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
3,441 Documents
<![CDATA[Mapping Research on Digital Transformation and University Image: A Scopus-Based Bibliometric Analysis ]]>
<![CDATA[Riski Baroroh]]>;
<![CDATA[Yus Mochamad Cholily]]>;
<![CDATA[Dwi Priyo Utomo]]>;
<![CDATA[Widayat Widayat]]>;
<![CDATA[Eny Mayasari]]>;
<![CDATA[Masdelima Azizah]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 18, No 1 (2026): MARCH 2026 ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v18i1.9305
<![CDATA[Digital transformation has become a strategic priority in higher education, influencing not only institutional processes but also how universities are perceived by stakeholders. However, research on digital transformation and university image remains fragmented across disciplines.This study employs a quantitative bibliometric approach to systematically map global research on digital transformation and university image. A dataset of 331 publications indexed in Scopus (2018–2025) was retrieved using a structured search strategy. Data were cleaned and analyzed using Publish or Perish for citation metrics and VOSviewer for science mapping, including co-authorship, co-occurrence, and co-citation analyses.The findings reveal a significant increase in publications after 2020, indicating growing scholarly interest in the topic. Research output is geographically concentrated in countries such as Germany, China, and the United Kingdom, with strong international collaboration networks. Keyword co-occurrence analysis identifies four major thematic clusters: digital transformation and innovation, higher education governance and strategy, digital leadership and organizational change, and stakeholder perception and university image. The results suggest a shift from technology-focused discussions toward institutional and strategic perspectives.The study highlights an emerging conceptual convergence in which digital transformation is increasingly framed as an institutional capability linked to stakeholder experience and university image formation. Despite this development, gaps remain in the operationalization and measurement of university image within digital contexts.This study provides a comprehensive overview of the intellectual structure and evolution of the field, offering directions for future research and strategic insights for higher education institutions navigating digital transformation.]]>
<![CDATA[Addressing the Special Education Teacher Shortage in Central Kalimantan: Dynamics, Challenges, and Collaborative Governance Solution ]]>
<![CDATA[Piter Joko Nugroho]]>;
<![CDATA[Theo Jhoni Hartanto]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 18, No 1 (2026): MARCH 2026 ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v18i1.8903
<![CDATA[The shortage of Special Education Teachers (SET) relative to Students with Special Educational Needs (SEN) in Central Kalimantan Province remains a critical concern. The current SET–SEN ratio of 1:11, significantly below the national standard of 1:5, undermines equitable access to quality education for SEN students. This study examines the underlying dynamics and structural causes of this imbalance in public special schools (SLBN). A qualitative design was employed, with data collected through in-depth interviews, observations, and document analysis across selected SLBNs and relevant government institutions. Data were analyzed thematically, supported by source triangulation, member checking, audit trails, and peer debriefing to ensure rigor and credibility. The findings reveal that the SET shortage is a systemic and multidimensional issue driven by three interrelated factors: unsystematic, non–data-driven workforce planning; the absence of local undergraduate programs in special education; and limited interest among non-local applicants. These factors interact across policy, institutional, and individual levels, weakening the regional SET ecosystem. Peer debriefing further indicates that the issue reflects fragmented, cross-sectoral governance. Addressing the SET shortage requires a coordinated, collaborative governance approach. A four-stage framework—preparation, recruitment, placement, and continuous professional development (CPD)—is proposed to strengthen the SET ecosystem. Policy redesign that institutionalizes cross-sector collaboration is essential to ensure the sustainable and equitable fulfillment of SEN students’ educational rights.]]>
<![CDATA[Mapping Kolb Learning Styles to Adaptive Curriculum Strategies in Geography Teacher Education: Evidence from Indonesia ]]>
<![CDATA[Faisal Arif Setiawan]]>;
<![CDATA[Akhmad Munaya Rahman]]>;
<![CDATA[Sri Agustina]]>;
<![CDATA[Noor Liana Waty]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 18, No 1 (2026): MARCH 2026 ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v18i1.8424
