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[Integrating IoT-Based Predictive Maintenance into Motorcycle Engineering Instruction: Effects on Vocational Students’ Diagnostic Competence ]]>
<![CDATA[Refi Putra Yandi]]>;
<![CDATA[Marihot Manullang]]>;
<![CDATA[Elvira Asril]]>;
<![CDATA[Rizki Novendra]]>;
<![CDATA[Yogo Turnandes]]>;
<![CDATA[Parman Situmorang]]>
<![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.v18i1.9472
<![CDATA[This study investigates the application of Internet of Things (IoT) technology in predictive maintenance learning within Motorcycle Engineering courses at SMK Negeri 1 Kandis and its impact on improving student competence in the context of Industry 4.0. A quasi-experimental one-group pretest–posttest design was employed involving 64 students across Grades X, XI, and XII. Students participated in learning activities using IoT-based trainer media integrated with vehicle technical sensors. Data were collected through pretests, posttests, observations, and questionnaires, and analyzed using N-gain, paired t-tests, and effect size (Cohen’s d). Substantial improvements were observed across all grade levels. In Grade X, the mean score increased from 66 (pretest) to 95 (posttest) with Cohen’s d 3.7. In Grade XI, scores improved from 65 to 95 (d 27.7), and in Grade XII from 67 to 97 (d 37.6). The overall N-gain of 0.90 indicated a high level of improvement. Paired t-tests revealed statistically significant differences between pretest and posttest scores (p 0.05), demonstrating enhanced conceptual understanding, analytical skills, and readiness to meet automotive industry challenges. The findings confirm that integrating IoT technology into vocational learning effectively enhances student competence and aligns with Industry 4.0 demands. However, the absence of a control group and the short intervention duration limit generalizability. Future research should employ longitudinal designs and larger samples to validate these results and strengthen curricular integration strategies.]]>
<![CDATA[Integrating Andragogy Principles in Arabic Learning: A Study on Higher Education Students ]]>
<![CDATA[Nur Toifah]]>;
<![CDATA[Mohammad Samsul Ulum]]>;
<![CDATA[Zakiyah Arifa]]>
<![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.v18i1.7128
<![CDATA[This study aims to evaluate the outcomes of Arabic language learning based on andragogical principles among students at UIN Maulana Malik Ibrahim Malang. The focus is to determine the effectiveness of the learning process and the extent to which adult learning principles are implemented in improving student learning outcomes. A quantitative approach with a descriptive design was employed. Data were collected באמצעות a structured questionnaire distributed to 520 first-year students selected through random sampling. The instrument measured students’ perceptions of the Arabic learning process grounded in andragogical principles. Data were analyzed using descriptive statistics to determine overall performance levels.The findings indicate that the implementation of andragogical principles in Arabic learning achieved a mean score of 84.51, categorized as “excellent.” A majority of respondents (80.77%) reported experiencing the learning process at an excellent level, while 19.23% rated it as good, indicating overall satisfaction above average standards. The approach demonstrated several strengths, including the promotion of discussion, collaboration, and learner autonomy. However, challenges were also identified, particularly the diversity of students’ prior experiences and the need for additional time to adapt learning materials, especially in large classroom settings.In conclusion, the application of andragogical principles in Arabic language instruction has proven to be highly effective in enhancing student learning outcomes. Nevertheless, optimizing its implementation requires addressing learner diversity and adapting instructional strategies to accommodate varying needs, particularly in large-group contexts.]]>
<![CDATA[Cognitive Development in Rural Children Age 6-8 Years: Integrating Piaget's Theory and Neurocognitive Perspective ]]>
<![CDATA[Norman Yulia]]>;
<![CDATA[Sriyanto Sriyanto]]>
<![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.v18i1.9129
<![CDATA[Cognitive development among children aged 6–8 in rural areas is often constrained by limited environmental stimulation, yet few studies integrate cognitive, socio-ecological, and neurocognitive perspectives to explain these disparities. This study aims to analyze how these dimensions interact in shaping children’s cognitive development in rural Indonesia. This research employed an exploratory qualitative case study involving nine children aged 6–8 years, nine parents, and two teachers in a rural area of Banjarnegara, Central Java. Data were collected through semi-structured interviews, observations, and document analysis, and analyzed thematically using integrated coding based on Piagetian, Bronfenbrenner’s bioecological, and neurocognitive frameworks. The findings reveal three distinct developmental profiles based on levels of family stimulation. Children with high stimulation demonstrated stable concrete operational thinking, including conservation, classification, and