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[Digital Transformation in Vocational Education: Development and Evaluation of a Project-Based E-Jobsheet for LAN Installation Integrated with Google Workspace ]]>
<![CDATA[T Rahmilia Agraini]]>;
<![CDATA[Muhammad Adri]]>;
<![CDATA[Muhammad Giatman]]>;
<![CDATA[Asrul Huda]]>
<![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.v18i1.8902
<![CDATA[Vocational education must equip students with practical competencies aligned with the digital and Fourth Industrial Revolution era. However, learning in vocational schools often faces limitations, including scarce digital media resources, weak integration of real-world projects, and minimal use of collaborative technologies.This study aimed to develop and evaluate a Project-Based E-Jobsheet for Local Area Network (LAN) installation integrated with Google Workspace to enhance learning in Computer and Network Engineering programs. The research employed the 4D development model: Define, Design, Develop, and Disseminate. Instrument validation was conducted using Aiken’s V, while practicality and effectiveness were assessed through user responses and learning outcome analysis.The E-Jobsheet demonstrated high validity in terms of media (0.836), content (0.809), and language (0.909). Practicality testing yielded a score of 85.36%, categorized as “very practical.” Effectiveness analysis showed a significant improvement in student learning outcomes (p = 0.003). Integration with Google Workspace tools (Docs, Sheets, and Forms) enabled efficient collaboration, structured feedback, and digital assessment.The findings indicate that the Project-Based E-Jobsheet is valid, practical, and effective in enhancing student engagement and learning outcomes. It supports constructivist learning through active, collaborative, and project-based approaches. Despite limitations such as single-site implementation and reliance on internet access, this study offers an adaptive digital solution to improve vocational education and better prepare students for technological advancements.]]>
<![CDATA[Performance-Based Teacher Evaluation in Indonesian Public and Private Madrasah Tsanawiyah: A Qualitative Comparative Case Study ]]>
<![CDATA[Nur Afif]]>;
<![CDATA[Akhmad Shunhaji]]>;
<![CDATA[Khasnah Syaidah]]>
<![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.v18i1.9234
<![CDATA[Teacher performance evaluation is central to educational quality assurance; however, within Islamic educational institutions it must also address moral and spiritual dimensions. This study examines how teacher performance evaluation is conceptualized and implemented in public and private Madrasah Tsanawiyah, and how institutional governance shapes its developmental impact. Adopting a qualitative comparative case study design, the research was conducted in two Islamic junior secondary schools in South Jakarta, one public and one private madrasah. Data were generated through in-depth interviews with principals, teachers, and community representatives, focus group discussions, classroom and supervision observations, and document analysis. Using cross-case thematic analysis and pattern matching, the study reveals contrasting evaluation logics: a regulation-driven, accountability-oriented model in public madrasahs and a flexible, value-integrative model in private madrasahs. While standardized systems enhance administrative consistency, value-based and dialogical evaluation practices demonstrate stronger alignment with professional development, instructional improvement, and teachers’ role as moral exemplars. The findings suggest that evaluation systems in Islamic education are most effective when framed as formative and developmental rather than merely administrative. This study contributes to the literature by offering a governance-sensitive evaluation framework that integrates professional standards with Islamic ethical values, advancing a more holistic model of quality assurance in Islamic secondary education.]]>
<![CDATA[The Effects of Comprehensive Reading Strategy Instruction on Elementary Students’ Reading Comprehension: A Quasi-Experimental Study ]]>
<![CDATA[Surismiati Surismiati]]>;
<![CDATA[Gunawan Gunawan]]>;
<![CDATA[Ayu Wulandari]]>;
<![CDATA[Mustofa Mustofa]]>;
<![CDATA[Danto Danto]]>;
<![CDATA[Kurnia Saputri]]>;
<![CDATA[Jeni Amiriski]]>
<![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.v18i1.9462
