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 Use of Wordwall Application Towards Elementary School Students Acceptance: Extension TAM Model ]]>
<![CDATA[Elsa Ananda Putri]]>;
<![CDATA[Zulherman Zulherman]]>
<![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.v14i4.2047
<![CDATA[This research aims to prove elementary school students' interest in the adoption use of the Wordwall as a game-based learning application, which is directly proportional to the concept of learning gamification, by proposing a solution to make an interactive activity using Edu-games-based teaching materials that can be implemented with learning activities during pandemic Covid-19. This research expands TAM (Technology Acceptance Model) basic theory by adding external variables of perceived enjoyment and habit by employing a survey method and taking a sample of elementary school students, as many as 90 students, to analyze the elementary school students' interest using the Wordwall application in learning with the concept of gamification. The data is processed using SEMPLS to see the results of the tested independent variables. TAM model adopted in this study has succeeded in achieving interrelated prediction, this research indicates that perceived enjoyment and habit become the influencing factor in increasing Wordwall usage interest through key variables (PEOU), that is, the perceived ease of using the application as the most strengthen and effective key variable in this research. This study also focuses on the proposed model contribution with the final review, which impacts the proposed hypothesis predictions through the technology acceptance by elementary school students in using a game-based learning platform digital.]]>
<![CDATA[Design and Evaluation of Digidongeng: An Interactive Digital Storybook for Early Childhood Sexual Education ]]>
<![CDATA[Naura Shafwah]]>;
<![CDATA[Asep Kurnia Jayadinata]]>;
<![CDATA[Risty Justicia]]>;
<![CDATA[Lily Muliana Mustafa]]>;
<![CDATA[Dhea Ardiyanti]]>
<![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.v17i4.8215
<![CDATA[Cases of sexual violence against young children continue to rise, underscoring the need for developmentally appropriate and engaging early childhood sexual education. This study aimed to (1) analyze teachers’ needs for sexual education learning media and (2) design, develop, and conduct an initial evaluation of Digidongeng, an interactive digital storybook for children aged 5–6 years. Using a Design and Development approach with the ADDIE model, the analysis stage involved interviews with two early childhood teachers to identify content priorities, preferred media features, and implementation concerns. Based on these findings, Digidongeng was designed and developed using Book Creator with multimedia elements (narration, visuals, and interactive buttons). The product was validated by two experts (content and media) using a 4-point rubric covering presentation, relevance, usability, and safety. A limited classroom trial was then conducted with 20 kindergarten children; children’s engagement, ability to operate the media, and observable comprehension were documented using observation sheets. Expert validation indicated that Digidongeng was highly feasible (98.07% for both content and media validation). In the field trial, overall feasibility reached 93.5% (374/400), with children showing high interaction and sustained interest, and teachers reporting that guided facilitation supported children’s participation. Digidongeng demonstrates strong initial feasibility and acceptability as an interactive, child-friendly medium to support early childhood sexual education. Further research should examine learning outcomes with stronger evaluation designs and broader implementation across diverse settings.]]>
<![CDATA[Enhancing Computational Thinking Skills in Solving Two-Variable Linear Equations through Problem-Based Learning in Indonesian Middle Schools ]]>
<![CDATA[Fitri Yana]]>;
<![CDATA[Ariyadi Wijaya]]>
<![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.v17i1.5869
<![CDATA[Computational thinking (CT) is a crucial 21st-century skill that enables individuals to think logically, creatively, and structurally. In mathematics, CT plays a vital role in problem-solving and conceptual understanding. This study examines students' mathematical computational thinking abilities in the context of two-variable linear equation systems. This research employs a descriptive qualitative approach involving 32 eighth-grade students. Data collection includes a test comprising four items aligned with CT indicators: decomposition, pattern recognition, abstraction, and algorithms. Additionally, four students were interviewed based on their performance to gain deeper insights into their CT processes. Findings indicate that students' computational thinking abilities significantly improved following the Problem-Based Learning (PBL) approach. High-performing students successfully demonstrated all CT indicators, effectively analyzing problems, identifying patterns, and applying structured solutions. However, students with lower competency levels struggled with problem identification, pattern recognition, and algorithmic implementation, indicating a need for targeted instructional support. The results underscore the importance of integrating CT into mathematics curricula to enhance logical reasoning and problem-solving skills. The challenges faced by some students highlight the necessity of differentiated instruction and scaffolding strategies to support CT development. This study emphasizes the role of PBL in fostering computational thinking in mathematics education. The findings provide valuable insights for educators and policymakers in designing curriculum strategies that align with 21st-century learning demands.]]>
<![CDATA[Development of Articulate Storyline Media to Improve Students' Critical Thinking Skills ]]>
<![CDATA[Safna Maulidiya]]>;
<![CDATA[Sri Sami Asih]]>
<![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.v17i3.7254
