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[Impact of Multiple Intelligences and Problem-Based Learning on Mathematical Literacy and Self-Efficacy in Junior High School Students ]]>
<![CDATA[Dina Damiyanti Hidayat]]>;
<![CDATA[Ali Mahmudi]]>
<![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.v17i1.5463
<![CDATA[Mathematical literacy and self-efficacy are essential skills that influence students' success in mathematics. This study examines the impact of multiple intelligence-based and problem-based mathematics learning on students' mathematical literacy and self-efficacy. Additionally, it investigates whether multiple intelligence and problem-based learning are more effective than scientific learning approaches in improving these competencies. This quasi-experimental study employed a one-group pretest-posttest design. The study was conducted at State Junior High School 3 Yogyakarta during the even semester of the 2023/2024 academic year. The sample consisted of 64 students from two eighth-grade classes (VIII F and VIII E, each with 32 students). Data were collected using questionnaires to assess multiple intelligences before learning, observations to monitor learning implementation, and pretest-posttest assessments and questionnaires to evaluate students' progress. Data were analyzed using Multivariate Analysis of Variance (MANOVA) with Hotteling’s T² test and Independent Sample T-test statistics. Findings indicate that multiple intelligence-based mathematics learning using problem-based and scientific approaches significantly influences students' mathematical literacy and self-efficacy. Additionally, problem-based learning was found to be more effective than scientific learning, as it resulted in higher improvements in students' mathematical literacy and self-efficacy scores. The study concludes that integrating multiple intelligence with problem-based mathematics learning positively impacts students' mathematical literacy and self-efficacy. Future research should explore long-term effects and broader student populations to further validate these findings.]]>
<![CDATA[Unveiling The Impact of Inquiry-Based Learning: A Meta-Analysis of Student Learning Outcomes ]]>
<![CDATA[Harleni Harleni]]>;
<![CDATA[Ganefri Ganefri]]>;
<![CDATA[Asmar Yulastri]]>;
<![CDATA[M Giatman]]>;
<![CDATA[Dedy Irfan]]>;
<![CDATA[Hansi Effendi]]>
<![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.v17i3.7061
<![CDATA[Inquiry-based learning (IBL) has been increasingly adopted in education to foster students’ conceptual understanding and critical thinking. However, existing research shows varying results regarding its effectiveness, ranging from significant positive effects to no impact. This study aims to systematically evaluate the impact of IBL on student learning outcomes through a meta-analytic approach. A meta-analysis was conducted on empirical studies published between 2020 and 2024. The study followed the PRISMA protocol, including three stages: identification, screening, and inclusion. A total of 21 relevant studies were selected and analyzed using JASP software to ensure accuracy in calculating effect sizes and interpreting findings. The meta-analysis revealed that inquiry-based learning has a small but significant overall effect on student learning outcomes (effect size: d = 0.444). The impact was particularly evident in science and mathematics education. Additionally, moderating variables such as educational level, instructional design, and student engagement were found to influence the effectiveness of IBL. While the overall effect size is modest, the findings confirm that IBL can positively contribute to student achievement. These results support the continued use and further development of inquiry-based approaches in modern educational contexts. The study provides evidence-based insights for educators, researchers, and policymakers seeking to optimize teaching strategies for 21st-century learning environments.]]>
<![CDATA[Management of Quality Improvement in Islamic Education Learning to Enter the Socio-Cultural Changes ]]>
<![CDATA[Dadang Sahroni]]>;
<![CDATA[Iim Wasliman]]>;
<![CDATA[Daeng Arifin]]>;
<![CDATA[Cahya Syaodih]]>;
<![CDATA[Aeni Latifah]]>
<![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.v14i4.1841
