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[Exploring the Role of ChatGPT in Developing Writing Skills and Critical Thinking among Vocational High School Students ]]>
<![CDATA[Rohmatul Janah]]>;
<![CDATA[Tusino Tusino]]>;
<![CDATA[Puspa Dewi]]>
<![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.v18i1.8580
<![CDATA[The rapid growth of generative artificial intelligence (AI), particularly ChatGPT, has introduced new possibilities for language learning through interactive feedback and writing assistance. Despite its increasing use in education, empirical evidence remains limited regarding its pedagogical role in vocational secondary schools, particularly in distinguishing its support for surface-level writing skills from deeper reasoning processes. This study investigated how ChatGPT integration could enhance students’ writing skills, foster reasoning, and influence student perceptions in a vocational high school context. This research employed a qualitative Classroom Action Research (CAR) design conducted in two cycles with 32 eleventh-grade students at SMK YPE Sawunggalih Kutoarjo, Indonesia. Data were collected through classroom observations, writing tasks, semi-structured interviews, and student reflective journals. The data were analyzed thematically, while students’ writing performance was evaluated using a rubric focusing on organization, grammar, vocabulary, and argumentation. The findings indicated consistent improvements in students’ vocabulary, grammar, and organization across the two cycles, with vocabulary showing the most notable development. Students reported that ChatGPT was useful and motivating during the writing process. However, its contribution to argumentation and critical thinking remained relatively limited. Benefits included faster idea generation and greater engagement in revision activities, while challenges involved students’ overreliance on AI-generated responses and limited skills in designing effective prompts. ChatGPT can function as an effective linguistic scaffold for supporting surface-level writing development. However, its impact on deeper reasoning and argumentation depends on structured teacher mediation and reflective instructional design. This study provides empirical evidence from a vocational secondary education context and highlights the conditions under which generative AI supports different dimensions of writing development.]]>
<![CDATA[Contextual Influences on TPACK Mastery and Implementation: A Comparative Study of Teachers in the Philippines and Indonesia ]]>
<![CDATA[Rania Khairunnisak]]>;
<![CDATA[Yusuf Tri Herlambang]]>;
<![CDATA[Tita Mulyati]]>
<![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.v18i1.8727
<![CDATA[This study examines differences in Technological Pedagogical Content Knowledge (TPACK) mastery and implementation among teachers in Indonesia and the Philippines, emphasizing the role of contextual and systemic factors. A mixed-methods design was employed to provide a comprehensive analysis of both competencies and practices.A purposive sample of 15 participants, including teachers and school principals involved in technology integration in basic education, was selected. Quantitative data were collected using a validated Likert-scale questionnaire measuring TPACK competencies. Qualitative data were obtained through semi-structured interviews, classroom observations, and document analysis to explore contextual influences on implementation.The results indicate that Filipino teachers demonstrate higher levels of TPACK mastery and more frequent technology integration compared to Indonesian teachers. This difference is associated with sustained professional development, stronger policy support, and more reliable technological infrastructure. Additionally, Filipino educators generally reported longer teaching experience and greater confidence in integrating digital tools. Thematic analysis further revealed that cultural norms, leadership practices, policy enforcement, and resource availability significantly shape TPACK implementation in both contexts.These findings highlight that effective technology integration is not solely determined by individual teacher competence but is strongly influenced by systemic and environmental conditions. The study contributes to the literature by illustrating how contextual factors interact with teacher knowledge to shape instructional practices. It recommends the development of context-sensitive policies and sustained professional development models to enhance TPACK mastery, particularly in resource-constrained settings across Southeast Asia.]]>
<![CDATA[Integrating YouTube into EAP Pedagogy to Foster Students’ Academic Speaking Competence in EFL Classrooms ]]>
<![CDATA[Ida Maulida]]>
<![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.v18i1.9460
