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[Enhancing Reading Comprehension through Visual Information: A Longitudinal Study in Higher Education ]]>
<![CDATA[Putri Asilestari]]>;
<![CDATA[Raffly Henjilito]]>;
<![CDATA[Vitri Angraini Hardi]]>
<![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.v17i2.7490
<![CDATA[Reading comprehension is a critical component of academic achievement, yet many English as a Foreign Language (EFL) learners face challenges in processing complex texts. This study investigates the impact of visual information-based reading materials on improving comprehension among Indonesian EFL university students. A mixed-methods, cross-sectional design was employed over three academic semesters. A total of 228 students were assigned to either an experimental group, which received reading materials incorporating visual elements, or a control group, which received text-only materials. Quantitative data were collected using standardized comprehension assessments, while qualitative insights were gathered through student reflections and interviews. The experimental group demonstrated significantly higher performance in literal comprehension compared to the control group (p 0.05, Cohen’s d = 0.81), indicating a large effect size. Qualitative data reinforced these findings, revealing that visual aids enhanced student engagement, understanding, and information retention. The integration of visual elements into reading materials effectively supports comprehension in EFL contexts. Visual information appears to reduce cognitive load and facilitate meaning-making, particularly in learners processing texts in a non-native language. Visual-enhanced reading materials significantly improve literal comprehension among Indonesian EFL university students. These findings underscore the importance of incorporating visual literacy strategies in EFL pedagogy and call for further research into interactive and digital visual tools to support reading comprehension.]]>
<![CDATA[Short Movie as Micro Counseling Learning Media during the Covid-19 Pandemic ]]>
<![CDATA[Yuli Nurmalasari]]>;
<![CDATA[Sujarwo Sujarwo]]>
<![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.v14i4.1226
<![CDATA[The research aims to develop short movies as a medium for learning micro counseling. The short movies developed illustrate the basic skills of counseling through scenes from the counselor and the counselee. The short film consists of three parts: a short movie entitled Pulih, a short movie review, and a short movie entitled 'Do's and Don'ts'. The research uses a quantitative research approach with research and development methods. The research was carried out in four stages: the preliminary stage, the planning stage, the implementation stage, and the result formulation stage. The data were obtained through the assessments given by experts and prospective users which were analyzed descriptively. The results showed that the product developed was feasible to be used as a micro counseling learning medium.]]>
<![CDATA[Implementing Culturally Responsive Teaching to Improve Critical Thinking and Social Sensitivity in 7th Grade Social Studies ]]>
<![CDATA[Haryaningtyas Haryaningtyas]]>;
<![CDATA[Parji Parji]]>;
<![CDATA[Sudarmiani Sudarmiani]]>
<![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.v17i4.7788
<![CDATA[Education is a continuous process that should align with students’ socio-cultural contexts. Culturally Responsive Teaching (CRT) offers an approach that integrates these contexts into the learning process to enhance critical thinking and social sensitivity. This study aims to examine the impact of CRT on the critical thinking skills and social sensitivity of seventh-grade students at SMPN 11 Madiun. This classroom action research was conducted in two cycles, employing Problem-Based Learning (PBL) and Contextual Teaching and Learning (CTL) models. These methods were designed to incorporate students’ cultural backgrounds into Social Science instruction. Students created self-profile videos and explored local folklore as part of the learning activities. In the first cycle, 82% of students demonstrated adequate critical thinking, which increased to 94% in the second cycle. Social sensitivity also improved significantly: initial observations showed that only 43.76% of students met the standard for social sensitivity, while by the end of the second cycle, 100% exhibited empathy and respect for others. The average score of student learning outcomes rose to 90.56, with learning completeness reaching 93.75%. The findings suggest that CRT, when contextualized through culturally relevant materials and learning strategies, can effectively improve students' critical thinking, social awareness, and academic achievement. By creating reflective and culturally meaningful learning experiences, CRT fosters deeper engagement and empathy in the classroom.]]>
