUBUMI program, which emphasizes moral development, worship habituation, and Islamic culture. MIN 2 Malang City implements the Smart, Religious, and Fun program through the Panca Bina framework, which strengthens spirituality, creativity, discipline, and student confidence. Both programs contribute to improved learning discipline, religious habits, motivation, and academic and non-academic achievement.The study proposes the MPC Model—Integrated Character Formation Management—as a holistic framework for managing character education in Islamic elementary schools. The model highlights the importance of systematic management, teacher role modeling, habituation, parental involvement, and evidence-based evaluation in strengthening student character and achievement.
creator: Abd. Halim
creator: Nur Ali
creator: Moh. Padil
creator: Suci Hidayati
rights: Copyright (c) 2026 Abd. Halim, Nur Ali, Moh. Padil, Suci Hidayati https://creativecommons.org/licenses/by-nc/4.0
license: https://creativecommons.org/licenses/by-nc/4.0
date: 2026-06-03
publication date: 2026-06-03
volume: 18
number: 2
doi: 10.35445/alishlah.v18i2.9086

Spiritual Values in Digital English Learning Media: Effects on Teaching Competence and Student Outcomes among Elementary School Teachers
type: item
description: The integration of spiritual values into digital English learning media offers a potential approach to strengthening teacher professionalism and improving student-related learning outcomes. However, empirical evidence explaining how spiritual values affect teaching competence and student outcomes in technology-supported elementary English instruction remains limited. This study employed a quantitative cross-sectional survey design involving 150 elementary school teachers in Tangerang Regency, Indonesia. Data were collected using a structured 5-point Likert-scale questionnaire measuring Spiritual Value, Teaching Competence, and Teacher-Perceived Student Outcomes. The data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS 4 to evaluate the measurement model, structural relationships, and mediating effect. The measurement model demonstrated satisfactory validity and reliability, with outer loadings above 0.70, AVE values above 0.50, composite reliability values above 0.90, and HTMT values below 0.90. The structural model showed that Spiritual Value significantly influenced Teaching Competence (β = 0.592, p < 0.001) and Teacher-Perceived Student Outcomes (β = 0.179, p = 0.036). Teaching Competence also had a strong positive effect on Teacher-Perceived Student Outcomes (β = 0.724, p < 0.001). Mediation analysis confirmed that Teaching Competence significantly mediated the relationship between Spiritual Value and Teacher-Perceived Student Outcomes (β = 0.428, p < 0.001). The findings suggest that spiritual values contribute to student-related outcomes primarily by enhancing teachers’ instructional competence. This study extends the TPACK framework by emphasizing the role of value-based and ethical dimensions in digital English teaching. It also highlights the need for teacher development programs that integrate pedagogical, technological, and spiritual dimensions.
creator: Ishak Ishak
creator: Desri Arwen
creator: Euis Yanah Mulyanah
rights: Copyright (c) 2026 Ishak Ishak, Arwen Desri, Euis Yanah Mulyanah https://creativecommons.org/licenses/by-nc/4.0
license: https://creativecommons.org/licenses/by-nc/4.0
date: 2026-06-03
publication date: 2026-06-03
volume: 18
number: 2
doi: 10.35445/alishlah.v18i2.9940

Developing Ma’kombongan-Based Democracy Teaching Materials to Enhance University Students’ Political Morality
type: item
description: Democracy education in higher education should develop not only students’ civic knowledge but also their political morality. However, democracy teaching materials often remain theoretical and are insufficiently connected to students’ sociocultural contexts. This study developed Ma’kombongan-based democracy teaching materials to support the political morality of university students in the Torajan context. This study employed a research and development design using the ADDIE model. The participants were 30 undergraduate students enrolled in a Civic Education course at UKI Toraja. Data were collected through needs-analysis questionnaires, expert validation sheets, practicality questionnaires, observation, interviews, and a political morality scale covering social responsibility, honesty and integrity, concern for public issues, and participation in democratic discussions. Data were analyzed using descriptive statistics and a paired-samples t test. The teaching materials received an expert validation mean score of 4.66, indicating a high level of validity, and a practicality mean score of 4.55, indicating that the materials were very practical for classroom use. Students’ political morality mean score increased from 3.05 in the pretest to 4.21 in the posttest. The paired-samples t test showed a significant difference between pretest and posttest scores, t(29) = 10.45, p < .001, with a large effect size. The findings suggest that Ma’kombongan-based democracy teaching materials have the potential to support students’ political morality by connecting democratic concepts with local cultural values. Because this study used a one-group pretest–posttest design, the results should be interpreted as preliminary evidence. Future studies should involve control groups, larger samples, and longer interventions.
creator: Roberto Salu Situru
creator: Theresyam Kabanga
creator: Yulianus Marappa
rights: Copyright (c) 2026 Roberto Salu Situru https://creativecommons.org/licenses/by-nc/4.0
license: https://creativecommons.org/licenses/by-nc/4.0
date: 2026-06-01
publication date: 2026-06-01
volume: 18
number: 2
doi: 10.35445/alishlah.v18i2.8973

