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[Evaluating the Impact of Collaborative Use of Google Docs and Google Translate on English Learning Performance ]]>
<![CDATA[Herlinawati Herlinawati]]>;
<![CDATA[Sri Wahyuni]]>;
<![CDATA[Anna Merisa]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 17, No 1 (2025): MARCH 2025 ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v17i1.6682
<![CDATA[The integration of technology in education has become increasingly essential, particularly in language learning. Tools such as Google Docs and Google Translate can enhance collaborative learning by promoting interaction, peer feedback, and improved comprehension. This study investigates the impact of these tools, combined with collaborative learning methods, on students’ English language performance. A quantitative approach using a post-test only design was applied. The sample consisted of 43 tenth-grade students from SMAN Khusus Olahraga Pekanbaru, selected through purposive sampling. Class X Science I (22 students) was designated as Experimental Class 1, and Class X Science II (21 students) as Experimental Class 2. Google Docs facilitated collaborative writing and peer editing, while Google Translate supported vocabulary understanding and sentence construction. A written test was used as the research instrument, and data were analyzed using an independent t-test on the N-Gain Score (%). The independent t-test revealed a significance value of p = 0.685 (p 0.05), indicating no statistically significant difference between the two experimental groups. This suggests that the combined use of collaborative learning and translation tools had a minimal impact on improving students' English performance. The limited effect may be attributed to students’ over-reliance on translation tools, which can hinder language processing and reduce opportunities for critical thinking. Additionally, the short duration of the intervention may have limited the tools' overall effectiveness.]]>
<![CDATA[Exploring the Link Between Emotional Intelligence and Mathematical Problem-Solving Skills Among Grade V Elementary Students in Kepanjen Sub-district ]]>
<![CDATA[Tety Nur Cholifah]]>;
<![CDATA[Anisa Rahmawati]]>;
<![CDATA[Yulia Eka Yanti]]>;
<![CDATA[Hendra Rustantono]]>;
<![CDATA[Hamidi Rasyid]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 16, No 4 (2024): AL-ISHLAH: JURNAL PENDIDIKAN ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v16i4.5911
<![CDATA[Emotional intelligence (EI) plays a crucial role in students' academic performance, particularly in mathematical problem-solving ability (MPSA). This study investigates the level of EI, the level of MPSA, and their relationship in fifth-grade students of Gugus V, Kepanjen District, during the 2021/2022 academic year. This quantitative, correlational study involved 183 fifth-grade students, with a purposive sample of 80 participants. Data collection employed tests to measure MPSA and questionnaires to assess EI. Statistical analysis was conducted using Pearson’s product-moment correlation with SPSS 16.0. The results showed that first, the level of emotional intelligence of grade V elementary school students was mostly in the moderate category, with a percentage of 62.5%. Second, the level of mathematics problem-solving ability of fifth-grade students is mostly in the high category with a percentage of 52.5%. Third, the results of statistical data processing analysis obtained rxy value r table value (0.386 0.286). While the significance value of the analysis results of SPSS 16.0 significance level value of 0.01 (0.000 0.01). These results suggest that higher EI is associated with improved MPSA among fifth-grade students. This underscores the importance of fostering both cognitive and emotional competencies in educational settings. There is a significant positive relationship between EI and MPSA in fifth-grade students. Enhancing EI alongside academic skills may support student success not only in mathematics but across other disciplines and real-life challenges.]]>
<![CDATA[Enhancing Science Learning in Primary Schools: Development of Interactive Edu-Game Multimedia to Boost Student Motivation and Achievement ]]>
<![CDATA[Sella Oktania]]>;
<![CDATA[Windatul Hasanah]]>;
<![CDATA[Lukmanul Hakim]]>;
<![CDATA[Atin Fatimah]]>
<![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.v17i2.6829
<![CDATA[The use of traditional learning media in elementary science education often fails to foster active participation or stimulate student motivation, leading to suboptimal learning outcomes. To address this, the development of interactive, game-based multimedia is proposed as a more engaging alternative. This study employed a Research and Development (RD) approach using the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model. The participants were second-grade students from an elementary school in Serang City. Data were collected through validity and practicality instruments, motivation questionnaires, learning outcomes tests, and observation sheets. The developed educational game-based interactive multimedia was validated by experts and deemed suitable for classroom use. Student feedback indicated high practicality, with 93% of learners responding positively. The multimedia tool significantly improved student motivation by 33.3% and science learning outcomes by 88%. The findings demonstrate that incorporating educational games into multimedia learning tools can effectively enhance both engagement and academic performance in elementary science education. The digital format aligns with current technological trends and meets learners' needs more effectively than traditional media. Educational game-based interactive multimedia is a valid, practical, and effective solution for improving student motivation and learning outcomes in elementary science education.]]>
<![CDATA[How to Apply Android Applications (Edmodo) and Google Forms as Learning Media in Historical Learning in High School ]]>
<![CDATA[Usman Usman]]>;
