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[Teacher's Perception of the Principal's Leadership ]]>
<![CDATA[Inom Nasution]]>;
<![CDATA[Amiruddin Siahaan]]>;
<![CDATA[Ismail Ismail]]>;
<![CDATA[Sugeng Sukoco]]>
<![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.v14i4.2265
<![CDATA[This study answers the question of how teachers perceive the leadership of the madrasa principal. The type of this research is a qualitative approach with a descriptive-analytical study method, towards Madrasah Aliyah Negeri 1 Tapanuli Tengah. The focus of the research analysis includes aspects of behavior, experience, and leadership strategies of the madrasa principal. The results of this study indicate that (1) the leadership behavior displayed by the madrasa principal is perceived as good by the teachers. This is indicated by the exemplary figure displayed by the head of the madrasa and in line with the needs of the teacher, although there are still weaknesses in the aspect of providing learning facilities in madrasas. (2) the experience provided by the head of the madrasa, namely creating a conducive learning climate, appreciating the performance of educators, and providing creative and innovative space for teachers in education. (3) the leadership strategy practiced by the head of the madrasa to the teacher provides support (motivation) to the implementation of professional practice in education, including the provision of guidance, direction, and teaching practice through teacher delegations to participate in education and training (training), Subject Teacher Deliberation activities (MGMP), as well as reminding teachers about optimizing daily and monthly performance in the momentum of monthly apples in madrasas.]]>
<![CDATA[The Relationship Between the Preservation of Regional Languages and the Phenomenon of Fear of Missing Out (FoMO) Among Students in Palu City ]]>
<![CDATA[Yunidar Yunidar]]>;
<![CDATA[Moh Tahir]]>;
<![CDATA[Gusti Ketut Alit Suputra]]>;
<![CDATA[Nur Halifah]]>
<![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.v17i4.7295
<![CDATA[The increasing dominance of global languages in digital spaces poses a threat to the preservation of regional languages, particularly among adolescents. This study examines the relationship between Fear of Missing Out (FoMO) and regional language maintenance among students at the Faculty of Teacher Training and Education (FKIP), Tadulako University. A quantitative approach was employed with a purposive sample of 200 active undergraduate students aged 17–21 years who regularly use social media platforms such as WhatsApp, Instagram, TikTok, and Twitter. Data were collected using two validated instruments: the Language Maintenance and Shift Scale (LMSS) and the FoMO Composite Scale (FMS). Descriptive statistics and Chi-Square analysis were used to examine the relationship between FoMO levels and regional language maintenance. Findings revealed a statistically significant relationship between FoMO and regional language maintenance (χ² = 93.05, p 0.01). Students with higher FoMO levels exhibited lower tendencies to maintain their regional language. Specifically, 38% of respondents with high FoMO demonstrated low language maintenance, while only 16% maintained a high level of commitment to their regional language. The results suggest that social anxiety and the need for digital connectedness contribute to the declining use of regional languages. This trend is exacerbated by the prevalence of global languages online, insufficient support from families and institutions, and a lack of cultural awareness. Efforts to preserve regional languages must involve collaborative strategies among families, educators, and policymakers to address psychosocial challenges and reframe local languages as relevant in digital and educational contexts.]]>
<![CDATA[Pedagogical Competence and Work Environment as Determinants of Public Elementary School Teachers' Performance in Yogyakarta City ]]>
<![CDATA[Dakhliatunnaviah Dakhliatunnaviah]]>;
<![CDATA[Banu Setyo Adi]]>
<![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.v16i4.5814
<![CDATA[This study investigates the effects of pedagogical competence and work environment on teacher performance, both individually and simultaneously, among public elementary school teachers in Yogyakarta City. A quantitative approach with a descriptive design was employed. Data were collected via questionnaires rated on a 4-point scale, and distributed to 200 high-grade teachers selected through quota sampling. Multiple linear regression analysis was conducted using SPSS Statistics 21. The findings reveal that pedagogical competence positively influences teacher performance, contributing 13.5% to improved performance quality. The work environment also has a positive impact, contributing 17.6% to performance effectiveness. When combined, pedagogical competence and work environment explain 31.1% of the variance in teacher performance. These results underscore the importance of both pedagogical competence and a conducive work environment in enhancing teacher performance. Strengthening pedagogical skills enables teachers to implement more effective learning strategies, while a supportive work environment fosters motivation and professional growth. The study highlights the need for policy interventions in Yogyakarta City to enhance teacher competence and improve school environments. Suggested measures include professional development programs, targeted training, and investment in school infrastructure and facilities to create a more supportive educational setting. These initiatives can collectively elevate teacher performance and educational outcomes.]]>
<![CDATA[Digital Media Preferences for Differentiated Learning: A Study of PowerPoint and Video Use in the Merdeka Curriculum ]]>
<![CDATA[Maharani Putri Kumalasani]]>;
<![CDATA[Beti Istanti Suwandayani]]>;
<![CDATA[Renanda Ajeng Pramusti]]>
<![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.v17i2.6873
