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 Leadership in Indonesian Schools: Opportunities, Supports, and Barriers through the Driving Teacher Program ]]>
<![CDATA[Duwi Wahdany]]>;
<![CDATA[Dwi Esti Andriani]]>
<![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.v17i4.7551
<![CDATA[Teacher leadership is increasingly recognized as a catalyst for school improvement and educational reform. In Indonesia, the Driving Teacher Program (Program Guru Penggerak) was launched to foster teacher leadership through structured professional development. However, empirical insights into how such leadership is enacted and supported remain limited. This qualitative study employed a phenomenological approach to explore the lived experiences of nine alumni from the 5th and 7th cohorts of the Driving Teacher Program in Yogyakarta. Data were collected through semi-structured interviews and analyzed using thematic analysis following Braun and Clarke’s framework. The findings reveal three overarching themes: (1) Opportunities for leadership development include assuming formal roles, engaging in training, leading professional communities, sharing best practices, and participating in curriculum and research initiatives; (2) Key supports include principal encouragement, collegial collaboration, and a school culture conducive to innovation; and (3) Barriers include time constraints, communication challenges, peer resistance, workload, and seniority-based hierarchies. The study underscores the importance of systemic and contextual factors in shaping teacher leadership trajectories. It highlights the need for sustainable support structures, collaborative school cultures, and adaptive leadership roles. While the Driving Teacher Program provides a strong foundation, its impact depends on how leadership is interpreted and enacted at the school level.]]>
<![CDATA[Exploring the Impact of IRE Quality and Self-Control on Religious Tolerance in Junior High Students ]]>
<![CDATA[Alfina Masruroh]]>;
<![CDATA[Mustaqim Mustaqim]]>;
<![CDATA[Nur Khoiri]]>;
<![CDATA[Muhammad Azhar]]>
<![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.v17i1.6270
<![CDATA[Intolerance remains a prevalent issue in Indonesian schools, necessitating an understanding of the factors influencing students’ religious tolerance. This study examines the impact of Islamic Religious Education (IRE) quality and self-control on students’ religious tolerance attitudes among junior high school students in Southern Kendal Regency. A quantitative survey approach was employed, with data collected from 267 students using proportional random sampling. Self-control and religious tolerance attitudes were assessed through questionnaires, while IRE quality was measured through structured classroom observations. Statistical analysis was conducted to determine the contribution of these variables to students’ tolerance levels. Findings indicate that both IRE quality and self-control significantly influence students’ religious tolerance attitudes. Statistical analysis reveals that IRE quality contributes 56.9%, while self-control accounts for 48.8% of students' tolerance attitudes. When analyzed simultaneously, the coefficient of determination shows a combined influence of 83.1%. These results underscore the importance of quality religious education and self-regulation in fostering a tolerant school environment. The study highlights the role of effective IRE instruction in shaping students' perspectives on tolerance. Additionally, the ability to exercise self-control enhances students’ capacity to navigate religious diversity with respect. To enhance religious tolerance, educators should integrate tolerance values into IRE curricula and incorporate self-control training through simulations or role-plays. Future research should explore additional socio-cultural factors influencing religious tolerance among students.]]>
<![CDATA[Empowering Future Entrepreneurs: Self-Confidence and Creativity as Key Factors in Entrepreneurial Mindset Formation for Vocational Students ]]>
<![CDATA[Dini Sumanti]]>;
<![CDATA[Yeka Hendriyani]]>;
<![CDATA[Muhammad Giatman]]>;
<![CDATA[Henny Yustisia]]>
<![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.v17i3.7094
<![CDATA[This study examines the influence of self-confidence and creativity on the entrepreneurial mindset of vocational students. As vocational education increasingly aims to equip students for dynamic economic environments, fostering entrepreneurial thinking is essential. The research was conducted at SMKN 1 Guguk using a quantitative survey design involving 91 automotive program students. Data were analyzed through multiple regression and Partial Least Squares Structural Equation Modeling (PLS-SEM). The regression analysis revealed that self-confidence and creativity collectively explain 80.9% of the variance in entrepreneurial mindset (R² = 0.809). The model was statistically significant (F = 186.304, p 0.05), with both self-confidence (B = 0.687, t = 8.947, p = 0.000) and creativity (B = 0.328, t = 4.326, p = 0.000) showing significant positive effects. PLS-SEM results further confirmed the model's reliability, with all indicators demonstrating strong outer loadings ( 0.85) and construct validity. The findings suggest that self-confidence plays a more dominant role than creativity in shaping students' entrepreneurial mindset. These results highlight the need for vocational schools to incorporate learning models—such as Project-Based Learning and Teaching Factory—that strengthen students’ psychological readiness alongside technical skills. In conclusion, enhancing self-confidence and creativity through structured educational approaches can significantly support the development of entrepreneurial competencies among vocational students, preparing them to pursue innovation and opportunity in real-world contexts.]]>
<![CDATA[Characteristics of Learners and Their Implications in Learning ]]>
<![CDATA[Pinton Setya Mustafa]]>
<![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.v14i4.2751