<![CDATA[Reading comprehension is a fundamental literacy skill that significantly influences the academic achievement of elementary school students. Despite its importance, classroom reading instruction frequently emphasizes surface-level activities and lacks explicit, integrated teaching of reading strategies. The present study investigates the impact of comprehensive reading strategies on the reading comprehension ability of elementary school students. A quasi-experimental design was employed, utilizing a pretest–posttest control group model. Data analysis was conducted using an independent t-test on posttest scores. The sample comprised 60 grade V students from SD Muhammadiyah 16 Palembang, divided equally into experimental (n = 30) and control groups (n = 30). The experimental group received integrated, strategy-based reading instruction encompassing pre-reading, while-reading, and post-reading stages, whereas the control group received conventional reading instruction. Reading comprehension was assessed using a test measuring four aspects: literal, inferential, critical, and creative comprehension. Data were analyzed with an independent sample t-test after confirming normality and homogeneity of variance. Results indicated that the experimental group achieved a higher posttest mean score (M = 82.30) compared to the control group (M = 71.25). This difference was statistically significant, t(58) = 4.87, p .001, with a large effect size (Cohen's d ≈ 1.26). These findings indicate that comprehensive reading strategies are effective in enhancing elementary students’ reading comprehension. Successful implementation of these strategies requires teacher training and systematic integration into the elementary reading curriculum. Limitations of the study include non-randomized group assignments, restriction to a single school, and a relatively short intervention period.]]>
<![CDATA[Comparing Digital and Non-Digital Gamification in Cooperative Learning: Effects of TGT with Wordwall and Question Cards on Students’ Mathematical Problem-Solving Ability ]]>
<![CDATA[Astuti Astuti]]>;
<![CDATA[Della Salvina]]>
<![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.v18i1.8835
<![CDATA[Students’ mathematical problem-solving ability in Indonesia remains relatively low, partly due to the limited use of interactive and cooperative learning strategies in classrooms. The Teams Games Tournament (TGT) model, combined with instructional media, offers potential to enhance student engagement and problem-solving skills. This study aims to compare the effectiveness of TGT assisted by Wordwall, TGT assisted by question cards, and conventional learning in improving students’ mathematical problem-solving ability. This study employed a quasi-experimental design with a posttest-only control group. The sample consisted of three seventh-grade classes selected through purposive sampling, each comprising 20 students. The first experimental group was taught using TGT assisted by Wordwall, the second experimental group used TGT assisted by question cards, and the control group received conventional instruction. Data were collected using a validated and reliable essay test and analyzed through descriptive statistics, normality and homogeneity tests, followed by Welch ANOVA and Games–Howell post hoc analysis. The results revealed significant differences among the three groups (p 0.05). The highest mean score was achieved by the TGT with question cards group (M = 89.60), followed by TGT with Wordwall (M = 77.00), while the control group obtained the lowest mean score (M = 54.70). These findings indicate that both TGT-based approaches are more effective than conventional learning, with question card assistance producing the most substantial improvement. In conclusion, while digital media such as Wordwall can enhance learning, non-digital approaches that promote deeper cognitive engagement may yield better outcomes in developing mathematical problem-solving skills.]]>
<![CDATA[Mosques as Community-Based Educational Institutions: A Prophetic Social Science Perspective on Sakinah Family Education in Urban Indonesia ]]>
<![CDATA[Katni Katni]]>;
<![CDATA[Nurul Iman]]>;
<![CDATA[Noor Amirudin]]>;
<![CDATA[Hilma Rofi Mahfudzhah]]>;
<![CDATA[Hilal Chamdi]]>
<![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.v18i1.9175
<![CDATA[The movement to promote sakinah (harmonious) families in Indonesia has been implemented for more than two decades; however, its outcomes remain limited, as reflected in the persistently high rates of divorce and domestic violence. Institutions such as BP4 have not yet played an optimal role, and public participation in harmonious family programs remains relatively low. In addition, formal educational institutions have not fully accommodated family education, leading to the emergence of mosque-based family education initiatives. This study investigates the role of mosques in providing harmonious family education using a prophetic social science approach.This research employed a qualitative field research design. The study was conducted in three mosques in the urban area of Ponorogo: Baitul Mukhlisin Mosque, Nurul Hasan Mosque, and Al Manar Mosque. Research subjects included mosque administrators and congregants, supported by documentary analysis. Data were collected through in-depth interviews, observation, and documentation, and analyzed both during and after fieldwork. Data validity was ensured through triangulation techniques.The findings indicate that mosques play a significant role in harmonious family education through three main dimensions: (1) a religious role, which strengthens spiritual and moral foundations of family life; (2) a humanization role, which fosters social awareness, mutual respect, and ethical family relations; and (3) an independence role, which empowers families through knowledge and social support networks.These findings demonstrate that mosques function as important social capital in urban communities. Mosque-based harmonious family education offers a strategic approach to addressing rising divorce rates, domestic violence, bullying, and socio-economic challenges such as poverty and unemployment within families.]]>