<![CDATA[Social and cultural changes impact advances in Science and Technology (IPTEK) that occur at any time, especially in communication and information technology. As a result, these advances occurred in community activities in the fields of economy, law, politics, education, and others. This study aims to analyse how the management of improving the quality of Islamic Education (hereafter, PAI) learning in entering socio-cultural changes at two different state senior high schools in Sukabumi City, West Java. This article used a phenomenological study as the research design. Interviews and observations were conducted to collect the data. After that, the data was analysed using three stages, namely data reduction, data presentation, conclusion drawing and verification/interpretation. Based on the research focus on PAI learning management in entering socio-cultural changes in those two schools, the results of the research, in general, can be concluded that PAI teachers at those schools have understood and implemented PAI learning management in entering the socio-cultural change in accordance with applicable techniques and theories so that the learning process is conducive even though the results have not reached a very satisfactory target.]]>
<![CDATA[Enhancing Lecturer Performance: A Meta-Analysis of Organizational Commitment and Transformational Leadership ]]>
<![CDATA[Sulistiasih Sulistiasih]]>;
<![CDATA[Widodo Widodo]]>
<![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.v17i2.7571
<![CDATA[Lecturer performance plays a critical role in achieving institutional goals within higher education. Previous studies suggest that both transformational leadership and organizational commitment significantly impact this performance. However, a comprehensive synthesis of empirical findings is needed to clarify the strength and consistency of these relationships. This study employed a quantitative meta-analysis to examine the effects of transformational leadership and organizational commitment on lecturer performance. A total of 35 empirical studies published between 2020 and 2024 were systematically selected from Scopus, SINTA, and Google Scholar databases. Using JASP version 0.8.4.0, effect sizes were calculated, and heterogeneity was assessed through a random-effects model. The analysis revealed that transformational leadership (r = 0.380) and organizational commitment (r = 0.377) both have a significant positive influence on lecturer performance (p 0.01). Among the two, transformational leadership demonstrated a slightly stronger effect. Moderate heterogeneity was observed across the studies, and no evidence of publication bias was found. These findings align with existing literature, emphasizing the critical role of leadership and organizational commitment in enhancing lecturer performance. The moderate heterogeneity suggests variability in study contexts, yet the overall effect remains robust. The results highlight the value of transformational leadership and organizational commitment in driving lecturer effectiveness in higher education institutions. Practical recommendations include the development of targeted leadership training and institutional policies that foster organizational commitment to improve performance outcomes.]]>
<![CDATA[Embodied Numeracy Play in Physical Education: Effects on Fundamental Motor Skills and Critical Thinking in Primary School Children ]]>
<![CDATA[Tiara Juniati Rahmaningrum]]>;
<![CDATA[Advendi Kristiyandaru]]>;
<![CDATA[Nanik Indahwati]]>
<![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.v17i4.8963
<![CDATA[Physical education (PE) has the potential to support both motor and cognitive development; however, structured integration of numeracy within PE remains underexplored. This study investigated the effects of Embodied Numeracy Play (ENP), a movement-based instructional approach grounded in embodied cognition, on primary school students’ fundamental motor skills (FMS) and critical thinking (CT). A quasi-experimental pretest–posttest design was employed involving 57 third-grade students who participated in either ENP-based PE lessons or conventional PE instruction over a four-week period. FMS were assessed using the Test of Gross Motor Development–Second Edition (TGMD-2), while CT was measured using a validated observational rubric. Data were analyzed using multivariate and univariate analyses. Students in the ENP group demonstrated significantly greater improvements in both outcomes compared with the control group. The intervention produced a large effect on FMS development and a moderate effect on CT. A positive association was also observed between gains in motor skills and critical thinking. The findings indicate that integrating numeracy reasoning into physical play can simultaneously enhance motor competence and higher-order thinking. This study provides empirical support for embodied cognition and highlights the potential of cognitively enriched PE as an integrative learning approach in primary education.]]>
<![CDATA[Enhancing Authentic Assessment Through Pedagogical Competence: Insights from Indonesian Language Teachers in Riau ]]>
<![CDATA[Adristi Afdal]]>;
<![CDATA[Desi Sukenti]]>
<![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.v16i4.6193
