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
3,320 Documents
<![CDATA[Development of Mind Mapping Based Pocketbook as a Learning Media for Accounting Services ]]>
<![CDATA[Suranto Suranto]]>;
<![CDATA[Cheysa Cinantya Hapsari]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 17, No 3 (2025): SEPTEMBER 2025 ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v17i3.7173
<![CDATA[In response to limited learning resources at SMK Negeri 6 Surakarta—primarily PowerPoint and YouTube videos—this study aimed to develop an innovative learning medium to enhance students’ understanding of Accounting Services. This research employed the ADDIE development model (Analysis, Design, Development, Implementation, Evaluation) to create a digital pocket book based on mind mapping techniques. Expert validations were conducted by material and media specialists, and a product trial involved 36 tenth-grade students. Material experts rated the product at 92% (very feasible), while media experts gave a 74% feasibility score. Student trials yielded a 90.83% approval rating, indicating strong acceptance and perceived usefulness. Students reported improved conceptual understanding, increased motivation, and ease of access, as the digital format allowed learning flexibility. The use of mind mapping facilitated better visualization of complex accounting concepts, supporting both independent learning and classroom engagement. Compared to traditional tools, the pocket book's integration of structured visuals and interactive elements proved more effective in stimulating student interest and retention. The mind mapping-based pocket book is a highly feasible learning medium for vocational accounting education. Its digital nature enhances accessibility and supports flexible learning environments. Future improvements could focus on offline usability and integration with interactive features.]]>
<![CDATA[Investigation of Cultural Values in English Textbooks for Junior High School Students ]]>
<![CDATA[Sri Arfani]]>;
<![CDATA[Juhana Juhana]]>;
<![CDATA[Hanna Sundari]]>;
<![CDATA[Wisma Yunita]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 14, No 4 (2022): AL-ISHLAH: Jurnal Pendidikan ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v14i4.2696
<![CDATA[The purpose of this study was to identify the embodiment of cultural values in English textbooks for junior high school students. This research used a qualitative approach with a content analysis method. The research data was in the form of a collection of discourse texts in the form of monologues, dialogues and exercises. The data were taken from two books entitled Scaffolding and In Focus, published by the Book Center of the Ministry of National Education. It is grade X. The data analysis procedure used in this research was qualitative content analysis. The process of validity was done through credibility, transferability, triangulation, dependability, and confirmability. The results showed that the dominant cultural value was the optimistic value of 43%. Then followed by the brotherhood value of 23.80%, the social value of 19% and the freedom value of 14%. Each cultural value found also describes some more specific values. The value of freedom contains character values, namely the value of independence and hard work. The value of brotherhood contains character values, namely friendliness and responsible; the optimistic value contains character values, namely courage, creativity, discipline, and curiosity, and social values contain character values, namely cooperation. This study concluded that English textbooks had the important value of increasing students’ character as cultural values.]]>
<![CDATA[Development of Teaching Modules Based on Problem-Based Learning to Facilitate Mathematical Problem-Solving Skills ]]>
<![CDATA[Indra Hayati Putri]]>;
<![CDATA[Rian Dian Anggraini]]>;
<![CDATA[Nahor Murani Hutapea]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 17, No 2 (2025): JUNE 2025 ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v17i2.5123
<![CDATA[This study addresses the limited availability of effective teaching modules that support the Merdeka curriculum. The objective is to develop a teaching module on linear equations and inequalities with one variable using the Problem-Based Learning (PBL) model, aiming to enhance students’ mathematical problem-solving abilities. The research utilized the 4-D development model (Define, Design, Develop, Disseminate). The teaching module, designed for Phase D, was evaluated for validity and practicality. Validation instruments included expert review sheets assessing identity/general information, core components, and appendices. Practicality was assessed through teacher and student questionnaires. Validation results indicated that the module was highly valid. Average expert ratings were 3.74 for identity/general information, 3.73 for core components, and 3.75 for appendices. The practicality assessment showed high levels of acceptance, with teacher responses averaging 3.62. Student responses in a small group trial averaged 3.61, while those in a large group trial averaged 3.50—both categorized as very practical. The findings demonstrate that the developed module is both valid and practical for use in classroom settings. Its integration of the PBL model supports students' active engagement and enhances their problem-solving skills. The teaching module developed using the PBL approach meets the criteria for both validity and practicality. It serves as an effective instructional tool for teaching linear equations and inequalities in alignment with the Merdeka curriculum.]]>
<![CDATA[Developing Digital Scrapbook Media to Enhance Narrative Reading Comprehension in Grade III Elementary Students ]]>
<![CDATA[Nur Faizah Salsabila]]>;
<![CDATA[Bagas Kurnianto]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): DECEMBER 2025 ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v17i4.7499
