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 Learning Outcomes and Motivation in Vocational High School Students through Canvasites Learning Media Development ]]>
<![CDATA[Hanifah Agustin]]>;
<![CDATA[Herman Saputro]]>;
<![CDATA[Abdul Haris Setiawan]]>
<![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.v17i1.5951
<![CDATA[Effective learning media can enhance students’ motivation and academic outcomes. This study aims to develop and evaluate interactive learning media based on Canvasites, assessing its effectiveness in improving student motivation and learning performance. A mixed-method approach combining Research and Development (RD) with experimental research was used. The ADDIE model guided media development through five stages: analysis, design, development, implementation, and evaluation. Data were collected through questionnaires, pretest-posttest assessments, and interviews. Descriptive analysis, feasibility criteria scoring, and statistical tests (Independent Samples Test and N-Gain) were used to evaluate effectiveness. Findings indicate that Canvasites-based interactive learning media is a viable solution for addressing learning challenges. The effectiveness test showed a significant improvement in student motivation, with experimental group participants expressing greater enthusiasm and engagement. Statistical results confirmed a significant difference (Sig. 0.05) in learning outcomes between pre- and post-intervention, with the experimental group outperforming the control group. The hypothesis test rejected Ho, confirming that the experimental group achieved higher mean scores. Additionally, N-Gain analysis classified the experimental group’s learning improvement as "Moderately Effective" (0.1571) compared to the control group (0.0324). These findings suggest that Canvasites-based interactive media enhances both student motivation and academic performance. The structured ADDIE development approach ensures effective implementation in educational settings. Canvasites-based interactive learning media is an effective tool for increasing student motivation and learning outcomes. Future research should explore its broader application across diverse subjects and educational levels.]]>
<![CDATA[Strengthening Educational Accountability in Elementary School: The Role of Principals’ Transformational Leadership and Data-Based Planning ]]>
<![CDATA[Ima Puji Astuti]]>;
<![CDATA[Widya Kusumaningsih]]>;
<![CDATA[Nurkolis Nurkolis]]>
<![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.v17i3.7172
<![CDATA[Educational accountability is crucial in ensuring transparency and performance in schools. This study investigates the influence of principals’ transformational leadership and data-based planning on educational accountability in elementary schools in Boja District, Kendal Regency, Central Java. A quantitative approach with a causal-comparative design was employed. The study involved 103 elementary school teachers selected through proportional random sampling. Data were collected using validated questionnaires and analyzed through statistical procedures, including normality, linearity, multicollinearity, and hypothesis testing. The results indicate that principals’ transformational leadership has a significant effect on educational accountability, with an F-value of 613.153 (F-table = 3.94), a significance level of 0.000 (0.05), and an R-square of 85.9%, indicating a very strong effect. Likewise, data-based planning significantly influences educational accountability, evidenced by an F-value of 685.312, a significance level of 0.000, and an R-square of 87.2%. Furthermore, the combined effect of transformational leadership and data-based planning yields an F-value of 429.952, with a significance level of 0.000 and an R-square of 89.5%, demonstrating a very strong joint influence. These findings underscore the importance of transformational leadership and data-driven planning as strategic factors in enhancing school accountability. Principals who exhibit visionary leadership and utilize data effectively contribute significantly to transparent and effective school governance. Transformational leadership and data-based planning are critical to strengthening educational accountability in elementary schools. Policies and training programs should support these competencies among school leaders.]]>
<![CDATA[Principal communication management in improving teacher performance in Senior High School ]]>
<![CDATA[Maulidin Maulidin]]>;
<![CDATA[Nasir Usman]]>;
<![CDATA[Bahrun Bahrun]]>
<![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.v14i4.2358
<![CDATA[The purpose of this study is to describe how the principal's communication management in improving teacher performance at SMA Banda Aceh. This study uses a descriptive qualitative approach. This research was conducted at SMA Negeri Banda Aceh, namely SMAN 4 which is located in Kuta Alam District, Banda Aceh City. The sample in this study consisted of the Principal, Deputy Principal and Teachers. Data collection techniques using observation, interviews. The standard of data validity in qualitative research refers to the standards of credibility, transferability, dependability, and confirmability. The data analysis technique used is descriptive qualitative analysis with data reduction techniques, data presentation, and drawing conclusions. The results of this study concluded that the pattern of communication between the principal and the teacher council in improving teacher performance. The pattern of communication carried out by the principal has been going well by creating a harmonious family atmosphere in the form of interpersonal communication in the form of primary and secondary and linear communication patterns in improving teacher performance, increasing teacher performance at Banda Aceh High School. Implementation of communication between the head of school and the teacher council in improving teacher performance. The obstacles that occur in communication between the principal and the teacher council are technical communication barriers, and semantic barriers.]]>
<![CDATA[Bias in Peer Assessment: Challenges, Solutions, and Best Practices for Fair Student Evaluation ]]>