<![CDATA[Tengku Muhammad]]>;
<![CDATA[Bagus Endri Yanto]]>
<![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.v14i4.1882
<![CDATA[The learning that has been carried out so far, both conventionally and those who have implemented e-learning using computer devices, then slowly changes to mobile-based learning by utilizing smartphones and tablets. The use of ICT in history learning is expected to further increase students' understanding of the material being studied. The purpose of this study is to analyze how teachers apply edmodo and google forms as learning media in historical learning. The method used is descriptive analysis with a qualitative approach. The researchers collected the data throught literature review and analyzed them using content analysis technique. The data analysis stages comprised data reduction techniques, data presentation, and conclusion drawing. In addition, the development of this media can be done by the teacher independently. The use of edmodo and Google forms can be used as evaluation tools for history learning in high school. Learning by utilizing edmodo and google forms and sent to students via social media is expected to be able to overcome the limitations of teachers in distance learning]]>
<![CDATA[Integrating Islamic Educational Values through Sasak Muslim Death Rituals: An Ethnographic Study ]]>
<![CDATA[Lalu Nasrulloh]]>;
<![CDATA[Sumarsi Sumarsi]]>;
<![CDATA[Ali Nurdin]]>;
<![CDATA[Kusaeri Kusaeri]]>
<![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.v17i4.7943
<![CDATA[Death rituals in local Muslim communities are not merely cultural expressions but also potential platforms for transmitting Islamic educational values. This study explores how death traditions among the Sasak Muslim community serve as a medium for informal Islamic education through the integration of cultural and religious elements. Using an ethnographic approach, data were collected through participatory observation, in-depth interviews with religious and community leaders, and document analysis. The study focuses on identifying and interpreting Islamic values embedded in ritual practices. Findings reveal that key stages of Sasak death rituals—such as bebarak (death announcement), tepong tanak (grave preparation), karang watang (coffin-making), bokos (shroud-cutting), penurut (animal slaughter), and pelangar (ritual food donations)—incorporate Islamic educational values. These include ukhuwah (brotherhood), adab (proper conduct), niyyah (intention), tawakkal (trust in God), and sadaqah (charity). Despite tensions between custom and Islamic jurisprudence, the community maintains a syncretic practice that fosters moral learning. These rituals provide an effective non-formal learning model that contextualizes Islamic teachings through lived experience. The integration of local wisdom with Islamic principles offers a culturally relevant approach to religious education, especially in maintaining community identity and moral development]]>
<![CDATA[Development of E-Modules Learning Explanatory Text Writing Skill with Discovery Learning Approach for Grade XI ]]>
<![CDATA[Samsul Arifin]]>;
<![CDATA[Syahrul Ramadhan]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 17, No 1 (2025): MARCH 2025 ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v17i1.4766
<![CDATA[The integration of digital learning tools is essential in modern education. This study examines the effectiveness of e-modules using a discovery learning approach to enhance students' skills in writing explanatory texts. This research follows a development research model comprising four stages: (1) Defining, (2) Design, (3) Development, and (4) Deployment. Four instruments were used: needs analysis, e-module validation, e-module practicality assessment, and performance tests. The study was conducted with Class XI students in Tasik Putri Puyu. The findings indicate that the developed e-modules are valid, highly feasible, and effective for classroom use. The discovery learning approach within the e-modules facilitated students' active exploration and knowledge construction, leading to improved writing skills. The results support the use of e-modules as an effective digital learning tool. The discovery learning approach enhances student engagement and comprehension by encouraging investigative learning. These findings align with previous studies highlighting the benefits of digital resources in education. The study concludes that e-modules employing a discovery learning approach significantly improve students' ability to write explanatory texts. Educators are encouraged to integrate such digital tools into their teaching practices to enhance student learning experiences in the digital era.]]>
<![CDATA[Enhancing Critical Thinking and Short Story Writing Skills in Senior High School Students Through the Guided Inquiry Model ]]>
<![CDATA[Meliya Wati]]>;
<![CDATA[Ade Hikmat]]>;
<![CDATA[Herri Mulyono]]>
<![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.v17i3.5769
<![CDATA[Writing is a complex and essential language skill that integrates cognitive, linguistic, and creative elements. Many students face challenges in developing writing process skills and critical thinking, particularly in short story composition. This study investigates the effectiveness of the guided inquiry learning model in enhancing students' writing process skills and critical thinking abilities. A true experimental design with a randomized control group was employed, involving two groups of 11th-grade students from SMA Negeri 4 Pandeglang (N = 64). The experimental group received instruction using the guided inquiry model, while the control group followed conventional methods. Data were collected through tests, observation sheets, documentation, and interviews. Students’ critical thinking skills were measured using a validated post-test and analyzed with the Independent Sample T-Test in SPSS 22. The results showed a progressive increase in the writing process skills of students in the experimental group across three meetings, with an overall average score of 76.46%, categorized as “good.” Additionally, the critical thinking post-test revealed a statistically significant difference between the experimental and control groups (p = 0.0015, one-tailed), indicating the positive impact of guided inquiry learning on students' higher-order thinking. The guided inquiry model effectively enhances students’ short story writing process skills and significantly improves their critical thinking abilities. This model is recommended as an alternative instructional strategy for developing literacy and cognitive skills in secondary education.]]>