<![CDATA[The purpose of this article was to provide an informative description of the various characteristics of learning people. The method in this study used a literature study using a qualitative approach through collecting relevant references regarding the diversity of people who learn. This research was a type of literature review research with a qualitative approach. The research procedure consists of: (1) the preparation stage in determining the topic, (2) the implementation stage of searching for relevant reference sources, and (3) the stage of writing down the findings from various reference sources. Reference sources traced in this study come from books and articles that have been published by online journals at 2000-2020. The data analysis stage used in this study was a qualitative approach which includes: data reduction, data presentation, and conclusion. Characteristics of learners can be defined as individual mental factors that can affect learning activities. Multiple intelligence is provided with a special category of intelligence directly for each individual. The conclusion obtained is that every individual who learns is unique in understanding material and information. Therefore, a teacher or educator needs to provide the right model and method to optimize the ability of students to improve their competencies.]]>
<![CDATA[Gamification in School Education: A Systematic Review of Its Effectiveness in Improving Student Motivation and Academic Outcomes ]]>
<![CDATA[Nurhayati Nurhayati]]>;
<![CDATA[Fathurrohman Fathurrohman]]>
<![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.v17i2.6516
<![CDATA[The integration of technology in education has led to the growing adoption of gamification as a tool to enhance student engagement, motivation, and academic achievement. Despite its benefits, concerns remain regarding its impact on deep learning and disparities in technological access among institutions. This study conducted a systematic literature review to assess the effects of gamification on student motivation and learning outcomes across educational levels. Guided by the PRISMA framework, 278 articles were initially retrieved from the Scopus and ERIC databases. After screening and quality assessment, 21 peer-reviewed studies published between 2021 and 2024 were included, with quality scores ranging from 60% to 100% (average 82%). Findings indicate that gamification positively influences student motivation and often enhances academic performance, especially in primary and secondary education. The most effective game elements identified were points, badges, leaderboards, progress tracking, real-time feedback, collaboration, real-world applications, and autonomy support. However, the effectiveness of gamification varies depending on subject matter, educational stage, and technological infrastructure. While gamification offers notable benefits, its impact is context-dependent. To maximize its potential, educators must adopt balanced approaches that consider student needs, curricular goals, and available resources. Gamification can significantly enhance student learning and motivation when implemented strategically and supported by robust pedagogical and technological frameworks.]]>
<![CDATA[The Impact of Digital Word Wall Use on EFL Learners’ Speaking Proficiency in Secondary Education ]]>
<![CDATA[Erli Yelvia]]>;
<![CDATA[Fitrawati Fitrawati]]>
<![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.v17i4.7584
<![CDATA[Speaking clearly and effectively is crucial for English as a Foreign Language (EFL) learners, yet limited vocabulary, low confidence, and teacher-centered instruction often hinder oral communication. This study examined the effect of the Wordwall application on secondary students’ speaking ability. A quasi-experimental design was employed with 40 eighth-grade students from a junior secondary school. Two intact classes were assigned as groups: Class 8C (n = 20) as the experimental group and Class 8B (n = 20) as the control group. Students’ speaking performance was measured using an analytical rubric covering pronunciation, grammar, vocabulary, fluency, and comprehension. Data were analyzed using SPSS 20 through normality and homogeneity tests, followed by paired- and independent-samples t-tests. Results indicated a significant difference between groups on post-test scores, t(38) = 3.502, p = .001, with a mean difference of 12.00. The experimental group also showed a significant improvement from pre-test (M = 36.98) to post-test (M = 70.50), t(19) = 25.570, p .001. The findings suggest that integrating Wordwall significantly enhances students’ speaking proficiency. Its interactive features appear to support vocabulary use, fluency, and learner confidence by creating a more engaging and low-anxiety learning environment. Accordingly, incorporating Wordwall into EFL speaking instruction is recommended.]]>
<![CDATA[Exploring the Link Between Critical Thinking Styles and Students’ Critical Thinking Ability in Biology Education ]]>
<![CDATA[Khacera Juliyanti]]>;
<![CDATA[Jayanti Syahfitri]]>
<![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.v16i4.5800
<![CDATA[Critical thinking style reflects how students apply their critical thinking skills, playing a crucial role in developing their overall ability to think critically. This study explores the relationship between high school students' critical thinking styles and their critical thinking abilities. The research involved 112 high school students who completed the YCCST instrument both as a pretest and posttest. Data were analyzed using correlation and regression tests, ensuring normal distribution (0.200 0.05) and linearity (0.277 0.05). The findings revealed a strong positive correlation (r = 0.714) between critical thinking styles and critical thinking ability. Regression analysis indicated that critical thinking style accounts for 51% of the variance in critical thinking ability. These results suggest that students' critical thinking styles significantly influence their ability to think critically. Educators can utilize this information by identifying students’ thinking styles as a foundation for selecting appropriate teaching materials and learning methods, ultimately enhancing students' critical thinking skills. This study underscores the importance of assessing and incorporating students' thinking styles into educational practices to foster their critical thinking development. Future research could expand on these findings by exploring diverse educational settings and additional influencing factors.]]>