<![CDATA[The increasing demand for English for Academic Purposes (EAP) proficiency requires EFL learners to develop advanced academic speaking skills. However, limited exposure to authentic academic discourse remains a major challenge. Digital platforms such as YouTube may provide multimodal input to support speaking development.This study examines whether integrating YouTube into EAP pedagogy improves students’ academic speaking competence. A quasi-experimental pre-test–post-test non-equivalent control group design was used with N = 14 university EFL students (n = 7 per group) over 8 sessions (one semester). Data were collected through CEFR-based speaking tests, audio/video recordings, and rater scores, with an additional Likert-scale questionnaire for the experimental group. Quantitative data were analyzed using paired- and independent-samples t-tests, and N-gain scores; qualitative support came from learner perception data.Both groups improved significantly; however, the experimental group showed larger gains (M_pre = 61.14, SD = 2.41; M_post = 81.57, SD = 2.64) than the control group (M_pre = 61.00, SD = 2.16; M_post = 68.57, SD = 1.72). Paired t-tests indicated significant improvement in the experimental group, t(6) = −55.38, p .001, with a large effect. N-gain scores were moderate for the experimental group (52.75%) and low for the control group (19.41%). Questionnaire results indicated positive perceptions (M ≈ 4.43–4.71).Findings suggest that YouTube integration may enhance academic speaking through authentic input and multimodal learning. Pedagogically, structured video-based tasks are recommended in EAP instruction. However, results should be interpreted cautiously due to the small sample size and non-random assignment.]]>
<![CDATA[Development of Interactive Learning Media to Improve Reading Comprehension Among Fourth Grade Elementary School Students ]]>
<![CDATA[Riska Mahdalena]]>;
<![CDATA[Deni Herdianto]]>
<![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.v18i1.7383
<![CDATA[Reading comprehension is a fundamental skill in elementary education; however, many students experience difficulties due to limited engagement and the continued use of conventional teaching methods. This study aims to develop interactive learning media to enhance fourth-grade students’ reading comprehension in Indonesian language learning. This study employed a Research and Development (RD) design using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The sample consisted of 68 elementary school students. Data were collected through learning outcome tests, questionnaires, interviews, and observations. Instruments included validation sheets for material and media experts, as well as student and teacher response questionnaires. Data were analyzed to assess feasibility, practicality, and effectiveness, including a paired sample t-test to measure learning improvement. The developed interactive media was rated highly feasible by material experts (87%) and media experts (95%). Practicality evaluations showed very positive responses from students (91%) and teachers (93%). Effectiveness testing revealed a significant improvement in students’ reading comprehension, with paired sample t-test results indicating p = 0.000 (p 0.05), confirming a statistically significant difference between pre-test and post-test scores. The findings indicate that interactive learning media are feasible, practical, and effective in improving reading comprehension. The integration of multimedia elements enhances student engagement and supports active learning. Therefore, interactive media can serve as an effective instructional tool to improve literacy outcomes in elementary education, although further studies with broader samples are recommended.]]>
<![CDATA[Child-Friendly Schools Meet Green Education: A Bibliometric Mapping of Trends and Synergies in School Management Research ]]>
<![CDATA[Jumatul Hidayah]]>;
<![CDATA[Eka Apriani]]>;
<![CDATA[Yongki Ramadhan Putra]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 18, No 1 (2026): MARCH 2026 ]]>
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DOI: 10.35445/alishlah.v18i1.8138
<![CDATA[Research on Child-Friendly Schools (CFS) and Green School initiatives has expanded significantly over the past decade; however, these two frameworks are often examined separately despite their shared emphasis on holistic and sustainable school development. This study aims to map the intellectual structure, research trends, and emerging synergies between child-friendly education and green school management.A bibliometric analysis was conducted on 312 peer-reviewed documents indexed in the Scopus database from 2010 to 2024. Publications were retrieved using structured keyword combinations related to child-friendly schools, green schools, sustainability, and environmental education in school contexts. After data cleaning and keyword normalization, analyses were performed using VOSviewer and Biblioshiny to examine publication trends, citation patterns, co-authorship networks, keyword co-occurrence, and thematic clustering.Findings indicate a marked increase in publications after 2019, reflecting heightened global attention to sustainable and inclusive education aligned with the Sustainable Development Goals. Keyword co-occurrence analysis reveals a thematic shift from infrastructure-oriented sustainability toward holistic approaches integrating student participation, eco-humanism, and whole-school governance models. Four major thematic clusters were identified: green school policies, student participation and behavior, eco-friendly infrastructure, and values-based holistic education. However, collaboration networks remain regionally concentrated, and interdisciplinary integration between child rights and environmental governance research is still limited.The results suggest that integrating child-friendly and green school frameworks offers a promising pathway toward inclusive and sustainability-oriented school management. Future research should prioritize longitudinal, comparative, and interdisciplinary studies to strengthen evidence-based models that align environmental responsibility with child-centered educational principles.]]>