<![CDATA[Understanding students’ learning styles is essential for designing responsive higher education curricula. This study aims to map university students’ learning styles and propose an adaptive curriculum framework for geography education in Indonesia.A descriptive quantitative design was employed. Data were collected from a stratified sample of 100 undergraduate students (cohorts 2019–2022; 45% male, 55% female) at Universitas Lambung Mangkurat using Kolb’s Learning Style Inventory (LSI). Outliers (Z |3|) were removed prior to analysis. Descriptive statistics were used to identify the distribution of learning styles and mean scores across learning dimensions.The distribution of learning styles was dominated by Converging (52%), followed by Accommodating (24%), Assimilating (17%), and Diverging (7%). Mean dimension scores were AE = 23.09, AC = 21.81, CE = 19.15, and RO = 18.81, indicating a preference for active experimentation and abstract conceptualization. These findings suggest a tendency toward problem-solving and practical application among students.Based on the identified profiles and relevant literature, a conceptual adaptive curriculum model is proposed, integrating experiential learning, technology-enhanced instruction, and local geographical contexts. Such alignment may improve engagement and learning outcomes by accommodating diverse preferences.Mapping learning styles provides a basis for curriculum adaptation in geography education. However, the findings are limited by the single-institution sample, reliance on self-reported data, and ongoing theoretical debates surrounding learning-style models. Further experimental research is needed to validate the proposed framework.]]>
<![CDATA[Developing a Virtual Chemistry Practicum Platform for University Students: Validity, Practicality, and Implementation Insights ]]>
<![CDATA[Muhammad Qaddafi]]>;
<![CDATA[Anas Irwan]]>;
<![CDATA[Santih Anggereni]]>;
<![CDATA[Ali Umardani]]>;
<![CDATA[Diki Harbis]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 18, No 1 (2026): MARCH 2026 ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v18i1.8625
<![CDATA[This study aimed to develop and evaluate a virtual chemistry practicum tool that meets criteria of validity, effectiveness, and practicality in higher education.RD approach using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation) was employed. The prototype was tested with 8 laboratory assistants and 22 Physics Education students at UIN Alauddin Makassar enrolled in basic chemistry, and validated by two experts. Instruments included expert validation sheets, observation sheets, student response questionnaires, and a concept-understanding test. Content validity was analyzed using the Gregory index (Aiken’s V), while effectiveness and practicality were assessed through descriptive statistics.The virtual practicum platform demonstrated high validity (Aiken’s V = 0.74), indicating it is feasible for use. Effectiveness was supported by learning outcomes, with 78% of students achieving scores ≥70. Practicality was rated “very good” based on student responses. The platform integrates attendance management, assignment submission, assessment features, and video- and animation-based practicum guides that enhance procedural understanding.The developed tool facilitates practicum management and improves student engagement and task completion. Its strong validity, effectiveness, and practicality suggest it is a viable alternative to traditional laboratory instruction. This study contributes to the advancement of technology-enhanced chemistry education and supports broader adoption of virtual laboratory environments in higher education.]]>
<![CDATA[Comparative Implementation of School Culture in Senior High Schools: A Case Study of Aceh and West Sumatra ]]>
<![CDATA[Hariki Fitrah]]>;
<![CDATA[Muhammad Iqbal]]>;
<![CDATA[Rambang Muharramsyah]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 18, No 1 (2026): MARCH 2026 ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v18i1.8798
<![CDATA[School culture plays a fundamental role in shaping students’ character, learning environment, and educational quality. However, limited research has examined how local cultural values influence the implementation of school culture across different regions in Indonesia. This study aims to compare the implementation of school culture in senior high schools in Aceh and West Sumatra.This study employed a qualitative approach with a comparative case study design. Data were collected from two public senior high schools—SMA Negeri 1 Peusangan (Aceh) and SMA Negeri 3 Payakumbuh (West Sumatra). Participants included principals, teachers, and school supervisors selected באמצעות purposive sampling. Data were gathered through observations and in-depth interviews and analyzed using the Miles and Huberman model, involving data reduction, data display, and conclusion drawing. Trustworthiness was ensured through triangulation and member checking.The findings reveal that both schools successfully integrate school culture through four main dimensions: local cultural practices, literacy culture, environmental awareness (Adiwiyata), and religious culture. While similarities were found in literacy, environmental, and religious programs, differences emerged in the expression of local cultural practices, reflecting each region’s socio-cultural identity. Aceh schools emphasized Islamic traditions and communal rituals, whereas West Sumatra schools highlighted Minangkabau cultural arts and social values. These practices contributed to students’ character development, environmental awareness, and critical thinking.The study highlights that school culture implementation is context-dependent and shaped by local wisdom. Effective school culture requires alignment between national educational goals and regional cultural values to enhance educational quality and sustainability.]]>
<![CDATA[Parenting Style and Students' Career Maturity: The Mediating Role of Future Time Perspective ]]>