sustained attention. Those with moderate stimulation showed transitional cognitive patterns with emerging but inconsistent logical reasoning. In contrast, children with low stimulation remained in the preoperational stage, characterized by perceptual reasoning, weak working memory, and limited self-regulation. The results indicate that cognitive development is influenced by the interaction between family support (microsystem), home–school continuity (mesosystem), and executive function capacity. The study highlights that cognitive development in rural children is not solely age-dependent but shaped by the synergy of environmental stimulation and neurocognitive processes. Strengthening family–school collaboration and providing context-based cognitive stimulation are essential to support optimal development in rural educational settings.]]>
<![CDATA[Restorative Characteristics of School Gardens and Student Well-Being: Evidence from Indonesian High Schools ]]>
<![CDATA[Rima Meslita]]>;
<![CDATA[Tartila Tartila]]>
<![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.v18i1.9015
<![CDATA[School-based green spaces are increasingly recognized as supportive environments for adolescent well-being, yet empirical evidence from Indonesian secondary schools remains limited. Drawing on Attention Restoration Theory (ART), this study examines how school gardens contribute to students’ psychological recovery and learning-related outcomes.This study employed a convergent mixed-methods design involving 566 high school students (aged 15–18) from SMA and MA schools in Jambi Province, Indonesia. Quantitative data were collected an online questionnaire measuring perceived restorativeness (Being Away, Fascination, Extent, Compatibility), visit patterns, and reported effects. Qualitative data were obtained from open-ended responses, interviews, and field observations of garden features. Data were analyzed using descriptive statistics, correspondence analysis with chi-square tests (α = 0.05), and thematic content analysis.Students frequently used school gardens, primarily during break times for relaxation. Perceived restorativeness was strongly associated with gardens characterized by dense vegetation, canopy shade, water elements, and supportive facilities such as seating and gazebos. Students reported reduced stress, improved mood, and clearer thinking following garden visits. Correspondence analysis confirmed significant associations between restorative characteristics and environmental features, while qualitative findings reinforced the importance of vegetation and social spaces in shaping restorative experiences.The findings support ART by demonstrating that school gardens function as everyday restorative environments that enhance emotional regulation and attentional readiness. Integrating natural and functional design elements can strengthen the role of school gardens as learning-support infrastructure.]]>
<![CDATA[Integrating Tradition and Pedagogical Innovation: A Training of Trainers (ToT) Model for Sharaf Instruction in Ma'had Aly ]]>
<![CDATA[Muhammad Fadhil Al Ghifari]]>;
<![CDATA[Abdurrahman Abdurrahman]]>;
<![CDATA[Luqman Hakim]]>
<![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.v18i1.8661
<![CDATA[Arabic morphology (Sharaf) forms the foundation of Arabic literacy in Indonesian Islamic boarding schools (pesantren). However, limited pedagogical preparation among Sharaf teachers often leads to uneven learning outcomes and weak formative monitoring. This study develops a contextual Training of Trainers (ToT) model that integrates the classical text Amsilatu al-Taṣrīfiyyah, the traditional bandongan–sorogan instructional system, and active learning strategies within a structured formative assessment framework.A qualitative case study was conducted at Ma’had Aly An-Nur II Al-Murtadlo from July 2024 to June 2025. Data were collected through classroom observations, semi-structured interviews, and document analysis involving 16 teacher-trainees, 32 classes (≈1,255 students), and several institutional informants. The ToT program followed a four-stage cyclical model: short workshops, micro-teaching, peer observation and feedback, and journal-based reflection. Process indicators (teaching rubric scores and reflection quality) and outcome indicators (student Sharaf scores and hamzah-writing accuracy) were monitored quarterly. Data were analyzed using the Miles–Huberman–Saldaña framework.The findings show substantial improvements in pedagogical practice and student achievement. The average teaching rubric score increased from 2.8 to 3.6, while reflection quality rose from 2.5 to 3.7. Student learning outcomes also improved, with average Sharaf scores rising from 60–64 to 72–77 and hamzah-writing accuracy reaching 75–80%. These trends indicate a clear relationship between strengthened teacher pedagogical competence and improved student learning outcomes.The ToT–Sharaf model demonstrates that pesantren traditions can function as catalysts for pedagogical innovation when combined with active learning and formative assessment. The model offers a replicable framework for teacher development and sustainable improvement of Arabic morphology instruction in pesantren contexts.]]>