<![CDATA[Assessing the Compatibility of Non-Language Learning Games for Language Education: Development of the FUN (Functionality-Usability-Normality) Framework ]]>
<![CDATA[Novianni Anggraini]]>;
<![CDATA[SF Luthfie Arguby Purnomo]]>;
<![CDATA[Arina Rohmatika]]>
<![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.v18i1.8461
<![CDATA[The increasing integration of digital games into informal language learning has highlighted the potential of commercial, non-language-learning games as supplementary pedagogical tools. However, educators lack a systematic framework to evaluate their compatibility with language learning objectives, particularly in genre-based instruction. This study addresses this gap by developing a practical evaluative framework for selecting suitable games. A qualitative design was employed using a Focus Group Discussion (FGD) involving eight experts in game-based learning, game design, and applied linguistics. Data were collected through a structured online discussion and analyzed using Spradley’s developmental research sequence, including domain, taxonomy, componential, and cultural theme analysis, guided by theories of game functionality, genre-based pedagogy, ergodic texts, and gamification. The analysis resulted in the development of the FUN framework, consisting of three dimensions: Functionality, Usability, and Normality. Functionality examines the alignment between game genres and targeted text genres through interpretive, explorative, and configurative user functions. Usability addresses platform accessibility and learner familiarity, influencing implementation feasibility. Normality evaluates socio-cultural appropriateness and potential distractions. These dimensions are operationalized into a compatibility rubric with three levels: compatible, appropriate, and discordant. The FUN framework provides a structured and practical tool for educators to evaluate and integrate commercial games into language learning contexts. While conceptually robust, the framework requires further empirical validation in classroom settings. Future research should examine its effectiveness in improving instructional decision-making and learning outcomes.]]>
<![CDATA[Integrating Sipakatau Local Wisdom into Interactive Digital Comics to Enhance Civic Learning and Character Development in Elementary Schools ]]>
<![CDATA[Ratna Rendi]]>;
<![CDATA[Abdul Kadir]]>;
<![CDATA[Harmita Sari]]>
<![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.v18i1.9364
<![CDATA[Civic education in elementary schools is essential for developing students’ civic understanding and character; however, instruction often remains text-based and insufficiently connected to learners’ cultural contexts. This study investigates the effectiveness of integrating Sipakatau local wisdom into interactive digital comics as a culturally responsive instructional medium.A quantitative quasi-experimental design with a non-equivalent control group pretest–posttest model was employed. The sample comprised 19 sixth-grade students from an Indonesian elementary school. Data were collected from a civic learning outcomes test and a character values questionnaire. Analyses included descriptive statistics, assumption testing, paired-sample t-tests, and effect size calculation.The intervention produced a statistically significant improvement in civic learning outcomes, with mean scores increasing from 57.00 to 77.53 (p 0.05). The effect size was large (Cohen’s d = 1.65), indicating substantial practical impact. Gain analysis revealed that 84.2% of students achieved moderate to high improvement, demonstrating consistent learning enhancement across participants.Embedding Sipakatau values within interactive digital narratives appears to enhance student engagement and deepen conceptual understanding of civic content. The culturally grounded approach supports meaningful learning by connecting abstract civic principles with students’ lived experiences.Interactive digital comics incorporating local wisdom represent an effective and practical pedagogical strategy for strengthening elementary civic education and advancing culturally responsive digital learning practices.]]>
<![CDATA[Emotional Freedom Technique in School-Based Group Counseling: A Strategy to Reduce Mathematics Anxiety ]]>
<![CDATA[Putra Suharnadi]]>;
<![CDATA[Zadrian Ardi]]>;
<![CDATA[Elvia Kurniawati]]>
<![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.v18i1.7798
