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[Empowering Learning: The Mediating Role of Teachers in Enhancing Students' Intrinsic Motivation ]]>
<![CDATA[Netty Merdiaty]]>;
<![CDATA[Sulistiasih Sulistiasih]]>
<![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.v16i4.6430
<![CDATA[This study explores the role of teachers as mediators in fostering students' intrinsic motivation—a key driver of independent and sustained learning. Intrinsic motivation encourages engagement in educational activities for personal satisfaction and growth, which is critical for academic and character development. A qualitative descriptive approach was employed to examine teacher-student interactions at a junior high school in Bandung City. Data were collected through observations, in-depth interviews, and documentation involving both teachers and students. The findings revealed that teachers significantly influence intrinsic motivation by acting as mediators and motivators. Strategies such as aligning teaching methods with students' interests, providing emotional and academic support, and creating an engaging learning environment enhance active participation. Furthermore, appropriately challenging tasks, constructive feedback, and meaningful praise bolster students' self-confidence and perseverance. These teacher-mediated practices not only improve academic outcomes but also foster students' self-worth and enthusiasm for learning. The results underscore the importance of a student-centered approach, which values individual needs and preferences, in cultivating a supportive and motivating educational environment. Teachers, by employing adaptive and engaging strategies, play a pivotal role in enhancing intrinsic motivation, thereby shaping a more effective and enjoyable learning experience. Future research should investigate the long-term impacts of these methods across diverse educational settings to refine their application and extend their benefits.]]>
<![CDATA[Development of Student Worksheets by Using the Context of Riau Traditional Houses on Quadrilaterals and Triangles ]]>
<![CDATA[Astuti Astuti]]>;
<![CDATA[Zulfah Zulfah]]>;
<![CDATA[Nur Fitriana]]>
<![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.v14i4.1779
<![CDATA[This study aims to produce teaching materials in the form of student worksheets by using the context of Riau traditional house on the material of quadrilaterals and triangles for class VII of Junior High School. This developmental research uses Plomp model which consists of a preliminary analysis stage, development stage, and assessment stage. The test subjects in this study were seventh grade students of SMP N 2 Kampar Utara which consisted of 18 students and one mathematics teacher. The subjects of this research were seventh grade students of SMP N 2 Kampar Utara which consisted of 18 students and one Mathematics teacher. The result of this study is to produce student worksheets by using Riau traditional house context on valid, practical, and effective quadrilateral and triangle material.It can be seen that based on the results of the validation of content experts, an average of 3.42 was obtained in the very valid category, the results of the validation of linguists and cultural experts obtained an average of 3.25 which was included in the very valid category.The results of the practicality of student worksheets at the One-to-One and Small Group stages are 87.6% which are included in the very practical category, and the results of the practicality of student worksheets by the teacher are 87.5% in the very practical category. Furthermore, based on the results of effectiveness, it was found that student worksheets using the context of the Riau traditional house were very effective and suitable for use in the classroom.]]>
<![CDATA[Analyzing Gender and Educational Differences in Mate Selection Preferences Among Indonesian Early Adults ]]>
<![CDATA[Mira Ariyani]]>;
<![CDATA[Lussy Dwiutami Wahyuni]]>;
<![CDATA[Vanessa Maria Hamjay]]>
<![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.v17i4.8360
<![CDATA[Mate selection is a key developmental task during early adulthood, shaped by sociocultural and individual factors. This study investigates how gender and educational background influence mate selection preferences among Indonesian early adults, a topic that remains underexplored in local contexts. A quantitative comparative approach was used, involving 300 unmarried Indonesian individuals aged 20–40, all of whom had at least a diploma (D3) or higher education. Data were collected using an adapted version of the Mate Preferences Questionnaire developed by Buss and Barnes. Non-parametric analyses (Mann–Whitney U and Kruskal–Wallis tests) were employed due to non-normal data distribution. Significant differences were found in mate selection preferences based on gender and education level. Men prioritized physical attractiveness, household management ability, and intelligence, while women favored financial stability, religiosity, and higher education. Educational background also influenced preferences: respondents with master’s degrees (S2) placed greater emphasis on religiosity and family background, while those with diploma/bachelor’s degrees (D3/S1) favored sociability and physical attractiveness. Interaction effects between gender and education showed additional variation across multiple criteria including income, intelligence, and household roles. These findings highlight how mate preferences among Indonesian early adults are shaped by both gender norms and educational attainment, reflecting the intersection of traditional cultural values with emerging social trends. The study underscores the importance of considering local sociocultural context in understanding mate selection dynamics and recommends culturally sensitive premarital education programs.]]>
<![CDATA[Interactive Educational Games: Boosting Numeracy Skills in 4-5 Year-Olds Through Multimedia ]]>
<![CDATA[Ayu Riski Yuniria]]>;
<![CDATA[Cucu Atikah]]>;
<![CDATA[Luluk Asmawati]]>
<![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.v17i1.5503
