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[TPACK-Based Media Innovation to Enhance Students’ Floral Ornament Drawing Skills ]]>
<![CDATA[Hasnawati Hasnawati]]>;
<![CDATA[Aulia Evawani Nurdin]]>;
<![CDATA[Hotimah Hotimah]]>;
<![CDATA[Sitti Suryani]]>;
<![CDATA[Nurainun Muhammad]]>
<![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.v17i4.8652
<![CDATA[Floral ornament drawing is a fundamental component of visual arts education, fostering not only technical skills but also creativity and environmental appreciation. However, conventional teaching methods often fail to fully engage students or optimize their creative potential. This study examines the effectiveness of a Technological Pedagogical Content Knowledge (TPACK)-based media innovation in enhancing students’ floral ornament drawing skills. A quasi-experimental design with a post-test-only control group model was employed. The study involved 32 Grade VIII students from SMP Negeri 3 Pattalassang, divided equally into an experimental group using TPACK-based media and a control group using traditional methods. Students were assessed using a standardized drawing rubric evaluating idea originality, creativity of form, color composition, technique, and neatness. Data were analyzed using an independent samples t-test. The experimental group significantly outperformed the control group, achieving a mean score of 91.0 compared to 64.5. The t-test results (t = 8.20, p 0.0001) and a large effect size (Cohen’s d = 2.84) confirmed the substantial impact of the TPACK-based intervention on students’ drawing performance across all criteria. The integration of TPACK-based media effectively enhanced students' technical and creative competencies in floral ornament drawing. This innovation supports more interactive, student-centered, and technology-integrated visual arts instruction, aligned with 21st-century learning goals.]]>
<![CDATA[Effectiveness of Scaffolding Technique in Scientific Learning Model on Students Mathematics Critical Thinking Skills and Self-Regulated Learning ]]>
<![CDATA[Lalu Irfan Abdul Manaf]]>;
<![CDATA[Dhoriva Urwatul Wutsqa]]>;
<![CDATA[Ramadian Radite]]>
<![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.v16i4.5862
<![CDATA[This study examines the effectiveness of a scientific learning model incorporating scaffolding techniques on students' critical thinking skills and self-regulated learning, as well as identifying contributing factors to its success. A mixed-methods approach with a quasi-experimental design was applied, involving 62 students randomly selected from two groups in a State Senior High School in Praya Regency. Critical thinking skills were assessed using essay tests based on defined indicators, while self-regulated learning data were collected through questionnaires. Observations of learning activities aligned with the lesson plan provided qualitative data. Quantitative data were analyzed using multivariate inferential analysis, while qualitative data were triangulated between observations and test results. The findings demonstrate that the scientific learning model with scaffolding techniques significantly enhances students' critical thinking skills and self-regulated learning compared to models without scaffolding. Scaffolding techniques, such as providing examples during observation, guiding questioning, modeling reasoning, and supporting communication through reporting findings, foster independent critical thinking habits. The results highlight the importance of scaffolding in guiding students through the stages of scientific learning. By systematically supporting their learning processes, students become better equipped to think critically and regulate their learning independently. The scientific learning model with scaffolding techniques is effective in improving critical thinking and self-regulated learning. Future research should explore its application across varied subjects and educational contexts to generalize its impact.]]>
<![CDATA[AI Integration in Learning: Case Study of Indonesian Language and Literature Education Students at a Private University in Indonesia ]]>
<![CDATA[Rosmilan Pulungan]]>;
<![CDATA[Lisa Septia Dewi Br.Ginting]]>;
<![CDATA[Elia Putri]]>
<![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.v17i3.5585
