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[Understanding Primary School Students' Engagement with Mobile-Based Games: Insights into Learning Implications ]]>
<![CDATA[Ulfa Khoirotul Rosidah]]>;
<![CDATA[Supartinah Supartinah]]>;
<![CDATA[Sekar Purbarini Kawuryan]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 17, No 1 (2025): MARCH 2025 ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v17i1.6140
<![CDATA[Mobile-based games have become integral to children's daily lives, particularly among primary school students, serving not only as entertainment but also as potential learning tools. This study aims to identify the types of mobile-based games frequently played by primary students and analyze their contribution to learning outcomes. A descriptive quantitative approach was employed, involving 69 fourth-grade students from three primary schools. Data were collected through questionnaires and interviews to capture students' gaming habits and perceptions of their learning experiences. The findings reveal that all participants (100%) have engaged with mobile-based games, with 52 different game types recorded. Action (77%) and adventure (36%) categories emerged as the most popular. Notably, 86% of students reported playing games related to school subjects. These educational games were found to enhance student engagement, foster creativity, and make learning more enjoyable. Specifically, 55% of students rated learning through games as enjoyable, while 42% considered it somewhat enjoyable. The study demonstrates the significant role mobile-based games play in supporting learning, indicating their potential to complement traditional teaching methods. However, the study is limited to a small sample size and specific grade level, suggesting the need for broader research. Future studies should explore the development of structured game-based learning frameworks and encourage collaboration between educators and game developers to design effective educational tools tailored to students' interests.]]>
<![CDATA[Innovation and Development of a Video-Assisted Tutorial for Book Writing to Support Reference Book Writing Skills in PPG Students ]]>
<![CDATA[Evania Yafie]]>;
<![CDATA[Muhammad Jauharul Fuady]]>;
<![CDATA[Muhammad Alfan]]>;
<![CDATA[Anik Nur Handayani]]>;
<![CDATA[Suziyani Mohamed]]>;
<![CDATA[Suti Mega Nur Azizah]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 17, No 3 (2025): SEPTEMBER 2025 ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v17i3.6362
<![CDATA[Writing skills are essential for Teacher Professional Education (PPG) students, particularly in producing well-structured and ethical reference books. However, many students struggle due to limited experience and the absence of systematic guidance. This study aims to develop and evaluate a Video-Assisted Tutorial Book Writing (VABTBW) model to support the improvement of reference book writing skills in PPG students. This research employed a Research and Development (RD) design using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The development process involved expert validation from three domains—material, media, and instructional design—and a practicality test involving PPG students. Data were analyzed using descriptive percentage analysis. Expert validation results indicated that the VABTBW model is highly valid, with average scores of 90% (material experts), 92% (media experts), and 93% (instructional design experts). The practicality test showed a score of 90%, suggesting that the model is very practical for use in learning environments. The VABTBW model effectively enhances students’ conceptual understanding and practical competence in writing reference books. Its integration into PPG programs supports not only academic writing skills but also digital literacy, aligning with current educational demands. This innovation promotes active learning, increases writing productivity, and prepares future educators to become competent and digitally capable professionals.]]>
<![CDATA[Challenges and Supports for Enhancing Teacher Professionalism in Private High Schools of Malang: A Qualitative Study ]]>
<![CDATA[Ralaivao Hanginiaina Emynorane]]>;
<![CDATA[Muhammad Huda]]>;
<![CDATA[I Nyoman Sudana Degeng]]>;
<![CDATA[Achmad Supriyanto]]>;
<![CDATA[Yudin Citriadin]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 16, No 2 (2024): AL-ISHLAH: JURNAL PENDIDIKAN ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v16i2.5215