<![CDATA[This study examines the relationship between authentic assessment and pedagogical competence, which encompasses key indicators of the learning process, including planning, implementation, assessment, and evaluation. Mastery of pedagogical competence by teachers enhances the objectivity and quality of authentic assessment. A descriptive quantitative approach using a simple linear correlation method was employed. The study sampled 98 Indonesian language high school teachers in Riau Province. Data collection involved a research questionnaire designed to measure both authentic assessment practices and teachers' pedagogical competence. Analysis was conducted using SPSS software. The findings revealed that pedagogical competence positively influences authentic assessment, with an effect size of 75.2%. This indicates that higher levels of pedagogical competence correlate with improved ease and effectiveness in conducting authentic assessments. Teachers with well-developed pedagogical skills are more likely to achieve optimal outcomes in their assessment practices. The results underscore the critical role of pedagogical competence in facilitating meaningful and objective authentic assessments. This relationship highlights the need for teacher professional development programs that emphasize pedagogical skills to enhance assessment quality. Pedagogical competence significantly impacts the effectiveness of authentic assessment, with stronger competence resulting in better outcomes. This study emphasizes the importance of prioritizing teacher training in pedagogical areas to advance authentic assessment practices, thereby enriching the learning experience for students.]]>
<![CDATA[Elementary Students' Independence in Solving Mathematics Learning Problems in Post COVID-19 Pandemic ]]>
<![CDATA[Sundari Sundari]]>;
<![CDATA[Djalal Fuadi]]>;
<![CDATA[Yulia Maftuhah Hidayati]]>;
<![CDATA[Laili Etika Rahmawati]]>;
<![CDATA[Endang Fauziati]]>;
<![CDATA[Sutama Sutama]]>
<![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.v14i4.2188
<![CDATA[Independent learning is one of the important aspects of solving Mathematics learning problems. The novelty of this research is the independence of students in solving mathematics learning problems in elementary schools during post-pandemic era. The purpose of this study is to describe the elementary students' independence in solving Mathematics learning problems in the post-COVID-19 pandemic. This research approach is qualitative with a case study design. The research was conducted in sixth-grade students of SDN 01 Papahan Karanganyar. Data collection used interviews, observation, and documentation techniques. The researcher tested validity data with technical and source triangulation. The data analysis used interactive analysis techniques, namely data collection, reduction, presentation, and conclusions. The results showed that most of the students were able to solve mathematical problems in the post-COVID-19 pandemic independently, marked by: 74.07% of students can understand their problems, 92.59% of students could plan their problem solving, 77.78% of students could solve their problems correctly and systematically, and 77.78% of students could re-check the results of solving their problems. The research implies that students who can solve mathematical problems independently will use the knowledge, skills, and experience gained to achieve optimal learning outcomes and use their mindset to solve problems in everyday life without relying on the help of others.]]>
<![CDATA[Stakeholder Perceptions and the Mediated Effectiveness of Bilingual Education in Indonesian International Schools ]]>
<![CDATA[Harmita Sari]]>;
<![CDATA[Dedi Aco]]>;
<![CDATA[Andi Syukri Samsuri]]>;
<![CDATA[Samsinar Samsinar]]>;
<![CDATA[Andi Nurhayati]]>
<![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.v17i4.8104
<![CDATA[Bilingual education programs are increasingly implemented in Indonesian international schools; however, their effectiveness in improving learning outcomes remains contested. Prior studies often emphasize program design while overlooking the complex roles of curriculum practices and stakeholder involvement. This study investigates how bilingual education programs influence learning effectiveness through mediating factors from the perspectives of key stakeholders. A quantitative cross-sectional survey design was employed involving 523 participants (teachers, parents, and students) from Indonesian international schools implementing Immersion Program (IMM), Developmental Bilingual Education (DBE), and Two-Way Immersion (TWI) models. Data were collected through an online questionnaire and analyzed using Structural Equation Modeling (SEM) to examine direct and mediated relationships among bilingual programs, curriculum and teaching, stakeholder engagement, and learning effectiveness. The findings reveal that bilingual education programs do not have a significant direct effect on learning