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[Mathematical Conceptual Understanding as a Predictor of Self-Efficacy Among Fourth-Grade Students ]]>
<![CDATA[Nala Kumaimah Iffat]]>;
<![CDATA[Abu Dharin]]>
<![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.v18i1.9373
<![CDATA[Mathematical conceptual understanding is fundamental to meaningful learning and to the development of students’ self-efficacy, an affective factor closely associated with academic success. Despite extensive research on mathematics achievement, limited empirical studies have examined conceptual understanding as a predictor of self-efficacy in non-urban elementary contexts. This study investigated whether mathematical conceptual understanding predicts self-efficacy among fourth-grade students in public elementary schools in Adipala District, Central Java. Employing a quantitative correlational design, 120 students were selected through stratified random sampling. Data were analyzed using Pearson product–moment correlation and simple linear regression. The results revealed a significant positive correlation between conceptual understanding and self-efficacy (r 0.544, p .001). Regression analysis indicated that conceptual understanding significantly predicted self-efficacy ( 0.507, p .001), explaining 29.6 of the variance. These findings underscore the importance of concept-oriented instruction in strengthening both cognitive competence and students’ confidence in elementary mathematics learning.]]>
<![CDATA[Evaluating a Tahfidz Al-Qur’an Program Using the CIPP Model: Grade 12 Exam Readiness in an Indonesian Islamic Boarding School ]]>
<![CDATA[Ahmad Akbar Fauzi]]>;
<![CDATA[Yassir Hafidh Fitriyan]]>;
<![CDATA[Ahmad Arfian Hafis]]>;
<![CDATA[Mohammad Rifky]]>;
<![CDATA[Istanto Istanto]]>
<![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.v18i1.8901
<![CDATA[The Tahfidz Al-Qur’an program constitutes a central component of Islamic education, fostering students’ spiritual, moral, and intellectual development. However, existing studies largely assess its general effectiveness without focusing on specific student levels or employing comprehensive evaluation frameworks. This study evaluates the effectiveness of the program for 12th-grade students at YAPI Sunni Tegalgondo Islamic Boarding School, particularly in supporting preparation for final examinations.A qualitative descriptive design was employed using the CIPP (Context, Input, Process, Product) evaluation model. Data were collected through interviews and observations involving teachers, students, and school leaders. The analysis was conducted systematically across the four CIPP dimensions to ensure a holistic evaluation of program implementation.The findings indicate that the program is well-structured, with organized scheduling, competent instruction, and a strong motivational framework. These elements contribute positively to students’ academic readiness, discipline, and spiritual development. Nonetheless, challenges were identified, particularly in maintaining consistent discipline during halaqah sessions and ensuring equitable mentoring support across all participants.The results underscore the need for continuous refinement of program design, enhancement of teacher professional development, and improved policy strategies. Addressing identified challenges is essential to strengthen the effectiveness and sustainability of Qur’an-based educational programs, particularly in preparing students for both academic and spiritual success.]]>
<![CDATA[Developing a Digital Supervision Ecosystem for Data-Driven Monitoring and Evaluation in Madrasah Aliyah ]]>
<![CDATA[Anwar Anwar]]>;
<![CDATA[Saharudin Saharudin]]>;
<![CDATA[Sofyan Sofyan]]>
<![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.v18i1.9245
<![CDATA[Learning supervision in Madrasah Aliyah in Indonesia remains constrained by fragmented, administratively burdensome, and slow feedback practices, creating a gap between expected and actual quality assurance outcomes.This study employed a Research and Development (RD) approach using the Lee and Owen model, encompassing analysis, design, development, implementation, and evaluation stages. A mixed-methods design was applied, incorporating questionnaires, interviews, and document analysis involving teachers, madrasah principals, and supervisors in Jambi Province.The developed digital supervision ecosystem was validated as feasible by material and media experts and deemed practical based on user evaluations. Its implementation enhanced reporting efficiency, accelerated formative feedback cycles, and enabled real-time access to supervisory data, supporting more responsive and evidence-based decision-making.The findings indicate that integrating digital leadership principles with data-driven, collaborative supervision can transform conventional supervisory practices into more dynamic and continuous professional development processes. This approach not only addresses inefficiencies in traditional systems but also strengthens the overall educational quality assurance framework.The digital supervision ecosystem represents a valid and practical model for improving supervision in Madrasah Aliyah, facilitating a shift from administrative compliance toward sustainable, data-informed professional growth.]]>
