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[Integrating Problem-Based Learning and Flipped Classroom Models: Evaluating Their Impact on Mathematical Problem-Solving Skills ]]>
<![CDATA[Yunianti Risma Imaroh]]>;
<![CDATA[Haryanto Haryanto]]>;
<![CDATA[Izza Alfina Cahyani]]>;
<![CDATA[Albi Anggito]]>
<![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.v17i2.6839
<![CDATA[Integrating Problem-Based Learning (PBL) with the Flipped Classroom (FC) model has gained attention as a strategy to enhance students' mathematical problem-solving skills (MPSS). While multiple studies have examined this approach, their findings show considerable variation. A meta-analysis was conducted using Comprehensive Meta-Analysis (CMA) software to synthesize findings from previous studies. A random-effects model was applied to account for variability among studies. The pooled effect size was g = 1.06 with a p-value 0.01, indicating a strong and statistically significant positive impact of the PBL-FC model on MPSS. Moderator analysis showed that the effectiveness varied significantly by media platform used (Qb = 21.98, p = 0.01) and type of publication (Qb = 7.94, p = 0.01). However, no significant differences were found regarding educational level (Qb = 7.45, p = 0.06), experimental group size (Qb = 0.29, p = 0.62), or publication year (Qb = 0.21, p = 0.64). The forest plot indicated consistent positive effects across most studies, although variations in effect sizes suggest heterogeneity due to differences in methodology, populations, or contexts. This meta-analysis confirms that the PBL-FC model significantly improves students' MPSS. Differences in media platform and publication type should be considered in future implementations. These findings provide a foundation for best practices and further research into enhancing critical thinking through PBL-FC integration.]]>
<![CDATA[Scaffolding Online Interaction: EYL Teachers’ Perceptions and Attitudes during Covid-19 Pandemic Era ]]>
<![CDATA[Rena Sylvia]]>;
<![CDATA[Machdalena Vianty]]>;
<![CDATA[Mgrt. Dinar Sitinjak]]>
<![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.v14i4.1476
<![CDATA[Scaffolding, a teacher’s act that provides adaptive assistance to young learners, is revealed to be effective in some studies. However, scaffolding in online learning is hardly visible. Therefore, this phenomenology study aims to discover the types of scaffolding used in online learning and what teachers’ perceptions and attitudes are towards it. In this study, English teachers from a primary school in Palembang, Indonesia, were chosen as participants. Data were collected using interviews, observation and field notes and were analysed into themes and constantly interpreted using Thematic Analysis. To check the research credibility, member checking was used. The findings claimed that scaffolding in online interaction is infiltrated into internet platforms containing virtual language exposure and collaborative learning where the virtual environment, communication, and brainstorming are crucial points for teachers to be considered in order to scaffold the English for EYL. Teachers are the main educators who assist them to reach lesson goals with cooperation of the parents’ participation in using technology and internet in this Covid-19 pandemic era.]]>
<![CDATA[The Impact of Quizizz-Based Gamification on Academic Achievement: A Meta-Analysis Across Educational Contexts ]]>
<![CDATA[Deby Cinthia]]>;
<![CDATA[M. Giatman]]>;
<![CDATA[Nurhasan Syah]]>;
<![CDATA[Nizwardi Jalinus]]>;
<![CDATA[Krismadinata Krismadinata]]>;
<![CDATA[Ambiyar Ambiyar]]>
<![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.v17i4.8097
<![CDATA[This meta-analysis investigates the overall impact of Quizizz-based gamification on students’ academic achievement across diverse educational contexts, from elementary to higher education. A systematic search of academic databases (Google Scholar, ERIC, Scopus, and institutional repositories) identified 1,340 studies, of which 28 met inclusion criteria. Effect sizes and standard errors from 25 quantitative studies were synthesized using JASP software under a fixed-effects model. The results reveal a large and statistically significant overall effect (Cohen’s d = 0.86, p .001), indicating that Quizizz substantially improves academic performance. Heterogeneity was moderate (I² = 48.6%), and funnel plot analysis with Egger’s test indicated minimal publication bias. Subgroup analysis showed consistent effectiveness of Quizizz across subject areas (e.g., mathematics, science, language learning) and instructional settings (face-to-face, blended, and online learning). These findings suggest that Quizizz is a versatile and pedagogically valuable tool for enhancing student engagement, motivation, and achievement. The study supports the broader adoption of gamified digital tools in modern classrooms and recommends further research to explore long-term effects and contextual moderators.]]>
