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INDONESIA
Jurnal As-Salam
Published by As-Salam Press
ISSN : 25281402     EISSN : 25495593     DOI : -
Core Subject : Education, Social,
Education Mathematics Social Sciences Other
Junal As-Salam merupakan jurnal publikasi ilmiah dari Asosiasi Dosen Perguruan Tinggi Islam di Provinsi Aceh, diterbitkan secara paper-based pada tahun 2016 dan diterbitkan secara online sejak tahun 2017. Jurnal As-Salam dan diterbitkan 3 (tiga) bulanan (Januari-April, Mei-Agustus, Sptember-Desember). Jurnal As-Salam Bersifat Peer-Reviewed dalam bidang intergarasi sains–Islam (interdisciplinary)
Arjuna Subject : -
Articles 207 Documents
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THE INFLUENCE OF INQUIRY BASED COLLABORATIVE INNOVATIVE LEADERSHIP ON LEARNING COMMUNITIES WITH THE MODERATING ROLE OF ORGANIZATIONAL CULTURE Wulandari, Herlina Tri; Susanto, Heri; Darsinah, Darsinah; Rohmah, Wafrotur
Jurnal As-Salam Vol. 9 No. 2 (2025): Jurnal As-Salam
Publisher : Asosiasi Dosen Perguruan Tinggi Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37249/assalam.v9i2.1122

Abstract

This study analyzes the effect of inquiry-based, collaborative, and innovative leadership on the development of productive learning communities in vocational high schools (SMKs), with organizational culture as a moderating variable. Inquiry-based, collaborative, innovative leadership is a leadership style that encourages teachers to jointly formulate critical questions, reflect on teaching practices, and systematically test new solutions. This approach is expected to strengthen reflective and collaborative practices within teacher learning communities, which often remain formal and administrative. Organizational culture is positioned as a set of school-level values, norms, and routines that can either enhance or hinder collaboration and collective learning. Using a quantitative explanatory approach, the study employed Structural Equation Modeling (SEM) with AMOS 26.0. The sample included 360 productive subject teachers selected through proportionate stratified random sampling from five state vocational high schools in Central Java. The results show that inquiry-based collaboration and organizational culture both have positive and significant effects on productive learning communities. Moreover, their interaction demonstrates a highly significant effect, indicating that an open, collaborative, and learning-oriented organizational culture strengthens the influence of inquiry-based, collaborative, and innovative leadership on teachers' collective learning.
RELIGIOSITY AS A MEDIATION OF EMOTIONAL INTELLIGENCE AND BULLYING IN MTSS UMMI LUBUK PAKAM STUDENTS Fadlul Hayat Lubis; Suryani Hardjo; Yudistira Fauzi Indrawan
Jurnal As-Salam Vol. 10 No. 1 (2026): Jurnal As-Salam
Publisher : Asosiasi Dosen Perguruan Tinggi Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37249/assalam.v10i1.1622

Abstract

This study analyzes the mediating role of religiosity in the relationship between emotional intelligence and bullying among students at MTsS Ummi Lubuk Pakam. Employing structural equation modeling-partial least squares (SEM-PLS) with SmartPLS software, the results indicate that emotional intelligence has a significant negative effect on bullying (T-statistic = 8.191; p-value = 0.000) and a significant positive effect on religiosity (T-statistic = 6.944; p-value = 0.000). Furthermore, religiosity was found to have a significant negative effect on bullying (T-statistic = 5.576; p-value = 0.000). Mediation analysis confirmed that religiosity significantly mediates the relationship between emotional intelligence and bullying (T-statistic = 4.314; p-value = 0.000). It implies that emotional intelligence reduces bullying not only directly but also indirectly by fostering increased religiosity. This research highlights the importance of developing emotional intelligence and nurturing religiosity as effective strategies for bullying prevention in schools.
SEEING ANGELS (RU'YAT AL-MALA'IKAT) FOR NON-PROPHETS: A COMPARATIVE ANALYSIS OF THE CONCEPTS OF KASHF AND KARAMAH IN THE THOUGHT OF IBN HAJAR AL-HAITAMI AND AL-GHAZALI Ali Yusuf Muzaki; Muhammad Fatkhun Niam; Muhammad Syafiiq; Agus Salim; Muh. Fatihuddin; Nur Hanan
Jurnal As-Salam Vol. 10 No. 2 (2026): Jurnal As-Salam
Publisher : Asosiasi Dosen Perguruan Tinggi Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37249/assalam.v10i1.1667