<![CDATA[Reducing Tantrum Behavior In Autistic Children Through “Isolationary Time-Out” Type Of Time Out Techniques ]]>
<![CDATA[Mirnawati Mirnawati]]>;
<![CDATA[Amka Amka]]>
<![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.v14i4.2179
<![CDATA[This study aims to determine the effectiveness of the "isolationary time out" type of time out technique in reducing tantrum behavior in autistic children, in this study the tantrum behavior in question is hitting behavior. The research approach used is quantitative with the type of experimental research with a Single Subject Research (SSR) approach. The design used is A1–B–A2. The research subject is an autistic student at SDLB YPLB Banjarmasin. The data recording technique uses event recording by measuring the frequency or number of occurrences of tantrum behavior in autistic children. The data obtained were analyzed through descriptive statistics and displayed in graphical form. The components analyzed are analysis under conditions and analysis between conditions. Based on the results of the study, there was a decrease in the frequency of tantrum behavior in autistic children in the baseline-1 (A1) condition, the mean level of tantrum behavior frequency was 14 times. At the time of intervention (B) the mean level of tantrum behavior was 11 times. In the baseline-2 condition (A2), the mean frequency level of tantrum behavior (hitting) was 9 times. Thus it can be concluded that the use of the isolationary time out type of technique is effective in reducing tantrum behavior in autistic children.]]>
<![CDATA[Enhancing Elementary Students’ Numeracy through the GASING Method: A Quasi-Experimental Study ]]>
<![CDATA[Yessika Destiana Lahabu]]>;
<![CDATA[Wadan Y Anuli]]>;
<![CDATA[Shilfany Putri]]>;
<![CDATA[Mahmud Arif]]>;
<![CDATA[Sigit Prasetyo]]>;
<![CDATA[Abroto Abroto]]>
<![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.v17i4.7985
<![CDATA[Numeracy competence is a foundational skill for elementary students, essential for success in 21st-century learning. However, many Indonesian students continue to face difficulties in understanding mathematical concepts and performing calculations effectively. This study investigates the effectiveness of the GASING (Gampang, Asyik, Menyenangkan) method in enhancing numeracy skills among fourth-grade students. A quasi-experimental one-group pre-test and post-test design was employed with a mixed-methods approach. Thirty fourth-grade students at MIN 1 Manado participated in the study over two months. Quantitative data were gathered through numeracy tests, while qualitative data were collected via observations, interviews, and open-ended questionnaires. Data were analyzed using paired sample t-tests and thematic coding. Students’ numeracy scores improved significantly from a mean of 45.6 (pre-test) to 78.3 (post-test), with a large effect size (Cohen’s d = 2.63). Observations showed increased engagement and participation, while qualitative feedback revealed reduced math anxiety and increased motivation. Both students and teachers expressed positive perceptions of the method’s interactive and enjoyable approach. The findings suggest that the GASING method effectively improves both computational fluency and conceptual understanding in mathematics. Its emphasis on progressive learning, visual tools, and enjoyable activities fosters a positive learning environment. While the absence of a control group limits generalizability, the results indicate that GASING holds promise as an instructional strategy in elementary numeracy education.]]>
<![CDATA[Change Management Strategies for Enhancing Education Quality at Islamic Boarding School ]]>
<![CDATA[Abdurrahman Abdurrahman]]>;
<![CDATA[Baharuddin Baharuddin]]>;
<![CDATA[M Samsul Hady]]>
<![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.v17i1.6009
<![CDATA[Islamic boarding schools (pesantren) have long been integral to the development of Islamic education in Indonesia, shaping both the educational landscape and cultural values. Pesantren are indigenous institutions with distinct advantages and a legacy of scientific and moral transmission. In the face of globalization and societal demands, these institutions continuously adapt to maintain their relevance and excellence. This qualitative field research employed a case study design to investigate the change management strategies in Islamic boarding schools aimed at enhancing educational quality. Data collection techniques included observation, interviews, and documentation, using snowball sampling to identify participants. Data were analyzed through reduction, presentation, and conclusion drawing, with validity ensured via triangulation, extended researcher participation, and persistent observation. Findings reveal that the change management process is spearheaded by the Kiai, who plays a collegial role involving all stakeholders. Change is implemented through the cultivation of both spiritual and social values, fostering collaborative efforts among educators, students, and community members. Stakeholder involvement is critical in designing and executing programs focused on improving the educational quality and competitiveness of pesantren. The success of change management in pesantren underscores the importance of inclusive leadership and value-driven reforms. By aligning traditional values with modern educational demands, Islamic boarding schools can sustain their pivotal role in Indonesia’s educational system while achieving excellence across various scientific disciplines.]]>