<![CDATA[Exploring the Impact of Instagram Use on Adolescents' Global Diversity Values: A Case Study of Toxic Relationship in Narcissistic Personality Disorder (NPD) ]]>
<![CDATA[Irma Meidiana Kusumaningtyas]]>;
<![CDATA[Ambiro Puji Asmaroini]]>;
<![CDATA[Sunarto Sunarto]]>;
<![CDATA[Singkir Hudijono]]>
<![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.v16i4.5999
<![CDATA[This study investigates the impact of Instagram use on adolescents' global diversity values, particularly in the context of toxic relationships exacerbated by Narcissistic Personality Disorder (NPD) traits. A quantitative, cross-sectional survey was conducted with 100 respondents from SMKN 1 Ponorogo and Muhammadiyah Ponorogo University. Data were collected using a questionnaire measuring Instagram use, global diversity values, toxic relationship intensity, and narcissistic tendencies. Analysis included validity, reliability, and T-tests using SPSS software. The findings revealed that Instagram use significantly influences adolescents' global diversity values through an "echo chamber" effect, which reinforces pre-existing beliefs and limits exposure to diverse perspectives. Additionally, toxic relationships, characterized by NPD traits such as a need for excessive validation and emotional manipulation, negatively impact adolescents' attitudes toward cultural and social differences. These results highlight the complex interplay between social media use, mental health, and adolescents’ global outlook. Instagram's reinforcement of biased perspectives and the prevalence of toxic relationship dynamics underscore the need for targeted interventions. The study emphasizes the importance of promoting social media literacy, education on healthy relationships, and mental health support for adolescents. These insights are critical for educators, parents, and policymakers to design strategies that mitigate the adverse effects of social media on adolescents' global diversity values and interpersonal relationships. Further research should explore longitudinal impacts and intervention efficacy.]]>
<![CDATA[Utilization of Hand Puppets from Used Socks and Let's Read Application as Learning Media to Improve Students’ Story-Telling Skills ]]>
<![CDATA[Rabiatul Adawiyah Siregar]]>;
<![CDATA[Ikhwanuddin Nasution]]>;
<![CDATA[Pardi Pardi]]>
<![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.v14i4.2488
<![CDATA[This research aims at describing the utilization of hand puppets made from used socks adn Let’s Read Application as a storytelling medium in improving the speaking skills of the students at Faculty of Teacher Training and Education (FKIP) Al Washliyah Univeristy (Univa), Medan. This study also aims to 1) produce the benefits of hand puppets from used socks and the Let's Read application as learning media, 2) test the feasibility of the learning media, and 3) test the effectiveness of the media. This study uses the Research and Development (RD) ADDIE model. The results show that the feasibility test result conducted by the material validator got an average of 87.5% and media experts got an average of 96.67% with very decent criteria. The limited-scale effectiveness tests of hand puppets made from used socks as a learning medium for the students of FKIP Univa Medan in the 2020-2021 academic year result in an average pre-test score of 41 and an average post-test score of 78. The Hand puppets and Let's Read application are effective to be used in the speaking skills course with t-count of 3,791 and t-table of 2,021. The N-gain calculation data is 0.43. It means that hand puppets made from used socks and the Let's Read application are feasible and effective to be used as learning media for storytelling in the speaking skills course. Students make recordings of storytelling using the hand puppets to display on YouTube. The media can be developed as one of the Indonesian language learning media so that students' understanding and Indonesian language skills increase.]]>
<![CDATA[Enhancing Primary School Students' Motor Skills through Interactive Digital Learning Media: A Quasi-Experimental Study in Physical Education ]]>
<![CDATA[Indra Adi Budiman]]>
<![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.v17i4.8766