<![CDATA[Analysis of Essential Learning Materials in the Automotive Body Subject at Vocational Schools: Delphi Technique ]]>
<![CDATA[Amir Fatah]]>;
<![CDATA[Kir Haryana]]>;
<![CDATA[Yoga Guntur Sampurno]]>
<![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.v17i1.5905
<![CDATA[Excessive learning materials can hinder the teaching and learning process by overwhelming students, reducing motivation, and impairing knowledge retention. In vocational education, irrelevant content may further contribute to graduates' lack of industry-aligned competencies, limiting their employability. This study aims to identify essential learning materials for the automotive panel and body frame course based on urgency, continuity, relevance, and industry application. A modified Delphi technique was used to gather expert consensus through a survey involving 21 automotive body and frame repair professionals from the automotive manufacturing and repair industry in Yogyakarta, Indonesia. The questionnaire, developed based on the automotive engineering curriculum, utilized a four-point Likert scale. Data collection was conducted via Google Forms and analyzed using descriptive statistics in SPSS software. Industry experts identified key learning materials essential for vocational students, including MIG-GMAW welding procedures, repairing damaged panels made of iron, aluminum, plastic, or fiberglass, applying putty, and assessing panel surface quality after putty application. These materials were deemed critical for aligning vocational training with industry requirements. The findings emphasize the importance of refining learning content to enhance student competency and employability. By prioritizing industry-relevant skills, vocational educators can improve instructional effectiveness and better prepare graduates for the workforce. This study provides valuable insights for curriculum developers to ensure that training programs meet industry standards, ultimately enhancing student learning outcomes.]]>
<![CDATA[Enhancing Digital Literacy and Biology Understanding through Android-Based Learning Media: A Kodular Platform Development and Evaluation ]]>
<![CDATA[Ahmad Yani]]>;
<![CDATA[Syamsu Rijal]]>;
<![CDATA[Rismawati Rismawati]]>;
<![CDATA[Dyah Anisa Kismiati]]>;
<![CDATA[Astuti Muh Amin]]>
<![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.v17i3.5762
<![CDATA[Traditional biology instruction often neglects digital literacy development, despite its increasing importance in 21st-century education. There is a pressing need for integrated learning tools that enhance both biological understanding and digital competencies.This study aimed to design and evaluate an Android-based biology learning media using the Kodular platform. A Research and Development (RD) approach was adopted, following the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). Sixteen grade XI students from Senior High School 2 Wajo were selected through random sampling. Data collection involved expert validation sheets, practicality and effectiveness questionnaires, and digital literacy tests.The developed media achieved high expert validation scores (82.33%) and was rated highly practical (82.5%). Paired pre-test and post-test results showed significant improvements in both biology comprehension (41.8%) and digital literacy (39.4%). Additionally, 94% of students reported that the media was effective in enhancing their engagement and understanding of the subject matter.The Kodular-based learning media proved to be an effective tool for fostering student motivation, improving conceptual understanding, and developing digital skills. Its interactive features—such as videos, animations, and quizzes—addressed common limitations in traditional instruction. The design's scalability also makes it adaptable to other STEM subjects with minimal content modification.Kodular-based media offers a flexible, user-friendly, and pedagogically sound approach to integrating digital literacy and subject learning, supporting students’ preparedness for the digital era.]]>
<![CDATA[The Effect of Learning Strategy of Everyone Is a Teacher Here on The Learning Outcomes of Islamic Religious Education ]]>