<![CDATA[Mohammad Ridwan]]>;
<![CDATA[Ahmad Najib]]>;
<![CDATA[Hasan Ruzakki]]>;
<![CDATA[Rofiqi Rofiqi]]>;
<![CDATA[Muslimin Muslimin]]>
<![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.v17i2.7086
<![CDATA[Bias in student evaluations is a persistent challenge in peer assessment, often leading to inaccurate or unfair outcomes. This study investigates strategies to minimize bias and enhance the objectivity and reliability of peer assessment practices in educational settings. A Systematic Literature Review (SLR) was conducted, analyzing 53 peer-reviewed journal articles published between 2019 and 2023. Articles were sourced using the Publish or Perish application, which extracts data from Google Scholar, selected for its extensive coverage of open-access academic sources. Inclusion criteria focused on article quality, thematic relevance to bias in peer assessment, and novelty of insights. Key databases such as Scopus and Web of Science were used to validate and cross-check influential studies. The review identified several effective strategies for minimizing bias in peer assessment. These include maintaining student anonymity, using structured rubrics, providing evaluative training, and incorporating teacher supervision. Each approach demonstrated significant improvements in the fairness and accuracy of assessments across diverse educational contexts. Compared to previous literature, this study offers a more comprehensive synthesis of bias-reduction techniques and emphasizes their practical applicability. By adopting these strategies, educators can improve the validity of peer feedback, fostering more equitable assessment environments and promoting student growth through reflective learning.]]>
<![CDATA[Transformational Leadership, Competence, and Self-Efficacy in Influencing Elementary School Teachers' Performance ]]>
<![CDATA[Imas Masriah]]>
<![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.v14i4.2165
<![CDATA[This research aims to investigate how primary school teachers' levels of transformational leadership, competency, and self-efficacy are related to student achievement. This study used a quantitative approach, and SPSS was used to analyse the collected data. In order to collect this information, 210 primary school teachers in Tangerang were picked at random and sent online questionnaires. The results of this study show that there is a positive relationship between transformational leadership and teacher performance, as well as a favourable relationship between transformational leadership, competency, self-efficacy, and teacher performance.]]>
<![CDATA[Generalizability Theory Analysis of Local Curriculum Validation Instruments: Item Effects and Rater Consistency ]]>
<![CDATA[Ruslina Irianty]]>;
<![CDATA[Rustam A.R Selang]]>;
<![CDATA[Grace Roselin Situmorang]]>;
<![CDATA[Yetty Supriyati]]>;
<![CDATA[Ilham Falani]]>
<![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.v17i4.8200
<![CDATA[Validating assessment instruments for local curricula presents unique challenges due to context-specific content and reliance on expert judgment. This study applies Generalizability Theory (GT) to evaluate the reliability of a curriculum validation instrument designed for the Social Studies Local Plants program in Fakfak, Indonesia. A fully crossed GT design was used involving 26 items evaluated by 3 expert validators, yielding 78 observations. Each expert rated all items using a 4-point Likert scale. Variance components were estimated using a linear mixed-effects model with REML, implemented via the lme4 package in R. The analysis revealed that item variance accounted for 98.2% of total score variance (σ² = 291.97), indicating strong item discriminability. Rater variance (0.2%) and item × rater interaction (1.1%) were minimal, demonstrating high inter-rater consistency. The Generalizability Coefficient (G = 0.995) and Dependability Coefficient (Φ = 0.986) exceeded the thresholds for both relative and absolute decision-making. A D-study showed that high reliability (Φ ≥ 0.90) could be maintained with as few as 2 raters and 15 items. The instrument demonstrated excellent reliability and is suitable for evaluating local curriculum validity. Minimal rater-related variance suggests that future improvements should focus on item refinement rather than rater training. These findings support the broader use of GT in educational instrument validation, particularly in context-rich, expert-judged settings.]]>
<![CDATA[Empowering Students as Environmental Stewards: Awareness, Adaptation, and Involvement in Conservation at Adiwiyata Schools ]]>
<![CDATA[Rista Anggraini]]>;
<![CDATA[Sugeng Utaya]]>;
<![CDATA[I Nyoman Ruja]]>
<![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.v16i4.5883
<![CDATA[Environmental awareness is essential for fostering a culture of conservation and sustainability. Schools, as foundational institutions, play a critical role in promoting environmental education. The Adiwiyata program is one such initiative aimed at integrating environmental values into school activities and curricula. This study analyzes the levels of awareness, adaptation, and involvement of students in environmental conservation at national Adiwiyata schools in Gresik Regency. A mixed-method approach was employed, combining quantitative and qualitative data collection. Quantitative data were gathered through questionnaires and analyzed for validity and reliability. Qualitative insights were obtained through interviews and thematic analysis to enrich the findings. The study revealed that 81.52% of students demonstrated environmental awareness, 81.70% showed adaptation to conservation practices, and 80.41% actively participated in preserving the environment. Students recognized the importance of a clean and sustainable environment in creating a conducive learning atmosphere. Schools supported these efforts by embedding environmental activities into daily routines, fostering active student involvement. The findings underscore the effectiveness of the Adiwiyata program in cultivating environmental values among students. By encouraging active participation and consistent adaptation to conservation practices, schools contribute to long-term environmental sustainability. However, continued efforts, such as routine environmental campaigns, are necessary to maintain and enhance student engagement. The Adiwiyata program effectively fosters environmental awareness, adaptation, and involvement among students. Regular environmental initiatives are recommended to sustain and deepen student participation in conservation efforts.]]>