<![CDATA[This study investigates the integration of Artificial Intelligence (AI) in Indonesian Language and Literature Education at Universitas Muslim Nusantara (UMN) Al-Washliyah. AI is increasingly recognized as a transformative tool for enhancing student engagement, language proficiency, and pedagogical innovation. However, its application in the context of Bahasa Indonesia and local literature remains underexplored. Using a qualitative case study design complemented by quantitative survey data, the study involved 50 undergraduate students and 5 faculty members. Data collection methods included classroom observations, student and faculty interviews, focus group discussions, and Likert-scale surveys measuring student motivation, comprehension, and learning experiences. Findings show that AI tools—particularly those utilizing Natural Language Processing (NLP)—significantly improved students’ grammar accuracy, sentence clarity, vocabulary diversity, and reading comprehension. Real-time feedback and adaptive learning features increased motivation and participation by 25–30%. AI also facilitated deeper engagement with regional dialects and literary texts. However, challenges emerged, including limited infrastructure, insufficient AI literacy among faculty and students, and the lack of NLP models optimized for the Indonesian language. The study concludes that AI integration holds significant promise for language and literature education, provided that institutional support, localized AI tools, and training programs are in place. Future research should focus on developing culturally inclusive, linguistically accurate AI systems tailored to low-resource languages.]]>
<![CDATA[Teaching Factory Model Development in Vocational High Schools ]]>
<![CDATA[Akbarul Kautsar]]>;
<![CDATA[Giri Wiyono]]>;
<![CDATA[Muji Mulia]]>;
<![CDATA[Muhammad Iqbal]]>;
<![CDATA[Muhajir Al-Fairusy]]>
<![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.v14i4.2461
<![CDATA[This study aims to find a conceptual model of teaching factory in the field of air conditioning and air conditioning engineering in vocational high schools (VHS). The teaching factory development model is expected to have a solid legal foundation and be able to carry out independent financial management so that they are able to carry out sound business practices. This study uses a type of development research, namely research and development (R D), with a 4-D (Four-D) approach. The stages in this research are define, design, development, and disseminate. The conceptual model of the teaching factory was tested for feasibility by the validator of material experts (expert judgment) and the model user, namely by the executor of the teaching factory in the field of refrigeration and air conditioning engineering at VHS 1 Magelang. The results of the study indicate that the teaching factory conceptual model consists of components, namely 1) information technology; 2) PPK-BLUD; 3) HR; 4) block schedule; 5) worksheets; 6) products/services; 7) workshops; 8) industry partnerships; and 9) system management. Based on the results of expert validation and model user responses, the teaching factory conceptual model was declared feasible to be applied in VHS. The teaching factory conceptual model has a solid legal foundation, allows for independent financial management patterns, and can carry out healthy business practices on an ongoing basis (sustainability).]]>
<![CDATA[Enhancing Critical Thinking Skills Through the TACK Model with Digital Flipbook Integration ]]>
<![CDATA[Ridha Husnul Hayati]]>;
<![CDATA[Muhamad Fahrur Rozi]]>;
<![CDATA[Sari Febrianti]]>;
<![CDATA[Rila Rahma Mulyani]]>
<![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.v17i1.6191
<![CDATA[The rapid advancement of educational technology presents new opportunities to develop learning models that foster essential 21st-century skills, such as critical thinking. This study aims to develop a TACK (Technological, Andragogical, Content Knowledge) learning model utilizing a digital flipbook to enhance the critical thinking abilities of students in the Non-Formal Education (PNF) Department at Universitas Negeri Padang (UNP). This research follows a Research and Development (RD) design, encompassing five stages: needs analysis, model design, development, implementation, and evaluation. Data were gathered using pretest and posttest instruments to measure students’ critical thinking skills, alongside student satisfaction surveys to evaluate the model's reception. The findings indicate a significant improvement in students' critical thinking, with posttest scores (81.6) increasing by 25% from the pretest average (65.3). Additionally, the satisfaction survey revealed a 90% positive response rate, demonstrating strong student engagement and acceptance of the TACK model integrated with digital flipbook content. The TACK learning model, when supported by a digital flipbook, proves effective in enhancing students’ critical thinking skills within the context of non-formal education. Its adaptability suggests potential for broader application in both formal and informal educational settings. These results highlight the importance of integrating technological tools with pedagogical strategies to foster innovative and impactful learning experiences.]]>