<![CDATA[Reading comprehension is a foundational skill for elementary students, particularly in learning short story texts where learners must grasp content, structure, and moral messages. However, low reading interest and limited engaging learning media often hinder students’ comprehension development. This study aimed to develop a Digital Scrapbook as an interactive, visual learning medium to enhance Grade III students’ narrative reading comprehension. This research employed a Research and Development (RD) approach using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The media was designed based on constructivist principles to support active knowledge construction through the integration of text and visuals. Feasibility was examined through expert validation, and effectiveness was measured using pretest–posttest learning outcomes analyzed with the normalized gain (N-Gain). Expert validation indicated that the developed Digital Scrapbook was highly feasible, achieving an overall average feasibility score of 90.2%. Effectiveness testing showed a meaningful improvement in students’ reading comprehension performance, with an N-Gain of 0.78, indicating a high level of learning gain. The findings suggest that Digital Scrapbook media can effectively support literacy learning by increasing students’ engagement and facilitating comprehension through interactive and visually supported narrative texts. This media is therefore relevant for strengthening reading comprehension instruction in primary schools.]]>
<![CDATA[Developing the Character of Elementary School Students Through Values-Based Leadership ]]>
<![CDATA[Yoyo Zakaria Ansori]]>;
<![CDATA[Dede Salim Nahdi]]>;
<![CDATA[Anda Juanda]]>;
<![CDATA[Erik Santoso]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 16, No 4 (2024): AL-ISHLAH: JURNAL PENDIDIKAN ]]>
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DOI: 10.35445/alishlah.v16i4.5513
<![CDATA[Formal educational institutions play a pivotal role in shaping student character, which extends beyond individual development to influence the broader educational environment. Building strong character is essential for preparing students to navigate societal trends and challenges. School leadership is a critical determinant of the success or failure of character development initiatives. This study employed a qualitative approach with a descriptive research design to explore the role of leadership in character development. The research was conducted at an integrated Islamic school in Majalengka, involving principals and teachers as respondents. Data collection focused on observing leadership practices and their impact on student character formation. The findings demonstrate that values-based leadership significantly contributes to developing student character. Key leadership values identified include leading by example, fostering kinship, promoting cooperation, and practicing visionary leadership. These values collectively create an environment that supports character education and enhances the school’s role in preparing students for future challenges. The results emphasize that effective leadership is foundational to embedding character-building practices in formal education. Values-based leadership not only strengthens student character but also fosters a positive and collaborative school culture. These insights align with the need for leadership models that prioritize ethical and relational practices. This study highlights the importance of values-based leadership in character development within schools. Future research should explore its application in diverse educational contexts to refine strategies for cultivating ethical and responsible future generations.]]>
<![CDATA[Strategies to Reduce Children's Saturation in Distance Learning Through Power Point Presentation Media ]]>
<![CDATA[Abdul Khobir]]>;
<![CDATA[Rohmah Nur Mahmudah]]>;
<![CDATA[Muhammad Maskur Musa]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 14, No 4 (2022): AL-ISHLAH: Jurnal Pendidikan ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v14i4.2089
<![CDATA[Each of these individuals has an ability that is contained in each of them in expressing and utilizing these abilities, so in this case it is necessary to have an education in everyday life. Because with education in human life, it can increase the dignity, dignity and standard of living that are more in accordance with what humans aspire to in life. The purpose of this study was to determine strategies to reduce child boredom in distance learning (PJJ) through power point presentation media at Proyonanggan 02 Batang Elementary School during the COVID-19 pandemic in 2021. This research method used field research. The research approach used in this research is a qualitative approach. The results of this study explain strategies to reduce child boredom in distance learning (PJJ) through power point presentation media, namely: 1) Creating a new atmosphere in the classroom, 2) Carrying out creative and creative activities, 3) Relaxing in learning, 4) Performing strategies distance learning using power point. The obstacles faced in the strategy of reducing child boredom in distance learning (PJJ) through power point presentation media are 1). Internet Network Problems, 2) The ability of teachers and students to operate distance learning-based media, 3) PPT used in distance learning. The solution is that the slides used are then inserted in an interesting video, as well as pictures related to learning materials that are displayed very pleasantly, this then makes students no longer bored and of course enthusiastic about doing distance learning.Keyword: Strategies to Reduce Child Abortion; Distance Learning; Power Point ]]>
<![CDATA[Development of a Physical Education Learning Model Based on Geo Traditional Games ]]>
<![CDATA[Irfan Irfan]]>;
<![CDATA[Nasrullah Nasrullah]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): DECEMBER 2025 ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v17i4.7581
<![CDATA[Traditional games in physical education (PE) are underutilized, limiting students’ exposure to local cultural values and hindering the development of fundamental motor and social skills. This study aims to develop and validate a physical education learning model based on Geo, a traditional game from the Bima community, to enhance motor skills, focus, and cooperation among elementary students. This research employed the ADDIE development model—Analysis, Design, Development, Implementation, and Evaluation. Participants included two PE academics, two PE teachers, and 30 elementary school students in both small- and large-scale trials. Instruments included interviews, questionnaires, and observations. Validation data were analyzed using Aiken’s V formula to assess content validity. Expert validation showed very high content validity for both the learning module (V = 0.95) and the game model (V = 0.92). In the small-scale trial, student scores averaged 74.25 (motor skills), 73.25 (focus), and 75.5 (cooperation). These improved significantly in the large-scale trial to 93.83, 93.66, and 94.50, respectively. Statistical analysis indicated a significant difference (p 0.001) and large effect sizes (Cohen’s d 2.5). The Geo-based learning model proved effective in improving students’ physical and social competencies. It also supports the integration of cultural elements into PE instruction, making learning more contextual, engaging, and meaningful. This model is a viable alternative for culturally responsive PE learning and contributes to preserving local traditions.]]>
