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[The Role of Lecturer Teaching Strategies and Learning Environments in Shaping Motivation Among Indigenous Students in Higher Education ]]>
<![CDATA[Yan Dirk Wabiser]]>;
<![CDATA[Febi adriana Mutiara sogalrey]]>;
<![CDATA[Putri Ellen Gracia Risamasu]]>;
<![CDATA[Arni Wihilmina Depondoye]]>
<![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.v17i4.8678
<![CDATA[Higher education is expected not only to develop academic competence but also to foster students’ motivation and engagement, particularly among Indigenous learners who often face cultural and systemic barriers. This study examines how lecturers’ teaching strategies influence the learning motivation of Indigenous Papuan students, with learning styles and learning environments as potential mediators. A quantitative cross-sectional survey was conducted among 129 Indigenous students from the Faculty of Teacher Training and Education at Cenderawasih University. Data were collected using a validated questionnaire measuring teaching strategies, learning styles, learning environments, and student motivation. Partial Least Squares Structural Equation Modeling (PLS-SEM) was applied to analyze the measurement and structural models. Findings revealed that lecturer teaching strategies had a significant direct impact on student motivation (β = 0.574, p 0.001) and learning environment (β = 0.680, p 0.001). The learning environment significantly mediated the relationship between teaching strategies and motivation, whereas learning styles showed no significant direct or mediating effect. The results emphasize that culturally responsive and well-structured teaching strategies, supported by an inclusive learning environment, play a crucial role in enhancing Indigenous students’ motivation. In contrast, individual learning styles had minimal influence, highlighting a shift away from traditional assumptions about learning preferences. Higher education institutions should prioritize adaptive teaching practices and culturally relevant learning environments to support the motivation and academic success of Indigenous learners.]]>
<![CDATA[Evaluating the Validity of a Phenomenon-Based Learning E-Module on Acid-Base Topics Using the Articulate Storyline Application ]]>
<![CDATA[Abdullah Abdullah]]>;
<![CDATA[Erviyenni Erviyenni]]>;
<![CDATA[Berliana Iga Lestari]]>;
<![CDATA[Tiara Swastika Putri]]>
<![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.v17i1.4085
<![CDATA[This research aims to assess the validity and effectiveness of an e-module based on Phenomenon-Based Learning (PBL) for teaching acid-base solutions, developed using the ADDIE model, which includes five stages: Analysis, Design, Development, Implementation, and Evaluation. The development method is well-suited for creating educational materials. In this study, the e-module was validated by experts in chemistry content and media design. The validation results indicated that the e-module was highly valid across various aspects, including content, presentation, language, graphics, PBL characteristics, appearance, and software utilization, with validity percentages of 96.00%, 96.66%, 100.00%, 92.00%, 96.36%, and 96.66%, respectively. Additionally, an e-module trial was conducted with feedback from two chemistry teachers and 20 students. The responses were overwhelmingly positive, with effectiveness ratings of 96.66% and 98.76%. Based on these findings, it can be concluded that the e-module developed with the Articulate Storyline application for acid-base solution materials is both valid and effective for use in the learning process.]]>
<![CDATA[Evaluating Augmented Reality Modules to Enhance Technical Drawing Skills in Indonesian Vocational High Schools ]]>
<![CDATA[Zuhdi Mizian]]>;
<![CDATA[Sofyan Sofyan]]>;
<![CDATA[Saharudin Saharudin]]>
<![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.v17i3.7663
<![CDATA[Technical drawing is a core skill in vocational education, particularly in engineering fields where spatial visualization is essential. However, traditional instructional methods often fall short in developing these spatial skills. This study investigates the effectiveness of augmented reality (AR)-based modules in improving engineering drawing comprehension among vocational high school students in Indonesia. A quasi-experimental design was employed with 60 students from two vocational high school classes, divided into an experimental group (AR-based instruction) and a control group (traditional methods). Both groups completed a pre-test and post-test using a validated technical drawing comprehension assessment. The intervention lasted several weeks and included interactive 3D AR content aligned with curriculum standards. The