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[The Influence of School Environment on Students' Mental and Post-Traumatic Growth: A Quantitative Study ]]>
<![CDATA[Marzhuhriya Khoirunnisa]]>;
<![CDATA[Sadam Fajar Shodiq]]>
<![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.v17i3.6881
<![CDATA[Mental health among adolescents is a critical concern with profound implications for individuals, families, and educational systems. In school settings, the environment can serve as a protective factor that fosters mental well-being and supports post-traumatic growth (PTG), particularly among students exposed to stress or adversity. This study aimed to explore the associative relationship between the school environment, students' mental health, and post-traumatic growth. Employing a descriptive quantitative design, the study involved 210 students from grades XI and XII at MA Taruna Al-Qur’an, selected using simple random sampling. Data were collected through a Likert-scale questionnaire covering perceptions of school environment, mental health, and PTG. Structural Equation Modeling (SEM) was applied using SmartPLS 4.0 to assess the strength of associations without implying causality. The analysis revealed that the school environment accounted for 86.8% of the variance in students' mental health and 89% in post-traumatic growth. Both associations were found to be statistically significant, with strong reliability and validity scores across all measurement constructs. These findings highlight the strategic role of a supportive school environment in promoting adolescents’ psychological resilience and recovery. Creating a safe, inclusive, and empathetic school climate can significantly enhance students’ capacity to maintain mental well-being and experience positive growth following adversity. Educational institutions are encouraged to integrate social-emotional learning and trauma-informed practices into their environments to further support student development.]]>
<![CDATA[Integrating Short Stories into English Language Teaching: What English Teacher Educators Say about It? ]]>
<![CDATA[Gina Oktaviana Oktaviana]]>;
<![CDATA[Sumardi Sumardi Sumardi]]>;
<![CDATA[Endang Setyaningsih Setyaningsih]]>
<![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.v14i4.2172
<![CDATA[Although prior studies have shown the pedagogical potential of short stories in language learning, only a few studies have investigated English teacher educators' perceptions and experiences with short stories in initial language teacher education courses. This narrative study aims to investigate how short stories are integrated into English language teaching in a teaching education institution. Empirical data were gathered through semi-structured interviews with three English teacher educators. This study used member-checking to ensure the validity of the data. Four steps were used to analyze the data in this study: 1) compiling, 2) disassembling, 3) reassembling, and 4) interpreting. Findings showed that the integration of short stories was carried out in two ways. First, short stories were used as teaching materials in extensive reading courses in the second semester. Second, short stories were used as the basis for creating learning activities. Eight classroom activities were identified from English teacher educators’ stories. Three challenges were encountered by English teacher educators in integrating short stories into English language learning, such as finding the “right” short stories, students' low interest in reading the short stories, and limited facilities and time to execute the planned activity. Generally, the findings imply that the selection of short stories appears to be an essential element, and if English teacher educators can successfully overcome the challenges they encounter, the integration process can be smoothly conducted. Hopefully, future studies will provide ways for teachers to select the right stories and develop learning activities based on the stories chosen.]]>
<![CDATA[Development of E-Books as Educational Media to Introduce Disasters to Early Childhood ]]>
<![CDATA[Heni Nafiqoh]]>;
<![CDATA[Ratna Dwi Nurcahyani]]>
<![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.v17i2.7462