<![CDATA[Jigsaw Strategy on Learning Outcomes and Higher Order Thinking Skills of Students in Social Science at Madrasah Tsanawiyah ]]>
<![CDATA[Fadilla Syahriani]]>;
<![CDATA[Ferdi Yufriadi]]>;
<![CDATA[Awis Alhkarni]]>;
<![CDATA[Meisya Anggraini Rizki]]>;
<![CDATA[Nadyya Zahratul Jannah]]>;
<![CDATA[Valensius Ngardi]]>;
<![CDATA[Tri Wibowo]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 17, No 1 (2025): MARCH 2025 ]]>
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DOI: 10.35445/alishlah.v17i1.6059
<![CDATA[Innovative teaching strategies are essential for improving student learning outcomes and developing Higher Order Thinking Skills (HOTS). This study examines the effectiveness of the Jigsaw learning strategy in enhancing students’ critical thinking, analytical abilities, and problem-solving skills in Social Science at MTsS Ashhabul Yamin Lasi. A quasi-experimental design was used, involving two groups: an experimental group that implemented the Jigsaw strategy and a control group that followed conventional teaching methods. Data were collected through pretests and posttests, incorporating multiple-choice and descriptive tests to assess both learning outcomes and HOTS. Statistical analysis included correlation techniques and simple regression, processed using SPSS version 2.6. The study sample comprised eighth-grade students, selected from the total student population at the school. The research process included three phases: pretest, Jigsaw strategy implementation, and posttest. The findings indicate that students in the Jigsaw group demonstrated significant improvements in learning outcomes and HOTS compared to those in the control group. The strategy fostered collaborative learning, enhancing students’ ability to think critically, analyze concepts, and solve problems more effectively. The results suggest that the Jigsaw learning strategy is a valuable pedagogical tool for promoting student engagement and cognitive development. Its application in Social Science education provides insights into improving teaching effectiveness in secondary schools. This study highlights the positive impact of collaborative learning on student performance and supports the broader implementation of student-centered teaching approaches. The findings offer practical implications for enhancing educational strategies globally.]]>
<![CDATA[CIPP Evaluation on the Literacy Program in Improving Reading Proficiency in Senior High School ]]>
<![CDATA[Marni Hartati]]>;
<![CDATA[Dedy Achmad Kurniady]]>;
<![CDATA[Udin Syaefudin Sa’ud]]>;
<![CDATA[Diding Nurdin]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 17, No 3 (2025): SEPTEMBER 2025 ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v17i3.7412
<![CDATA[Reading proficiency is a critical component of student success in senior high school and requires structured, ongoing evaluation. This study evaluates the effectiveness of a high school literacy program in enhancing reading proficiency using the CIPP (Context, Input, Process, Product) evaluation model. A concurrent embedded mixed-methods approach was employed, with quantitative data as the primary source and qualitative data as complementary. The study involved 57 teachers through surveys, supported by interviews, observations, and document analysis. Data were analyzed descriptively and triangulated using source and method validation. The findings indicate strong alignment of the literacy program with national education policies and the Independent Curriculum. Context and input aspects were rated highly, particularly in curriculum design and policy support. However, gaps remain in teacher competence, availability of literacy facilities, and student motivation. The process evaluation revealed well-structured planning, yet highlighted the need for improved student engagement and more effective learning strategies that foster critical thinking. Product evaluation showed progress in reading comprehension, text analysis, and skill application, though students’ academic vocabulary and communication skills remain underdeveloped. While the literacy program demonstrates positive outcomes, its effectiveness can be enhanced by addressing teacher training, expanding facility access, and incorporating interactive, problem-based learning. The study recommends multiliteracy-focused professional development and suggests future longitudinal research to assess the sustainability and broader impact of literacy interventions across diverse school contexts.]]>
<![CDATA[The Use of Video as a Learning Media in Science Learning (A Systematic Review) ]]>
<![CDATA[Auliya Naimah]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 14, No 4 (2022): AL-ISHLAH: Jurnal Pendidikan ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v14i4.1565
<![CDATA[Video is the one of the learning media that can facilitate the learning process. This study aims to systematically review and analyze the results of research on the use of video in learning based on 42 articles searched from six online databases of Sciencedirect, Tandfondline, Sage, Google Scholar, Springer, and Emerald between 2019 – 2021. The method used is systematic literature review (SLR). The articles analyzed cover various levels of education, disciplines and the use of video in learning. The results of the analysis found that the use of video in learning tended to focus on increasing the effectiveness of learning (59.52%), exploring the influence of video in learning (23.81%), media development (9.52%) and the rest on general use and instrument development. Most studies adopt survey methodology (questionnaires or interviews) (40.48%), however there are mostly studies involving quantitative data sources (42.86%). The use of video in science learning can improve students' understanding and learning achievement.]]>