Challenges and Pedagogical Needs in English for Tourism: Preparing Cultural Mediators in Toraja
type: item
description: English for Tourism requires learners to communicate not only linguistic information but also culturally embedded meanings. In heritage tourism contexts such as Toraja, students are expected to explain local traditions, respond to tourists’ spontaneous questions, and mediate cultural understanding. This study explores the linguistic, communicative, and intercultural challenges faced by English for Tourism students in Toraja and identifies their pedagogical needs. A qualitative descriptive needs analysis was conducted over eight weeks during field-based tourism learning activities. Data were collected through semi-structured interviews with three English for Tourism students and one professional tourist guide, reflective journals from nine students, and field observation notes. The data were analyzed using Braun and Clarke’s thematic analysis framework to identify recurring patterns related to language use, intercultural interaction, and cultural explanation. Four major themes emerged. First, students experienced linguistic difficulties in explaining culturally specific Toraja concepts, particularly terms and rituals without direct English equivalents. Second, they faced communicative demands in spontaneous interactions, including accent comprehension, anxiety, discourse organization, and pragmatic adaptation. Third, students needed stronger cultural mediation skills to explain symbolic meanings and sensitive traditions accurately. Fourth, participants emphasized the need for experiential, culture-based learning, including field practice, guiding simulations, model scripts, and exposure to diverse English accents. The findings indicate that English for Tourism competence in Toraja extends beyond general English proficiency. Students need integrated training in language, intercultural communication, cultural interpretation, and experiential practice. The study recommends locally grounded and ICC-informed curricula that prepare students to act as cultural mediators in …
creator: Yizrel Nani Sallata
creator: Viktor Siumarlata
rights: Copyright (c) 2026 Yizrel Nani Sallata https://creativecommons.org/licenses/by-nc/4.0
license: https://creativecommons.org/licenses/by-nc/4.0
date: 2026-05-30
publication date: 2026-05-30
volume: 18
number: 2
doi: 10.35445/alishlah.v18i2.8975

The Tahfidz-Embedded School System (TESS): A Multi-Case Study of Value-Based Qur’anic Curriculum Management in Islamic Boarding Schools
type: item
description: Tahfidz-based secondary schools in pesantren contexts often face managerial fragmentation between the national curriculum and Qur’anic memorization programs. This study examines how formal curricula and Tahfidz al-Qur’an education are institutionally managed and integrated in pesantren-based secondary schools.A qualitative multi-case study was conducted at SMA Unggulan Harapan Ummat Mojokerto and MA Islam Terpadu Darul Fikri Sidoarjo, East Java, Indonesia. The sites were selected using a maximum variation strategy to compare school-dominant and pesantren-centered governance models. Data were collected over six months through 28 semi-structured interviews with 27 participants, participant observation, and document analysis. Cross-case thematic analysis was conducted through open, axial, and selective coding, supported by NVivo 12. Trustworthiness was ensured through triangulation, member checking, intercoder reliability, peer debriefing, audit trails, and reflexive documentation.The findings reveal two interconnected integration pathways. The adaptive–operational pathway emphasizes schedule synchronization, differentiated memorization tracks, teacher coordination, supervision, and performance monitoring. The normative–epistemological pathway embeds Qur’anic values, ta’dib, spiritual formation, and institutional vision into curriculum objectives, implementation, and evaluation. These pathways differ according to leadership orientation and governance structure.The study formulates the Tahfidz-Embedded School System (TESS), a value-based curriculum management model that positions Qur’anic memorization as the organizing core of planning, organization, implementation, supervision, and evaluation. TESS contributes to Islamic education management by reconceptualizing curriculum integration as a managerial and epistemological system rather than merely instructional coordination.
creator: Ahmad Mubarok
creator: Agus Maimun
creator: Samsul Hady
creator: Hufron Hufron
rights: Copyright (c) 2026 Ahmad Mubarok, Agus Maimun, Samsul Hady, Hufron Hufron https://creativecommons.org/licenses/by-nc/4.0
license: https://creativecommons.org/licenses/by-nc/4.0
date: 2026-06-03
publication date: 2026-06-03
volume: 18
number: 2
doi: 10.35445/alishlah.v18i2.9591

