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[The Effect of Transformational-Instructional Leadership and Work Motivation on Teacher Performance: Evidence from Private Senior High Schools in Manado City, Indonesia ]]>
<![CDATA[Meyke Machrita Mamahit]]>;
<![CDATA[Christy Monica Momongan]]>
<![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.v18i1.9004
<![CDATA[Teacher performance is a critical determinant of school effectiveness and educational quality. However, leadership practices in many private schools tend to rely on a single approach, limiting their adaptability to contextual demands. This study addresses a gap in the literature by examining the integrated effect of transformational–instructional leadership and work motivation on teacher performance. This study employed a quantitative cross-sectional survey design involving 64 teachers from private senior high schools in Manado City, Indonesia, selected through proportional random sampling. Data were collected using validated Likert-scale questionnaires and analyzed using multiple linear regression. Prior to hypothesis testing, classical assumption tests (normality, multicollinearity, and heteroscedasticity) were conducted to ensure model adequacy. The findings reveal that both transformational–instructional leadership and work motivation have significant positive effects on teacher performance. Transformational–instructional leadership emerged as the strongest predictor (β = 0.758; p 0.001), followed by work motivation (β = 0.230; p = 0.001). Simultaneously, both variables explain a substantial proportion of variance in teacher performance (Adjusted R² = 0.814), indicating a strong model fit. The results suggest that the integration of transformational and instructional leadership creates a synergistic effect that enhances teacher performance by addressing both motivational and instructional dimensions. However, the cross-sectional design and reliance on self-reported data limit causal interpretation and may introduce response bias. This study highlights the importance of adopting a hybrid leadership approach supported by strong teacher motivation to improve performance in private school contexts. Future research should employ longitudinal designs and more robust analytical models to validate these findings.]]>
<![CDATA[Enhancing High School Students’ Self-Efficacy in Major Selection through CBT-Based Group Guidance with Role-Playing ]]>
<![CDATA[Rike Ernawati Sinaga]]>;
<![CDATA[Zadrian Ardi]]>;
<![CDATA[Nurfarhanah Nurfarhanah]]>;
<![CDATA[Dina Sukma]]>;
<![CDATA[Yeni Karneli]]>;
<![CDATA[Ramdani Ramdani]]>
<![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.v18i1.9059
<![CDATA[Selecting a university major represents a pivotal developmental task for senior high school students, yet many struggle with uncertainty regarding their academic capabilities. Within this context, self-efficacy, the belief in one's capacity to execute actions necessary to achieve specific goals, plays a critical role in facilitating informed and confident decision-making. This study examines the potential effectiveness of a group guidance intervention integrating Cognitive Behavior Therapy (CBT) principles with role-playing techniques to enhance students' self-efficacy in major selection. Employing a quasi-experimental nonequivalent pretest-posttest control group design, the study involved 11th-grade students at SMAN 20 Batam. Ten participants with moderate baseline self-efficacy levels were assigned to the experimental group through purposive sampling. Data were gathered using a self-efficacy questionnaire adapted from Bandura's (1999) theoretical framework, and analyzed via the Wilcoxon Signed Ranks Test. It is important to note that the results presented herein are based on simulated data, intended to illustrate the proposed analytical procedure and intervention design. Simulation outcomes indicated a statistically significant improvement in self-efficacy scores within the experimental group (p = 0.012), whereas the control group showed no meaningful change (p = 0.230). These findings suggest that CBT-based group guidance incorporating role-playing may serve as a promising strategy for fostering students' confidence in academic decision-making. Practically, this approach offers school counselors and educators a structured, theory-informed module to support adolescents during a critical transitional period. Future research with fully implemented empirical data and larger, randomized samples is recommended to validate these preliminary insights.]]>
<![CDATA[EFA Analysis of Factors Affecting the Success of Online Learning in Elementary Schools: An Exploratory Study in Elementary Schools with an International Curriculum ]]>
<![CDATA[M. Habibi]]>;
<![CDATA[Nurfaijah Nurfaijah]]>
<![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.v18i1.9386