<![CDATA[Growth Mindset and AI Generative Dependency among Students: The Role of Achievement Goal Orientations ]]>
<![CDATA[Fawwaz Adzansyah Islamy]]>;
<![CDATA[Fiki Febriani]]>;
<![CDATA[Puspita Sari]]>;
<![CDATA[Herdian Herdian]]>
<![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.v18i1.9285
<![CDATA[The increasing integration of generative artificial intelligence (GenAI) in education has raised concerns regarding students’ potential dependency on these technologies. This study examines the relationships between growth mindset, achievement goal orientations, and generative AI dependency among secondary school students in Indonesia. A total of 191 students (junior high school = 180; senior high school = 11) were selected using purposive sampling based on prior experience using GenAI for academic purposes. Using a quantitative cross-sectional survey and Partial Least Squares–Structural Equation Modeling (PLS-SEM) with SmartPLS 4, generative AI dependency was operationalized as psychological dependency characterized by cognitive preoccupation, negative consequences, and withdrawal. The results indicate that growth mindset significantly predicts mastery goal orientation (β = 0.304, p 0.001) and performance goal orientation (β = 0.284, p 0.001), but does not directly predict generative AI dependency (β = 0.055, p = 0.599). In addition, mastery goal orientation (β = −0.213, p = 0.115) and performance goal orientation (β = 0.110, p = 0.469) do not significantly predict generative AI dependency. The structural model explains a limited proportion of variance in generative AI dependency (R² = 0.032). These findings suggest that motivational constructs such as growth mindset and achievement goal orientations are associated with students’ learning orientations but are insufficient to explain dependency-related engagement with generative AI. The study highlights the need for future research to incorporate regulatory and epistemic factors to better understand students’ dependency on GenAI in educational contexts.]]>
<![CDATA[Models and Strategies for BIPA Teacher Training (2009–2024): A Systematic Review of Southeast Asia and the United States ]]>
<![CDATA[Alim Harun Pamungkas]]>;
<![CDATA[Rizki Putri Ramadhani]]>;
<![CDATA[Rodolfo Soares]]>;
<![CDATA[Bunga Febrimora Hendri]]>;
<![CDATA[Fatah Nasikh Aryawan]]>;
<![CDATA[Putra Ramadani]]>;
<![CDATA[Anggi Firmanjaya Saputra]]>
<![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.v18i1.9157
<![CDATA[Law No. 24/2009 positions Bahasa Indonesia as a prospective international language and promotes Bahasa Indonesia untuk Penutur Asing (BIPA) as a strategic instrument of cultural diplomacy. However, empirical evidence on effective training models for teachers and learners across international contexts remains fragmented. This study synthesizes research on BIPA training models and their pedagogical implementation in Southeast Asia and the United States from 2009 to 2024.A systematic literature review was conducted following the PRISMA 2020 protocol. Searches in Scopus, ERIC, and Google Scholar (March 2024) yielded 312 records. After screening and eligibility assessment based on predefined criteria, 15 studies were included. Study quality was appraised using the MMAT (2018), and findings were analyzed through weighted thematic synthesis.The evidence is dominated by Indonesia-based studies with international orientation (n=9), followed by Southeast Asia (n=3), the United States (n=2), and transnational contexts (n=1). Three major thematic clusters emerged: (1) curriculum standardization, particularly CEFR adaptation; (2) technology-oriented professional development; and (3) exchange and mentoring models. Distinct contextual logics were identified, with Southeast Asia emphasizing regional integration and institutional expansion, while the United States focuses on sustaining Less Commonly Taught Languages (LCTLs).Effective internationalization of BIPA requires networked teacher professional development integrating TPACK frameworks and mentoring, alongside shared curriculum repositories aligned with CEFR and local cultural contexts. However, the limited and predominantly descriptive evidence base—especially in the U.S. context—suggests that findings remain provisional. Further empirical and comparative research is needed to strengthen global BIPA training models and policy implementation.]]>
<![CDATA[Modelling the Impact of Student Resilience on Attrition Risk in Higher Education: A Structural Equation Modelling ]]>
<![CDATA[Ubaid Al Faruq]]>;
<![CDATA[Aden Aden]]>;
<![CDATA[dameis Surya Anggara]]>;