Integrating Problem-Based Learning and Instructional Video (PROVIDE) to Enhance Nursing Students’ Critical Thinking, Creativity, and Learning Outcomes in a Health Promotion Course
type: item
description: Nursing education requires learning models that develop critical thinking, creativity, and practical competence. This study examined the effectiveness of the PROVIDE model, which integrates problem-based learning and instructional video, in a health promotion course. A quasi-experimental pretest–posttest control group design was used with 60 third-semester nursing students at ITSK RS dr. Soepraoen Malang. Students were allocated into an experimental group taught using the PROVIDE model and a control group taught through traditional lecture-based instruction. The intervention lasted eight weeks, with 90-minute sessions each week. Critical thinking was measured using an adapted California Critical Thinking Skills Test, creativity was assessed using a Torrance-based rubric, and learning outcomes were evaluated across cognitive, affective, and psychomotor domains. Data were analyzed using descriptive statistics, paired sample t-tests, ANCOVA, and effect size calculations. The experimental group showed significant improvements in critical thinking, creativity, and learning outcomes after the intervention. Gains were observed in analysis, evaluation, inference, fluency, flexibility, originality, elaboration, and cognitive, affective, and psychomotor performance. The reported effect sizes indicated a strong educational impact of the PROVIDE model. The findings suggest that integrating problem-based learning with instructional video can create an active, engaging, and practice-oriented learning environment for nursing students. The PROVIDE model may serve as an effective pedagogical strategy for strengthening higher-order thinking and health-promotion competencies. Future studies should involve larger samples, multiple institutions, and longer follow-up periods.
creator: Juliati Koesrini
rights: Copyright (c) 2026 Juliati Koesrini https://creativecommons.org/licenses/by-nc/4.0
license: https://creativecommons.org/licenses/by-nc/4.0
date: 2026-06-05
publication date: 2026-06-05
volume: 18
number: 2
doi: 10.35445/alishlah.v18i2.8708

Teaching ʿAqīdah in a Modern Pesantren: Faith Internalization Through Al-Burhān fī Masāʾil al-Īmān Among Upper–Middle Socioeconomic Students
type: item
description: Although ʿaqīdah (Islamic creed) education in Islamic boarding school (pesantren) has been widely studied, the process of faith internalization among students in modern pesantren from upper–middle socioeconomic backgrounds, particularly through textbook-based instruction, has received limited empirical attention. This study aims to investigate the role of teaching Kitāb al-Burhān fī Masāʾil al-Īmān in supporting the internalization of ʿaqīdah at Bina Anak Sholeh (BIAS) Modern Boarding School, Yogyakarta. This study employs qualitative case study design. Participants consisted of one teacher and four students. Data were collected through semi-structured interviews, learning observations, and document analysis, and were thematically analyzed to identify patterns and stages of ʿaqīdah internalization. The findings reveal that ʿaqīdah instruction is oriented toward three main focuses: positioning faith as a life orientation, cultivating spiritual and moral awareness, and strengthening students’ personal conviction. The internalization process occurs progressively, beginning with initial knowledge of ʿaqīdah, followed by understanding basic concepts of tawḥīd, recognizing the dimensions of ulūhiyyah, rubūbiyyah, and asmāʾ wa ṣifāt, linking faith with moral attitudes and social realities, and culminating in the ability to apply tawḥīd values in contemporary life contexts. These findings suggest the importance of a sequenced ʿaqīdah curriculum, dialogic and reflective pedagogical practices, and learning outcomes that integrate faith understanding with students’ lived experiences in modern pesantren settings.
creator: Sopian Kamil Muttaqin
creator: Muhammad Rifaldi
creator: Gumilang Eka Fadhyla
creator: Naufal Hidayatullah
creator: Fuzna Amalena Mayadinal 'Amal
creator: Ariq Rifqi Musthofa
rights: Copyright (c) 2026 Sopian Kamil Muttaqin https://creativecommons.org/licenses/by-nc/4.0
license: https://creativecommons.org/licenses/by-nc/4.0
date: 2026-06-01
publication date: 2026-06-01
volume: 18
number: 2
doi: 10.35445/alishlah.v18i2.9250