<![CDATA[A Decade of UTAUT in Education: A PRISMA 2020 Systematic Review of Technology Acceptance Studies (2015–2025) ]]>
<![CDATA[Agus Widayoko]]>;
<![CDATA[Syunu Trihantoyo]]>;
<![CDATA[Nunuk Hariyati]]>
<![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.v18i1.9160
<![CDATA[The increasing integration of digital technologies in education, particularly during and after the COVID-19 pandemic, has intensified interest in understanding technology acceptance. The Unified Theory of Acceptance and Use of Technology (UTAUT) has been widely applied in educational research; however, existing reviews remain fragmented and lack a longitudinal, model-focused synthesis.This study employed a PRISMA 2020–guided systematic literature review of UTAUT-based research in educational contexts published between 2015 and 2025. A structured search of the Scopus database identified 13,131 records. Following duplicate removal and multi-stage screening based on predefined inclusion criteria, 56 empirical journal articles were retained. Study quality was assessed using a combined framework integrating the Mixed Methods Appraisal Tool (MMAT) and Kitchenham’s checklist. Data were analysed using descriptive and thematic synthesis.Findings indicate a substantial increase in UTAUT-based studies during the COVID-19 period, with e-learning, mobile learning, and learning management systems as dominant technologies. Quantitative approaches, particularly Structural Equation Modelling, predominated. Performance Expectancy emerged as the most consistent predictor of behavioural intention, followed by Effort Expectancy, Social Influence, and Facilitating Conditions. Research remains geographically concentrated in Asia and largely focused on behavioural intention rather than actual use behaviour.This review highlights the sustained relevance of UTAUT in educational technology research while identifying methodological and conceptual gaps, including limited attention to learning outcomes, overreliance on cross-sectional designs, and emerging extensions related to AI-enabled learning. Future research should integrate longitudinal and mixed-method approaches and align technology acceptance with educational effectiveness.]]>
<![CDATA[Artificial Intelligence (AI)-Based Digital Learning: The Impact on Students' Learning Motivation and Digital Literacy in Riau ]]>
<![CDATA[Paijan Rambe]]>;
<![CDATA[Henri Yanto Daulay]]>;
<![CDATA[Pangoloan Soleman Ritonga]]>;
<![CDATA[Tommy Tanu Wijaya]]>;
<![CDATA[Setia Wardana Putri]]>
<![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.v18i1.9083
<![CDATA[The rapid development of digital technology, particularly Artificial Intelligence (AI), has transformed educational practices and learning environments. This study investigates the impact of AI-based digital learning on student learning motivation and digital literacy in Riau.A quantitative research design was employed using a questionnaire administered to 45 students in Riau. Data were analyzed using Structural Equation Modeling (SEM) with Path Analysis (version 3.0) to examine the relationships between AI-based digital learning, learning motivation, and digital literacy.The findings reveal that AI-based digital learning does not have a statistically significant effect on student learning motivation (β = -0.607; T = 0.607 1.97; p = 0.544 0.05). In contrast, AI-based digital learning has a significant positive effect on students’ digital literacy (β = 0.360; T = 3.047 1.97; p = 0.000 0.05). These results indicate that while AI integration enhances students’ digital competencies, it does not necessarily foster their motivation to learn.The study suggests that AI-based learning should be complemented with interactive pedagogical strategies—such as collaborative learning, gamification, and reward-based approaches—to effectively enhance student motivation. Despite its limited influence on motivation, AI demonstrates substantial potential in improving digital literacy, enabling educators to promote advanced digital skills through smart learning applications, data-driven learning, and AI-supported platforms. These findings highlight the importance of balancing technological integration with pedagogical innovation to maximize learning outcomes.]]>
<![CDATA[Integration of Gamification in the Practice of Social Science Learning Pedagogy in Elementary Schools ]]>
<![CDATA[Mahpudin Mahpudin]]>;
<![CDATA[Al Thof Dzafif Nuryana Firdaus]]>;
<![CDATA[Budi Febriyanto]]>
<![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.v18i1.8689
