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 Elementary Numeracy Skills Through Visualization-Based Accelerated Learning Cycle ]]>
<![CDATA[Hasibah Hasibah]]>;
<![CDATA[Sama' Sama']]>;
<![CDATA[Jamilah Jamilah]]>
<![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.v17i2.6662
<![CDATA[Basic arithmetic skills are foundational for elementary education, yet many students struggle to grasp core mathematical concepts. Innovative teaching methods, such as visualization-based learning, may help address this issue by promoting conceptual understanding and critical thinking. This quasi-experimental study employed a Nonequivalent Control Group Design to evaluate the effectiveness of a visualization-based accelerated learning cycle on fourth-grade students’ arithmetic abilities. A purposive random sampling technique was used to assign 60 students into two groups: an experimental group (n = 30) and a control group (n = 30). Posttest results analyzed using a t-test indicated that the experimental group outperformed the control group, with an average score of 75.64 compared to 69.68. These findings suggest that visualization-based instruction can significantly enhance mathematical numeracy skills. The results demonstrate that visualization strategies support the acquisition of arithmetic concepts and foster critical thinking. The improved performance of the experimental group highlights the potential of this approach in elementary mathematics instruction. Visualization-based learning appears to be an effective method for improving arithmetic skills among elementary students. Its integration into classroom instruction could enhance learning outcomes, especially if supported by equitable access to technology. Future studies should investigate the long-term effects of this approach and include larger, more diverse samples.]]>
<![CDATA[Teacher job satisfaction viewed from the perspective of work motivation and principal performance ]]>
<![CDATA[Nisaul Khaira]]>;
<![CDATA[Yusrizal Yusrizal]]>;
<![CDATA[Niswanto Niswanto]]>
<![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.v14i4.1394
<![CDATA[This research aims to determine the effect of work motivation and principal's performance on teacher job satisfaction together at a senior high school in … sebutkan nama kota/kabupaten/provinsinya. This research uses a quantitative approach with associative methods. The analysis technique data used is simple and multiple linear regression analysis, t-test, and F test. The results showed that: 1) There is a significant influence between the principal's work motivation on teacher job satisfaction by 79.1%. This means that work motivation will affect the job satisfaction of teachers in schools for the achievement of maximum performance; 2) There is a significant influence between the principal's performance on teacher job satisfaction by 49.7%. Therefore, the two variables can go hand in hand, the better the principal's performance, the better the teacher's job satisfaction; 3) There is a significant influence between work motivation and principal performance on teacher job satisfaction by 81.4%. This means that the two variables, namely work motivation and principal performance, go hand in hand with teacher job satisfaction, meaning that the better the work motivation and performance of the principal, the higher the teacher's job satisfaction.]]>
<![CDATA[Diagnosing Junior High School Students’ Misconceptions and Confidence on Force and Motion Using the Certainty of Response Index (CRI) and Written Reasoning Analysis ]]>
<![CDATA[Tia Sarawati]]>;
<![CDATA[Ismail Fikri Natadiwijaya]]>;
<![CDATA[Insih Wilujeng]]>;
<![CDATA[Laifa Rahmawati]]>
<![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.v17i4.6586
<![CDATA[Misconceptions in force and motion are persistent in junior high school and often remain hidden when assessment focuses only on correctness. Integrating students’ confidence with their answers may improve diagnosis and inform instruction while also revealing critical thinking quality in written justifications. This descriptive study involved 50 eighth-grade students (SMP Evans Indonesia). Students completed 10 reasoned multiple-choice diagnostic items on force and motion (e.g., velocity–time graphs, force–acceleration relation, Newton’s First Law), each accompanied by a Certainty of Response Index (CRI, 0–5). A cutoff of CRI ≥ 2.5 distinguished high vs low confidence. Written justifications were analyzed using Facione’s critical thinking indicators (interpretation, inference, explanation, evaluation). Five students representing different conceptual profiles were selected for