<![CDATA[Strengthening the Relationship with Parents; School Creativity to Overcome School’s Infrastructure Problems ]]>
<![CDATA[Sri Widayati]]>;
<![CDATA[Suryanti Suryanti]]>;
<![CDATA[Wiryanto Wiryanto]]>
<![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.v14i4.2298
<![CDATA[The purpose of this study was to describe the creativity of an elementary school institution in establishing relationships with parents in overcoming the problems of facilities and infrastructure before and during the COVID-19 pandemic and post-pandemic. Completeness of facilities and infrastructure will support the achievement of learning objectives. This research is descriptive and qualitative with the subject of this research being SDN Kota Baru IX, Bekasi City. Data collection techniques use interviews, observation, and documentation with data analysis using triangulation. The results of this study reveal that online learning at SDN Kota Baru IX, Bekasi City does not experience difficulties, this is supported by the various creative ideas of teachers under the auspices of the PMPS (School Education Quality Assurance) team which is well coordinated with parents. Parents fully support online learning by providing various facilities such as wifi, android/ios-based cellphones, and laptops. Parenting education is the key to bridging communication with parents. This research implies that schools that have good cooperation with parents will have an impact on the success of school programs in dealing with various situations.]]>
<![CDATA[Developing Interactive E-LKPD with Wizer.Me: A Needs Analysis for Enhancing Poetry Writing Skills in Junior High School Students in Palembang ]]>
<![CDATA[Muhammad Edwin]]>;
<![CDATA[Zahra Alwi]]>;
<![CDATA[Izzah Izzah]]>
<![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.v17i2.6811
<![CDATA[Writing skills are crucial in Indonesian language learning at the secondary school level. However, students’ creative writing abilities remain weak, and low motivation is often cited as a contributing factor. Therefore, an effective solution is needed to support creative writing instruction. This study aimed to analyze students' needs for an Electronic Learner Worksheet (E-LKPD) to enhance creative writing skills in junior high school. A survey method was employed, involving 294 students. Data were collected through questionnaires and interviews, and analyzed using both qualitative and quantitative techniques. The findings revealed three main points: (1) the E-LKPD should align with established principles of E-LKPD development, its characteristic features, and the fundamentals of poetry writing instruction; (2) existing E-LKPD exhibit significant shortcomings; and (3) teachers at Junior High School 56 Palembang express a strong need for interactive E-LKPD to support poetry writing instruction. The study underscores the necessity of developing more effective and engaging E-LKPD to improve students’ creative writing skills and overall literacy. Enhancing the quality of instructional materials could better motivate students and foster greater achievement in writing.]]>
<![CDATA[Exploring Career Selection Determinants Among Accounting Students in Indonesia: An Empirical Study Using the Theory of Planned Behavior ]]>
<![CDATA[Dhany Efita Sari]]>;
<![CDATA[Nadia Fauzi Asila]]>;
<![CDATA[Suranto Suranto]]>;
<![CDATA[Surya Jatmika]]>;
<![CDATA[Rochman Hadi Mustofa]]>;
<![CDATA[Siti Aisyah]]>;
<![CDATA[Rini Agustin Eka Yanti]]>;
<![CDATA[Erni Harlina Isdiati]]>;
<![CDATA[Surani Dwi Astuti]]>
<![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.v17i4.7416
<![CDATA[Occupational choice in accounting is influenced by psychological and social factors, which can be effectively analyzed using the Theory of Planned Behavior (TPB). Understanding these determinants is essential for developing strategies to attract and retain future professionals in the field. This study employed a quantitative approach to examine how TPB constructs—Attitude Toward Behavior, Subjective Norms, and Perceived Behavioral Control—influence students' intentions to pursue a career in accounting. Data were collected through a structured questionnaire administered to 134 Indonesian accounting education students. Hypotheses were tested using Structural Equation Modeling (SEM) with SmartPLS 2.3.9, chosen for its suitability in handling moderate sample sizes and complex models involving latent variables. The analysis revealed that all three TPB constructs significantly predicted students’ career choices in accounting. Attitude Toward Behavior emerged as the strongest predictor, indicating that students' positive perceptions of accounting as a rewarding and fulfilling profession strongly influence their decisions. Subjective Norms also had a significant effect, highlighting the role of social influences from family, peers, and educators. Additionally, Perceived Behavioral Control was positively associated with career intention, suggesting that confidence in personal ability and access to necessary resources supports students' career decisions. These findings suggest that accounting programs should integrate digital skills and career readiness training to align with student motivations and labor market expectations. Future research should explore additional factors to develop a more comprehensive understanding of career choice in accounting.]]>