<![CDATA[Indonesia's geographical position along the Pacific Ring of Fire makes it highly vulnerable to natural disasters such as earthquakes, floods, and tsunamis. Early childhood education plays a critical role in preparing young learners to recognize hazards and respond appropriately during emergencies. However, disaster education for children is often limited to conventional methods that lack interactivity and developmental alignment. This study aimed to develop and evaluate an interactive e-book designed to enhance disaster preparedness among children aged 4–6 through a developmentally appropriate, engaging, and multimedia-based approach. Using an Educational Design Research (EDR) framework, the study involved iterative phases of needs analysis, product design, expert validation, revision, and limited field testing. Data were collected through interviews, observation sheets, teacher questionnaires, and expert validation rubrics. The e-book incorporated child-friendly illustrations, animations, narration, and interactive games. Expert validators rated the e-book as "Very Eligible" (97.9%) based on content accuracy, visual appeal, language clarity, and interactivity. A field test with 12 children at PAUD Al Hidayah showed a significant improvement in disaster knowledge, with posttest scores increasing from an average of 35.83 to 72.5. Children demonstrated high engagement and adaptability when interacting with the e-book, reinforcing the effectiveness of multimedia tools in early disaster education. The findings support integrating digital media into early childhood curricula to foster resilience and disaster literacy. Future research should explore the long-term behavioral impacts of disaster e-books and their integration with emerging digital platforms such as mobile apps and augmented reality to broaden access and educational impact.]]>
<![CDATA[Enhancing Elementary Students’ Mathematical Problem-Solving Skills Through Mindfulness-Based Emotional Coaching and Living Values Education (LVE) ]]>
<![CDATA[Assyifa Indar Apriana]]>;
<![CDATA[Meli Baedahsari]]>;
<![CDATA[Mutiara Kharisma]]>;
<![CDATA[Dina Pratiwi Dwi Santi]]>;
<![CDATA[Siska Firmasari]]>
<![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.v17i4.7701
<![CDATA[Mathematical problem-solving skills among elementary school students in Indonesia remain below expected standards according to international and national assessments. Limited emotional regulation and insufficient internalization of positive values are identified as contributing factors. Integrating social-emotional approaches into mathematics learning is therefore essential. This study examined the effectiveness of an emotional coaching program integrating mindfulness practices and Living Values Education (LVE) in enhancing students’ mathematical problem-solving abilities. A mixed-methods approach with a sequential explanatory design was employed. The quantitative phase involved a pretest–posttest design with 25 fourth-grade students selected through purposive sampling at an elementary school in Cirebon, Indonesia. Students’ mathematical problem-solving skills were measured using a structured test and analyzed using a paired sample t-test. The qualitative phase consisted of semi-structured interviews analyzed thematically to explore students’ emotional regulation, learning focus, and problem-solving strategies. The results showed a statistically significant improvement in students’ mathematical problem-solving performance following the intervention. Qualitative findings indicated enhanced emotional regulation, increased concentration, and the use of more reflective problem-solving strategies. Mindfulness practices contributed to students’ self-awareness and emotional calmness, while Living Values Education fostered responsibility, patience, and cooperation in learning. The findings indicate that emotional coaching grounded in mindfulness and Living Values Education effectively supports both cognitive and emotional development, offering a holistic approach to improving elementary students’ mathematical problem-solving skills.]]>
<![CDATA[Development of Teaching Factory Model-Based Artificial Intelligence: Improving the Quality of Learning Vocational Schools in Indonesia ]]>
<![CDATA[Sintha Wahjusaputri]]>;
<![CDATA[Tashia Indah Nastiti]]>;
<![CDATA[Bunyamin Bunyamin]]>;
<![CDATA[Wati Sukmawati]]>;
<![CDATA[Johan Johan]]>
<![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.v16i4.5979
<![CDATA[This study aims to develop an AI-based teaching factory model in Vocational High Schools (SMKs) to improve vocational education quality and align student competencies with Industry 4.0 requirements. Integrating AI is anticipated to enhance students' technical and non-technical skills, including problem-solving, creativity, and technology adaptation. The research utilized a mixed-methods approach, combining quantitative and qualitative techniques. Data were collected through surveys, interviews, and observations from teachers and students in SMKs implementing AI-based teaching factories. Analysis was conducted using Partial Least Squares Structural Equation Modelling (PLS-SEM) and in-depth teacher interviews to evaluate readiness and integration challenges. Findings reveal that AI applications in teaching factories significantly enhance students' technological proficiency, learning efficiency, and industry-readiness. Teachers reported improved teaching effectiveness, although they faced obstacles in areas like teacher training and technological infrastructure. The study highlights the potential of AI in elevating vocational education but identifies barriers requiring attention, such as the need for continuous teacher development and robust infrastructure. Recommendations include targeted training programs, increased investment in technology, and curriculum revisions to integrate AI comprehensively. Implementing AI in SMKs presents a promising strategy to address the evolving demands of Industry 4.0, enhancing educational outcomes for students and teaching effectiveness for educators.]]>