<![CDATA[Developing numeracy skills in early childhood is crucial for cognitive growth. However, children aged 4-5 often struggle with number recognition, counting, and distinguishing numerical symbols. This study aims to develop interactive multimedia educational games to enhance numeracy skills in young learners. This research employed the Research and Development (RD) method using the ADDIE development model. A small-scale sample of five children with numeracy difficulties was involved. Observations at TPA Idola Bangsa Cilegon revealed that existing numeracy learning media were limited to conventional tools such as whiteboards, number cards, and books, highlighting the need for engaging digital alternatives. The developed multimedia game was validated by experts, with material experts rating it at 80% and media experts at 88%. The effectiveness of the game was assessed using the N-Gain Score, yielding a medium improvement category (0.65) in children’s numeracy skills. Additionally, children's responses to the game reached 91%, indicating strong engagement and acceptance. The findings suggest that interactive multimedia games provide a more effective and engaging alternative to traditional learning methods, addressing children's numeracy challenges. Interactive multimedia educational games are feasible, effective, and well-received by young learners. Future research should explore the long-term impact of these tools on children's cognitive development and adapt them for broader educational settings.]]>
<![CDATA[Identifying Key Factors Influencing the Development of Higher Order Thinking Skills (HOTS) in Students: A Systematic Literature Review ]]>
<![CDATA[Ismeirita Ismeirita]]>;
<![CDATA[Eeng Ahman]]>;
<![CDATA[Dadang Dahlan]]>;
<![CDATA[Dedi Supendra]]>
<![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.v17i3.6627
<![CDATA[Higher-order thinking skills (HOTS), encompassing critical thinking, creative thinking, and problem-solving, are essential competencies for 21st-century learners. Despite extensive research, a holistic synthesis of the multidimensional factors influencing HOTS remains limited. This study employed a Systematic Literature Review (SLR) following PRISMA guidelines to identify and analyze factors affecting HOTS. A total of 42 peer-reviewed articles indexed in Scopus, published between 2014 and 2024, were reviewed. Articles were assessed for quality using CASP and JBI checklists, and thematic analysis was conducted using NVivo software. Analysis revealed six main dimensions influencing HOTS: individual, learning environment, teacher, curriculum, contextual and cultural, and affective, encompassing 16 sub-themes. The individual dimension emerged as the most influential (26%), followed by learning environment (24%), teacher (23%), curriculum (11%), contextual and cultural (9%), and affective (7%). The findings highlight the multifaceted nature of HOTS development, with particular emphasis on internal student attributes and teacher competence. Practical implications include the need for personalized learning approaches, enhanced teacher training in problem-based pedagogy, and adaptive, culturally responsive curricula. These insights can inform educational policy and classroom practice aimed at fostering HOTS across educational levels.]]>
<![CDATA[E-Module Development of Line and Angle Materials Assisted by Learning Videos for Junior High School Students ]]>
<![CDATA[Kartini Kartini]]>;
<![CDATA[Rukiah Magdalena Hutabarat]]>;
<![CDATA[Elfis Suanto]]>
<![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.v14i4.1539
<![CDATA[This study aimed to develop an E-Module on Line and Angle material with learning videos to facilitate the mathematical understanding ability of seventh-grade junior high school students that meets the aspects of validity and practicality requirements. This study was a research and development method with a 4D development model consisting of the define, design, develop, and disseminate stages. The small group trial subjects were nine students of grade VII at a Junior High School in Pekanbaru. The data collection instrument in this study consisted of a validity instrument in the form of a validation sheet and a practical instrument in the form of a student response questionnaire sheet. Based on the analysis of the validation sheet data and student response questionnaire sheets, the average E-Module validation was 3.6 with a very valid category, and the E-Module practicality average was 3.3 with a very practical category. Thus, it can be concluded that the developed E-Module is valid and practical.]]>
<![CDATA[Empowering Students through Health Literacy: A School-Based Community Learning Innovation in Secondary Education ]]>
<![CDATA[Emy Leonita]]>;
<![CDATA[Yuda Irawan]]>;
<![CDATA[Nopriadi Nopriadi]]>;
<![CDATA[Oktavia Dewi]]>
<![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.v17i2.7638
<![CDATA[Adolescents are increasingly at risk of preventable health issues due to unhealthy lifestyle behaviors and limited access to contextualized health education. Addressing this gap, the study aimed to develop and evaluate a School-Based Community Learning Model that enhances health literacy and student engagement through participatory, project-based learning. The intervention was based on contextual teaching, social constructivism, and experiential learning principles. It involved digital health modules, peer discussions, and community action projects delivered over six weeks to 120 senior high school students in Pekanbaru, Indonesia. A quasi-experimental pretest-posttest control group design was employed to assess changes in health literacy and life skills. Statistical analysis showed a significant improvement in both health literacy and life skills in the intervention group (p 0.001). The average N-Gain score was 0.62, indicating moderate-to-high learning gains. Qualitative observations also indicated enhanced collaboration, critical thinking, and student initiative—markers of affective and psychomotor development. These findings suggest that the model effectively fosters essential health competencies and supports holistic student development. By aligning with national education goals, the program provides a viable framework for integrating health education into the standard curriculum. The School-Based Community Learning Model presents a scalable and practical approach to embedding health literacy in secondary education. It reinforces the role of health education as a fundamental aspect of character building and life skills development in schools.]]>