experimental group demonstrated a significant improvement in post-test scores (M = 81.50) compared to their pre-test scores (M = 62.30), representing a 30.8% increase. The control group showed a more modest improvement of 12.2% (M = 61.87 to M = 69.42). Statistical analysis confirmed the effectiveness of the AR modules, with a large effect size (Cohen’s d = 1.78) and significant between-group differences (p 0.001). The findings suggest that AR-based modules substantially enhance spatial understanding and learning outcomes in engineering drawing. These results support the integration of AR technology into vocational education to provide more engaging, effective, and skill-aligned training. Investment in AR infrastructure and teacher training is recommended to maximize educational benefits across similar technical domains.]]>
<![CDATA[Optimizing Question Quality in Junior High School Exams: Classical Test Theory Evaluation with ITEMAN 4.3 ]]>
<![CDATA[Agus Rohmatdi]]>;
<![CDATA[Martono Martono]]>;
<![CDATA[Zafrullah Zafrullah]]>;
<![CDATA[Rina Safitri]]>
<![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.v16i4.5671
<![CDATA[This research evaluates the psychometric properties of a test using Classical Test Theory, focusing on difficulty level, discrimination power, distractor effectiveness, and reliability with ITEMAN 4.3. Researchers analyzed 149 student answers taken using Cluster Random Sampling in the Arts and Culture subject at one of the junior high schools in Sleman, Yogyakarta, Indonesia. The analysis technique used is the level of difficulty, differential power, distractor effectiveness, and reliability. From the analysis of 20 questions, it can be concluded that this test shows an almost equal level of difficulty, with 12 questions at the medium level and eight questions at the easy level. The majority of questions have excellent discrimination, with their ability to effectively differentiate between students who understand the material well and those who do not. However, there is variation in the effectiveness of distractors, with some distractors being less effective in attracting the attention of students who do not understand the material. The reliability of this test is very good, with an Alpha value of 0.892, indicating high internal consistency in measuring the same concept. This research provides a comprehensive picture of the quality of evaluation instruments used in the context of measuring student abilities.]]>
<![CDATA[Enhancing Assertiveness through Self-Esteem Development: A Study of Indonesian Language Learning in Elementary Schools ]]>
<![CDATA[Doni Nur Hamzah]]>;
<![CDATA[Syaiful Bahri]]>;
<![CDATA[Asmoni Asmoni]]>
<![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.v17i2.7179
<![CDATA[Elementary school students often struggle to express their opinions assertively without offending others, indicating weak assertive behavior. This may be influenced by their self-esteem. Understanding this relationship is essential, particularly within the context of Indonesian language learning, where communication skills are central. This study employed a quantitative, correlational design to examine the relationship between self-esteem and assertive behavior among elementary students. A total of 30 fourth-grade students from a randomly selected elementary school in Sumenep Regency participated. Data were gathered using two questionnaires measuring self-esteem and assertive behavior, both utilizing a four-point Likert scale. The data were analyzed through linearity tests and simple linear regression. Findings revealed a positive, albeit statistically insignificant, relationship between self-esteem and assertive behavior (R² = 0.100; Sig. = 0.100). Self-esteem accounted for only 10% of the variance in assertive behavior. Despite the limited statistical significance, the trend aligns with theoretical assumptions that higher self-esteem may promote more assertive communication. While self-esteem appears to influence assertive behavior, it is not the sole contributing factor. The findings suggest that Indonesian language instruction has the potential to support affective development, but more comprehensive strategies are needed. Future research should explore additional variables and include larger, more diverse samples using a multivariate approach.]]>
<![CDATA[The Effect of Online Learning on Student Learning Outcomes and Interests in Islamic Education Subjects at Senior High School ]]>
<![CDATA[Khairial Khairial]]>;
<![CDATA[Syamsu Nahar]]>;
<![CDATA[Siti Halimah]]>
<![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.v14i4.999