<![CDATA[Yusran Sahodding]]>;
<![CDATA[Mutmainnah Mutmainnah]]>;
<![CDATA[Riyadlotus Sholichah]]>;
<![CDATA[Yenti Arsin]]>;
<![CDATA[M.Yunus Sudirman]]>;
<![CDATA[Fitriyani Sulaiman]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 18, No 1 (2026): MARCH 2026 ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v18i1.8674
<![CDATA[Career maturity is a crucial component in preparing vocational students for successful school-to-work transitions. However, the role of parenting styles and psychological factors such as future time perspective (FTP) in shaping career maturity remains insufficiently understood, particularly in vocational education contexts. This study aimed to examine the direct effects of maternal and paternal parenting styles on students’ career maturity and to investigate the mediating role of FTP.This study employed a quantitative ex post facto design involving 307 students from nine vocational high schools in Enrekang Regency, Indonesia. Data were collected using the Parental Authority Questionnaire (PAQ), Career Maturity Inventory (CMI), and Future Time Perspective Scale (FTPS). Path analysis was conducted to assess direct and indirect relationships among variables.The results revealed that maternal parenting style (β = 0.45, p 0.01) and paternal parenting style (β = 0.61, p 0.01) significantly predicted career maturity. FTP also had a significant direct effect on career maturity (β = 0.44, p 0.01). Mediation analysis indicated that FTP significantly mediated the relationship between parenting styles and career maturity (maternal: β = 0.139, p 0.01; paternal: β = 0.136, p 0.01), suggesting both direct and indirect effects.These findings highlight the importance of supportive parenting and future-oriented thinking in enhancing students’ career readiness. Schools are encouraged to integrate career guidance programs that involve parents and strengthen students’ future time perspective to support effective career development.]]>
<![CDATA[Psychometric Evidence for Using FSI Speaking Ratings in Indonesian Primary EFL Classrooms: Content Validity and Inter-Rater Reliability ]]>
<![CDATA[Euis Yanah Mulyanah]]>;
<![CDATA[Yudi Juniardi]]>;
<![CDATA[Lukman Nulhakim]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 18, No 1 (2026): MARCH 2026 ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v18i1.9642
<![CDATA[Reliable and valid speaking assessment is crucial for accurately interpreting young learners’ communicative competence in English as a Foreign Language (EFL). Although the Foreign Service Institute (FSI) Speaking Ratings are widely used in adult contexts, empirical evidence supporting their adaptation for primary school learners, particularly in Indonesia, remains limited. This study employed a quantitative psychometric validation design to examine the content validity and inter-rater reliability of an adapted FSI scale. Six expert validators (two media, two language, and two material experts), two trained raters, and 30 Grade V students from a public primary school participated. The scale was contextually modified to align with young learners’ characteristics while retaining its five domains. Students performed a 2–3 minute monologue based on visual prompts, which was video-recorded and independently scored. Content validity was assessed using Aiken’s V, and inter-rater reliability was analyzed using a two-way random-effects Intraclass Correlation Coefficient (ICC) with absolute agreement. Aiken’s V coefficients ranged from 0.50 to 1.00, with a mean of 0.87 across 54 indicators, indicating strong content validity. The ICC results demonstrated consistent scoring between raters, suggesting satisfactory inter-rater reliability. The findings provide initial psychometric support for the adapted FSI Speaking Ratings in primary EFL contexts, enhancing assessment objectivity and standardization. However, limitations include a small sample size, limited number of raters, single-site data, and the absence of construct validity analysis. Future studies should address these constraints to strengthen generalizability and validation.]]>
<![CDATA[Enhancing Students' Explanatory Skills through the Implementation of STEM-Based Student Worksheets ]]>
<![CDATA[Zulfa Rizka]]>;
<![CDATA[Saminan Saminan]]>;
<![CDATA[Siti Maghfirah]]>;
<![CDATA[Elmi Mahzum]]>;
<![CDATA[Muhammad Syukri]]>;
<![CDATA[Lilia Ellany Mohtar]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 18, No 1 (2026): MARCH 2026 ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v18i1.9288
<![CDATA[Critical thinking skills, particularly scientific explanation abilities, remain inadequately developed among Indonesian secondary students, as evidenced by PISA 2023 results. While STEM-based learning shows promise for developing critical thinking, few studies have specifically examined its impact on the explanation indicator students' ability to construct coherent scientific arguments using claim-evidence-reasoning frameworks. This study investigated whether STEM-based student worksheets (LKPD) incorporating the Engineering Design Process could improve students' explanation indicator scores in physics learning. A one-group pretest-posttest pre-experimental design was employed with 35 grade XI students at SMAN 2 Banda Aceh. Data were collected using a validated explanation ability test (covering claim-evidence-reasoning dimensions), student response questionnaires, and observation sheets