<![CDATA[The integration of technology into elementary mathematics education remains limited, leading to challenges in fostering students' critical thinking skills, especially in abstract topics such as flat shapes. This study aims to develop and evaluate the effectiveness of Articulate Storyline-based learning media in improving the critical thinking skills of fifth-grade students on the topic of rectangular flat shapes (squares and rectangles). The research employed a Research and Development (RD) approach based on the Borg and Gall model. The participants were 34 fifth-grade students from SD Negeri Tambakaji 03, Semarang. Data were collected through expert validation questionnaires (material and media experts), student response questionnaires, and pretest-posttest instruments. Validity and reliability tests were conducted to ensure the quality of the instruments, and effectiveness was analyzed using the N-gain and t-test. The results show that the developed Articulate Storyline media achieved a validity score of 92%, indicating it is highly feasible for classroom use. Student responses also showed positive acceptance and high practicality. Statistical analysis revealed a significant improvement in students’ critical thinking skills, with an average N-gain score of 0.7084, classified as high. In conclusion, the use of Articulate Storyline media effectively enhances students' critical thinking abilities in mathematics, particularly in learning about flat shapes. The study supports the incorporation of interactive digital media as a pedagogical tool to bridge the gap between abstract mathematical concepts and engaging learning experiences at the elementary level.]]>
<![CDATA[Strategies for Increasing Community Participation in Education Implementation in Madrasah Aliyah ]]>
<![CDATA[Lukman Hakim]]>
<![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.v14i4.2750
<![CDATA[The purpose of this study was to obtain strategies to increase community participation in the implementation of education in Madrasah Aliyah. This research used a descriptive qualitative research method. The nature of the researcher-respondent relationship was revealed by using this method. The research was conducted at Madrasah Aliyah Negeri 1 Mataram. The participants included school principals (N=1) and teachers (20). Data were collected through observation, documentation, and interviews. The data analysis used was Miles and Huberman model, namely data reduction, data presentation, conclusion drawing, and triangulation. The results of the data analysis concluded that Madrasah Aliyah Negeri 1 Mataram provided five strategies to increase community participation in the education process, namely; counselling clinic, academic and non-academic program, building a national-minded character, new student admission, giving equal responsibility to the community for the development of education process. Each strategy involves the participation of a different community. These strategies were designed to achieve educational goals. The results of this study have implications for an in-depth understanding of the principal as the top leader in the school to enable everyone in the school community to participate actively.]]>
<![CDATA[Enhancing Qur'an-Hadith Education through Science, Technology, and Society Approach: A Developmental Study ]]>
<![CDATA[Rahmiati Rahmiati]]>;
<![CDATA[M. Zubir]]>;
<![CDATA[Muhiddinur Kamal]]>;
<![CDATA[Elfiani Elfiani]]>;
<![CDATA[Muhamad Rezi]]>;
<![CDATA[Sofia Ridha]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 17, No 2 (2025): JUNE 2025 ]]>
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DOI: 10.35445/alishlah.v17i2.6392
<![CDATA[This study explores the development of a Qur'an-Hadith learning model incorporating the Science, Technology, and Society (STM) approach to cultivate technological responsiveness and social awareness among Madrasah Tsanawiyah students. The integration of STS is intended to bridge traditional religious education with contemporary societal and technological contexts. A Research and Development (RD) methodology was applied, guided by the McKenney model, which includes the phases of preliminary research, prototyping, and assessment. Each stage was carried out systematically to ensure the validity, practicality, and effectiveness of the proposed model. The STM-based learning model led to notable improvements in student learning outcomes at MTs Sjech Ibrahim Koto Tuo. The model was validated by subject matter experts and demonstrated strong pedagogical relevance. Its practical application in the classroom environment encouraged higher levels of student engagement, creativity, and critical thinking, reflecting a positive shift in students’ technological awareness and social responsibility. Incorporating the STM approach into Qur'an-Hadith instruction enhanced the overall quality and relevance of religious education. This method successfully linked religious content with real-world issues, fostering a more dynamic and contextually aware learning experience. The STM-based learning model presents a promising alternative for Islamic education. Aligning religious studies with scientific and societal dimensions contributes meaningfully to both academic performance and character development among students.]]>
<![CDATA[From Data to Action: A Qualitative Study of Rapor Pendidikan-Based Planning in Indonesian Primary Schools ]]>
<![CDATA[Desi Rahmawati]]>;
<![CDATA[Nurhattati Nurhattati]]>;
<![CDATA[Ujang Suherman]]>;
<![CDATA[Dirgantara Wicaksono]]>
<![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.v17i4.7508