<![CDATA[This study was motivated by the numerous variables influencing the success of online learning in elementary schools and the need to identify the most significant underlying factors. A quantitative design employing Exploratory Factor Analysis (EFA) was used. Data were collected from 108 teachers across four elementary schools (SD Islam Al Azhar 32 Padang, SD Telkom, Yari International School, and SafaMarywa Islamic International School). Initially, 23 variables were identified through a teacher opinion survey; however, validity testing retained 20 variables. Sampling adequacy was confirmed (KMO = 0.819), and Bartlett’s test of sphericity was significant (p = 0.001), indicating suitability for factor analysis. The analysis extracted eight principal factors based on eigenvalues and rotated component matrices: (1) Psychological Readiness and Self-Regulation (3.152), (2) Support for Digital Learning Technology (2.264), (3) Teachers’ Pedagogical and Professional Competence (1.663), (4) Quality of Learning Design and Materials (1.426), (5) Teachers’ Instructional Communication (1.313), (6) Supportive Home Learning Environment (1.303), (7) Technological Capabilities of Teachers and Students (1.054), and (8) Students’ Social and Academic Participation (1.030). These findings highlight that successful online learning in elementary education is multifactorial, integrating psychological, technological, pedagogical, and environmental dimensions. The identified factors provide a structured framework for educators to enhance online learning effectiveness and improve student outcomes.]]>
<![CDATA[Development of E-Story Book Media Based on Local Wisdom and Ecoliteracy in Reading Comprehension Learning for Students at Ulak Embacang Public Elementary School ]]>
<![CDATA[Perawati Perawati]]>;
<![CDATA[Santi Oktarina]]>;
<![CDATA[Erna Retna]]>;
<![CDATA[Makmum Raharjo]]>
<![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.v18i1.9241
<![CDATA[The limited integration of digital learning media incorporating local wisdom and ecoliteracy in elementary reading instruction motivated this study, which aimed to develop a valid, practical, and effective e-storybook for reading comprehension. This development research employed the ADDIE model (Analyze, Design, Develop, Implement, Evaluate). The study was conducted at SD Negeri Ulak Embacang, a rural elementary school in South Sumatra, involving fourth-grade students in small-group and field testing. Data were collected through observations, interviews, questionnaires, and pretest–posttest assessments, and analyzed using feasibility and practicality percentages alongside N-Gain scores. The developed e-storybook demonstrated high validity based on expert evaluations of content (96.6%), media (95%), and language (93.3%). Practicality testing yielded an average score of 91.55% in the small-group phase, indicating strong usability. Effectiveness results showed a significant improvement in students’ reading comprehension, with an N-Gain score of 0.84 (high category). The findings indicate that the e-storybook is a valid, practical, and effective digital learning medium. Its integration of local wisdom and ecoliteracy provides contextualized learning experiences that enhance comprehension while promoting digital literacy and environmental awareness among elementary students. Consequently, it offers a valuable instructional resource for teachers, particularly in rural educational settings.]]>
<![CDATA[Transformative Effects of MBKM on Student Potential in Social Studies Pedagogy: A Cross-Sectional Survey of Prospective Elementary Teachers ]]>
<![CDATA[Anwar Marasabesy]]>;
<![CDATA[Selvi Wulandari]]>;
<![CDATA[Santi M.J. Wahid]]>
<![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.v18i1.8253
<![CDATA[The Merdeka Belajar–Kampus Merdeka (MBKM) policy promotes experiential learning to strengthen pre-service teachers’ professional readiness, yet evidence in elementary social studies pedagogy remains limited. This study describes the multidimensional potential of prospective elementary teachers who participated in MBKM-related activities and examines gender differences in reported potential. A cross-sectional survey was conducted with 258 fourth-semester elementary teacher education students at Universitas Khairun, Indonesia (62% female; mean age = 20.4 years). Student potential was measured using a validated 40-item, 5-point Likert questionnaire across five dimensions: cognitive, affective, social, pedagogical creativity, and independence/adaptability (Cronbach’s α = 0.912). Item validity showed acceptable item–total correlations (r = 0.421–0.591, p .001). Because the data were non-normally distributed, gender comparisons were tested using Mann–Whitney U with effect size r = Z/√N (α = .05). Overall student potential was high (M = 169.59 of 200), with independence/adaptability yielding the highest mean dimension score (M = 34.25 of 40). Female students reported higher scores than male students across all dimensions and the total score, with statistically significant differences (p = .013–.047) but small effect sizes (r = 0.12–0.15). Participants reported strong multidimensional potential within the MBKM experiential learning context, and gender differences were consistent but modest. Given the single-institution, cross-sectional design and reliance on self-report, findings indicate associative patterns and should not be interpreted as causal effects or generalized nationally.]]>