<![CDATA[The Effect of The Application of The Mind Mapping Learning Model to Improve The Critical Thinking Ability of Elementary School Students in Tanggulangin ]]>
<![CDATA[Aulya Firda Trisnawati]]>;
<![CDATA[Akhtim Wahyuni]]>
<![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.v14i4.2318
<![CDATA[Thematic learning in the 2013 curriculum requires students to be more active and think critically. The ability to think critically is essential for students, especially facing the challenges of the 4.0 era. In reality, the elementary school students in Tanggulangin cannot yet think critically. Most students answer essay questions without being able to describe them in detail. This study was conducted to analyze how the application and results of the mind mapping learning model improve students' critical thinking skills. The research method used is the class action research method. The object of his research was a grade V student of the Elementary School in Tanggulangin. The techniques used in this study are observation and test techniques. The results showed: (1) The application of the mind mapping learning model to improve students' critical thinking skills was carried out in 4 stages compiling an Action design, applying a mind mapping learning model, observing the results obtained from the application of the mind mapping model and evaluation. (2) The results of the mind mapping learning model show that the percentage of students' critical thinking ability with mind mapping media has increased from cycle 1 to cycle two by 24.15%. Further research is expected to be carried out with diverse respondents, with more than two-cycle stages, to analyze the percentage of the graph produced more significantly]]>
<![CDATA[A Dick and Carey-Based English Learning Model: Integrating Culture Based Learning, Islamic Values, and HR Management ]]>
<![CDATA[Enawar Enawar]]>;
<![CDATA[Euis Yanah Mulyanah]]>;
<![CDATA[Desri Arwen]]>;
<![CDATA[Sholeh Hidayat]]>;
<![CDATA[Luluk Asmawati]]>;
<![CDATA[Ishak Ishak]]>
<![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.v17i4.8125
<![CDATA[This study addresses the gap in culturally contextualized English language instruction in higher education, where teaching often overlooks students’ sociocultural backgrounds. The research aimed to develop and evaluate an English learning model integrating Rampak Bedug—a traditional Banten performance rich in Islamic values—using the Dick and Carey instructional design model combined with the Culture-Based Learning (CBL) approach. The model was implemented with second-semester students of the English Education Department at Universitas Muhammadiyah Tangerang during the 2024–2025 academic year. A descriptive qualitative method was used, with data collected through observation, interviews, project documentation, and reflective journals. Instructional strategies incorporated visual and auditory media—such as videos, traditional costumes, and musical instruments—alongside group discussions, project-based writing, and reflective activities. Findings indicated improvements in students’ descriptive writing skills, digital literacy, and cultural awareness. The integration of Rampak Bedug fostered engagement by embedding values such as harmony, discipline, sincerity, and cooperation. Formative evaluations led to revisions in visual aids and linguistic scaffolding. Summative evaluations highlighted enhanced student collaboration, creativity, and reflective practice. In conclusion, this culturally grounded, multimodal instructional model supports communicative language learning while promoting professional development skills aligned with human resource management principles, such as teamwork and instructional planning. The model demonstrates strong potential for replication across educational levels and cultural settings in Indonesia, offering a transformative, socially relevant approach to English language pedagogy.]]>
<![CDATA[Enhancing Numeracy Literacy through CBL-STEM: Developing Differentiated Learning Materials with Augmented Reality and Articulate Storyline Integration ]]>
<![CDATA[Ananda Verry Setiawan]]>;
<![CDATA[Selva Ayu Meilina]]>;
<![CDATA[Stefany Margaretha Hutauruk]]>;
<![CDATA[Fadhila Salvia Khairunnisa]]>;
<![CDATA[Alfina Nur Arofah]]>;
<![CDATA[Adi Satrio Ardiansyah]]>
<![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.v16i4.5789
<![CDATA[Numeracy literacy is a critical skill for solving real-world problems, yet it remains low among students in Indonesia. This study aims to address this issue by developing Challenge-Based Learning (CBL)-STEM learning materials tailored to differentiated learning styles and integrated with Articulate Storyline and Augmented Reality (AR). This Research and Development (RD) study utilized cluster random sampling and employed tests, questionnaires, and interviews for data collection. Data analysis was conducted using descriptive quantitative and qualitative techniques. The feasibility, readability, and student response tests scored averages of 93.38%, 88.13%, and 87.27%, respectively, demonstrating the effectiveness of the developed materials. The CBL model presented real-life challenges, while the STEM approach integrated science, technology, engineering, and mathematics to create meaningful learning experiences. These materials significantly enhanced numeracy literacy among students. The integration of CBL-STEM with technologies such as Articulate Storyline and AR proved highly feasible and effective. Students found the materials easy to understand and engaging, indicating a positive reception. This approach highlights the potential of innovative, tech-integrated learning solutions in addressing Indonesia’s numeracy literacy challenges. CBL-STEM learning materials incorporating Articulate Storyline and AR are highly effective and practical for improving numeracy literacy. This innovation demonstrates promise for broader applications, with the potential to address low numeracy literacy in Indonesia on a larger scale by integrating additional technologies.]]>