<![CDATA[The independent curriculum demands that teachers accommodate students' diverse learning characteristics. Differentiated learning provides a framework for meeting these varied needs, with the effective use of instructional media playing a crucial role. PowerPoint presentations and videos are frequently chosen by teachers to support differentiated learning due to their adaptability and broad accessibility. This qualitative descriptive study explores teachers’ preferences in selecting PowerPoint and video as instructional media for differentiated learning. Data were collected through interviews, observations, questionnaires, and documentation. The data analysis process involved four stages: data collection, data reduction, data display, and conclusion drawing. Findings indicate that teachers prefer PowerPoint and video media based on several key factors: alignment with learning objectives, compatibility with student characteristics, ease of use, interactivity, effectiveness in content delivery, accessibility, flexibility, cost-efficiency, and compatibility with available technology and infrastructure. The study reveals that both media types are valued for their ability to enhance differentiated instruction by addressing diverse student needs. However, the choice of media is significantly influenced by contextual factors such as school infrastructure and teacher familiarity with technology. This study concludes that teachers consider a range of practical and pedagogical factors when selecting PowerPoint and video media to support differentiated learning. Future research should explore the impact of these media on student learning outcomes.]]>
<![CDATA[The Effect of Using The Kinemaster Video Application Among Elementary School Students: Extending The TAM Model ]]>
<![CDATA[Hanifah May Wisuda Ashari]]>;
<![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.v14i4.2046
<![CDATA[The COVID-19 pandemic has changed the arrangement of the learning process, and the animation learning video media has become the alternative solution for the continuity of the learning process. This study aims to develop and test the model empirically to predict the factors influencing students intention behavior on the usage of editing video application (Kinemaster) in the making of learning media animation video. Because Kinemaster application have a complete features in making learning video animation. To explores students intention behavior in accepting and using an editing video application (Kinemaster) based on the user's perspective. By implementing Technology Acceptance Model (TAM), this research studies factors such as trust, motivation, perceived usefulness, perceived ease of use, and interest using the Kinemaster application. The data were obtained through an online survey by spreading the questionnaire to students of grade V in Elementary School and 96 students. Subsequently, the data were analyzed using the partial least square structural modeling (PLS-SEM) approach to test the model and hypothesis. This research result indicates that one hypothesis was rejected (H2), trust - perceived ease of use (P-Value 0.097 0.05), but the other factors imply significant results in accepting and using Kinemaster editing video application to make animation learning videos during the pandemic. The outcome in this study has succeeded in showing the significant influence of Kinemaster application by making learning video animation through TAM model that influences intention behavior on trust and motivation of the elementary students, that proves students creative potential in making video learning animation.]]>
<![CDATA[Meta Analysis: The Impact of Digital Media on Indonesia Language Learning Outcomes in Elementary and Secondary Schools in Indonesia ]]>
<![CDATA[Charlina Charlina]]>;
<![CDATA[Elvrin Septyanti]]>;
<![CDATA[Tria Putri Mustika]]>
<![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.v17i4.6353
<![CDATA[The integration of digital media in education has become essential in addressing curriculum and pedagogical challenges in the digital era. This study investigates the impact of digital media on Indonesian language learning outcomes in elementary and secondary schools across Indonesia. This research employed a systematic literature review and meta-analysis following the PRISMA framework. Articles were sourced through Publish or Perish, utilizing databases such as Google Scholar and Scopus. A total of 200 studies were initially identified, and 10 met the inclusion criteria based on relevance, data completeness, and publication year (2017–2022). Quantitative synthesis was conducted using a fixed-effect model and analyzed via JASP 0.19.1 to determine the effect size. The meta-analysis revealed an average effect size of 0.885, indicating a moderate effect of digital media on student learning outcomes. The studies analyzed focused on cognitive (e.g., reading and learning outcomes), psychomotor (e.g., writing and speaking skills), and limited affective domains (e.g., interest in learning). No studies reported negative impacts, and results showed high consistency (I² = 0%). Digital media, particularly animated videos and digital books, positively influence Indonesian language learning at the primary and secondary levels. However, most studies emphasize cognitive outcomes, with minimal exploration of affective or psychomotor domains. These findings suggest a need for broader and more integrative approaches in future research and practice. Digital media moderately enhance language learning outcomes in schools. Further efforts are needed to explore its impact across all learning domains and optimize its educational implementation.]]>
<![CDATA[Evaluating the Effectiveness of the GenBI Work Program in Developing Leadership Skills in Young Leaders ]]>
<![CDATA[Noor Diana Anindya A.R]]>;
<![CDATA[Sutrisno Sutrisno]]>;
<![CDATA[Sunarto Sunarto]]>
<![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.v17i1.5866