<![CDATA[Development of Problem-Based E-LKPD Using FlipHTML5 to Enhance Critical Thinking Skills in Senior High School Economics ]]>
<![CDATA[Okta Renaldy Tama]]>;
<![CDATA[Siti Suprihatin]]>;
<![CDATA[Desi Budiono]]>
<![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.v18i1.9132
<![CDATA[The limited use of interactive learning media and the low level of students’ critical thinking skills in economics learning highlight the need for innovative instructional tools. Integrating Problem-Based Learning (PBL) with digital media such as Electronic Student Worksheets (E-LKPD) offers potential to support more active and meaningful learning. This study employed a Research and Development (RD) approach using the 4-D model (define, design, develop, disseminate). The product developed was a PBL-based E-LKPD assisted by FlipHTML5 for the topic of human needs. The feasibility of the product was evaluated through expert validation involving media, subject matter, and language experts. A limited trial was conducted with 27 tenth-grade students to assess practicality. Data were collected using validation sheets and student response questionnaires and analyzed descriptively using percentage scores. The validation results indicated that the E-LKPD achieved a high level of validity, with scores of 91% from media experts, 80% from subject matter experts, and 91% from language experts. The practicality test showed an average score of 92%, categorized as very practical. These findings suggest that the developed E-LKPD is appropriate in terms of content, design, and usability. The results indicate that the PBL-based E-LKPD assisted by FlipHTML5 is feasible as a digital learning medium and has the potential to support student engagement and learning activities in economics. However, further research is needed to examine its effectiveness in improving learning outcomes and critical thinking skills.]]>
<![CDATA[Exploring Platform Choices in Enhancing English Speaking Skills: A Case Study in Jambi Province ]]>
<![CDATA[Winny Berliana]]>;
<![CDATA[Rojab Siti Rodliyah]]>;
<![CDATA[Bachrudin Musthafa]]>
<![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.v18i1.9168
<![CDATA[This study investigates the alignment between teachers’ selected digital platforms and students’ platform preferences in supporting English speaking practice in the EFL context of Jambi Province, Indonesia. Despite the increasing integration of digital tools in language learning, limited research has explored how mismatches between teacher choices and student preferences influence speaking engagement.A qualitative case study design was employed involving 30 students and 2 English teachers from two secondary schools selected through purposive sampling. Data were collected through semi-structured interviews and supported by questionnaires for triangulation. The data were analyzed thematically using Oxford’s (1990) language learning strategies framework.The findings reveal that WhatsApp and YouTube were the most frequently used platforms due to their accessibility and ease of use. However, students showed a stronger preference for Instagram, which they perceived as more engaging and less anxiety-inducing for speaking practice. While partial alignment existed in the use of familiar platforms, a notable misalignment emerged in platform preference, potentially limiting students’ engagement and opportunities for meaningful speaking practice.The study concludes that effective integration of digital platforms in EFL speaking instruction requires not only consideration of accessibility and teacher manageability but also alignment with students’ preferences. Incorporating student-preferred platforms in a structured and pedagogically sound manner may enhance engagement and support more meaningful speaking practice, particularly in contexts with infrastructural constraints.]]>
<![CDATA[Innovations in Microteaching: Web-Based Approaches to Pedagogical Skill Development ]]>
<![CDATA[Azi Nurazima Juhastri]]>;
<![CDATA[Welven Aida]]>;
<![CDATA[Pipit Rahayu]]>;
<![CDATA[Eripuddin Eripuddin]]>
<![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.v18i1.8558