in-depth reasoning analysis. Misconceptions were most frequent in velocity–time graph interpretation and other abstract representations (about four in ten students showed confident, incorrect answers), while more concrete ideas (e.g., balanced forces) showed relatively higher understanding. Students classified as having misconceptions reported a higher mean CRI (~3.15) than students who answered correctly but were uncertain (~2.85), indicating a strong tendency towards false confidence. In the qualitative subsample, justification analysis revealed that interpretation (80%) and explanation (60%) were more common than inference (40%), while evaluation (0%) was absent. CRI-based diagnostics reveal deeply held misconceptions and limited higher-order reasoning. Instruction should explicitly target conceptual change and scaffold inference and evaluative thinking through simulations, graph-focused tasks, and structured argumentation.]]>
<![CDATA[Development of a Microbiology Practical Guide Based on Augmented Reality Technology on Virus Material ]]>
<![CDATA[Meti Herlina]]>;
<![CDATA[Apriza Fitriani]]>;
<![CDATA[Rukiah Lubis]]>
<![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.v16i4.4952
<![CDATA[This study aims to develop an Augmented Reality (AR)-based Microbiology practicum guide to enhance learning quality and student engagement. AR technology facilitates understanding by presenting interactive 3D images and videos, making complex concepts like viruses more accessible and engaging for students. The research follows a Research and Development (RD) methodology comprising three stages: define, design, and develop. The practicum guide was created using vuforia, Blender 3D, Unity, and Photoshop software. A marker was designed to connect the AR components with 3D models for Android devices and incorporated into a printable guide. Validation results classify the AR-based practicum guide as highly valid, with overall validity reaching 85.8%. Specific aspects scored as follows: content (87.5%), presentation (85.7%), practicality (83.3%), language (85%), and media (87.5%). Student and lecturer responses also rated the guide as good, emphasizing its effectiveness in facilitating concept visualization and independent learning. The AR-based practicum guide significantly improves learning quality by motivating students, enabling real-life object visualization, and simplifying abstract concepts. This approach demonstrates the potential of AR technology to transform microbiology education and beyond. The developed AR-based Microbiology practicum guide is valid, effective, and tested, offering a modern, interactive approach to education. Its applications extend beyond microbiology, with potential use in disciplines like agriculture, architecture, and health sciences.]]>
<![CDATA[Improving Multiliteracy Ability in the Integration of Islamic and Science Learning ]]>
<![CDATA[Tukiyo Tukiyo]]>;
<![CDATA[Purwo Haryono]]>;
<![CDATA[Syamsul Arifin]]>;
<![CDATA[Ari Kartiko]]>;
<![CDATA[Fahlulia Rahma Shofiana]]>
<![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.v14i4.2433
<![CDATA[Multiliteracy ability is an important ability to be mastered in the Society 5.0 era where the challenges faced by humans are increasingly complex, especially in the world of education and relation to religious life. This ability can be formed and enhanced through meaningful learning activities, one of which is the integrated learning of religion and science that is planned, organized, and evaluated on an ongoing basis as implemented by the Supreme Court Darul Ulum Rejoso Jombang. Because the integration of religion and science is still rarely carried out, several questions arise, namely how to implement integrative learning of religion and science in improving students' multiliteracy skills and what factors influence it. The method used in this research is a qualitative method with the type of case study research. Data were collected utilizing observation, interviews, and documentation which were analyzed descriptively. The results of this study are: 1) Integrative learning of religion and science at MA Unggulan Darul Ulum is implemented in 3 stages, namely, planning (compilation, and maturation of the syllabus and lesson plans), implementation (discussion, lectures, and demonstrations), and evaluation (daily exams). , PTS, PAS, and TA) and is also accompanied by supporting activities to improve reading, writing, conveying ideas based on religious and scientific critical thinking, and using various technological tools. 2) influencing factors, namely teachers, students, educational policies, facilities infrastructure.]]>