<![CDATA[The purpose of this study is to see: 1) The influence of online learning on the learning outcomes of Islamic Religious Education students in the Senior High School of the Kedai Sianam Family Education Foundation; 2) The influence of online learning on students' interest in learning Islamic Religious Education in the Kedai Sianam Family Education Foundation High School; 3) The interaction between online learning and students' interest in learning in influencing the learning outcomes of Islamic Religious Education in the Senior High School of the Kedai Sianam Family Education Foundation. This research uses quantitative research type of experiment with the design used is True Experimental using the form of The Randomized Pretest-Posttest Control Group Design. The study sample was 64 students with details that the experimental class was 31 people and the control class was 33 people. There is an influence of online learning on the learning outcomes of students of SMA YPK Kedai Sianam. Then there is the influence of online learning on the learning interests of students of SMA YPK Kedai Sianam. This can be seen from the average score of high student interest in learning through online learning (®= 21.12) as a whole higher than the average interest in learning Islamic Religious Education (IRE) of YPK Kedai Sianam High School students with low interest in learning (®= 17.81). There is an interaction between online learning and interest in learning in influencing the learning outcomes of IRE students of SMA YPK Kedai Sianam. This is evidenced by Fcount = 18.307 and Significance of 0.001. Sig Value. 0.001 is known to be smaller than 0.05 (0.001 0.05), so the hypothesis can be accepted and empirically proven in this study.]]>
<![CDATA[Developing Augmented Reality-Based Learning Media to Enhance High School Students’ Understanding of Biogeochemical Cycles ]]>
<![CDATA[Neng Astry Mediana]]>;
<![CDATA[Lukman Nulhakim]]>;
<![CDATA[Rudi Haryadi]]>
<![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.v17i4.7773
<![CDATA[The complexity of biogeochemical cycles often presents challenges for high school students due to abstract concepts and limited visual learning tools. Augmented Reality (AR) offers an innovative approach to enhance students’ conceptual understanding through interactive and immersive media. This study employed a Research and Development (RD) approach using the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). AR-based instructional media focused on biogeochemical cycles was developed and tested on 30 tenth-grade students and 2 biology teachers at SMAN 1 Pontang. Data were collected through pre-tests and post-tests, questionnaires, interviews, and observations, and analyzed using both quantitative and qualitative methods. The findings showed a significant improvement in students’ conceptual understanding, with average scores increasing from 56.30 (pre-test) to 84.70 (post-test), yielding a gain score of 0.65 (moderate to high). Statistical analysis confirmed this improvement as significant (t(29) = 12.45, p 0.001; Cohen’s d = 1.86). Expert validation indicated high feasibility (≥88%), while student and teacher feedback highlighted strengths in interactivity, 3D visualization, and usability. The study demonstrates that AR-based media can effectively support learning of abstract biological concepts by promoting active engagement and visual comprehension. Its application aligns with constructivist learning theories and multimedia learning principles, offering promise for broader use in science education.]]>
<![CDATA[The Impact of Scaffolding Strategies Within the Zone of Proximal Development on Fourth-Grade Students’ Conceptual Understanding in Mathematics ]]>
<![CDATA[Yuyun Yumiarty]]>;
<![CDATA[Ummi Putri Sakina]]>;
<![CDATA[Irni Latifa Irsal]]>;
<![CDATA[Guntur Gunawan]]>
<![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.v17i3.7523
<![CDATA[Conceptual understanding in mathematics remains a persistent challenge for elementary students, particularly when instructional strategies fail to match their developmental needs. This study investigates the effectiveness of scaffolding strategies based on Vygotsky’s Zone of Proximal Development (ZPD) in enhancing fourth-grade students’ conceptual understanding in mathematics. A quasi-experimental design with a non-equivalent control group was employed, involving 52 fourth-grade students from MIN 03 Kepahiang. Participants were divided into two groups: one received instruction using ZPD-based scaffolding strategies, while the other experienced conventional teaching methods. Data were collected through validated descriptive pre- and post-tests and analyzed using paired sample t-tests and two-way ANOVA. The findings indicate that scaffolding strategies significantly improved students’ conceptual understanding compared to conventional methods (p 0.05). Students at the actual