<![CDATA[Developing Immersive Virtual Reality-Based Experiential Learning to Improve Communication and Problem-Solving Skills of Slow Learners in Inclusive Elementary Schools ]]>
<![CDATA[Imada Cahyani Elvirawati]]>;
<![CDATA[Reza Rachmadtullah]]>;
<![CDATA[Cholifah Tur Rosidah]]>
<![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.v18i1.8804
<![CDATA[Slow learners in inclusive elementary schools often experience difficulties in communication and problem-solving, partly due to limited access to interactive and contextual learning media. This study aimed to develop and evaluate an Immersive Virtual Reality (IVR)-based experiential learning model to enhance these skills.The study employed a Design-Based Research approach comprising needs analysis, design, implementation, and reflection phases. Participants included accompanying teachers and slow learner students from several inclusive elementary schools in East Java. Data were collected through expert validation sheets, observations, interviews, questionnaires, and pre-test and post-test instruments. Quantitative data were analyzed using paired sample t-tests, while qualitative data supported the refinement of the intervention.Expert validation indicated high feasibility, with average scores ranging from 4.7 to 4.8 across all aspects, categorized as “very worthy,” including content suitability, visual design and interactivity, integration of experiential learning principles, usability, and appropriateness for slow learners. Effectiveness testing revealed significant improvements in students’ communication skills (mean scores increasing from 66.7 to 83.0) and problem-solving skills (from 69.4 to 87.7), with p = 0.000 0.05 for both variables.The findings demonstrate that IVR-based experiential learning is both feasible and effective in enhancing communication and problem-solving skills among slow learners. By offering immersive, interactive, and meaningful learning experiences, this approach supports skill development in inclusive settings and highlights the potential of technology-enhanced pedagogy for diverse learners.]]>
<![CDATA[Improving Early Childhood Emotional Regulation through Colored Light Games: A Play-Based Intervention Approach ]]>
<![CDATA[Yolanda Pahrul]]>;
<![CDATA[Adinda Salsabila Rosandi]]>
<![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.v18i1.9291
<![CDATA[Emotion regulation in early childhood (ages 4–6) is still developing and often manifests in emotional outbursts and difficulty following classroom instructions. This study investigates the effectiveness of the Lampu Warna (Color Lights) game, a structured play-based learning strategy, in improving children’s emotion regulation.A pretest–posttest control-group design was employed with 32 kindergarten children in Pariaman Regency, West Sumatra, randomly assigned to an experimental group (n = 16) and a control group (n = 16). The intervention consisted of eight sessions (15–20 minutes each), conducted twice weekly over four weeks during circle time. Emotion regulation was measured using the teacher-rated Emotion Regulation Checklist (ERC). Data were analyzed using Wilcoxon signed-rank and Mann–Whitney U tests in JASP (version 19).The experimental group showed a substantial improvement in emotion regulation, with mean scores increasing from 47.88 to 71.06 (W = 0.00; z = −3.516; p 0.001; r = 0.88). The control group exhibited no significant change. Between-group analysis confirmed significantly higher outcomes in the experimental group (U = 256.0; p 0.001; Cliff’s δ = 1.00).The findings indicate that the Lampu Warna game effectively enhances emotion regulation by engaging children in structured, interactive play that supports emotional awareness and control.The Lampu Warna game is an effective play-based intervention for improving emotion regulation in early childhood and offers practical implications for classroom-based socio-emotional learning strategies.]]>
<![CDATA[Development of Smart Assessment System For Evaluating Maritime English Competence Using Machine Learning ]]>
<![CDATA[Aprizawati Aprizawati]]>;
<![CDATA[Romadhoni Romadhoni]]>;
<![CDATA[Budhisantoso Budhisantoso]]>
<![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.v18i1.9624