Students’ Creative Thinking in Geometry Problem Solving Across Adversity Quotient Levels
type: item
description: Creative thinking is essential in geometry problem solving because students are required to generate ideas, use varied strategies, elaborate reasoning, and produce original solutions. However, students’ creativity may be influenced not only by cognitive ability but also by non-cognitive factors such as Adversity Quotient (AQ). This study analyzes students’ creative thinking in solving geometry problems across three AQ levels: Climber, Camper, and Quitter. This study employed a qualitative case study design involving three students selected purposively based on AQ categories. AQ levels were identified using a questionnaire adapted from Stoltz’s framework. Data were collected through open-ended geometry problem-solving tasks and semi-structured interviews. Students’ responses were analyzed using creative thinking indicators: fluency, flexibility, originality, and elaboration. Data analysis followed the Miles and Huberman interactive model, supported by thematic coding. The findings show clear differences across AQ levels. The high-AQ student demonstrated integrated creative thinking through multiple relevant ideas, varied strategies, detailed reasoning, and persistence in verifying solutions. The moderate-AQ student showed partial creative thinking, relying mainly on familiar procedures with limited flexibility and elaboration. The low-AQ student displayed minimal creative engagement, difficulty initiating problem solving, lack of alternative strategies, and low persistence when facing challenges. The study indicates that AQ shapes both persistence and the quality of students’ creative thinking in geometry problem solving. Creative thinking should therefore be understood as an interaction between cognitive processes and affective resilience. Mathematics instruction should integrate open-ended tasks, reflective questioning, scaffolding, and supportive learning environments to foster both creativity and resilience.
creator: Athrieana Badi
creator: Sonny Yalti Duma
creator: Hersiyati Palayukan
creator: Suri Toding Lembang
rights: Copyright (c) 2026 Athrieana Badi https://creativecommons.org/licenses/by-nc/4.0
license: https://creativecommons.org/licenses/by-nc/4.0
date: 2026-05-30
publication date: 2026-05-30
volume: 18
number: 2
doi: 10.35445/alishlah.v18i2.8984

Enhancing Elementary Students’ Interaction and Cognitive Outcomes through ClassPoint-Integrated PowerPoint in Science Learning
type: item
description: Interactive digital media are increasingly used in elementary science learning, yet limited studies have measured learning interaction as a multidimensional construct in the use of real-time presentation tools. This study developed and evaluated ClassPoint-based interactive PowerPoint learning media to improve learning interaction and cognitive outcomes on Earth’s rotation and revolution among sixth-grade students.A Research and Development design was employed using the ADDIE model. The study involved eighteen sixth-grade students at SDN Sumber, Ngawi Regency, East Java, Indonesia. Data were collected through observation, questionnaires, interviews, documentation, and pre-test–post-test assessments. The instruments were validated by experts and tested for reliability. The data were analyzed using appropriate non-parametric statistical procedures.The developed media received strong expert validation and demonstrated high instrument reliability. After implementation, students showed significant improvements in learning interaction and cognitive learning outcomes. The interaction construct covered verbal participation, behavioral engagement, emotional involvement, and peer collaboration, enabling a comprehensive assessment of classroom engagement during the learning process.The findings indicate that ClassPoint-based interactive PowerPoint media can support student-centered elementary science learning by promoting active participation and strengthening conceptual understanding. The study contributes to technology-enhanced primary education by integrating real-time interactive presentation features with a measurable multidimensional interaction framework. These results offer practical implications for teachers seeking to design engaging, interactive, and conceptually meaningful science instruction in elementary classrooms.
creator: Sutiani Sutiani
creator: Jeffry Handhika
creator: Ivayuni Listiani
rights: Copyright (c) 2026 Sutiani Sutiani, Jeffry Handhika https://creativecommons.org/licenses/by-nc/4.0
license: https://creativecommons.org/licenses/by-nc/4.0
date: 2026-05-08
publication date: 2026-05-08
volume: 18
number: 2
doi: 10.35445/alishlah.v18i2.9484