<![CDATA[This study aims to identify the key constraints that undermine teacher professionalism in private high schools in Malang, as well as the support provided by school foundations to address these issues. This study uses a descriptive-qualitative method and involves 18 teachers from three private high schools in Malang. Data were collected through field observations, in-depth interviews, and documentation and analyzed in two phases: individual and cross-case analysis, ensuring validation through a member check stage. Findings reveal that teacher constraints include issues related to school policies, bureaucracy, learning process inefficiencies, and inadequate welfare. Conversely, support mechanisms from school foundations include enhanced learning facilities, professional development opportunities, scholarship provisions, and improved social welfare benefits. These findings suggest that addressing both institutional constraints and support systems is crucial in fostering an environment conducive to professional development and efficacy among teachers.]]>
<![CDATA[Enhancing Pancasila Education Outcomes: The Role of Blended Learning Models and Internet Self-Efficacy in Elementary Schools ]]>
<![CDATA[Mujtahidin Mujtahidin]]>;
<![CDATA[Moh. Wardi Moh. Wardi]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 17, No 2 (2025): JUNE 2025 ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v17i2.6789
<![CDATA[This study examines the influence of blended learning models and internet self-efficacy on student learning outcomes in Pancasila Education, motivated by persistently low achievement linked to the limited use of innovative instructional approaches. A quasi-experimental design was employed, involving 288 fourth-grade students from public and private elementary schools in Bangkalan, East Java. Participants were exposed to either blended learning or direct instruction. Data were analyzed using descriptive statistics and two-way ANOVA to assess the effects of the instructional model and internet self-efficacy on learning outcomes. The findings indicate that both instructional models significantly affected learning outcomes (F = 4.949, p = 0.027). Students with higher internet self-efficacy demonstrated significantly better performance (F = 8.815, p = 0.003). However, there was no significant interaction between the type of learning model and internet self-efficacy (F = 0.079, p = 0.779), suggesting that self-efficacy independently contributes to academic success regardless of instructional method. These results highlight the importance of internet self-efficacy in enhancing student learning outcomes. Although blended learning proved effective, its benefits did not vary based on self-efficacy levels. Blended learning can improve engagement and achievement in Pancasila Education. Educators are encouraged to adopt blended approaches and tailor instruction to student self-efficacy levels. Future research should explore these variables across other subjects and contexts.]]>
<![CDATA[The Development of the “BEYB” Defensive Tactics Model in Futsal Games ]]>
<![CDATA[Benny Badaru]]>;
<![CDATA[Nur indah atifah anwar]]>;
<![CDATA[Ilham Azis]]>;
<![CDATA[Hasby Asyhari]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 14, No 4 (2022): AL-ISHLAH: Jurnal Pendidikan ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v14i4.1731
<![CDATA[Futsal is a game that requires rapid transitions between offensive and defensive methods. The objective of this research is to build a futsal defensive strategy. This study employs a method of development using a model of development created by Brog and Goll. The development phase begins with problem analysis, followed by product design, validation of the designed model, product revision and testing, revision of product test findings, and the obtained model. The expected development is a model for developing futsal defensive strategies known as "BEYB" defensive strategies. The investigation was done at the State University of GOR Futsal FIK Makassar. Participants in this study were futsal players from the city of Makassar. The data collection method leveraged the development phase and administered a different test to up to 120 students. Based on the processed data, the results of this study conclude that there are 30 models of defensive tactics in Futsal, and after testing, that the tactical model produced is viable and effective for usage in Futsal]]>
<![CDATA[Fostering Environmental Awareness Through School-Based Programs: A Case Study of the Adiwiyata Initiative in Indonesian Elementary Education ]]>
<![CDATA[Gancar Pramistri Ambawono]]>;
<![CDATA[Budiono Budiono]]>;
<![CDATA[Endang Poerwanti]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): DECEMBER 2025 ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v17i4.7785