<![CDATA[Beyond Skill: The Paradoxical Link Between Financial Self-Efficacy and Anxiety in Indonesian University Students ]]>
<![CDATA[Syamsuyurnita Syamsuyurnita]]>;
<![CDATA[Faisal Rahman Dongoran]]>;
<![CDATA[Reza Aditia]]>
<![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.v17i4.8792
<![CDATA[Financial anxiety is common among university students and undermines academic and daily functioning. This study tested whether attitude toward money predicts financial self‑efficacy (FSE) and financial anxiety, whether FSE mediates that association, and whether the structural paths differ by gender. We used a cross‑sectional correlational design with 350 Indonesian university students selected via stratified random sampling. Attitude toward money was measured with the Money Attitude Scale, FSE with an adapted scale, and financial anxiety with the Financial Anxiety Scale. Hypotheses were examined using PLS‑SEM with 5,000 bootstraps and multi‑group analysis. Attitude toward money positively predicted FSE (β = 0.42, p .001), and FSE positively predicted financial anxiety (β = 0.18, p .001). The indirect effect of attitude toward money on financial anxiety via FSE was significant but small (β = 0.08, p = .01). No significant gender differences were detected. These results suggest that competence‑oriented financial education should be paired with stress‑management and risk‑appraisal components. For higher‑education policy and practice, campuses should integrate financial counseling with mental‑health services, deploy early‑warning systems for financial stress, and provide targeted supports such as emergency micro‑grants, peer money mentors, and flexible payment plans.]]>
<![CDATA[Enhancing Non-Vocational Teacher Professional Development through an Andragogical Internship Model ]]>
<![CDATA[Siti Maspupah]]>;
<![CDATA[Jajat Sudrajat Ardiwinata]]>;
<![CDATA[Yanti Shantini]]>
<![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.v17i1.7227
<![CDATA[This study aims to develop an internship model based on andragogical principles to enhance the skills and competencies of non-vocational teachers. Andragogy focuses on adult learners' needs, leveraging their prior knowledge and experiences as the foundation for learning. The research follows a Research and Development (RD) approach, incorporating needs analysis, model design, development of teaching materials, and field trials. Non-vocational teachers from various schools and regions participated in the trials. Data were collected via observations, interviews, and questionnaires to assess the model's effectiveness and relevance. The findings show that the andragogical internship model provides a relevant and applicable learning experience for non-vocational teachers. It enhances both practical teaching skills and theoretical knowledge that can be applied directly in the classroom. This model offers a contextual and experience-based approach to teacher development, potentially improving the professionalism of non-vocational teachers. It presents an effective alternative to traditional teacher training, enhancing the quality of teaching and learning across different educational levels.]]>
<![CDATA[Developing Google Sites-Based E-Modules to Enhance Teachers’ ICT Competence at Al Husna Foundation ]]>
<![CDATA[Ilma Fauziana Fariz]]>;
<![CDATA[Sholeh Hidayat]]>;
<![CDATA[Isti Rusdiyani]]>
<![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.v17i3.7275
<![CDATA[Integrating Information and Communication Technology (ICT) into teaching remains a significant challenge for many educators, particularly those at Yayasan Al Husna, Tangerang, who continue to rely on traditional methods despite available digital tools. Enhancing teachers’ ICT competence is essential to support more effective and engaging learning experiences. This study aimed to develop a Google Sites-based e-module to improve teachers' abilities in creating interactive, web-based instructional materials. The research employed the ADDIE instructional design model (Analysis, Design, Development, Implementation, and Evaluation) and adopted a mixed-methods approach. Data were collected through structured interviews, expert validations, questionnaires, and pre-post tests. Expert validation results showed a feasibility rating of 70% from a content expert and 92% from a media expert, classifying the e-module as "very valid." The module includes structured content with step-by-step tutorials, visual aids, and interactive exercises. During implementation with 17 teachers, the e-module demonstrated high usability and practicality. Pre- and post-test comparisons showed a moderate improvement in ICT competence, with an average N-Gain score of 0.66. The findings suggest that the developed e-module is effective in enhancing teachers' ICT skills, particularly in designing digital learning materials using accessible platforms. This study provides a replicable model for teacher professional development in schools with limited digital adoption. Future research could explore broader implementation across diverse educational settings.]]>