Ethnopedagogical Values of Ma’kombongan Kalua’: A Cultural Model for Interreligious Harmony in Toraja
type: item
description: Interreligious harmony remains a critical issue in plural societies where religious diversity intersects with strong local cultural traditions. In Toraja society, Ma’kombongan Kalua’ represents an indigenous communal practice that may function as a cultural space for moral learning, social integration, and peaceful coexistence. This study employed a qualitative ethnographic approach in selected communities in North Toraja, South Sulawesi. Data were collected through participant observation, semi-structured interviews, and document analysis involving traditional leaders, community elders, religious figures, teachers, and youth representatives. The data were analyzed thematically through open, axial, and selective coding, supported by triangulation and member checking. The findings show that Ma’kombongan Kalua’ contains key ethnopedagogical values, including mutual respect, collective responsibility, deliberation, solidarity, cooperation, humility, and inclusive participation. These values are transmitted through communal preparation, shared ritual responsibilities, intergenerational interaction, cultural narratives, and collective decision-making. The ritual also enables Protestant, Catholic, and Muslim community members to participate in shared cultural practices without diminishing their religious identities. Such participation strengthens trust, reduces social distance, and reinforces a shared Toraja identity. Ma’kombongan Kalua’ functions as a living ethnopedagogical space that promotes interreligious harmony through embodied cultural learning rather than formal religious dialogue alone. The study suggests that its values can be integrated into character education, multicultural education, local curriculum, and community-based peace education. However, sustaining this tradition requires stronger youth involvement, cultural documentation, and collaboration among families, schools, and community leaders.
creator: Hans Lura
creator: Suri Toding Lembang
creator: Yehezkiel Yehezkiel
creator: Armiati Armiati
creator: Roni La'biran
rights: Copyright (c) 2026 Hans Lura https://creativecommons.org/licenses/by-nc/4.0
license: https://creativecommons.org/licenses/by-nc/4.0
date: 2026-05-30
publication date: 2026-05-30
volume: 18
number: 2
doi: 10.35445/alishlah.v18i2.8992

Developing a Canva-Based Pocket Book to Enhance Learning Outcomes in Social Studies for Grade V Elementary School Students
type: item
description: Social Studies learning in elementary schools often requires visual and concise instructional media to help students understand abstract geographical concepts. This study developed a Canva-based pocket book for Grade V students on Indonesia’s geographical conditions. This study employed a Research and Development design using the ADDIE model, consisting of analysis, design, development, implementation, and evaluation stages. The participants were Grade V students at SDN Purwoyoso 02, comprising six students in a small-scale trial and 16 students in a large-scale trial. Data were collected through expert validation sheets, teacher and student response questionnaires, and pre-test and post-test instruments. Data were analyzed using percentage scores for validity and practicality, while effectiveness was measured using the N-Gain formula. The validation results showed that the Canva-based pocket book was highly valid, with scores of 95% from the media expert and 93% from the material expert. Practicality results also indicated a very practical category, with student response scores of 87% in the small-scale trial and 90% in the large-scale trial, while the teacher response reached 99%. The effectiveness test showed improved learning outcomes, with N-Gain scores of 72% in the small-scale trial and 77% in the large-scale trial. These findings indicate that the Canva-based pocket book is valid, practical, and potentially effective for supporting Grade V Social Studies learning. Its concise content and visual design may help students understand Indonesia’s geographical conditions more clearly. However, broader trials with larger samples are needed to strengthen the evidence of effectiveness.
creator: Ayu Indah Puspitarini
creator: Akhmad Junaedi
rights: Copyright (c) 2026 Ayu Indah Puspitarini, Akhmad Junaedi https://creativecommons.org/licenses/by-nc/4.0
license: https://creativecommons.org/licenses/by-nc/4.0
date: 2026-05-29
publication date: 2026-05-29
volume: 18
number: 2
doi: 10.35445/alishlah.v18i2.7392