effectiveness. However, they significantly influence curriculum and teaching practices as well as stakeholder engagement. Both curriculum–teaching adaptation and stakeholder experiences demonstrated significant positive effects on bilingual learning effectiveness, with stakeholder engagement emerging as the strongest mediator. These results indicate that the effectiveness of bilingual education is contingent upon mediating processes rather than program implementation alone. The findings support complexity theory, emphasizing the dynamic interaction between curriculum design, pedagogical practices, and stakeholder involvement. This study highlights the necessity of human-centered and context-sensitive approaches in designing and implementing bilingual education programs to enhance learning outcomes in Indonesian international schools.]]>
<![CDATA[Development of Digital Comics Containing Legends as a Media for Intangible Cultural Heritage for Generation Alpha ]]>
<![CDATA[Prihantini Prihantini]]>;
<![CDATA[Ranu Sudarmansyah]]>;
<![CDATA[Agus Juhana]]>;
<![CDATA[Agus Mulyana]]>;
<![CDATA[Nurul Hidayah]]>
<![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.v17i1.6226
<![CDATA[This research aims to develop a digital comic that raises the legend of 'Curug Awang' as an intangible cultural heritage medium for the Alpha generation. The alpha generation is the target user of research products because they are very visual tech-savvy, and familiar with smartphones and digital media. The research method applies the Multimedia Development Life Cycle (MDLC) model. The respondents consisted of two media experts, two linguists, 31 Alpha generations, and 27 teachers. Product testing showed that digital comics met the validation criteria, achieving an average score of 3.55 from media experts and 3.45 from linguists. At the user acceptance testing stage, Generation Alpha rated it at 83.46%, while teachers rated it at 84.6%. These results show that digital comic products are a valuable educational medium. Qualitative data revealed that these comics positively influenced the Alpha generation's understanding of the important values in the legend, namely perseverance and strong determination needed in the pursuit of knowledge, as well as the importance of environmental conservation. Teachers recognize the potential of digital comics to enrich the learning experience and convey meaningful moral messages to the younger generation. The results of this research not only succeeded in documenting and revitalizing the legend of Curug Awang but also contributed to the preservation of intangible culture, as well as overcoming the gap that has not been widely developed digital comics as a transformation medium to increase the awareness of the younger generation about local cultural heritage through interesting and easily accessible media.]]>
<![CDATA[Integrating Mindful, Meaningful, and Joyful Learning to Enhance Student Engagement and Learning Outcomes in Economic Education ]]>
<![CDATA[Amjad Salong]]>;
<![CDATA[Paisal Ansiska]]>
<![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.v17i3.7484
<![CDATA[The shift toward student-centered learning in higher education demands pedagogical strategies that enhance engagement, motivation, and deep learning. This study explores the effectiveness of an integrative instructional approach—Mindful, Meaningful, and Joyful Learning (MMJ)—in improving student engagement and outcomes in an Economic Learning Strategy course. A quasi-experimental design with a nonequivalent control group was used. Eighty-four undergraduate students were divided evenly into MMJ (experimental) and conventional (control) groups. Over four sessions, the MMJ group experienced learning activities incorporating mindfulness, real-world relevance, and joyful interaction. Data were collected through engagement observations, ARCS-based motivation surveys, project-based assessments, and a SWOT analysis. Statistical analysis included t-tests and effect size measurements. Students in the MMJ group demonstrated significantly higher levels of cognitive (M = 4.4), affective (M = 4.6), and behavioral engagement (M = 4.5) compared to the control group. Motivation scores were also superior across ARCS dimensions: attention (M = 4.7), relevance (4.6), confidence (4.8), and satisfaction (4.5). Learning outcomes in the MMJ group surpassed the control group in concept understanding (M = 4.6), originality (4.5), relevance (4.7), and argumentation (4.4). The findings affirm MMJ’s potential to enhance learning experiences through integrated, student-centered instruction. A SWOT analysis informed five strategic recommendations for broader implementation, including hybrid models and gamification. MMJ offers a viable framework for transforming higher education into a more engaging, reflective, and meaningful experience.]]>