developmental level achieved higher scores (M = 75.15) than those at the potential level (M = 59.88). A significant interaction effect (p 0.05) was found between teaching strategy and ZPD level, suggesting that scaffolding is more effective for students at the potential development level, while conventional methods better support students at the actual level. The study supports the use of developmentally appropriate scaffolding to enhance mathematical understanding. However, limitations include the study’s short intervention duration and single-school setting. Future research should explore long-term effects, apply ZPD-based scaffolding across diverse contexts, and investigate the use of technology for dynamic ZPD assessment. These findings reinforce the need for tailored instruction in mathematics education.]]>
<![CDATA[Collaborative Adaptive Learning Model with a Communication Competency Approach during the Covid-19 Pandemic in Indonesia and Japan ]]>
<![CDATA[Erliany Syaodih]]>;
<![CDATA[Dasrun Hidayat]]>;
<![CDATA[Haslina Halim]]>;
<![CDATA[Leili Kurnia Gustini]]>;
<![CDATA[Sukatno Krisbianto]]>
<![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.v14i4.2661
<![CDATA[Indonesia and Japan are among the countries affected by the COVID-19 pandemic. Education in the two countries relies on digital technology so learning is done online. This situation is interesting to study because this is the first time massive online learning has been implemented. The options are either studying online or picking up death. However, online learning of course must be well prepared so as not to leave a bad impact on students. The purpose of this study was to compare students' experiences during online learning during the pandemic between Indonesia and Japan. This research uses a phenomenological study with a qualitative approach. Data collection techniques were through interviews with 30 college students as informants consisting of several universities in Indonesia and Japan. The results of this study are that Indonesian students still experience synchronous and asynchronous obstacles, consisting of technical and non-technical obstacles. Technically with regard to internet networks. Meanwhile, non-technical means that students are not ready to follow online learning so assistance is needed. Students in Indonesia also need time to adapt to using technology. Meanwhile, online learning in Japan has no obstacles. Even online situations are designed to be like classroom learning environments. Lecturers apply a collaborative adaptive learning model by prioritizing an adaptation approach to situations. Adaptation is categorized as one of the aspects of online communication competence which is considered as a success factor in online learning in Japan.]]>
<![CDATA[Developing Pragmatic Learning on Hybrid Learning Model for Indonesian Language and Literature Education Students ]]>
<![CDATA[Andiopenta Andiopenta]]>;
<![CDATA[Akhyaruddin Akhyaruddin]]>;
<![CDATA[Yusra D]]>;
<![CDATA[Eddy Pahar Harahap]]>
<![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.v16i4.3514
<![CDATA[Hybrid learning integrates online technological advancements with traditional interactive learning methods, aiming to enhance educational outcomes. This study focuses on developing a hybrid learning model tailored for pragmatic education using the Borg Gall development model.The research employed the Borg Gall 10-step RD model involving 30 participants from an Indonesian language education program. Data collection methods included observations, questionnaires, and tests, analyzed using statistical tools. Key steps in the development process were: needs analysis, design, initial and subsequent field testing, iterative revisions, and final implementation.Field testing revealed marked improvements in learning outcomes. The initial test phase showed an increase in average scores from 5.50 (pre-test) to 6.71 (post-test). Subsequent testing showed scores improving from 6.15 (pre-test) to 7.41 (post-test). Statistical analyses confirmed significant enhancements in learning motivation (t = 9.554), creativity (t = 9.897), and learning outcomes (t = 9.996), with t-count values surpassing the critical t-table value of 2.136.The findings highlight the efficacy of the hybrid learning model in improving pragmatic education outcomes. Significant gains in motivation and creativity suggest that the model effectively integrates online and traditional teaching methodologies to address diverse educational needs.This study underscores the potential of hybrid learning models, developed using a systematic approach, in fostering improved learning outcomes for pragmatic education. The significant pre- and post-test differences validate its application and effectiveness.]]>