<![CDATA[Making Supercapacitors as Teaching Materials for Science Lab Work in High Schools for Supporting the Development of Renewable Energy ]]>
<![CDATA[Nirwan Syarif]]>;
<![CDATA[Dedi Rohendi]]>;
<![CDATA[Supriatini Supriatini]]>
<![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.v14i4.1813
<![CDATA[This paper reports the results of the development of science lab work teaching materials that focus on the development of renewable energy, especially energy storage devices. The energy storage device discussed was the supercapacitor, including the tools and materials used the manufacturing method and the theory underlying the supercapacitor. The method applied to the development of science lab work teaching materials consists of activity design, subject, data collection and data analysis. The results of data analysis show that the development of labwork teaching materials for senior high schools is suitable for use by educators in science learning based on the assessment of the lecturers / teachers resulting in an assessment with a 95% feasibility percentage (very feasible). Student responses showed that the average number of 86.8% included in the category of very interested. It can be said that the students are very interested in learning to use the material presented. Several recommendations can be given, namely that more plenty and diverse teaching materials are needed in order to make students of high schools can understand the government programs that are being launched and it is necessary to conduct research by teachers and students so that schools can produce students who have capability to enter competition in larger events.]]>
<![CDATA[Development of a Quizizz-Based Assessment Project-Based Learning Model to Enhance Elementary School Students' Adversity Quotient ]]>
<![CDATA[Adinda Nurmaulinda]]>;
<![CDATA[Irdalisa Irdalisa]]>;
<![CDATA[Ishaq Nuriadin]]>
<![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.v17i4.8375
<![CDATA[Developing students' Adversity Quotient (AQ)—the ability to persevere through challenges—is crucial for 21st-century learning. Yet, few studies explore how digital assessment tools like Quizizz can be integrated within Project-Based Learning (PjBL) to enhance AQ, particularly in elementary education. This study employed a Research and Development (RD) approach using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). A Quizizz-based assessment-integrated PjBL model was designed and validated by material, media, and language experts. Data were collected through tests, observations, questionnaires, and expert validation sheets. Quantitative data were analyzed using descriptive statistics, paired-sample t-tests, and N-Gain scores, while qualitative data were analyzed via content analysis. The model demonstrated high validity across all expert evaluations. Students reported strong positive responses in terms of practicality, engagement, and user-friendliness (mean score: 91.01%). The model was effective in improving AQ, as shown by a significant increase in post-test scores (M = 109.81) compared to pre-test scores (M = 86.25; p 0.001) with an average N-Gain of 0.57 (medium category). Notably, the proportion of students categorized as Climbers increased from 12.5% to 93.75%. The integration of Quizizz into a structured PjBL model fosters both cognitive understanding and non-cognitive resilience. This model proves effective in cultivating AQ by leveraging gamified assessment features that support persistence, motivation, and reflective learning. Future applications should consider digital readiness and contextual adaptation to maximize impact.]]>
<![CDATA[The Urgency of Developing Digital Teaching Modules with Luwu Cultural Context for Literacy Skills ]]>
<![CDATA[Muhammad Rusli Baharuddin]]>;
<![CDATA[Fitriani Fitriani]]>;
<![CDATA[Andi Wafda]]>
<![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.v17i1.6068