Abstract

This study examines the discourse on the possibility of seeing angels by non-prophets from the perspectives of hadith and Islamic theology, focusing on the views of Ibn Hajar al-Haitami in Fatawa Hadithiyyah and their comparison with al-Ghazali's Ihya' 'Ulum al-Din. The study is motivated by the emergence of various claims of spiritual experiences in society that require scholarly clarification based on the Islamic intellectual tradition. This research employed a qualitative library research design using a descriptive-comparative approach. Data were collected from primary and secondary sources and analyzed through the stages of description, comparison, and interpretation. The findings indicate that both Ibn Hajar al-Haitami and al-Ghazali affirm that seeing angels by non-prophets is possible (mumkin) and falls within the category of saintly miracles (karamah). However, they differ in their approaches. Ibn Hajar emphasizes divine will within a hadith-theological framework, whereas al-Ghazali highlights inner spiritual purification through the concept of kashf within a Sufi paradigm. The study concludes that such experiences do not contradict Islamic theology as long as they are understood within proper theological boundaries, while providing a scholarly framework for evaluating contemporary spiritual claims in Muslim society.
IMPLEMENTATION OF THE P5–PPRA MODEL IN PRESERVING GAYONESE CULTURAL IDENTITY IN CENTRAL ACEH MADRASAHS Tathahira Tathahira
Jurnal As-Salam Vol. 10 No. 1 (2026): Jurnal As-Salam
Publisher : Asosiasi Dosen Perguruan Tinggi Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37249/assalam.v10i1.951

Abstract

The implementation of the Merdeka Curriculum in madrasahs requires the integration of the Pancasila Student Profile (P5) with the Rahmatan lil ‘Alamin Student Profile (PPRA), particularly within local cultural contexts. However, limited studies have examined how the P5–PPRA model is implemented in culturally distinctive regions such as Central Aceh. This study aims to analyze the implementation levels of the Merdeka Curriculum and the design of local wisdom-based P5–PPRA projects in three madrasahs: MAN 2 Aceh Tengah, MTsN 1 Aceh Tengah, and MIN 8 Aceh Tengah. Using a descriptive qualitative approach, data were collected through in-depth interviews with six participants (three principals and three teachers). The findings reveal three levels of curriculum implementation: mandiri belajar, mandiri berubah, and mandiri berbagi. Key challenges include teacher readiness, varying pedagogical interpretations, and limited supporting resources. The local wisdom projects emphasize Gayo language revitalization, traditional culinary practices, and cultural dances. This study highlights the originality of integrating the P5–PPRA framework with Gayo cultural preservation and provides practical implications for culturally responsive curriculum implementation in madrasahs.
INTEGRATING MULTICULTURAL ISLAMIC VALUES IN EARLY CHILDHOOD EDUCATION: A CASE STUDY FROM CENTRAL ACEH, INDONESIA Muhammad Riza; Indra Indra
Jurnal As-Salam Vol. 10 No. 1 (2026): Jurnal As-Salam
Publisher : Asosiasi Dosen Perguruan Tinggi Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37249/assalam.v10i1.982