<![CDATA[The shift to digital learning environments, accelerated by the COVID-19 pandemic, has prompted innovations in teacher education, including the use of web-based microteaching. While traditional microteaching enhances instructional skills, it often lacks flexibility and digital engagement. This study investigates how web-based microteaching supports pedagogical skill development in pre-service English teachers. This qualitative case study involved 25 undergraduate students enrolled in a Microteaching course at the University of Pasir Pengaraian. Data were collected through recorded teaching videos, reflective journals, structured observation checklists, and semi-structured interviews. Participants completed three teaching cycles—two synchronous and one asynchronous—over a 16-week semester. Data were analyzed thematically using Braun and Clarke’s (2006) method and organized using NVivo 12 software. Findings showed significant improvement in lesson planning, instructional clarity, classroom management, and reflective depth. Teaching videos demonstrated enhanced lesson structure, use of questioning strategies, and purposeful digital tool integration. Reflective journals evolved from general self-evaluations to more analytical reflections. Peer and instructor feedback, facilitated through digital platforms, played a critical role in supporting iterative development. Web-based microteaching proved effective in fostering both pedagogical competence and digital fluency. Participants reported increased teaching confidence and began to view themselves as emerging professionals. Despite initial technical challenges, repeated practice supported the development of adaptive teaching strategies. These results suggest that structured online microteaching can be a sustainable model for contemporary teacher education.]]>
<![CDATA[Pre-service Physics Teachers’ Perceptions of STEM-EDP Learning in Addressing Water Turbidity Issues ]]>
<![CDATA[Atin Nuryadin]]>;
<![CDATA[Lambang Subagiyo]]>;
<![CDATA[Nurul Fitriyah Sulaeman]]>;
<![CDATA[Muliati Syam]]>
<![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.v18i1.6300
<![CDATA[Water turbidity, often resulting from mining and agricultural activities, poses significant risks to ecosystems and human health. Addressing this issue requires innovative, interdisciplinary approaches. This study explores how the integration of STEM with the Engineering Design Process (STEM-EDP) supports pre-service physics teachers in designing solutions to water turbidity problems.A qualitative descriptive design was employed involving 39 pre-service physics teachers from two classes, organized into seven groups. Participants engaged in a four-session project using STEM-EDP worksheets to design and construct water turbidity meters and filtration devices from accessible materials. Data were collected through open-ended questions capturing students’ learning experiences and analyzed thematically.The findings indicate that participants developed critical and creative thinking, as well as collaboration and communication skills. They demonstrated a deeper understanding of STEM integration by applying concepts such as light scattering and filtration, utilizing smartphone lux meters, and performing calculations related to water discharge and cost efficiency. The STEM-EDP approach enabled students to connect scientific and engineering principles with real-world environmental problems.The study concludes that STEM-EDP is an effective pedagogical approach for enhancing pre-service teachers’ problem-solving abilities and interdisciplinary understanding. Incorporating hands-on, context-based STEM-EDP activities in teacher education programs can better prepare future educators to design meaningful, real-world learning experiences.]]>
<![CDATA[TikTok-Integrated Project-based learning for EFL Speaking Development: A Qualitative Case Study in a Tertiary Context ]]>
<![CDATA[Lisa Rakhmanina]]>;
<![CDATA[Arono Arono]]>;
<![CDATA[Wisma Yunita]]>;
<![CDATA[Melati Melati]]>;
<![CDATA[Kosiah Jalbani]]>
<![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.v18i1.9699
<![CDATA[While TikTok has been increasingly explored in education, its role as a central pedagogical artefact in Project-Based Learning (PjBL) for tertiary EFL speaking development remains underexamined. This study investigates how TikTok storytelling projects and reflective writing facilitate students’ speaking skills.A qualitative case study was conducted with 14 tertiary EFL students in Indonesia. Data were collected through classroom observations, student-produced TikTok videos, reflective writings, and instructional documents. Analysis employed Brown’s speaking descriptors to identify patterns in students’ speaking performance and development.The integration of TikTok as a project artefact promoted iterative speaking practice, peer rehearsal, and continuous reflection. Rather than uniform improvement, students exhibited varied speaking development, including enhanced inquiry, collaboration, and reduced speaking anxiety. The reflective phase was particularly significant, enabling students to recognize their communicative abilities and address psychological barriers to speaking.The findings highlight the pedagogical value of combining social media platforms with PjBL to create authentic, engaging, and low-anxiety learning environments. Reflection played a crucial role in consolidating learning and fostering self-awareness in language use.TikTok-mediated PjBL offers a promising approach to supporting tertiary EFL speaking development by integrating creativity, collaboration, and reflective practice. This study contributes a conceptually grounded framework for technology-enhanced language learning and suggests the need for further research on scalable and context-sensitive implementations.]]>