<![CDATA[The lack of local cultural representation in teaching materials and literacy challenges in the digital era highlight the need for innovative instructional resources. Developing digital teaching modules that enhance literacy while reinforcing cultural identity is crucial. This study aims to develop a Luwu Culture-Based Digital Teaching Module to improve students' literacy skills. This study employs a Research and Development (RD) approach using the ADDIE model, which consists of analysis, design, development, implementation, and evaluation phases. Data collection involves qualitative and quantitative methods to assess validity, practicality, and effectiveness. Findings indicate that the module is highly valid, with an average validity score of 81%, demonstrating strong relevance, comprehensiveness, and clarity. The module’s practicality is rated as excellent, with a mean score of 88%, indicating ease of use, learning effectiveness, and efficiency in implementation. The integration of local cultural elements into literacy instruction provides a meaningful learning experience, fostering students' engagement and comprehension of informational and literary texts. By embedding cultural narratives and traditions, the module enhances literacy skills while strengthening cultural identity. This study demonstrates that a Luwu Culture-Based Digital Teaching Module is a valid and practical tool for literacy development. Its adaptability to diverse cultural contexts suggests its potential for broader application in literacy education. Future research should explore its long-term impact on student learning outcomes.]]>
<![CDATA[Exploring the Relationship Between Gadget Use and Learning Focus Among Children with ADHD in Inclusive Schools ]]>
<![CDATA[Elvira Asril]]>;
<![CDATA[Zamzami Zamzami]]>;
<![CDATA[Yogi Yunefri]]>;
<![CDATA[Rizki Novendra]]>;
<![CDATA[Yogo Turnandes]]>
<![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.v17i3.8318
<![CDATA[Children with Attention Deficit Hyperactivity Disorder (ADHD) often struggle to maintain focus, leading to low participation and poor academic outcomes. While gadgets are frequently viewed as distractions, they also offer potential as interactive learning tools. This study investigates the relationship between gadget use and learning focus among children with ADHD in inclusive schools. A quantitative survey with a correlational design was employed. Two variables were measured: gadget use as a learning medium (X) and the learning focus of children with ADHD (Y). Data were collected from 50 respondents, including classroom teachers, special assistant teachers (GPK), and therapists experienced in supporting children with ADHD using gadgets. A Likert-scale questionnaire was tested for validity and reliability, and data were analyzed using Pearson correlation and regression analysis. Findings showed that gadget use among respondents was relatively high (mean = 39.94). However, correlation analysis indicated no significant relationship between gadget use and learning focus (r = –0.12, p 0.05). Regression analysis suggested that increased gadget use did not predict improvements in attention, and in some cases showed a negative trend. These results highlight that high gadget usage alone does not enhance learning focus in children with ADHD. The effectiveness of gadgets depends on structured pedagogical frameworks, appropriate application design, and alignment with learners’ characteristics. Gadgets can support ADHD learning only when integrated with tailored instructional strategies. Future research should explore specific app features and teaching models to optimize their educational benefits.]]>
<![CDATA[The Impact of Transformational Leadership Style and Compensation on Teacher Performance at Madrasah Aliyah ]]>
<![CDATA[Muhammad Sehol]]>
<![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.v14i4.1242
<![CDATA[Building a motivating environment can be an organization's most significant challenge because a motivated, satisfied, and committed workforce is harder to find and create. It keeps leaders in an organization evaluating, experimenting, and adapting to different people, including their behaviours, attitudes, personalities and cultures, traditions, habits, and experiences. This study aims to determine and analyze the effect of transformational leadership style and compensation on teacher performance through work motivation at a private madrasah Aliyah in Buru Regency. The descriptive and verification method with a quantitative research approach is used—sampling using the purposive sampling technique, with a sample of 41 teachers. Sources of data used in the study are primary data and secondary data. The study's results indicate that transformational leadership influences work motivation and teacher performance. Likewise, compensation directly influences the motivation and performance of Madrasah Aliyah Alhilaal Namlea Buru Regency teachers. The results of the Sobel test calculator calculation show an indirect effect of transformational leadership on teacher performance through work motivation. Likewise, compensation also has an indirect impact on teacher performance through work motivation. So it can be concluded that work motivation can mediate the relationship between balance and teacher performance at Madrasah Aliyah inBuru Regency. The results of this study can also be used for researchers and further researchers as well as parties who need it as a source of reference and valuable information in adding to the reader's insight]]>