<![CDATA[Development of E-Comic Teaching Materials with a local Wisdom Theme to Enhance High School Student’s Historical Awareness ]]>
<![CDATA[Nontje Deisye Wewengkang]]>;
<![CDATA[Rahmat Rahmat]]>;
<![CDATA[Rohim Rohim]]>;
<![CDATA[Saefuddin Saefuddin]]>;
<![CDATA[Iwan Ramadhan]]>;
<![CDATA[Al-Amin Al-Amin]]>
<![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.v16i4.5974
<![CDATA[Historical awareness is critical for students because it fosters a deeper understanding of the past, strengthens their ability to see connections between historical events, and supports the development of national identity. Effective teaching materials are needed to increase this awareness. This research aims to develop and evaluate e-comic teaching materials designed to increase students' historical awareness. Research and Development (RD) includes four stages: defining (data collection), designing (creating teaching materials), developing (expert testing), and disseminating (application of validated teaching materials). The research subjects consisted of 6 validity experts, 2 teachers, 30 and 90 grade XII students to assess the pragmatism and effectiveness of the teaching materials developed. Data collection was carried out through validity and practicality questionnaires, observations, interviews, and student assessment sheets. The validity and practicality of teaching materials are analyzed qualitatively, while their effectiveness is measured quantitatively with the T and N-Gain tests. The research results show that e-comic teaching materials have a validity score of 4.02, which indicates strong validity in increasing students' historical awareness. A practicality score of 4.07 indicates ease of use, making it easier for students to access the material. The T-test with a significance of 0.001 shows a significant effect of e-comics, while the N-Gain test shows an increase in students' historical awareness by 66%, indicating the effectiveness of this intervention in achieving learning objectives. The use of e-comics teaching materials in the classroom has proven to be feasible, practical, and useful for increasing students' historical awareness, thus contributing significantly to history education.]]>
<![CDATA[Enhancing Play Script Writing Skills with Canva Media and KIK-IRMA Learning Model: A Study on Indonesian Literature Students ]]>
<![CDATA[Irma Suryani]]>;
<![CDATA[Julisah Izar]]>;
<![CDATA[Priyanto Priyanto]]>
<![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.v17i2.6450
<![CDATA[This study investigates the use of Canva media combined with the KIK-IRMA learning model in teaching play script writing to students in the Indonesian Literature Study Program at FKIP, Universitas Jambi. The objective was to determine the effectiveness of this integrated approach in enhancing students’ writing skills. A mixed-methods approach was employed, incorporating both qualitative and quantitative data. Qualitative data were collected through classroom observations, while quantitative data were gathered through pretests and posttests. The research instruments included observation sheets and test materials. Qualitative analysis was conducted descriptively and argumentatively, referencing relevant theories. Quantitative analysis was used to evaluate the validity, practicality, and effectiveness of the learning model. The study found a significant improvement in students’ performance. The average pretest score was 57.72, increasing to 80.59 in the posttest. The normalized gain score (N-gain) indicated a moderate level of effectiveness. Prior to implementation, students struggled with play script writing. However, after applying Canva and the KIK-IRMA model, both the learning process and outcomes showed notable improvement. The findings demonstrate that combining Canva media with the KIK-IRMA model can address student difficulties in play script writing. This integrated approach fosters student engagement and supports learning goals effectively. The implementation of Canva media and the KIK-IRMA learning model in play script writing was systematic and yielded moderately effective results in the Indonesian Literature Study Program at FKIP Universitas Jambi.]]>
