account_balance STAI Hubbulwathan Duri
Data Auto - diambil dari situs resmi jurnal pada 03 Juni 2026, 19:14 WIB
SINTA 2
Rp 1.700.000
Open Submission
Beberapa data jurnal ini mungkin belum lengkap atau perlu diverifikasi.
Nama Jurnal : Al Ishlah Jurnal Pendidikan ISSN Cetak : 2087-9490 ISSN Online : 2597-940X Peringkat : SINTA 2 Penerbit : STAI Hubbulwathan Duri URL SINTA : https://sinta.kemdiktisaintek.go.id/journals/profile/3173
Al Ishlah Jurnal Pendidikan adalah jurnal ilmiah yang diterbitkan oleh STAI Hubbulwathan Duri pada bidang Education, Languange, Linguistic, Communication & Media, Mathematics. Jurnal ini terakreditasi SINTA 2, serta terindeks Garuda. Biaya publikasi (APC) untuk jurnal ini sebesar Rp 1.700.000. Saat ini jurnal sedang membuka submission sehingga peneliti dapat mengirimkan naskah.
This journal focuses on advancing scholarly research and critical discourse in the field of education. It publishes original research articles that address contemporary issues and emerging trends in curriculum development, instructional practices, learning processes, educational policy, and teacher preparation. The journal aims to contribute to the development of educational theory and practice in both national and international contexts. The journal also welcomes submissions related to environmental education and studies that examine learning through psychological, social, cultural, cognitive, and historical perspectives. Research that explores the interrelationships among teaching, knowledge construction, learner development, and educational contexts is particularly encouraged. Furthermore, the journal accepts research and academic discussions across a broad range of subject matter within education, including mathematics education, religious education, language pedagogy and English for Specific Purposes (ESP), natural sciences, social sciences, history, chemistry, and other related educational disciplines. The journal includes the following thematic sections: Learning: Theoretical and empirical investigations…
This journal focuses on advancing scholarly research and critical discourse in the field of education. It publishes original research articles that address contemporary issues and emerging trends in curriculum development, instructional practices, learning processes, educational policy, and teacher preparation. The journal aims to contribute to the development of educational theory and practice in both national and international contexts. The journal also welcomes submissions related to environmental education and studies that examine learning through psychological, social, cultural, cognitive, and historical perspectives. Research that explores the interrelationships among teaching, knowledge construction, learner development, and educational contexts is particularly encouraged. Furthermore, the journal accepts research and academic discussions across a broad range of subject matter within education, including mathematics education, religious education, language pedagogy and English for Specific Purposes (ESP), natural sciences, social sciences, history, chemistry, and other related educational disciplines. The journal includes the following thematic sections: Learning: Theoretical and empirical investigations concerning learning processes and their development across diverse contexts. Issues and Trends: Analytical and interpretive essays addressing current educational, social, and philosophical issues. Learning in Everyday Life: Studies of learning experiences occurring outside formal academic settings, such as in homes, communities, digital environments, and cultural institutions. Teacher Education: Research on teacher preparation, professional development, and the broader conditions shaping the teaching profession. Education Policy: Critical analyses of educational policies, their principles, implementation, and effects on educational practice. Comments and Criticism: Scholarly dialogue aimed at clarifying, challenging, or expanding upon previously published works. Book Reviews: Reviews of recent publications relevant to the field of education. The Editorial Board invites manuscripts employing rigorous quantitative, qualitative, or mixed-method approaches that demonstrate academic originality and significant contribution to educational scholarship. All submissions must present a thorough review of relevant literature, articulate a clearly defined research problem or argument, and provide well-grounded conclusions addressing implications and limitations.