<![CDATA[Despite active participation in organizations, many young individuals lack strong leadership and collaborative skills. The GenBI Community (Generasi Baru Indonesia) serves as a platform to cultivate leadership qualities through structured work programs. This study evaluates the effectiveness of GenBI’s work programs in shaping leadership attributes among the younger generation. A quantitative approach was employed with data collected from 100 respondents across three case study locations: Muhammadiyah Ponorogo University Commissariat, IAIN Ponorogo, and UNIDA Gontor. A structured questionnaire was used to assess leadership indicators, including fairness, instructional ability, discipline, and responsibility. Data analysis was conducted using Welch’s ANOVA to determine the significance of the program's impact. The findings indicate that GenBI’s work programs effectively foster leadership qualities among participants. Key indicators such as fairness, the ability to give instructions, discipline, and responsibility were prominently developed. Welch’s ANOVA results (significance = 0.107) support the conclusion that leadership skills are positively influenced by participation in these programs. The study highlights the impact of GenBI’s main work programs, particularly GEBETAN (GenBI Independent Food Commodity) and Dedication to the Country, in strengthening leadership capabilities. The program employs innovative strategies that inspire and empower youth to assume leadership roles. GenBI's structured programs play a significant role in shaping leadership among young individuals. The effective strategies developed can be adapted to other organizations and communities, fostering broader leadership development across diverse environments.]]>
<![CDATA[Evaluating Mathematics Instruction under the Independent Curriculum: A Stake Model Analysis from Yogyakarta Junior High Schools ]]>
<![CDATA[Nurhamidah Manullang]]>;
<![CDATA[Jailani Jailani]]>
<![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.v17i3.6210
<![CDATA[The Independent Curriculum (Kurikulum Merdeka) in Indonesia aims to promote student-centered, differentiated learning. However, its implementation in mathematics education presents various challenges, particularly in planning, instruction, and assessment. This study employed a quantitative descriptive approach supported by qualitative data. The Stake evaluation model—comprising antecedents (planning), transactions (implementation), and outcomes (results)—was used to assess the curriculum's effectiveness in 12 junior high schools in Yogyakarta. Data were collected through document analysis of teaching modules and assessment tools, classroom observations, and evaluation of student learning outcomes. The planning phase showed that teaching modules in the independent sharing and changing categories were rated “good” (75.12% and 66.87%, respectively), while the independent learning category achieved a “very good” score (81.45%). In the implementation phase, independent sharing scored 75.90% (“good”), and both independent changing and learning categories scored 89.74% (“excellent”). However, in the assessment phase, scores were lower: 51.43% for independent sharing, 60.00% for independent changing, and 61.67% for independent learning, all falling into the “fairly good” category. While the planning and implementation stages align well with curriculum standards, assessment practices remain inconsistent and underdeveloped. The Independent Curriculum has been implemented adequately in mathematics learning across different categories, but the assessment component requires targeted improvement. Strengthening teacher capacity in assessment design and understanding of differentiated evaluation strategies is recommended to optimize learning outcomes.]]>
<![CDATA[The Effect of Literary Reading Program in Online Learning on Students’ Reading Ability ]]>
<![CDATA[Nurul Lailatul Khusniyah]]>
<![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.v14i4.2781
<![CDATA[This study aimed to investigate the effect of the literary reading program on students’ reading abilities. This study also focused on improving reading skills in inferential and critical context aspects. An experimental design with a one-group pretest-posttest design was used in the study. 100 student from the fourth semester of the Extensive Reading Online Class was used as a sample. The researchers used a purposeful sampling method in choosing the sample in this research. This research was held at UIN Mataram's English Department from March to June 2022. Three types of data were collected during the data collection process: 1) documents, 2) observations, and 3) reading tests. The technique of analyzing data used a t-test with two samples paired. The findings of this study showed that the t-stat value is the calculated t-value, which is 7,886. While the value of P(T=t) one tail is the p-value which is 2.099 and the critical one-tail t is the t-table value which is 1.66. It means that t-stat (7.886) t table (1.66), then Ho is rejected and H1 is accepted. It concluded that the literary reading program had a positive effect on the reading skills of English students. The findings show that literary works can be used as authentic teaching materials in learning to read English, allowing students to understand the meaning of reading not only at the literal level but also at a deeper level based on context.]]>
<![CDATA[Fostering a Bullying-Free School Environment: The Role of Principals’ Spiritual Leadership in Primary Education ]]>
<![CDATA[Rd Furqon]]>;
<![CDATA[Diding Nurdin]]>
<![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.v17i2.6251
<![CDATA[Bullying remains a persistent issue in many schools, negatively impacting student well-being and academic performance. This study explores the role of spiritual leadership in promoting a bullying-free, inclusive school culture that supports effective teaching and learning at SDIT Irsyadur Rahman. A qualitative descriptive method was employed using a case study approach. Participants were selected through purposive sampling and included the principal (as the primary leader), two senior teachers (as co-principals), and two students who experienced the effects of the school’s spiritual leadership. Data were collected through structured interviews, observation, and documentation, and validated using triangulation techniques. The data were analyzed using Atlas.ti version 9. Findings revealed that spiritual leadership practiced by the principal played a significant role in fostering a positive school culture. It contributed to a supportive and inclusive environment where bullying was effectively minimized, and respectful social interactions were encouraged. The principal’s spiritual leadership fostered values such as empathy, respect, and cooperation among students and staff, which collectively helped in reducing instances of bullying and enhancing the overall school climate. Spiritual leadership is a critical component in establishing a positive, bullying-free school environment. The outcomes of this study can serve as a valuable reference for school leaders aiming to improve social dynamics and support effective educational practices.]]>