<![CDATA[Environmental degradation remains a pressing issue globally and in Indonesia. School-based programs such as the Adiwiyata Initiative aim to instill environmental awareness and sustainable behaviors among students from an early age. However, the extent to which such programs influence behavior beyond school settings remains underexplored. This qualitative case study examined the implementation and impact of the Adiwiyata Program at SD Negeri Lowokwaru 5 Malang, Indonesia. Data were collected from 24 participants—including students, teachers, parents, and school administrators—through in-depth interviews, observations, and document analysis. Thematic analysis was conducted using Miles and Huberman’s interactive model. Findings revealed that the program effectively enhanced students’ environmental awareness and behaviors within the school context. Activities such as composting, recycling, and project-based learning fostered ecological responsibility. School leadership and teacher involvement were key drivers of success. However, behavior change at home was less consistent, primarily due to limited environmental literacy among parents and uneven support from families. The study highlights the potential of participatory, school-based environmental education to shape pro-environmental behavior. However, long-term sustainability requires stronger integration with family and community contexts. Parental training and cross-sector collaboration are recommended to reinforce environmental values beyond the classroom. While the Adiwiyata Program positively impacted students’ environmental habits at school, its influence at home was limited. Bridging this gap through community engagement and parental involvement is essential for fostering enduring environmental awareness in children.]]>
<![CDATA[Guiding Excellence: Examining the Nexus of Principal Leadership and Teaching Quality in Enhancing Students Learning in Pancasila and Citizenship Education ]]>
<![CDATA[Dahlia Rineva Puspitasari]]>;
<![CDATA[Luthfi Audia Pribadi]]>;
<![CDATA[Diding Nurdin]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 16, No 4 (2024): AL-ISHLAH: JURNAL PENDIDIKAN ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v16i4.4745
<![CDATA[Education plays a pivotal role in developing human resources capable of addressing global challenges. This study explores the influence of school principal leadership and teacher teaching quality on student learning achievement, emphasizing their significance in fostering a supportive and effective learning environment. Despite existing research, gaps remain in understanding the interplay between leadership, teacher performance, and their combined effects on educational outcomes. A descriptive research design was employed, utilizing questionnaires and documentation to assess principal leadership, teacher teaching quality, and Civics learning achievement among Class XI students at SMA Negeri 5 Bandung for the academic year 2020/2021. Sampling involved 47 participants, and data analysis included normality tests, hypothesis testing, and regression analysis. Principal leadership exhibited a positive correlation with student learning achievement (r = 0.69, F = 26.74, p 0.05), while teacher teaching quality demonstrated an even stronger correlation (r = 0.83, F = 12.09, p 0.05). Combined, these factors significantly influenced student outcomes (F = 62.48, p 0.05), underscoring the synergistic effect of effective leadership and high-quality instruction. The findings emphasize the importance of leadership development and teacher professionalism in enhancing academic performance. Effective leadership fosters a conducive learning environment, while high-quality teaching directly impacts student success. The study highlights the critical roles of school principals and teachers in achieving quality education. Limitations include a small sample size and reliance on specific assessment tools. Future research should explore additional factors, incorporate larger samples, and adopt longitudinal and mixed-method approaches to provide deeper insights into educational effectiveness.]]>
<![CDATA[The Role of Principal Leadership, Work Culture, and Work Motivation in Enhancing Digital Literacy Among Public Junior High School Teachers in Boja District ]]>
<![CDATA[Barokah Guniarti]]>;
<![CDATA[Ngurah Ayu Nyoman]]>;
<![CDATA[Dyah Nugrahani]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 17, No 3 (2025): SEPTEMBER 2025 ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v17i3.7365
<![CDATA[Digital literacy has become a crucial competence for teachers to ensure the quality of education in the digital era. This study examines the influence of principal leadership, work culture, and work motivation on the digital literacy of teachers in public junior high schools in Boja District. A quantitative approach with a correlational design was employed, involving 105 teachers selected through proportional random sampling. Data were collected using a validated and reliable questionnaire and analyzed through regression techniques after meeting prerequisite statistical tests. The results indicate that principal leadership, work culture, and work motivation each have a significant effect on teachers’ digital literacy, contributing 56.4%, 51.3%, and 49.8% respectively. When tested simultaneously, these three factors explain 71% of the variance in digital