<![CDATA[Indrayati Indrayati]]>;
<![CDATA[Edwin Hadiyan]]>;
<![CDATA[Safrawali Safrawali]]>;
<![CDATA[Alifvia Indah Safitri]]>;
<![CDATA[Muhammad Husnur Rofiq]]>
<![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.v14i4.2295
<![CDATA[The purpose of this research is to find out how the influence of learning outcomes on students in Islamic Education subject using the Everyone Is a Teacher Here strategy at SMPN 1 Gondang. This research was carried out from January to February 2022. The approach used in this research is a quantitative approach with a Group Pre-Test and Post-Test Design. The instrument used for the test is multiple-choice questions that have gone through the validity test process. The sample of this study was grade 7 SMPN 1 Gondang which amounted to 58 students. The results of the study indicate that there is an influence on the use of the Everyone Is A Teacher Here strategy on student learning outcomes in Islamic Education subjects. The result can be proven by increasing the average value of student learning outcomes from 72.41 to 76.47 and can be known through hypothesis testing by using the t-test to obtain the value of Sig. (2-tailed) 0,016 ≤ 0,05 and get the value of t-test t-count ≥ t-table 2,473 ≥ 1,672it means Ha is accepted and H0 is rejected. From the research that has been done, it can be concluded that the learning strategy Everyone Is A Teacher Here affects the learning outcomes of students in Islamic Education.]]>
<![CDATA[Transforming Education: How Teacher Performance Management and Appreciative Inquiry Leadership Improve Learning Quality ]]>
<![CDATA[Dewi Nur Laksmi Astutiningtyas]]>;
<![CDATA[Widya Kusumaningsih]]>;
<![CDATA[Nurkolis Nurkolis]]>
<![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.v17i2.7069
<![CDATA[Learning quality remains a fundamental aspect of strengthening Indonesia’s education system. Despite ongoing efforts, the 2023 Education Report revealed a decline in learning quality across 13 public elementary schools in Singorojo District, Kendal Regency, Central Java. This study responds to that issue by analyzing the impact of the Teacher Performance Management feature and the Appreciative Inquiry Leadership approach, both implemented in 2024, on improving learning quality. Employing a quantitative, causal-comparative research design, the study involved 103 teachers selected through proportional random sampling and utilized multiple linear regression analysis to explore the relationships among the variables. The findings suggest that both Teacher Performance Management and Appreciative Inquiry Leadership significantly contribute to enhanced learning quality when applied simultaneously. The results highlight the importance of integrating structured performance management with leadership that fosters appreciation, collaboration, and innovation. This study addresses a research gap by examining the joint effect of Teacher Performance Management and Appreciative Inquiry Leadership on learning outcomes in public elementary schools, a topic that remains underexplored in current literature. The practical significance lies in guiding educational leaders and policymakers to adopt strategies that nurture professional growth and create adaptive learning environments tailored to students’ needs.]]>
<![CDATA[Assessing Elementary Teachers’ Competence in Designing HOTS-Based ANBK Items: A Case Study in Cluster I, Sungaipua District ]]>
<![CDATA[Ricky Gustiawan]]>;
<![CDATA[Ardipal Ardipal]]>;
<![CDATA[Yalvema Miaz]]>;
<![CDATA[Zelhendri Zen]]>
<![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.v17i4.7237
<![CDATA[Teachers are expected to possess a range of professional competencies, one of which is the ability to design effective learning evaluations. This study investigates the ability of grade V teachers to develop Higher Order Thinking Skills (HOTS) questions aligned with the National Assessment (ANBK), the steps they follow in question development, and the challenges they encounter in the process. A qualitative case study approach was employed, involving one group of four elementary schools in the Sungaipua Cluster 1. Data were collected through observation, interviews, and documentation. The analysis followed the Miles and Huberman model, consisting of data reduction, data display, and conclusion drawing. Findings reveal that most grade V teachers lack the necessary skills to construct ANBK-based HOTS questions. This is attributed to varying educational backgrounds and a limited understanding of the ANBK framework. Additionally, teachers often bypass the process of developing original question items, relying instead on questions sourced from the internet. Their limited knowledge of proper question design procedures further hampers their ability to develop effective assessments. A key challenge identified is that the lack of teacher proficiency in HOTS question design translates into student difficulties in mastering higher-order thinking competencies. These findings suggest a need for targeted professional development to enhance teachers’ understanding and skills in HOTS-aligned assessment practices.]]>