<![CDATA[The integration of digital technology in education has opened new opportunities to enhance student engagement and learning outcomes. In physical education, interactive digital learning media offers potential to improve motor skills among primary school students, a critical developmental aspect often overlooked in technology-based learning. This quasi-experimental study investigated the effect of interactive digital learning media on the motor skills of fourth- and fifth-grade students in a public elementary school in Majalengka Regency, Indonesia. A total of 60 students were purposively selected and divided equally into experimental (n=30) and control (n=30) groups. The experimental group used interactive digital media, while the control group received conventional instruction. Motor skills were measured through agility, coordination, and balance tests. Additional data were collected via questionnaires and teacher-student interviews. Independent t-tests were used for statistical analysis, and thematic analysis was applied to qualitative data. The experimental group showed significantly higher improvement in all motor skill areas (p 0.05) compared to the control group. Thematic findings revealed that students experienced greater motivation, enjoyment, and understanding through digital simulations and feedback. Teachers also reported improved engagement and ease in delivering motor skill instruction. The findings confirm that interactive digital media can effectively enhance motor skills and learning motivation in primary physical education, aligning with multimedia learning theory. These results support integrating technology into physical education to promote cognitive, affective, and psychomotor development.]]>
<![CDATA[Development of an Acupressure Animation Video to Enhance the Facial Care Competency of Vocational High School Students ]]>
<![CDATA[Alia Rakhmawati]]>;
<![CDATA[Ali Muhtadi]]>
<![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.v17i1.7158
<![CDATA[Effective instructional media are crucial in vocational education, particularly in enhancing students’ practical skills. This study aims to develop an animation video for acupressure learning, assess its eligibility and practicality, and evaluate its effectiveness in improving student competency. A Research and Development (RD) approach was employed using the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The research was conducted at SMK Negeri 1 Kota Batu, East Java, during the 2023/2024 academic year. Participants included 10 students for needs analysis, 2 expert validators for content and product evaluation, 20 students for the experimental phase, and 2 teachers for practicality assessment. Data collection involved questionnaires, expert judgments, and pre-test/post-test measures, analyzed through qualitative and quantitative techniques. The animation video was successfully developed following all ADDIE stages. Expert validation indicated high content eligibility, with an average feasibility score of 93.75%. Practicality evaluations by two Facial Care teachers confirmed that the product is suitable for acupressure learning. Furthermore, inferential analysis comparing the control and experimental groups revealed a significant improvement in students' acupressure competency after using the animation video. The results suggest that the developed animation video is both practical and effective in enhancing acupressure learning outcomes. Its high validity and positive reception highlight its potential applicability across other vocational schools to support facial care instruction. The animation video demonstrates strong potential as an instructional tool for improving students' competency in acupressure within vocational education settings.]]>
<![CDATA[English Education Students' Perceptions of Automated vs Human Assessment in Spoken English Proficiency ]]>
<![CDATA[Nur Aeni]]>;
<![CDATA[Muhalim Muhalim]]>;
<![CDATA[Hasriani Ganteng]]>;
<![CDATA[Muhammad Tahir]]>;
<![CDATA[Ahmad Talib]]>
<![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.v17i3.7655
<![CDATA[The increasing use of automated evaluation systems in language assessment raises questions about their acceptance and perceived fairness compared to human evaluation. This study examines how English Education students perceive automated and human assessment of spoken English proficiency, focusing on factors influencing acceptance and preferences for hybrid models. A mixed-methods design was employed with 120 English Education students (80 female, 40 male) from Universitas Negeri Makassar. Quantitative data were collected using a 20-item Likert-scale questionnaire (Cronbach’s α = .87) covering six dimensions: Perceived Ease of Use, Perceived Usefulness, Attitude Toward Technology, Self-Efficacy, Behavioral Intention, and Personal Innovativeness. Qualitative data from semi-structured interviews explored students’ experiences