<![CDATA[Maritime English proficiency assessment is essential for cadets and maritime professionals, yet manual scoring can be time-consuming and prone to inter-rater variability. This study proposes a web-based smart assessment system that integrates machine learning to classify Maritime English proficiency into Beginner/Intermediate/Advanced using four feature scores: listening, reading, writing, and speaking. The dataset used in this work is simulated (1,000 records) for proof-of-concept evaluation because access to large, standardized real examination data was limited and required institutional clearance; simulation enables controlled class balance and repeatable experimentation. Class labels are generated using rubric-based threshold rules, and the labeling scheme is validated by two Maritime English examiners who review the thresholds and independently rate a random subset of 200 samples; agreement is quantified using Cohen’s kappa (κ) to ensure reliability. We adopt an 80/20 hold-out split and apply stratified 5-fold cross-validation on the training set for model selection, using grid-search hyperparameter tuning. We compare Support Vector Machine (SVM) and Random Forest and report accuracy, precision, recall, macro-F1, and brief per-class performance for Beginner/Intermediate/Advanced. SVM achieves 92% accuracy with macro-F1 = 0.905, outperforming Random Forest (89%, macro-F1 = 0.875). Future work will validate the system using real assessment datasets in operational training settings.]]>
<![CDATA[Between Affect and Interaction: A Thematic Literature Review on the Determinants of Children's Social-Emotional Development ]]>
<![CDATA[Ashar Ashar]]>;
<![CDATA[Reski Idamayanti]]>
<![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.v18i1.7769
<![CDATA[This study investigates factors influencing early childhood social-emotional development through a thematic literature review of 25 recent scholarly sources published between 2018 and 2025. A systematic search was conducted across major academic databases, including Google Scholar, ERIC, Elsevier, MDPI, Sage Journals, and Taylor Francis. The collected studies were analyzed using thematic synthesis to identify recurring patterns and key determinants. The results reveal four principal categories affecting social-emotional development: (1) internal affective factors, (2) external social interaction factors, (3) contextual and environmental influences, and (4) the integration of affective and interactive dimensions. The findings indicate that children’s social-emotional development is shaped not only by individual characteristics but also significantly by the quality of interactions with caregivers, peers, and the broader learning environment. In particular, supportive and responsive relationships emerge as critical components in fostering emotional regulation and social competence. The study concludes that a holistic approach, integrating both affective and social interactional aspects, is essential for optimizing early childhood development. These findings have important implications for educational practice and policy, highlighting the need for contextualized, evidence-based social-emotional learning models that are responsive to children’s developmental needs.]]>
<![CDATA[Analysis of Students’ Mathematical Problem-Solving Ability in Statistics Viewed from Sociomathematical Norms ]]>
<![CDATA[Sumayyah Azzahro]]>;
<![CDATA[Molli Wahyuni]]>;
<![CDATA[Astuti Astuti]]>
<![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.v18i1.8750
<![CDATA[The persistently low performance of Indonesian students in international assessments such as TIMSS and PISA indicates a critical gap in mathematical problem-solving skills. Beyond cognitive factors, sociomathematical norms—classroom-based standards for reasoning and discourse—may significantly influence how students approach and solve problems.This study employed a descriptive qualitative design. A sociomathematical norms questionnaire was administered to 27 tenth-grade students and categorized into high, medium, and low groups (Mean = 75.185; SD = 11.281). Six students (two from each group) were purposively selected for in-depth analysis. Data were collected through three statistical problem-solving tasks and clinical interviews. Students’ processes were analyzed using Polya’s four-stage framework: understanding the problem, devising a plan, carrying out the plan, and looking back.A strong positive relationship was found between sociomathematical norms and problem-solving proficiency. Students with high norms demonstrated mastery across all stages, including deep understanding, logical planning, systematic execution, and consistent reflective evaluation. Students with medium norms performed adequately in the first three stages for simpler problems but often omitted the “looking back” phase. Students with low norms exhibited fragmented understanding, ineffective planning, and difficulty executing and verifying solutions, often accompanied by low confidence.These findings highlight the importance of sociomathematical norms in fostering reflective and effective problem-solving practices.Strengthening sociomathematical norms can enhance students’ mathematical problem-solving abilities and support improved learning outcomes.]]>