<![CDATA[The Impact of Visionary Leadership on Science-Based Technology Adoption in East Wawonii Elementary Schools ]]>
<![CDATA[Abu Bakar]]>;
<![CDATA[Aspin Aspin]]>;
<![CDATA[Marwan Marwan]]>;
<![CDATA[Agus Herwanto]]>;
<![CDATA[Agung Prihatmojo]]>
<![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.v17i3.6299
<![CDATA[The integration of technology in science learning has become essential in the era of Industrial Revolution 4.0, particularly in primary education. Visionary leadership by school principals is believed to play a critical role in facilitating the adoption of science-based innovative technology in classrooms. This study employed a quantitative approach using a survey design involving 100 elementary school teachers and principals in East Wawonii who have implemented science-based technology in teaching. Data were collected through a validated Likert-scale questionnaire measuring perceptions of visionary leadership and the extent of technology adoption. Correlation and simple linear regression analyses were conducted using SPSS. The findings revealed a strong and significant relationship between visionary leadership and the adoption of science-based technology (r = 0.87, p = 0.001). Regression analysis confirmed that visionary leadership significantly predicts technology adoption (β = 0.716, p = 0.001), with an R-squared value of 0.757, indicating that 75.7% of the variance in technology adoption can be explained by the leadership variable. These results suggest that visionary leadership is a key driver in promoting technology integration in science learning. Principals who articulate clear long-term goals, inspire innovation, and support teacher development contribute significantly to creating a conducive environment for technology adoption in primary schools. The study highlights the importance of leadership training that focuses on technological awareness and innovation management.]]>
<![CDATA[Development of Ethnomathematical Media Based on the Book Creator Application on the Syawalan Tradition in the Junior High School Curriculum ]]>
<![CDATA[Rani Darmayanti]]>;
<![CDATA[Muhammad Mahfud Effendi]]>;
<![CDATA[Niswatun Hasanah]]>;
<![CDATA[Akhsanul In'am]]>
<![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.v14i4.2416
<![CDATA[Culture-based learning enables teachers and students to participate actively based on their knowledge about culture, producing optimal learning results. Ethnomathematics, particularly math, is a potential bridge gap Between culture and education. Because of that's very important to plan appropriate teaching materials in Pasuruan with characteristics of learning mathematics-based ethnomathematics in traditional syawalan. Study this aim for make product in the form of a book -based creator ethnomathematics in understand draft for could complete problem mathematics, as well knowing response and results in study student after using learning media on the material algebra. The techniques used are descriptive and qualitative using ethnomathematics e-books. The development used a 4D model consisting of 4 stages: definition, design, development, and stage dissemination. Instruments used shaped responses students through sheet questionnaires and test results studied through sheet tests. Based on validity test analysis by (media, materials, and experts culture), practicality test through response student gets average score 3.62 with category excellent practicality, effectiveness test, and analysis ability understanding draft student through test understanding completeness study by 82 percent. So that could conclude that the developed ethnomathematical e-book media in traditional syawalan "lontong vegetables” for increase understanding draft middle school students about operation algebra worthy used to enhancement understanding draft students because of Fulfill valid, practical, and effective criteria.]]>
<![CDATA[Comparing Probing-Prompting and Problem-Based Learning to Improve Mathematical Reasoning, Self-Efficacy, and Adversity Quotient in Junior High Students ]]>
<![CDATA[Sophia Elma]]>;
<![CDATA[Elly Arliani]]>
<![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.v17i4.7934
<![CDATA[Developing students’ mathematical reasoning, self-efficacy, and adversity quotient is essential in supporting their academic resilience and problem-solving skills. This study compares the effectiveness of Probing-Prompting (PP) and Problem-Based Learning (PBL) models in enhancing these three domains among junior high school students. A quasi-experimental design with a nonequivalent (pretest-posttest) control-group approach was used. The study involved 56 seventh-grade students from a public junior high school in Yogyakarta, divided into two classes: an experimental group using PP and a control group using PBL. Data were collected using validated and reliable instruments, including mathematical reasoning tests and self-report questionnaires on self-efficacy and adversity quotient. Data analysis employed paired t-tests, independent t-tests, Mann–Whitney U tests, and Hotelling's T² with a significance level of 0.05. Both PP and PBL significantly improved students' mathematical reasoning, self-efficacy, and adversity quotient. However, comparative analyses showed no statistically significant differences in the mean gain scores between the two groups for all three variables: mathematical reasoning (t = 0.829, p = 0.206), self-efficacy (U = 351.50, p = 0.256), and adversity quotient (U = 334.00, p = 0.173). While PP and PBL are both effective, neither demonstrated clear superiority in improving the targeted skills. The short intervention period may have limited the full impact of the PP model. Nonetheless, the findings suggest both models offer valuable strategies for supporting students’ cognitive and non-cognitive development.]]>