and preferences regarding automated and human evaluation. Descriptive statistics indicated generally positive perceptions of automated evaluation, with the highest mean scores for “Automated feedback helps improve pronunciation and fluency” (M = 3.9, SD = 0.928) and “I enjoy playing with new technology in language acquisition” (M = 4.0, SD = 1.071). However, the lowest score for “I plan to use automated evaluation frequently” (M = 2.7, SD = 1.071) reflected hesitancy toward regular use. Thematic analysis revealed three main themes: appreciation of efficiency but skepticism about accuracy, preference for human empathy and contextual understanding, and concerns about algorithmic bias, particularly for non-standard accents. Students strongly favored a hybrid approach, endorsing AI for preliminary feedback and routine practice while valuing human evaluation for comprehensive assessment and motivational support. These findings suggest the need for transparent, inclusive AI tools integrated with human oversight to achieve balanced, pedagogically sound evaluation frameworks in English language education.]]>
<![CDATA[Assessing Student Learning Needs to Achieve Competency Outcomes in the Master's Program of Early Childhood Islamic Education ]]>
<![CDATA[Husnul Bahri]]>
<![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.v16i4.6085
<![CDATA[The Early Childhood Islamic Education Masters program at Fatmawati Sukarno Bengkulu State Islamic University aims to lead in Early Childhood Education, fostering pious, moderate, and intelligent young learners across Southeast Asia by 2037. Aligning the program's curriculum with these objectives requires a detailed learning needs assessment. This study employed a descriptive qualitative approach using Milles and Huberman's interactive analysis model. Data was gathered through field and library research, focusing on curriculum documents and learning needs from students at UIN Saepuddin Zuhri Purwokerto and UIN Fatmawati Sukarno Bengkulu. Analysis of field data revealed specific learning requirements aligned with the desired graduate profile, emphasizing competencies in religious moderation, pedagogical skills, and early childhood development strategies. These findings provide essential insights for program managers to refine the curriculum, ensuring it meets the professional standards necessary for graduates to excel in Early Childhood Islamic Education. By aligning curriculum development with assessed learning needs, the program can better prepare students to achieve its mission of cultivating well-rounded educators who meet the goals set for 2037.]]>
<![CDATA[Exploring Mental Health Prevalence Among Multiethnic High School Adolescents in West Kalimantan ]]>
<![CDATA[Hendrik Hendrik]]>;
<![CDATA[Yenni Rizal]]>;
<![CDATA[Hendra Sulistiawan]]>;
<![CDATA[Melina Lestari]]>;
<![CDATA[Ely Trisnowati]]>;
<![CDATA[Uray Herlina]]>;
<![CDATA[Hema Fitria]]>;
<![CDATA[Dada Suhaida]]>
<![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.v17i2.6904
<![CDATA[Mental health among adolescents is a growing concern, particularly in culturally diverse regions. This study investigates the mental health status of multiethnic adolescents at State Senior High School 1 Sungai Kakap, West Kalimantan, Indonesia, focusing on six major ethnic groups: Malay, Dayak, Chinese, Bugis, Madurese, and Javanese. A quantitative, descriptive research design was employed. Data were collected through a mental health assessment and analyzed using percentage calculations. Each participant’s score was categorized, and the proportion of individuals in each category was computed by dividing the frequency (ni) by the total number of participants (n), then multiplied by 100. Findings indicate that, overall, the mental health of multiethnic adolescents falls within the "high" category. However, some variations emerged across ethnic groups, with certain students—particularly at State Senior High School 1 Sungai Kakap—showing lower mental health scores. Among the four dimensions assessed—physical, psychological, moral-religious, and social—the psychological aspect scored the lowest, suggesting it is the most vulnerable area. The lower scores in psychological well-being highlight a pressing need for targeted interventions. Cultural diversity may contribute to unique stressors that affect adolescents' psychological health more than other domains. This study underscores the importance of enhancing adolescent mental health, particularly the psychological dimension, in multiethnic contexts. School-based guidance and counseling programs, alongside strong family and community support, are recommended to foster better mental health outcomes.]]>