<![CDATA[Development of a Socio-Scientific Issues-Based Module on Chemical Equilibrium to Enhance Students' Critical Thinking and Learning Autonomy ]]>
<![CDATA[Lestari Anggriani]]>;
<![CDATA[Radjawali Usman Rery]]>;
<![CDATA[Jimmi Copriady]]>
<![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.v16i4.5969
<![CDATA[This study aimed to develop and validate socio-scientific issue-based modules on chemical equilibrium to enhance students' autonomy and critical thinking skills. The research employed the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model within a Research and Development (RD) framework. Data were collected through interviews, surveys, validation sheets, and user response questionnaires. The module underwent validation by three experts, small-scale testing with three students of varying abilities, and user feedback from one teacher and 20 students across three schools (SMAN 1 Pinggir, SMAN 5 Pinggir, and SMAN 8 Mandau). Large-scale testing utilized a pretest-posttest control group design with 34 students from SMAN 8 Mandau to evaluate effectiveness. The module achieved a 92% validation score, reflecting high validity. Small-scale testing prompted minor revisions, and feedback from teachers and students was highly positive, with satisfaction scores of 100% and 90%, respectively. Large-scale testing showed significant improvements in the experimental group’s autonomy and critical thinking skills, with a high N-Gain of 0.71 for critical thinking and a moderate N-Gain of 0.64 for autonomy. In contrast, the control group achieved only moderate (0.50) and low (0.10) N-Gain scores, respectively. The findings underscore the effectiveness of socio-scientific issue-based modules in fostering critical thinking and autonomy, especially in complex scientific contexts. The study demonstrates that such modules are highly effective tools for enhancing higher-order thinking and engagement in scientific topics like chemical equilibrium. Further research could explore broader implementation across diverse educational settings.]]>
<![CDATA[Examining English Reading Comprehension Skills Among Junior High School Students: The Influence of School Values And Gender ]]>
<![CDATA[Carolina Lupi Hidayati]]>;
<![CDATA[Chuzaimah Dahlan Diem]]>;
<![CDATA[Mulyadi Eko Purnomo]]>;
<![CDATA[Izzah Izzah]]>
<![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.v17i2.6553
<![CDATA[Reading comprehension is a crucial skill that supports the academic success of junior high school students, particularly in an increasingly globalized world. Understanding students' proficiency in this area is essential for developing effective teaching strategies. This quantitative descriptive study evaluated the English reading comprehension abilities of 80 ninth-grade students at MTs Muqimus Sunnah. The assessment was based on an 18-question reading comprehension test covering four key aspects: contraction, sequence, vocabulary, and inference. The study also analyzed performance differences by gender and grade level. The results revealed that female students scored higher on average (4.43) than male students (3.66), though the difference was not statistically significant. Students demonstrated the strongest performance in contraction (8.68) and sequence (7.73) items. However, they struggled with context understanding and inference, indicating a need for improvement in higher-order reading skills. The findings suggest that while students show proficiency in recognizing structural and sequential elements, they face challenges in deeper analytical reading. This highlights the importance of targeted instructional strategies that emphasize vocabulary development and critical reading skills. This study provides valuable insights for educators and policymakers in enhancing English literacy instruction. Structured interventions focusing on analytical comprehension and vocabulary acquisition are recommended to address observed weaknesses and support overall reading development.]]>
