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Widia Yunita
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INDONESIA
AL ISHLAH Jurnal Pendidikan
Published by STAI Hubbulwathan Duri
ISSN : 20879490     EISSN : 2597940X     DOI : https://doi.org/10.35445/alishlah
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
Education Curriculum Education policy Learning Method Learning Material Assessment in Learning Formal Education Informal Education
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 2,350 Documents
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Essential Components of Teachers’ Self-Assessment for Professional Development in Indonesia Taorina, Rani Martalisa; Suryadi, Didi; Herman, Tatang
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): In Progress December
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i4.7413

Abstract

Teachers’ self-assessment is recognized as a key mechanism for fostering professional growth and improving instructional practices. It allows educators to reflect on and develop their teaching performance autonomously. However, in the Indonesian context, there is a scarcity of self-assessment instruments that are both effective and measurable. This study employed a descriptive qualitative approach with a case study design to analyze existing teacher self-assessment instruments. Indicators from several available tools were examined and categorized using a theoretical framework comprising three core domains: knowledge of content, knowledge of pedagogy and practice, and knowledge of students. The analysis resulted in the identification of seven essential components for teacher self-assessment: (1) connecting students’ prior knowledge with new content; (2) effective delivery of instructional materials; (3) addressing students’ errors, difficulties, and misconceptions; (4) promoting active student participation; (5) building rapport among students and between teachers and students; (6) effective use of learning resources, media, and technology; and (7) selecting, using, and following up on assessments. These components were further structured across three developmental levels to reflect teachers’ growth. The proposed components serve as a foundation for developing more comprehensive and contextually relevant self-assessment instruments for teachers. By aligning self-assessment practices with pedagogical goals and classroom realities, these tools can support sustained professional development and instructional improvement.
Integrating Character Education and Technology in Elementary Schools: A Qualitative Study of Curriculum Implementation Ardiansyah, Danun Reyhan; Fathurrahman, Moh.
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): In Progress December
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i4.7187

Abstract

Character education is a key component of Indonesia’s Merdeka Curriculum, which emphasizes the integration of Pancasila values into daily learning. However, effectively connecting character habituation with digital technology in elementary education remains a challenge.This qualitative case study was conducted at SD Negeri Sekaran 01 in Semarang, involving 26 participants: one principal, a curriculum coordinator, four subject teachers, and 20 fourth-grade students. Data were gathered through observations, semi-structured interviews, and documentation, and analyzed using Miles and Huberman’s interactive model.The study identified three main strategies for integrating character education with technology. First, routine habituation activities—including the 5S program (smile, greet, courtesy), morning prayers, literacy sessions, and singing national songs—reinforce discipline and nationalism. Second, project-based learning via the Pancasila Student Profile Projects cultivates collaboration, responsibility, and critical thinking. Third, ICT integration, starting in grade four, supports digital literacy, autonomy, and ethical technology use. Students responded positively to digital learning environments, finding them engaging and conducive to developing personal responsibility and curiosity.The integration of character education and ICT effectively supports the development of adaptive, religious, and disciplined learners aligned with 21st-century competencies. To sustain this hybrid model, teachers must design structured digital routines, curriculum developers should formally incorporate technology use, and policymakers need to ensure ongoing teacher training and ICT infrastructure.
RETRACT Cholily, Yus Mochamad; Jamil, Anis Farida; Dintarini, Mayang
AL-ISHLAH: Jurnal Pendidikan Vol 16, No 2 (2024): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v16i2.5252

Abstract

This article has been withdrawn at the authors' request due to the need for adjustment related to permission for the use of research instruments from a previous source.
Integration of Quantum Philosophy and Islamic Spirituality in Tawhid Based Education Ambya, Rachanda; Sugiana, Yusuf; Nasir, Tatang Muh; Haryanti, Erni
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): In Progress December
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i4.7177

Abstract

This study explores the potential of quantum philosophy as a conceptual bridge between Islamic spirituality and modern scientific understanding, with implications for developing monotheism-based Islamic education. While quantum physics emphasizes empirical measurement and mathematical precision, quantum philosophy engages with the interpretative and metaphysical meanings of quantum phenomena. Key principles such as quantum entanglement, the uncertainty principle, and superposition are examined for their philosophical alignment with core Islamic concepts including tawhid (divine unity), tawakkal (trust in God), and multidimensional spiritual existence. Employing a qualitative, literature-based methodology, this research synthesizes perspectives from quantum theory, Islamic theology, and educational philosophy to construct an integrative framework. Sources were selected for their relevance to both quantum theory and Islamic educational discourse. The findings reveal meaningful analogies: quantum entanglement reflects the interconnectedness of all creation under divine will; the uncertainty principle parallels the Islamic notion of human limitation and trust in God; and superposition aligns with the layered nature of human existence—spiritual, moral, and material. The discussion highlights how these analogies can be incorporated into curriculum design, teaching strategies, and assessment tools within Islamic educational settings. The integration fosters a holistic learning paradigm that harmonizes scientific reasoning with faith-based values, encouraging critical thinking, ethical development, and spiritual consciousness. In conclusion, this study presents a theoretical model that supports the integration of quantum concepts into Islamic pedagogy, offering a foundation for future empirical research and curriculum innovation that reflects the unity of knowledge in Islamic epistemology.
Assessing the Assessor: Investigating Formative Assessment Literacy Among Islamic Education Teachers in Lamongan, Indonesia Hidayati, Zuhriyyah; Nurdi, Nurdi; Kusaeri, Kusaeri; Suparto, Suparto; Malyuna, Sita Isna
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): In Progress December
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i4.7933