<![CDATA[Heri Haerudin]]>;
<![CDATA[Muhammad Fajar Mediyawan Gintings]]>;
<![CDATA[Ersam Mahendrawan]]>;
<![CDATA[Putut Said Permana]]>
<![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.v18i1.8696
<![CDATA[Resilience is a factor that affects student attrition in higher education. The objectives of the study were (1) to describe the resilience profile of Universitas Pamulang (Unpam) students and (2) to obtain the results of the level of influence of student resilience on the potential for study dropout at Unpam. The research method used is a quantitative method using a structural equation modelling (SEM) approach. The research population was Unpam students who indicated dropping out of study with 387 respondents. The results obtained the data shows that 70% of respondents are employed, which illustrates economic stability as a factor supporting resilience. Income level also correlates positively with resilience, with higher-income groups scoring higher on resilience. The resilience profile based on seven dimensions shows optimism, emotional regulation, and impulse control as the highest aspects, while causal analysis and empathy are relatively weak aspects. The influence of resilience for causal analysis indicators, empathy has a positive effect on drop-outs, opt-outs, stop-outs, and transfer-outs. Indicators of emotional regulation, optimism, and reaching out negatively affect drop-outs, opt-outs, stop-outs, and transfer-outs. Indicators of self-efficacy have a positive effect on drop-outs and stop outs and a negative effect on opt-outs and transfer-outs. These findings suggest that higher education institutions should prioritize psychological interventions focused on strengthening causal analysis and empathy through counseling and peer-mentoring programs. Furthermore, the significant role of economic stability implies a need for flexible academic policies and financial support systems tailored for working students to effectively mitigate the risk of attrition.]]>
<![CDATA[Exploring EFL Students’ Perceptions of Public Speaking Skills Through a News Anchor Performance Activity ]]>
<![CDATA[Pipit Rahayu]]>;
<![CDATA[Eripuddin Eripuddin]]>;
<![CDATA[Yova Afriansyah]]>
<![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.v18i1.9475
<![CDATA[Developing effective public speaking skills is a key objective in English language education, yet many university students experience anxiety and limited opportunities for structured practice. This study investigates students’ perceptions of public speaking skill development through a News Anchor activity implemented in a natural classroom setting. This qualitative study involved 25 second-semester undergraduate students enrolled in a Public Speaking course at the English Department of Pasir Pengaraian University. Data were collected through semi-structured interviews, classroom observations, reflective journals, and analysis of students’ scripts and recorded performances. The data were analyzed thematically, and triangulation across multiple sources was applied to ensure credibility and consistency. The findings reveal three major themes: increased confidence, improved delivery techniques, and stronger language organization. The structured news anchor activity provided students with a clear communicative role and opportunities for repeated rehearsal, which helped reduce anxiety and improve voice projection, pacing, fluency, eye contact, posture, and gestures. Analysis of students’ scripts also indicated clearer content organization and more appropriate use of news-style expressions. Although some pronunciation challenges persisted, students demonstrated greater strategic use of practice and feedback. Overall, the News Anchor activity functioned as an effective performance-based learning strategy that supports the development of public speaking skills. By combining structured roles, rehearsal, and authentic speaking practice, the activity provides a practical approach to enhancing students’ confidence, delivery, and language organization in higher education public speaking courses.]]>
<![CDATA[Understanding Abusive Language in Early Childhood Social Interactions: A Phenomenological Analysis of Contexts, Sources, and Implications ]]>
<![CDATA[Raya Nurlianharkah]]>;
<![CDATA[Yuli Kurniawati Sugiyo Pranoto]]>;
<![CDATA[Petra Kristi Mulyani]]>
<![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.v18i1.9082