Project-based Digital Worksheets for Earthquake Disaster Literacy in Indonesian High Schools: Development and Effectiveness
type: item
description: Indonesia, particularly the Aceh region, is highly susceptible to geological disasters, highlighting the critical need to strengthen disaster literacy among secondary school students. However, disaster education in schools remains limited and is predominantly delivered through conventional materials that lack contextual relevance and interactivity. This study develops and evaluates the effectiveness of Project-Based Learning e-worksheets for enhancing earthquake disaster literacy among high school students, with a focus on knowledge, attitudes, and skills. The research utilizes the ADDIE development model and a quasi-experimental pretest–posttest control group design. The sample consists of 66 students from the Science Club extracurricular activity at Labschool USK Banda Aceh High School, with an experimental group from grade X (n=35) and a control group from grade XI (n=31). To account for potential initial ability differences due to grade level, data analysis employed Analysis of Covariance (ANCOVA) with pretest scores as covariates. The results indicate that PjBL-based digital worksheets are significantly more effective than guided inquiry worksheets in improving disaster literacy. Large effect sizes were observed for knowledge (F=375.526; p<0.005; η²=0.856) and attitude (F=277.399; p<0.005; η²=0.815), and the experimental group achieved significantly higher skill scores according to the Independent Samples t-test (t=22.431; p<0.001). Expert validation and feedback from teachers and students confirmed the high validity and practicality of the developed product. These findings suggest that integrating PjBL into digital worksheet formats promotes active student engagement through contextual disaster projects, thereby enhancing conceptual understanding, fostering preparedness attitudes, and developing practical disaster mitigation skills. Therefore, PjBL-based digital worksheets constitute an effective and applicable medium for supporting earthquake disaster educati…
creator: Maya Rizky
creator: Rini Safitri
creator: Susilawati Susilawati
creator: Muhammad Syukri
creator: Andi Ulfa Tenri Pada
creator: Zuchra Ulfa
creator: Aznidar Aznidar
rights: Copyright (c) 2026 Maya Rizky https://creativecommons.org/licenses/by-nc/4.0
license: https://creativecommons.org/licenses/by-nc/4.0
date: 2026-05-28
publication date: 2026-05-28
volume: 18
number: 2
doi: 10.35445/alishlah.v18i2.9442

Evaluating the Implementation of an IMTAQ-Based School Program Through the Pancasila Student Profile Strengthening Project at a Public Senior High School in Palembang
type: item
description: This study evaluates the implementation of an IMTAQ-based school program integrated with the Pancasila Student Profile Strengthening Project (P5) at SMA Negeri 6 Palembang. The program is intended to strengthen students’ religious character, discipline, responsibility, and social awareness through school culture and project-based learning.This study used a qualitative evaluative case study design based on the CIPP model, covering context, input, process, and product evaluation. Data were collected from 28 informants, including school leaders, teachers, students, school committee representatives, education staff, and supporting personnel. Data collection involved semi-structured interviews, observations, focus group discussions, and document analysis. The data were analyzed through data condensation, coding, data display, conclusion drawing, and verification. Trustworthiness was ensured through source triangulation, method triangulation, member checking, prolonged observation, and audit trail.The context evaluation showed strong alignment between the school’s vision, religious culture, P5 policy, and IMTAQ values. The input evaluation indicated adequate teacher readiness, facilities, planning documents, funding, and stakeholder support, although teacher capacity in integrating IMTAQ values varied. The process evaluation revealed structured implementation through religious habituation, project activities, teacher coordination, and supervision, but classroom-level integration and parental involvement were not fully consistent. The product evaluation showed positive changes in students’ religious behavior, discipline, politeness, social awareness, and creative project outputs, while community impact and sustainability planning still required strengthening.The IMTAQ-based P5 program has strong potential as a contextual model of character education, but future improvement should focus on teacher mentoring, operational assessment rubrics, student reflection, broader commun…
creator: Sugiyono Sugiyono
creator: Fajri Ismail
creator: Karoma Karoma
creator: Hamidah Hamidah
creator: Indah Wigati
rights: Copyright (c) 2026 Sugiyono Sugiyono, Fajri Ismail, Karoma Karoma, Hamidah Hamidah, Indah Wigati https://creativecommons.org/licenses/by-nc/4.0
license: https://creativecommons.org/licenses/by-nc/4.0
date: 2026-05-08
publication date: 2026-05-08
volume: 18
number: 2
doi: 10.35445/alishlah.v18i2.9735

Developing Index Card Match-Based Card Media to Enhance Motivation and Learning Outcomes in Arabic Language Learning
type: item
description: Student motivation and learning outcomes in Arabic language learning require interactive media that support vocabulary practice, peer interaction, and active classroom engagement. This study developed Mumtaza Card, an Index Card Match-based card medium, for Tamrin Lughoh material among Grade VII students at SMP MBS Sleman Yogyakarta.This research used a Research and Development approach with the ADDIE model: analysis, design, development, implementation, and evaluation. The product was validated by media and subject matter experts and tested through classroom implementation. The effectiveness test involved 68 Grade VII students divided into experimental and control classes. Data were collected through expert validation sheets, student response questionnaires, observation, motivation questionnaires, and Arabic learning outcome tests. The data were analyzed using descriptive statistics, assumption tests, MANOVA, and N-Gain.Expert validation showed that Mumtaza Card was highly feasible, with media expert validation of 93% and subject matter expert validation of 92%. Student responses indicated very high practicality, with an average score of 92.59%. MANOVA results showed a significant effect of the media on students’ motivation and learning outcomes, with p < .001. The N-Gain score of 0.82 indicated high learning improvement.The findings suggest that Mumtaza Card is feasible, practical, and effective for supporting Arabic language learning. The card-based matching activity encourages active participation, repeated vocabulary practice, and peer interaction. This media can be used as an alternative instructional tool for improving motivation and learning outcomes in Arabic classes.
creator: Sintya Rizqi Nur Ardiani
creator: Haryanto Haryanto
rights: Copyright (c) 2026 Sintya Rizqi Nur Ardiani, Haryanto Haryanto https://creativecommons.org/licenses/by-nc/4.0
license: https://creativecommons.org/licenses/by-nc/4.0
date: 2026-05-28
publication date: 2026-05-28
volume: 18
number: 2
doi: 10.35445/alishlah.v18i2.8337