<![CDATA[Enhancing Graduate Competitiveness Through Competency Assessor Training: Implications for Certification System Development ]]>
<![CDATA[Jajang Ikbal Herlianto]]>;
<![CDATA[Yayah Rahyasih]]>
<![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.v17i4.7940
<![CDATA[This study investigates the influence of competency assessor training on the development of a certification system and the enhancement of graduate competitiveness at the Professional Certification Body (LSP) P1 SMKN 1 Ciamis. Strengthening assessor capacity is essential to ensure objective, credible assessments that align vocational graduates’ skills with industry demands. A descriptive quantitative design was used, involving a saturated sample of 30 competency assessors. Data were collected through a validated and reliable questionnaire (Cronbach’s Alpha = 0.957), measuring perceptions related to training effectiveness and graduate competitiveness. Data analysis employed descriptive statistics, Pearson correlation, and regression analysis using SPSS. Findings revealed strong, statistically significant correlations between the quality of assessor training and both the alignment of certification standards with industry needs (r = 0.793, p 0.05) and the improvement in graduate competency test outcomes (r = 0.819, p 0.05). The regression model confirmed that key training variables significantly predicted graduates’ competitive advantage (Sig. 0.001). Results confirm that well-designed assessor training programs contribute directly to strengthening certification quality and enhancing graduates’ job readiness. These findings support the need for sustained investment in training to ensure reliable certification outcomes that meet labor market expectations. Competency assessor training plays a critical role in improving vocational certification systems and graduate competitiveness. The study provides empirical evidence for policymakers and educational institutions to enhance training strategies and workforce alignment.]]>
<![CDATA[Integrating Canva and Assemblr Studio for Interactive Media in Teaching Descriptive Text Writing at the Junior High School Level ]]>
<![CDATA[Witty Fadhila]]>;
<![CDATA[Nursaid Nursaid]]>
<![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.v17i3.8000
<![CDATA[In Indonesia’s Merdeka Curriculum, which emphasizes student-centered and technology-integrated learning, junior high school students often struggle with descriptive text writing due to limited visualization and engagement. Traditional methods fall short in supporting the development of observational and expressive writing skills. This study employed a Research and Development (RD) design using the ADDIE model—Analysis, Design, Development, Implementation, and Evaluation—to create an interactive digital learning tool. The tool integrated Canva Site for instructional design and Assemblr Studio Web for augmented reality (AR)-based 3D object visualization. The product underwent expert validation (media, linguistic, and instructional) and was tested on 21 eighth-grade students to assess practicality and effectiveness. Validation scores indicated high quality: 96% (media), 80% (language), and 95% (instruction). Practicality testing yielded a 90.53% acceptance rate, showing strong usability and engagement. A paired sample t-test revealed a statistically significant improvement in students' descriptive writing performance (p = 0.000), demonstrating the tool’s effectiveness in enhancing writing outcomes. The integration of visual and AR elements supported multimodal learning and stimulated richer descriptions, aligning with Mayer’s multimedia learning theory and Vygotsky’s sociocultural framework. This approach also reinforced the goals of the Merdeka Curriculum by promoting creativity, critical thinking, and digital literacy. The study presents a valid, practical, and effective model for integrating Canva and Assemblr in language instruction, offering a replicable solution to improve descriptive writing skills through immersive digital media.]]>
<![CDATA[Learning Nahwu Using Mind Mapping Method in a Modern Islamic Boarding School ]]>
<![CDATA[Kojin Kojin]]>;
<![CDATA[Choiruddin Choiruddin]]>
<![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.v14i4.2758