<![CDATA[Mathematics anxiety is a prevalent emotional barrier that negatively affects students’ academic performance, motivation, and engagement in mathematics learning. School counselors play a crucial role in addressing this issue through effective and evidence-based interventions. Emotional Freedom Technique (EFT), an integrative counseling approach combining cognitive, emotional, and somatic components, has shown promise in reducing anxiety; however, empirical evidence within school-based group counseling contexts remains limited. This study employed a quasi-experimental non-equivalent pretest–posttest control group design to examine the effectiveness of EFT-based group counseling in reducing mathematics anxiety among high school students in Indonesia. Nineteen students with moderate to high levels of mathematics anxiety were selected through purposive sampling and assigned to an experimental group (n = 9) and a control group (n = 10). The experimental group participated in six weekly EFT-based group counseling sessions, while the control group received no specialized intervention. Mathematics anxiety was measured using an adapted Mathematics Anxiety Scale. Data were analyzed using the Wilcoxon Signed-Rank Test and the Mann–Whitney U Test. The results indicated a statistically significant reduction in mathematics anxiety in the experimental group following the intervention (p 0.05), whereas no significant change was observed in the control group. Posttest comparisons revealed a significant difference between the two groups, favoring the experimental group. These findings suggest that EFT-based group counseling is a potentially effective intervention for reducing mathematics anxiety among high school students. Further research with larger samples, randomized designs, and longitudinal follow-up is recommended to strengthen the evidence base and generalizability of the findings.]]>
<![CDATA[The Effect of Contextual Teaching and Learning on Science Interest and Achievement in Fourth-Grade Students: An Experimental Study in Ongka Malino District ]]>
<![CDATA[Fahmi Abdul Rozak]]>;
<![CDATA[Dasa Ismaimuza]]>;
<![CDATA[Sandra Sukmaning Adji]]>
<![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.v18i1.8854
<![CDATA[Elementary science instruction often remains teacher-centered, limiting student engagement and leading to suboptimal learning outcomes. This condition underscores the need for student-oriented approaches such as the Contextual Teaching and Learning (CTL) model, which connects scientific concepts to real-life contexts. This study aimed to examine the effect of CTL on fourth-grade students’ learning interest and academic achievement in science in the Ongka Malino District.A quantitative true experimental design with a pretest–posttest control group was employed. The sample consisted of 62 students from two elementary schools, divided into an experimental group receiving CTL-based instruction and a control group receiving conventional teaching. Data were collected using validated achievement tests and learning interest questionnaires and analyzed through paired sample t-tests.The findings revealed statistically significant improvements in both learning outcomes (t = 10.787, p 0.05) and learning interest (t = 11.575, p 0.05) among students in the experimental group. The effect sizes were large (Cohen’s d = 1.35 for achievement and d = 1.42 for interest), indicating a strong impact of the CTL model on both cognitive and affective domains.The results demonstrate that CTL is an effective instructional approach for enhancing students’ academic performance and engagement in science. By integrating real-life contexts into learning, CTL fosters meaningful understanding and intrinsic motivation. These findings support the adoption of context-based, active learning strategies to improve the quality of elementary science education.]]>
<![CDATA[Adaptive Deep Learning–Driven Animated Media for Enhancing Science Concept Understanding in Elementary Education ]]>
<![CDATA[Yudi Budianti]]>;
<![CDATA[Dede Abdul Azis]]>;
<![CDATA[Ayu Fitria]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 18, No 1 (2026): MARCH 2026 ]]>
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DOI: 10.35445/alishlah.v18i1.9240
<![CDATA[Elementary science instruction in the digital era often lacks interactivity and responsiveness to diverse learning needs, particularly for abstract topics such as the water cycle. This study examines the effect of adaptive animated media supported by deep learning features on Grade 4 students’ conceptual understanding and compares it with conventional instruction.A quasi-experimental nonrandomized control-group pretest–posttest design was employed with 50 fourth-grade students at SDN Sukarahayu 02 (25 experimental; 25 control). Both groups completed a 20-item multiple-choice pretest and posttest, while the experimental group also responded to a perception questionnaire. The experimental group used adaptive animated modules featuring progress monitoring, branching reinforcement, differentiated practice, and targeted feedback, whereas the control group received lecture-based instruction with textbooks and worksheets. Data were analyzed using normalized gain scores and the Mann–Whitney test.Initial abilities were comparable (experimental = 52.35; control = 51.80). Posttest scores were higher in the experimental group (82.75) than in the control group (68.45). Learning gains were greater in the experimental group (g = 0.638, medium) compared to the control group (g = 0.345, medium). The difference was statistically significant (p = 0.012). Student perceptions indicated increased engagement (88%), improved understanding (84%), enhanced visualization (88%), and higher motivation (80%).Adaptive animated media effectively supports conceptual understanding by providing personalized learning pathways and visualizing abstract processes, leading to more meaningful learning experiences than conventional methods.Deep learning–supported adaptive animation significantly enhances elementary students’ understanding of the water cycle and offers a more interactive and effective alternative to traditional instruction.]]>
