Al Ishlah Jurnal Pendidikan
This journal focuses on advancing scholarly research and critical discourse in the field of education. It publishes original research articles that address contemporary issues and emerging trends in curriculum development, instructional practices, learning processes, educational policy, and teacher preparation. The journal aims to contribute to the development of educational theory and practice in both national and international contexts. The journal also welcomes submissions related to environmental education and studies that examine learning through psychological, social, cultural, cognitive, and historical perspectives. Research that explores the interrelationships among teaching, knowledge construction, learner development, and educational contexts is particularly encouraged. Furthermore, the journal accepts research and academic discussions across a broad range of subject matter within education, including mathematics education, religious education, language pedagogy and English for Specific Purposes (ESP), natural sciences, social sciences, history, chemistry, and other related educational disciplines. The journal includes the following thematic sections: Learning: Theoretical and empirical investigations concerning learning processes and their development across diverse contexts. Issues and Trends: Analytical and interpretive essays addressing current educational, social, and philosophical issues. Learning in Everyday Life: Studies of learning experiences occurring outside formal academic settings, such as in homes, communities, digital environments, and cultural institutions. Teacher Education: Research on teacher preparation, professional development, and the broader conditions shaping the teaching profession. Education Policy: Critical analyses of educational policies, their principles, implementation, and effects on educational practice. Comments and Criticism: Scholarly dialogue aimed at clarifying, challenging, or expanding upon previously published works. Book Reviews: Reviews of recent publications relevant to the field of education. The Editorial Board invites manuscripts employing rigorous quantitative, qualitative, or mixed-method approaches that demonstrate academic originality and significant contribution to educational scholarship. All submissions must present a thorough review of relevant literature, articulate a clearly defined research problem or argument, and provide well-grounded conclusions addressing implications and limitations.
Articles
15 Documents
Search results for
, issue
"Vol 18, No 2 (2026): In Progress June 2026"
:
15 Documents
clear
<![CDATA[MOOC-Based Digital Teaching Materials with a Case Method Approach for Improving Students’ Understanding of Hindu–Buddhist Kingdom History ]]>
<![CDATA[Agustinova, Danu Eko]]>;
<![CDATA[Aman, A]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 18, No 2 (2026): In Progress June 2026 ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v18i2.9756
<![CDATA[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.]]>
<![CDATA[Students’ Perceptions of the Integration of Local Cultural Values in Higher Education: A Quantitative Study in South Sumatra, Indonesia ]]>
<![CDATA[Destriani, Destriani]]>;
<![CDATA[Indrawati, Indrawati]]>;
<![CDATA[Indaryanti, Indaryanti]]>;
<![CDATA[Deskoni, Deskoni]]>;
<![CDATA[Purnomo, Mulyadi Eko]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 18, No 2 (2026): In Progress June 2026 ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v18i2.8594
<![CDATA[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.]]>
<![CDATA[Empowering Village Communities through Character Education: The Impact of Student Engagement Programs in Patakbanteng Village ]]>
<![CDATA[Saifulloh, Faza]]>;
<![CDATA[Jumini, Sri]]>;
<![CDATA[Mahmud, insan]]>;
<![CDATA[Suwondo, Adi]]>;
<![CDATA[Mukromin, M]]>;
<![CDATA[Firdaus, F]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 18, No 2 (2026): In Progress June 2026 ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v18i2.8899
<![CDATA[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.]]>
<![CDATA[Misconceptions of Project-Based Learning among Indonesian Language Teachers: An Explanatory Sequential Mixed-Methods Study in West Sumatra Senior High Schools ]]>
<![CDATA[Nita, Olin]]>;
<![CDATA[Susmita, Nelvia]]>;
<![CDATA[Fitriani, Eva]]>;
<![CDATA[Jasrial, Dedi]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 18, No 2 (2026): In Progress June 2026 ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v18i2.9552
<![CDATA[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.]]>
<![CDATA[Development of RME-Based E-Modules with Ethnomathematics Integration to Improve Graphic to Symbolic Transformation Skills in Junior High School Mathematics ]]>
<![CDATA[Putri, Alfiani Athma Athma]]>;
<![CDATA[Wajid, Abdul]]>;
<![CDATA[Irawan, Ruli]]>;
<![CDATA[Usmiyatun, Usmiyatun]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 18, No 2 (2026): In Progress June 2026 ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v18i2.7546
<![CDATA[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.]]>
<![CDATA[The Impact of E-Learning Practices and Assessment Competency on Academic Performance: A Structural Equation Modeling Approach ]]>
<![CDATA[Leuwol, Ferdinand Salaomo]]>;
<![CDATA[Lasaiba, Mohammad Amin]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 18, No 2 (2026): In Progress June 2026 ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v18i2.7560
<![CDATA[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 uneven.]]>
<![CDATA[Academic Culture and Service Excellence as Predictors of Student Trust: A Case Study at Mandalika University of Education ]]>
<![CDATA[Suhardi, Muhamad]]>;
<![CDATA[Zinnurain, Zinnurain]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 18, No 2 (2026): In Progress June 2026 ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v18i2.7822
<![CDATA[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.]]>
<![CDATA[Early Childhood Education Teachers’ Readiness in Implementing the Disaster Safe School Guidelines for Disaster Mitigation Education Related to Mount Merapi Eruptions ]]>
<![CDATA[Af'idah, Nabila Zakiyyatul]]>;
<![CDATA[Waluyo, Edi]]>;
<![CDATA[Setiawan, Deni]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 18, No 2 (2026): In Progress June 2026 ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v18i2.8795
<![CDATA[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.]]>
<![CDATA[Enhancing Elementary Students’ Interaction and Cognitive Outcomes through ClassPoint-Integrated PowerPoint in Science Learning ]]>
<![CDATA[Sutiani, Sutiani]]>;
<![CDATA[Handhika, Jeffry]]>;
<![CDATA[Listiani, Ivayuni]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 18, No 2 (2026): In Progress June 2026 ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v18i2.9484
<![CDATA[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.]]>
<![CDATA[Enhancing Learning Motivation in Islamic Education through Quizizz: Evidence from a Quasi-Experimental Study ]]>
<![CDATA[Zahro, Fatimatuz]]>;
<![CDATA[Fawait, Agus]]>;
<![CDATA[Sari, Diah Kartika]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 18, No 2 (2026): In Progress June 2026 ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v18i2.9457
<![CDATA[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.]]>