<![CDATA[The increasing presence of abusive language in early childhood raises concerns due to its potential impact on children’s emotional, social, and moral development. Young children often reproduce such language without understanding its ethical implications, shaped by peer interaction, family environment, and digital media exposure. This study employed a qualitative phenomenological approach to examine the manifestation, contributing factors, and moral implications of abusive language among children aged 4–6 years. Data were collected in an early childhood education institution in East Java through in-depth interviews with teachers and parents, structured observations, and document analysis. Abusive language frequently emerged during emotionally intense situations and peer interactions. Key contributing factors included limited emotional regulation, strong peer influence, permissive parenting styles, and exposure to digital media. Children generally lacked moral awareness of the language used, often interpreting abusive expressions as humorous or as a means of social bonding. The findings suggest that the use of abusive language in early childhood reflects a social learning process not yet supported by mature emotional regulation or moral reasoning. This highlights the need for early, coordinated interventions. Collaborative efforts between families and educational institutions are essential to foster positive communication, strengthen moral development, and guide appropriate language use from an early age.]]>
<![CDATA[Developing a Digital Literacy Assessment Framework for 21st-Century Skills in the Indonesian EFL Classroom ]]>
<![CDATA[Uyunnasirah Hambali]]>;
<![CDATA[Syahrul Syahrul]]>;
<![CDATA[Nasir Nasir]]>
<![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.v18i1.9196
<![CDATA[The rapid shift toward digital pedagogy has exposed a significant gap in Indonesian English as a Foreign Language (EFL) assessment practices, where traditional testing often fails to capture complex digital literacy. This study aimed to identify teacher needs in digital assessment and construct a validated digital literacy assessment framework that integrates critical thinking, collaboration, and technological proficiency. Employing a Research and Development (RD) design, the study progressed through three phases: needs analysis, prototype design, and expert validation. Data were collected from 45 secondary EFL teachers in South Sulawesi using questionnaires and semi-structured interviews, while three assessment experts evaluated the prototype using validation rubrics. Quantitative data were analyzed using descriptive statistics and Aiken’s V formula, while qualitative data underwent thematic analysis. The needs analysis revealed that current assessments heavily rely on isolated paper-based tests, neglecting students' multimodal skills. In response, a multidimensional framework was developed, encompassing technical competence, digital cognition, and socio-emotional awareness. Expert validation yielded an Aiken’s V coefficient range of 0.82 to 0.94 (mean = 0.88), indicating high content validity, with a practicality rating of 85% from teacher trials. This research concludes that the proposed framework provides a structured pedagogical guideline for educators to transition toward more holistic literacy assessments in the EFL classroom.]]>
<![CDATA[Epistemology of Islamic Education in the Qur'an: Themes, Methods, and Pedagogical Implications ]]>
<![CDATA[Suhardi Suhardi]]>;
<![CDATA[Sutrisno Sutrisno]]>;
<![CDATA[Saiful Ahyar]]>
<![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.v18i1.7651
<![CDATA[Education in Islam is fundamentally rooted in the Qur’an, which provides comprehensive guidance on knowledge, learning, and human development. However, studies on Islamic educational epistemology often remain fragmented and lack systematic thematic synthesis. This study employs a qualitative literature-based approach using thematic content analysis of selected Qur’anic verses related to education. Primary data were derived from the Qur’an, while secondary sources included classical and contemporary tafsir and scholarly works on Islamic education. Verses were purposively selected based on their relevance to key educational themes and analyzed through coding, categorization, and interpretative synthesis. Source triangulation was applied to enhance analytical rigor. The findings reveal that the Qur’an constructs a holistic epistemological framework of education encompassing (1) the obligation of seeking and transmitting knowledge, (2) educational goals oriented toward spiritual, moral, and social development, (3) diverse pedagogical methods such as wisdom, dialogue, and ethical instruction, and (4) integrated concepts of educators and learners grounded in responsibility, character, and intellectual engagement. Additionally, educational content is centered on monotheism, morality, and social responsibility, while evaluation emphasizes moral accountability. These findings indicate that Islamic educational epistemology integrates revelation, reason, and experience into a unified system that promotes holistic human development. The study contributes to bridging classical Qur’anic insights with contemporary educational discourse, although its reliance on textual analysis limits empirical applicability. Future research should explore the operationalization of these principles in modern educational contexts.]]>