Abstract

This article investigates the integration of multicultural Islamic educational values in early childhood learning, with a specific focus on TK Buah Hati Takengon, Central Aceh, Indonesia. Grounded in the local Gayo cultural context, this study examines how the school incorporates Islamic values and multicultural principles into its curriculum and pedagogical practices as a strategy to foster moderate Islamic education in a religious and ethnically diverse community. Employing a qualitative case study approach, data were collected through semi-structured interviews with eight participants (three teachers, two school administrators, and three parents), classroom observations conducted across ten sessions over two months (March–April 2025), and document analysis of curriculum materials and lesson plans. The findings reveal three interrelated strategies: (1) integration of multicultural Islamic values in the curriculum through culturally responsive materials; (2) promotion of diversity and tolerance through cultural celebrations, open classroom dialogue, and peer interaction activities; and (3) inclusive pedagogical strategies that accommodate diverse learning styles alongside active parental involvement. The scientific novelty of this study lies in its documentation of a localized model of early childhood Islamic education that harmonizes tawhid-based moral values with Gayo cultural practices, offering a replicable framework for multicultural Islamic pedagogy in pluralistic societies. This study contributes to educational policymakers, practitioners, and researchers working to design inclusive Islamic education curricula that respond to multicultural realities in Indonesia and beyond.
THE EFFECTIVENESS OF CLASSROOM MANAGEMENT STRATEGIES ON STUDENTS' ACADEMIC ACHIEVEMENT IN PHNOM PENH, CAMBODIA Seam Chanthoul
Jurnal As-Salam Vol. 10 No. 1 (2026): Jurnal As-Salam
Publisher : Asosiasi Dosen Perguruan Tinggi Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37249/assalam.v10i1.1347

Abstract

Effective classroom management is widely recognized as a key factor in improving students' academic achievement; however, empirical evidence from the Cambodian secondary education context remains limited. This study aimed to examine the relationship between classroom management strategies, particularly instructional supervision, and student academic achievement in a private secondary school in Phnom Penh, Cambodia. A quantitative descriptive survey design was employed involving 45 secondary school teachers. Data were collected using an online questionnaire and analyzed using Pearson correlation with SPSS at the 0.01 significance level. The findings revealed a significant positive relationship between classroom management strategies and student academic achievement (r = 0.538, p < 0.01). Instructional supervision was also positively associated with student engagement (r = 0.527, p < 0.01) and student self-efficacy (r = 0.413, p < 0.01), indicating that effective classroom management contributes to creating supportive learning environments that foster active participation, confidence, and improved academic performance. These findings highlight the importance of strengthening teachers' classroom management competencies through continuous professional development and integrating classroom management and instructional leadership into teacher education programs.
ARTIFICIAL INTELLIGENCE IN ISLAMIC EDUCATION AND ISLAMIC CULTURE FOR STUDENTS’ ACADEMIC AWARENESS Ngatmin Abbas; Iffah Mukhlisah
Jurnal As-Salam Vol. 10 No. 1 (2026): Jurnal As-Salam
Publisher : Asosiasi Dosen Perguruan Tinggi Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37249/assalam.v10i1.1646

Abstract

The rapid development of Artificial Intelligence (AI) has significantly transformed learning practices in higher education, including the ways students access, process, and present academic knowledge. This study aims to examine institutional support for coding and AI learning, explore students’ perceptions of AI, analyze the transformation of students’ academic awareness amid the use of AI, and reconstruct its utilization within the framework of Islamic education and Islamic culture. This research employed a descriptive quantitative approach with a survey design. The participants were 108 students from several private universities in Surakarta and its surrounding areas. Data were collected through an online questionnaire and analyzed using descriptive statistics, including tabulation, percentages, and contextual interpretation. The findings reveal that institutional support for coding and AI learning remains moderate, and students’ understanding of basic AI concepts is similarly moderate. At the same time, most students perceive AI as relevant in supporting academic work in logical, critical, and systematic ways. However, the use of AI cannot be separated from the need to strengthen academic ethics, critical literacy, and a culture of verification. This study concludes that Islamic education and Islamic culture provide an important normative foundation for directing the use of AI so that it serves not merely as a tool of technological efficiency, but also as a means of cultivating students’ critical, reflective, and morally responsible academic awareness.

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