Early Childhood Education Teachers’ Readiness in Implementing the Disaster Safe School Guidelines for Disaster Mitigation Education Related to Mount Merapi Eruptions
type: item
description: Early Childhood Education (ECE) institutions in disaster-prone areas face critical challenges in implementing the Disaster Safe School Guidelines (Satuan Pendidikan Aman Bencana/SPAB). While disaster education has been widely studied at primary and secondary levels, limited research explores teacher readiness in ECE contexts, particularly in high-risk volcanic regions such as Mount Merapi.This study employed a qualitative descriptive design to examine ECE teachers’ readiness in implementing SPAB guidelines. Data were collected through in-depth interviews, observations, and document analysis involving six teachers and two principals from two ECE institutions located in high-risk zones. Data were analyzed using Miles and Huberman’s interactive model, including data condensation, display, and verification, supported by thematic coding.The findings indicate that teacher readiness is a multidimensional construct shaped by the interaction between individual competence, institutional capacity, and socio-cultural context. Teachers demonstrated strong affective commitment and pedagogical creativity in integrating disaster education through play-based learning. However, their conceptual and technical understanding of SPAB remained fragmented due to limited formal training and weak policy support. Institutional readiness varied, influenced by leadership, infrastructure, and community engagement. Key barriers included insufficient resources, lack of structured training, and absence of formalized policies.This study conceptualizes teacher readiness as an ecosystem-based construct, emphasizing the dynamic interplay between experience, institutional systems, and community support. Strengthening SPAB implementation requires integrated efforts through continuous professional development, policy alignment, and cross-sector collaboration.
creator: Nabila Zakiyyatul Af'idah
creator: Edi Waluyo
creator: Deni Setiawan
rights: Copyright (c) 2026 Nabila Zakiyyatul Af'idah https://creativecommons.org/licenses/by-nc/4.0
license: https://creativecommons.org/licenses/by-nc/4.0
date: 2026-05-03
publication date: 2026-05-03
volume: 18
number: 2
doi: 10.35445/alishlah.v18i2.8795

Enhancing Public Speaking Skills through Role-Playing: A Case Study at Riyadlotul Athfal Al-Ghozali Islamic Boarding School
type: item
description: Public speaking is an essential communication skill for students in Islamic boarding schools, particularly for supporting religious learning, public preaching, and social participation. However, many students still experience anxiety, limited confidence, and difficulty organizing ideas when speaking before an audience. This study examines the use of role-playing as a holistic learning method to support students’ public speaking development at Riyadlotul Athfal Al-Ghozali Islamic Boarding School. This study employed a qualitative case study design involving 18 students and 3 teachers selected through purposive sampling. Data were collected through classroom observations, semi-structured interviews, and documentation during public speaking and pesantren learning activities. The data were analyzed using the interactive model of data reduction, data display, and conclusion drawing, with source and technique triangulation applied to enhance credibility. The findings indicate that role-playing provided students with repeated opportunities to practice realistic communication situations. Students showed improvement in confidence, speech organization, audience engagement, eye contact, vocal variation, and body language. Teachers also observed greater student participation, spontaneity, and willingness to speak in front of peers. Role-playing supports public speaking development by integrating cognitive, affective, and psychomotor dimensions of learning. In the pesantren context, this method is relevant because scenarios can be aligned with Islamic values and daily communication practices, such as religious speeches and group discussions. The study suggests that role-playing can be systematically integrated into pesantren-based public speaking instruction, although broader studies are needed to examine its application across different Islamic educational settings.
creator: Muttaqin Muttaqin
creator: Muhammad Husni
creator: Sita Acetylena
rights: Copyright (c) 2026 Muttaqin Muttaqin, Muhammad Husni, Muhammad Husni, Sita Acetylena, Sita Acetylena https://creativecommons.org/licenses/by-nc/4.0
license: https://creativecommons.org/licenses/by-nc/4.0
date: 2026-05-08
publication date: 2026-05-08
volume: 18
number: 2
doi: 10.35445/alishlah.v18i2.8641