aligned with Facione's critical thinking indicators. Paired samples t-test and N-Gain analysis were conducted to examine score changes. Pretest scores averaged 30.35±4.91%, while posttest scores reached 84.52±10.63% (t(34)=-27.427, p0.001, d=0.77, 95% CI [49.13, 59.21]). The N-Gain value of 0.77 indicated high improvement. Observation data showed explanation indicator performance at 89.2%, second only to self-regulation (97.14%). STEM-based LKPD was associated with substantial improvements in students' scientific explanation abilities. However, the one-group pretest-posttest design limits causal inferences; findings suggest correlation rather than definitive causation. The Engineering Design Process appears to provide structured opportunities for claim-evidence-reasoning practice essential for explanation development.]]>
<![CDATA[The Effectiveness of Assertive Training in Enhancing Self-Confidence Through Sundrang Learning in Bugis Elementary Schools ]]>
<![CDATA[Usman Usman]]>;
<![CDATA[Ma’ruf Ma’ruf]]>;
<![CDATA[Putriana Putriana]]>;
<![CDATA[Moh. Wardi Moh. Wardi]]>;
<![CDATA[Moh Zainol Kamal]]>;
<![CDATA[Hodairiyah Hodairiyah]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 18, No 1 (2026): MARCH 2026 ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v18i1.8412
<![CDATA[Self-confidence is a critical determinant of elementary students’ learning success, particularly within culture-based contexts such as Sundrang in Bugis communities. However, many students exhibit low confidence in expressing opinions, participating in discussions, and engaging in classroom interactions. Although assertive training is known to enhance communication and confidence, its integration into local cultural learning remains underexplored.This study employed a quantitative quasi-experimental pretest–posttest control group design. Sixty fifth-grade students from Bugis elementary schools were assigned to an experimental group (n = 30) and a control group (n = 30). The experimental group received assertive training integrated into Sundrang learning, while the control group followed conventional instruction. Data were collected using a validated and reliable Likert-scale self-confidence questionnaire and analyzed through normality, homogeneity, and independent-samples t-tests.The findings revealed a statistically significant improvement in self-confidence among students in the experimental group compared to the control group. Students exposed to assertive training demonstrated greater gains in public speaking, social interaction, and the ability to express opinions during Sundrang learning activities.The results indicate that integrating assertive training into culture-based learning effectively enhances students’ self-confidence. This approach supports not only communication skills but also active participation in culturally relevant educational settings. Accordingly, incorporating assertive training into elementary curricula, particularly in local cultural learning contexts, is recommended to foster students’ social competence and overall confidence.]]>
<![CDATA[Analyzing TPACK Competence among Pre-Service Indonesian Language Teachers: A Quantitative Case Study ]]>
<![CDATA[Silvia Marni]]>;
<![CDATA[Harry Andheska]]>;
<![CDATA[Sainee Tamphu]]>;
<![CDATA[Abdul Wahid]]>;
<![CDATA[Astri Widyaruli Anggraeni]]>;
<![CDATA[Trisna Helda]]>;
<![CDATA[Muhammad Aliman]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 18, No 1 (2026): MARCH 2026 ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v18i1.7347
<![CDATA[The integration of digital technology in education requires pre-service teachers to develop strong Technological Pedagogical Content Knowledge (TPACK). However, empirical studies examining TPACK implementation in Indonesian language teacher education—particularly in regional universities—remain limited. This study aims to examine the TPACK competencies of pre-service Indonesian language teachers and identify demographic factors influencing their technology integration capabilities. This study employed a quantitative approach using an online questionnaire distributed to 133 pre-service Indonesian language teachers at Universitas PGRI Sumatra Barat who had completed microteaching courses. The collected data were analyzed using descriptive statistics to determine TPACK competency levels and to examine variations based on demographic variables, including gender, academic level, and duration of technology use. The findings indicate that participants demonstrated a moderate level of TPACK competency (mean score = 2.69; 67.25%). Variations in competency were observed across demographic categories. The highest competency levels were found among second-year students and those with 3–4 years of technology experience, suggesting potential developmental windows for optimal TPACK acquisition. Gender differences were also evident: male participants showed higher scores in most TPACK domains, while female participants performed better in integrated TPACK. The results highlight that TPACK development may not follow a strictly linear progression. Instead, certain periods during teacher education may serve as optimal phases for strengthening technology integration skills. These findings underscore the importance of implementing structured and targeted technology integration strategies within teacher education curricula to support effective TPACK development among pre-service teachers.]]>