<![CDATA[Low student engagement in Natural and Social Sciences (IPAS) learning remains a persistent challenge in Indonesian elementary education, particularly in contexts where teacher-centered approaches dominate. Gamification has emerged as a promising pedagogical strategy to enhance motivation and participation; however, qualitative insights into its classroom implementation remain limited. This study aims to explore how gamification is applied in primary IPAS learning and how it influences student engagement and motivation.This research employed a qualitative case study design conducted at an elementary school in Majalengka, Indonesia. Data were collected over one week through classroom observations, semi-structured interviews with two teachers and eleven Grade 5 students, and documentation analysis of lesson plans and learning media. Data were analyzed using the interactive model of data reduction, display, and conclusion drawing.The findings indicate that gamification—implemented through digital platforms such as Wordwall and Quizizz, as well as paper-based adaptations—significantly enhanced students’ behavioral, cognitive, affective, and social engagement. Students demonstrated increased participation, enthusiasm, collaboration, and persistence in completing learning tasks. Teachers also reported a more dynamic and interactive classroom environment. However, challenges were identified, including limited instructional time, varying levels of digital literacy, and technical constraints.These results suggest that gamification can serve as an effective and adaptable pedagogical approach to foster student engagement in elementary IPAS learning. Its successful implementation depends not only on technology but also on teachers’ pedagogical design and contextual adaptation, highlighting the need for sustained professional development and infrastructure support.]]>
<![CDATA[Improving Self-Direction Among Vocational Students During On-the-Job Training Through Behavioral Psychoeducation ]]>
<![CDATA[Ice Desvikayati]]>;
<![CDATA[Nurfarhanah Nurfarhanah]]>;
<![CDATA[Zadrian Ardi]]>;
<![CDATA[Rezki Hariko]]>;
<![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.v18i1.9060
<![CDATA[Navigating the transition from vocational education to industry requires robust self-direction, yet many students exhibit passive behaviors and anxiety during industrial work practices. This gap between structured schooling and industrial independence hinders work readiness. This study evaluated the effectiveness of behavioral-based psychoeducation in enhancing self-direction among learners. Employing a quantitative quasi-experimental design with a one-group pretest-posttest approach, the study involved 20 Grade XII Computer Network students at SMKN 6 Batam, selected via purposive sampling for moderate self-direction levels. Data were collected using a validated self-direction scale and analyzed using Wilcoxon Signed Ranks and N-Gain tests. Results demonstrated a significant improvement, with mean scores rising from 91.90 (moderate) to 129.80 (high). Wilcoxon test confirmed statistical significance (Z = -3.920, p = 0.000), while the N-Gain score of 0.94 indicated high intervention effectiveness. Findings suggest that behavioral-based psychoeducation, leveraging positive reinforcement and self-management, fosters student autonomy. Consequently, integrating psychological interventions into pre-internship preparation programs is crucial for bridging the school-industry gap. This research underscores the necessity of holistic support systems in vocational education to ensure students possess psychological resilience and directional clarity required for successful industrial adaptation and career stability in a competitive labor market. Thus, educators must prioritize mental readiness alongside technical skills to optimize outcomes.]]>
<![CDATA[Evaluating the Effectiveness of Blended Learning Models Using a Weighting and Scoring–Based Decision Support System ]]>
<![CDATA[Rivi Antoni]]>;
<![CDATA[H Handriadi]]>;
<![CDATA[lham Arief]]>;
<![CDATA[Wolter Piere Boeky]]>;
<![CDATA[Susi Indriyani]]>
<![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.v18i1.9592
<![CDATA[The increasing adoption of blended learning in higher education has created a need for systematic and objective evaluation frameworks capable of capturing its multidimensional nature. Existing evaluation approaches often rely on fragmented or subjective measures, limiting their usefulness for strategic decision-making. This study aims to develop and apply a weighting and scoring–based Decision Support System (DSS) to evaluate and rank alternative blended learning models based on multiple criteria. A quantitative multi-criteria decision-making (MCDM) approach was employed. Five evaluation criteria—Instructional Design Quality, Technology Usability, Student Engagement, Learning Flexibility, and Learning Outcome Achievement—were identified through literature review and validated using a two-round Delphi process involving seven experts. Each blended learning model was assessed using a structured Likert-scale scoring rubric, and overall performance scores were calculated through weighted aggregation. The findings indicate that the fully interactive LMS-supported blended learning model achieved the highest overall score, followed by flipped classroom and project-based models, while lecture-dominant blended learning ranked lowest. The results highlight the critical role of technological integration and active learning strategies in enhancing blended learning effectiveness. The proposed DSS offers a transparent and replicable framework for evaluating blended learning models and supporting evidence-based decision-making in higher education. However, the study is limited by its reliance on expert judgment and lack of large-scale empirical validation. Future research should incorporate advanced MCDM techniques and real-world learning data to improve robustness and generalizability.]]>