Amanah in Tafsir Al-Maraghi: Thematic Analysis and Educational Implications for Islamic Character Education
type: item
description: Amanah is a central Qur’anic value related to trust, responsibility, justice, and accountability, yet its interpretation in specific tafsir works and its operational relevance for Islamic character education remain underexplored. This study examines the concept of amanah in Tafsir Al-Maraghi and formulates its implications for Islamic character education. This study employed qualitative library research by combining tafsir maudhu‘i, qualitative content analysis, and thematic analysis. Five Qur’anic verses were purposively selected: Q. Al-Baqarah [2]:283, Q. An-Nisāʾ [4]:58, Q. Al-Anfāl [8]:27, Q. Al-Mu’minūn [23]:8, and Q. Al-Aḥzāb [33]:72. The unit of analysis consisted of Qur’anic verses, Al-Maraghi’s exegetical passages, and ethical concepts derived from the interpretation. Data were analyzed through open coding and axial coding to identify major themes. The study found five interrelated dimensions of amanah: entrustment and justice, awareness of betrayal, financial responsibility, fulfillment of promises, and cosmological accountability. In Tafsir Al-Maraghi, amanah is presented as a comprehensive moral obligation involving personal integrity, social responsibility, legal justice, economic honesty, and accountability before God. These findings indicate that amanah can be translated into Islamic character education through learning objectives, Qur’anic-based materials, case-based learning, habituation, reflective practice, assessment rubrics, and school culture. The study contributes a tafsir-based operational framework for integrating amanah into character education, while acknowledging that its practical effectiveness requires further empirical investigation.
creator: Syamsuddin Syamsuddin
creator: Saipul Annur
creator: Ngamilatun Khoiriyah
creator: Afriantoni Afriantoni
rights: Copyright (c) 2026 Syamsuddin Syamsuddin, Saipul Annur, Ngamilatun Khoiriyah, Afriantoni Afriantoni https://creativecommons.org/licenses/by-nc/4.0
license: https://creativecommons.org/licenses/by-nc/4.0
date: 2026-05-08
publication date: 2026-05-08
volume: 18
number: 2
doi: 10.35445/alishlah.v18i2.9538

Students’ Perceptions of the Integration of Local Cultural Values in Higher Education: A Quantitative Study in South Sumatra, Indonesia
type: item
description: The integration of local cultural values in higher education has gained increasing attention as a strategy to strengthen students’ character and cultural identity in the context of globalization. However, empirical evidence on how students perceive and engage with such integration remains limited, particularly in Indonesian higher education. This study aims to examine students’ understanding, participation, and perceived influence of local cultural values on character development.This research employed a quantitative correlational survey design involving 271 undergraduate students from two universities in South Sumatra, Indonesia. Data were collected using a structured questionnaire with a 4-point Likert scale. Descriptive statistics were used to analyze students’ perceptions, while Pearson correlation analysis was conducted to examine relationships among variables.The findings indicate that students demonstrate a high level of understanding and positive perceptions of local cultural values integrated into the learning process. Participation in culture-based activities is also relatively high, although some variability exists. Furthermore, students perceive local cultural values as highly relevant to character formation and daily behavior. Correlation analysis reveals significant positive relationships between understanding, participation, and character development, suggesting that greater engagement with cultural values is associated with stronger character outcomes.In conclusion, the integration of local cultural values in higher education contributes positively to both cognitive and behavioral aspects of student development. However, enhancing institutional support and expanding cultural programs are necessary to optimize implementation. These findings highlight the importance of culturally responsive education in fostering well-rounded and culturally grounded graduates.
creator: Destriani Destriani
creator: Indrawati Indrawati
creator: Indaryanti Indaryanti
creator: Deskoni Deskoni
creator: Mulyadi Eko Purnomo
rights: Copyright (c) 2026 Destriani Destriani, Indrawati Indrawati, Indaryanti Indaryanti, Deskoni Deskoni, Mulyadi Eko Purnomo https://creativecommons.org/licenses/by-nc/4.0
license: https://creativecommons.org/licenses/by-nc/4.0
date: 2026-05-04
publication date: 2026-05-04
volume: 18
number: 2
doi: 10.35445/alishlah.v18i2.8594