literacy, underscoring the importance of a comprehensive approach to strengthening teachers’ digital competencies. The findings suggest several practical implications. Transformational school leadership, innovation-oriented work culture, and motivational support through recognition and professional development are essential in fostering digital literacy. Schools with limited resources may adopt community-based training, while better-equipped schools can expand the integration of digital technologies into learning. This study contributes empirical evidence on the relationship between leadership, culture, and motivation in developing teachers’ digital competencies. Future research is recommended to investigate additional factors such as infrastructure, policy, and professional learning communities using experimental or longitudinal designs to assess the effectiveness of interventions.]]>
<![CDATA[Development of Edmodo Media with Learning Videos to Improve Understanding and Mathematical Resilience on Derivative Material ]]>
<![CDATA[Farman Farman]]>;
<![CDATA[Fitriyani Hali]]>;
<![CDATA[Karman Karman]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 14, No 4 (2022): AL-ISHLAH: Jurnal Pendidikan ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v14i4.2154
<![CDATA[The low participation of students in online interactive learning was due to the inappropriate use of media and online learning designs. In these conditions, it is necessary to use media that can facilitate the online learning process optimally. This study aimed to compile and obtain video-assisted Edmodo media on valid, practical, and effective derivative materials for class XI students. Video-assisted Edmodo media was chosen to improve students' mathematical understanding and resilience. This media development was developed using the ADDIE model, which consisted of several steps: analysis, design, development, implementation, and evaluation. This research and development subjects were senior high school students of class XI in Kendari. The data collection instrument in this study consisted of a validation sheet, a questionnaire, and a test. The validation results of material and media experts showed that the design of the developed learning material video was in very valid criteria. The analysis of student response data showed that the average score of students' responses to the learning process, learning videos, and student worksheets was positive. The analysis of mathematical understanding and resilience showed that the average of students' understanding ability was in the high category and the students' mathematical reliability was in the high category too. Thus, the Edmodo video media for learning mathematics for functional derivatives met the criteria (valid, practical, and effective) in improving students' mathematical understanding and resilience.]]>
<![CDATA[Strategizing Universal Design for Learning (UDL) Implementation: Enhancing Inclusive Education for Students with Disabilities in Higher Education ]]>
<![CDATA[Sri Wahyuni]]>;
<![CDATA[Yuni Pantiwati]]>;
<![CDATA[Hari Sunaryo]]>;
<![CDATA[Akhsanul In'am]]>;
<![CDATA[Adolf Bastian]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 17, No 1 (2025): MARCH 2025 ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v17i1.6630
<![CDATA[Inclusive higher education is essential for ensuring equitable access to learning, particularly for students with disabilities. Universal Design for Learning (UDL) provides a flexible instructional framework that accommodates diverse learning needs and promotes inclusion. This study employed a Systematic Literature Review (SLR) following the PRISMA model, using the Watase Uake application to identify and analyze scholarly works related to UDL implementation in Indonesian universities. Findings reveal that UDL positively impacts the academic experience of students with disabilities. Notable benefits include improved engagement and academic outcomes, with some cases reporting up to a 20% increase in student achievement. Effective strategies identified include flexible content delivery, adaptive assessment methods, and technology-enhanced instruction. However, several barriers persist, including limited faculty training, inadequate infrastructure, and high implementation costs. These were highlighted through qualitative insights and quantitative staff surveys. The results underscore the need for targeted interventions to overcome implementation challenges. The study proposes strategic measures such as comprehensive lecturer training, investment in multimodal learning tools, and more inclusive evaluation systems. This review offers practical recommendations to enhance UDL adoption in Indonesian higher education. By addressing current challenges, institutions can create a more inclusive academic environment that supports all learners, especially students with disabilities.]]>