Abstract

Formative assessment literacy is essential for effective and student-centered instruction, yet limited research explores its application within religious education. This study investigates the level of formative assessment literacy among Islamic Education (PAI) teachers in Lamongan, East Java, focusing on three dimensions: conceptual understanding, practical implementation, and socio-emotional awareness. A descriptive quantitative design was employed, involving 263 PAI teachers from elementary to secondary levels. Data were collected using a validated Likert-scale questionnaire adapted from the Teacher Formative Assessment Literacy Scale (TFALS). Descriptive statistics and linear regression analysis were used to examine literacy levels and the predictive contribution of each dimension. The results show that PAI teachers exhibit high levels of formative assessment literacy across all three dimensions, with mean scores exceeding 5 on a 6-point scale. Regression analysis confirmed that each dimension significantly and independently contributes to teachers’ perceptions of formative assessment. However, interaction effects between dimensions were not significant, indicating limited cross-dimensional integration. These findings suggest that while PAI teachers possess strong individual competencies in assessment, holistic integration remains a challenge. Professional development should therefore address not only technical knowledge but also foster reflective and emotional capacities. Strengthening these areas can support more inclusive, ethical, and responsive assessment practices, particularly in value-based educational contexts such as Islamic education.
Cultural Values in Malay Pantun of Jambi: Preserving the Identity and Cultural Heritage of the Jambi Community Nazurty, Nazurty; Putimasurai, Putimasurai; Sulistiyo, Urip; Angraini, Desti
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): In Progress December
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i4.7145

Abstract

Pantun is a traditional form of Malay oral literature widely used in rituals and social events, functioning as a medium for expressing cultural values. In Jambi, Indonesia, pantun is integral to the community’s cultural and linguistic identity. This study aims to explore the cultural values embedded in the Malay pantun of Jambi and examine its role in preserving local heritage.This research employed a qualitative descriptive design using a content analysis approach. A corpus of pantun was collected through oral traditions, archival materials, and interviews with cultural practitioners in Jambi. The analysis focused on interpreting the meaning, cultural symbolism, and values conveyed through the pantun.The analysis revealed that Jambi’s Malay pantun reflects the community’s worldview and social norms, functioning as a vehicle for transmitting cultural identity. The pantun emphasizes values such as respect, harmony, and wisdom, and demonstrates the community’s linguistic richness. It also plays a significant role in maintaining and promoting the Jambi Malay language.The findings highlight the pantun's function not only as literary expression but also as a cultural archive that strengthens communal identity and intergenerational continuity. Revitalizing the pantun tradition is essential for preserving the cultural heritage and language of the Jambi Malay community.
Cognitive Restructuring Techniques to Improve Student Resilience Siregar, Ehdatul Puadi; Ardi, Zadrian; Sukenti, Desi
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): In Progress December
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i4.7085

Abstract

Resilience—the ability to adapt positively to adversity—has become a critical concern in educational psychology, particularly for high school students facing heightened academic and social stress. Cognitive restructuring (CR), a core component of cognitive-behavioral therapy, is known to enhance resilience by transforming maladaptive thoughts into constructive reasoning. This study employed a Systematic Literature Review (SLR) following the PRISMA 2020 guidelines to evaluate the effectiveness of CR techniques in improving student resilience. A total of 47 peer-reviewed articles published between 2015 and 2025 were analyzed. Studies were sourced from Scopus, ERIC, PsycINFO, and Web of Science, focusing on adolescents aged 15–18 in educational or counseling contexts. The synthesis revealed that CR interventions consistently enhanced emotional regulation, self-efficacy, and coping strategies, while also reducing cognitive distortions and academic stress. Techniques such as disputing irrational beliefs and reframing negative thoughts were effective in improving students’ problem-solving and perseverance. Group-based and digital CR implementations yielded particularly strong outcomes in resilience development. Findings support CR as a robust, evidence-based strategy for fostering resilience in adolescents. However, gaps remain regarding long-term effectiveness, cultural adaptation, and variability in intervention models. These limitations point to the need for longitudinal, cross-cultural, and experimental research to optimize implementation across diverse educational settings. Cognitive restructuring is a promising intervention to enhance psychological resilience among high school students, with significant implications for school-based counseling and mental health programs.
The Digitization of Madrasah Administration: Relationship between Transformational Leadership and Technology Implementation in Jambi Tabroni, Tabroni; Musyaffa, A A Musyaffa
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): In Progress December
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i4.8880