<![CDATA[At the beginning of the twentieth century, many muslim intellectuals studied in various well-known universities in Europe. They returned to their home countries to bring concepts of modern educational methods like the mind mapping method to facilitate the learning of Islamic sciences, especially Arabic. This present research aims at discussing planning, steps, and evaluation adopted in learning Nahwu using the mind mapping method at a Modern Islamic Boarding School. In this research, the authors adopted a case study as the research design with the type of field study. The techniques of data collection applied were in-depth interviews, participant observations, and documentation study, while the data were analyzed through data reduction, data display and data verification. The results showed that the preparation of the lesson plan for Nahwu with the mind mapping method started from determining basic competences, continued with the learning indicators, the materials, the method used, and the instrument of evaluation that would be used. The steps of the learning activities were as follows: introduction, presenting the core materials, evaluation, and closure. Evaluation in learning Nahwu in this method was made by examining the products, performances, and tests administrated to the students either in their daily, mid-term and final tests.]]>
<![CDATA[Enhancing Learning Concentration and Reading Comprehension in Fifth Graders: The Impact of Anticipation Guide Strategies in Elementary Education ]]>
<![CDATA[Vira Safitri]]>;
<![CDATA[Aprilia Tina Lidyasari]]>
<![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.v16i4.5744
<![CDATA[This study investigates the impact of the anticipation guide learning strategy on two key academic outcomes in elementary school students: learning concentration and reading comprehension. A quasi-experimental design with a non-equivalent control group was employed. The study involved 130 fifth-grade students from SD Gugus II Kapanewon Sewon, Bantul Regency, with a sample of 98 students selected through cluster random sampling. Data were collected using observation, questionnaires, and tests, and analyzed through descriptive statistics and inferential tests, including the McNemar test. The findings indicate that the anticipation guide strategy significantly enhances learning concentration (McNemar test, p = 0.000 0.05). Similarly, the strategy improves reading comprehension skills (McNemar test, p = 0.000 0.05). These results suggest the anticipation guide is an effective pedagogical tool for fostering both cognitive focus and literacy skills in fifth-grade students. The results highlight the dual benefits of employing anticipation guides in classroom settings, as they actively engage students and improve comprehension. The implications for elementary education underscore the importance of innovative strategies to address learning challenges in young learners. The anticipation guide learning strategy positively impacts learning concentration and reading comprehension among fifth-grade elementary students, providing a promising approach for enhancing educational outcomes in primary education. Future research should explore its applicability across different grades and subjects to broaden its utility in diverse educational contexts.]]>
<![CDATA[Optimizing Student Learning Outcomes: The Role of School Environment in Islamic Elementary Schools ]]>
<![CDATA[Dyah Arti Mumpuni]]>;
<![CDATA[Harsono Harsono]]>;
<![CDATA[Achmad Fathoni]]>
<![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.v17i2.6954
<![CDATA[The school environment plays a vital role in enhancing student learning outcomes, particularly in Islamic elementary schools where academic, social, and religious values are emphasized. A positive school climate can influence students' affective, cognitive, and skill development. This quantitative study investigated the impact of the school environment on student learning outcomes at Muhammadiyah Baitul Falah Elementary School. A total of 135 students from grades four to six participated. Data were collected using a Likert-scale questionnaire and analyzed through linear regression using SPSS version 26. The analysis revealed a significant positive relationship between the school environment and student learning outcomes. The regression analysis produced a significance value of 0.00 ( 0.05) and a regression coefficient of 0.570. These findings indicate that every unit improvement in the school environment correlates with a 0.570 unit increase in student learning outcomes. Key contributing factors included a supportive academic atmosphere, well-maintained physical facilities, and positive social interactions within the school community. The results highlight the importance of creating a conducive learning environment to support holistic student development in Islamic elementary schools. Enhancing school infrastructure, fostering positive interpersonal relationships, and encouraging a student-centered academic culture are essential strategies. While this study underscores the value of the school environment in shaping learning outcomes, it is limited to a single institution. Future research with broader samples is necessary to generalize these findings across other Islamic educational settings.]]>