<![CDATA[Data-based educational planning has become a key policy direction in Indonesia through the implementation of the Education Report Card (Rapor Pendidikan). However, empirical evidence on how primary schools utilize this data for systematic planning remains limited. This study explores how public primary schools optimize the Education Report Card in educational planning processes. This study employed a qualitative multiple-case design involving 35 public primary schools in Pulogadung District, East Jakarta. Data were collected through semi-structured interviews with principals, vice principals, teachers, and school operators (n = 107), non-participant observations of planning activities, and analysis of school planning documents. The data were analyzed thematically using Miles and Huberman’s framework, supported by cross-case comparison to identify planning typologies and optimization levels. The findings revealed two dominant planning typologies: strategic and reactive. Most schools demonstrated a strategic orientation characterized by systematic data analysis, long- and medium-term planning, and high stakeholder involvement. Schools with higher levels of data literacy and collaborative engagement were more effective in translating Education Report Card data into targeted programs, particularly in literacy and numeracy improvement. In contrast, reactive schools tended to rely on short-term responses and showed limited integration of data into sustainable planning. The study highlights that effective use of the Education Report Card is mediated by data literacy and stakeholder participation. Strengthening these capacities is essential for transforming educational data into actionable and sustainable school improvement strategies.]]>
<![CDATA[Discovery Learning with Traditional Educational Game Gobak Sodor in Physical Education Learning ]]>
<![CDATA[Indra Adi Budiman]]>
<![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.v16i4.6175
<![CDATA[Physical education aims to improve both physical fitness and social skills. Discovery Learning in physical education, rooted in a constructivist approach, fosters active exploration, problem-solving, and understanding through direct experiences. Incorporating traditional educational games like Gobak Sodor serves as an effective model for achieving these dual objectives. A mixed-methods approach was employed, utilizing Embedded Design to combine qualitative and quantitative data for a comprehensive analysis. The study involved 32 seventh-grade students from SMPN 3 Majalengka. Qualitative data were gathered through interviews and observations, while quantitative data were collected using physical fitness tests (endurance, strength, agility) and questionnaires. Social skills were evaluated based on communication, cooperation, empathy, and conflict resolution. The implementation of Discovery Learning with the Gobak Sodor game significantly enhanced students' physical fitness and social skills. Improvements were observed in endurance, strength, and agility, alongside better communication, cooperation, and empathy among students. The findings highlight the effectiveness of traditional educational games in achieving physical and social development in physical education settings. However, further research is recommended to explore the application of this method in diverse student populations to confirm its broader applicability. Discovery Learning with the Gobak Sodor game positively impacts students’ physical fitness and social skills. Expanding this approach to other contexts could provide valuable insights for educational innovation.]]>
<![CDATA[Comparative analysis and student response relationships regarding the inquiry learning model on students' attitudes and character ]]>
<![CDATA[Astalini Astalini]]>;
<![CDATA[Darmaji Darmaji]]>;
<![CDATA[Dwi Agus Kurniawan]]>;
<![CDATA[Miftahul Zannah Azzahra]]>
<![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.v14i4.2092
<![CDATA[This research was conducted with the aim of knowing the differences and the relationship between student responses to the inquiry learning model, student attitudes towards physics lessons and student character towards physics lessons in class XI IPA 1 and XI IPA 4 at SMAN 11 Jambi City. This research uses quantitative research with associative and comparative research types, by filling out a questionnaire. The sampling technique used in this research is purposive sampling. Based on the results of the hypothesis testing carried out, it can be concluded that there are differences and relationships between students' responses to the inquiry learning model on students' attitudes and character in physics subjects.]]>
<![CDATA[Mapping Teacher Competence in AI-Integrated School Education: A Bibliometric Study (2021–2025) ]]>
<![CDATA[Fadya Asmadina Aulia]]>;
<![CDATA[Agus Setiawan]]>;
<![CDATA[Rama Wijaya Abdul Rozak]]>;
<![CDATA[Nandang Rusmana]]>;
<![CDATA[Maulia Depriya Kembara]]>
<![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.v17i4.7875
<![CDATA[The rapid integration of Artificial Intelligence (AI) into education has redefined teacher competence, requiring not only technical proficiency but also pedagogical adaptability and ethical awareness. However, existing literature lacks a comprehensive synthesis connecting these dimensions within school-based education. This study employed a bibliometric analysis of 288 Scopus-indexed research articles published between 2021 and 2025. Data were retrieved via ScienceDirect and validated through Scopus. VOSviewer was used to conduct keyword co-occurrence analysis, applying full counting and LinLog/modularity clustering to identify dominant themes. Seventy-six high-frequency keywords were grouped into seven thematic clusters: (1) student outcomes and engagement, (2) teacher development and TPACK integration, (3) AI literacy and readiness, (4) pedagogical innovation and AI systems, (5) generative AI tools and trends, (6) curriculum design and early AI education, and (7) emotional intelligence and institutional support. Key frameworks included TPACK, UNESCO's AI Competency Framework, and self-efficacy models such as TAICS. Findings reveal a multidimensional structure connecting cognitive, affective, and institutional aspects of teacher competence. The study highlights the need for holistic teacher education programs that integrate AI literacy, ethical reasoning, emotional resilience, and contextual pedagogy. Implications are discussed for curriculum developers, policymakers, and professional development initiatives, particularly in emerging contexts like Indonesia.]]>