Abstract

The digital transformation of school administration is increasingly essential in ensuring efficiency and transparency in education. In the context of Islamic elementary schools (Madrasah Ibtidaiyah) in Jambi City, this study investigates the role of transformational leadership in facilitating the implementation of administrative digitalization. A mixed-methods approach was employed, combining quantitative and qualitative data collection. Surveys and interviews were conducted with 39 school principals, and the quantitative data were analyzed using Pearson correlation and regression analysis, while qualitative data were interpreted through thematic analysis based on Miles and Huberman's framework. The findings indicate that digital platforms such as EMIS, SIMPATIKA, and digital archiving tools have enhanced administrative performance in terms of data management, reporting, and transparency. However, implementation remains uneven due to disparities in infrastructure and digital literacy. Quantitative analysis revealed a strong and significant positive correlation between transformational leadership and the success of digital administration (r = 0.894, p 0.01), with leadership accounting for approximately 89% of the variance. Principals demonstrating idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration were more effective in promoting innovation and organizational adaptability. The study highlights that transformational leadership is a key driver of digital innovation in Islamic education settings. It fosters a culture of collaboration, professional development, and readiness for change. To support sustainable digital transformation in madrasahs, leadership development, targeted digital training for staff, and policy alignment are essential. These findings contribute to leadership theory and practice in Islamic educational administration.
Raising Rockstar: How Parental Involvement Fosters Resilience in Children Novianti, Ria; Putri, Ainama Nafisa; Fadhlia, Tengku Nila
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): In Progress December
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i4.8198

Abstract

Resilience in early childhood is a critical developmental capacity that enables children to adapt positively to challenges. Parental involvement is widely recognized as a key protective factor in fostering resilience, yet research on this relationship in early childhood, particularly within the Indonesian context, remains limited. This study employed a quantitative, cross-sectional design to examine the relationship between parental involvement and resilience in early childhood. Data were collected from 163 mothers of children aged 0–6 years in Sumatra, Indonesia, using two validated instruments: the RMS-25 to assess children's resilience and the Hoover-Dempsey Sandler Parental Involvement Questionnaire. Data were analyzed using SmartPLS 3.0 to assess the path relationship between variables. The results revealed a significant positive effect of parental involvement on children’s resilience (β = 0.606, R² = 0.367, p 0.05). The model showed good fit indices, indicating robust structural validity. Key aspects of parental involvement, such as emotional support, communication, and engagement in daily learning, were found to be positively associated with higher levels of resilience. These findings align with developmental theories that highlight the vital role of the family environment in shaping children’s psychosocial outcomes. The study underscores the importance of emotionally responsive and involved parenting in promoting adaptive functioning in early childhood. This study contributes to the limited body of research on early childhood resilience in Indonesia and suggests practical implications for the development of parenting programs aimed at strengthening children’s emotional and adaptive capacities.
Validating A Prophetic-Based Assessment Model for Teacher Personality Competence Rinawati, Atim; Fatimah, Siti
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): In Progress December
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i4.7436

Abstract

There is a growing need for valid assessment tools to evaluate teacher personality, particularly those grounded in moral and religious values. This study aims to develop and validate a personality assessment instrument for teachers based on a prophetic approach, which integrates Islamic ethical and spiritual principles. This research followed the ten-stage instrument development framework proposed by Crocker and Algina. A mixed-methods validation design was employed, including expert judgment and Confirmatory Factor Analysis (CFA) using AMOS software. The instrument was tested on three distinct respondent groups to ensure robustness. Expert evaluations confirmed the content validity and feasibility of the developed instrument. CFA results supported a four-dimensional model of teacher personality: transcendent, communicative, commitment, and humanist. Initial CFA results did not meet model fit criteria, necessitating post hoc modifications. The revised model demonstrated acceptable fit indices: RMSEA = 0.077, GFI = 0.934, AGFI = 0.898, TLI = 0.925, and NFI = 0.938. These values indicate the instrument possesses strong construct validity and reliability. The validated instrument effectively captures key dimensions of teacher personality aligned with prophetic values and can be applied in Islamic educational contexts. Its development addresses a critical gap in teacher assessment tools by incorporating moral and spiritual foundations. Future research may explore its application across broader educational settings.

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