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AMBARSA
Published by Sekolah Tinggi Ilmu Tarbiyah Togo Ambarsari Bondowoso
ISSN : 27972399     EISSN : 27972399     DOI : -
Core Subject : Education,
Other
Ambarsa adalah jurnal yang diterbitkan oleh Sekolah Tinggi Ilmu Tarbiyah Togo Ambarsari untuk peningkatan out-put penelitian sivitas akademik. Jurnal ini memuat kajian pendidikan Islam secara teoritis dan praktis sekaligus juga kaitannya dengan berbagai disiplin keilmuan lain secara interdisipliner atau multidisipliner. Tujuan adanya jurnal ini adalah melaksanakan diseminasi keilmuan dalam wujud distribusi hasil penelitian sekaligus bentuk konkret dari institusi ini dalam memberi kontirbusi keilmuan sekaligus pengamalannya terhadap masyarakat. Dengan demikian, jurnal ini memuat kajian pendidikan Islam dalam semua aspeknya mulai dari pendekatan, model, metode, strategi, tehnik serta lainnya, baik secara monodisiplin, interdisiplin atau pun multidisiplin keilmuan.
Arjuna Subject : Umum - Umum
Articles 54 Documents
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Strategic Development of Multidisciplinary-Based Islamic Education Curriculum: Approaches and Implications Pujianti, Etika; Subagiyo, Subagiyo; Salbiah, Siti; Nisrina, Dewi; Fahmi, Hairul; Saifullah, Ihsan
Ambarsa : Jurnal Pendidikan Islam Vol. 6 No. 1 (2026): Islamic Education
Publisher : Sekolah Tinggi Ilmu Tarbiyah Togo Ambarsari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59106/abs.v6i1.352

Abstract

This study aims to explore the strategic development of a multidisciplinary-based Islamic education curriculum, focusing on the approaches and implications for effective educational practices. The problem addressed is the challenge of integrating various disciplines within the Islamic education curriculum while maintaining the core values and objectives of Islamic teachings. The research adopts a qualitative case study approach, utilizing interviews, focus group discussions, and document analysis as data collection instruments. Data analysis follows the Miles and Huberman model, including data reduction, data display, and conclusion drawing. The findings indicate that the integration of multiple disciplines within Islamic education enhances students' critical thinking, problem-solving skills, and broader knowledge application. Teachers face challenges in adapting traditional teaching methods to interdisciplinary approaches, requiring ongoing professional development and curriculum support. The curriculum development process must consider local cultural contexts and the specific needs of students, ensuring relevance and engagement. Collaborative efforts between educational institutions, scholars, and policymakers are crucial to successfully implementing multidisciplinary-based Islamic education. Additionally, there is a need for further research to explore the long-term impact of such a curriculum on students' academic and personal development. Future studies should focus on evaluating the effectiveness of the multidisciplinary approach in various educational settings.
Active Deep Learner Experience as an Instructional Strategy in Qur’anic Learning: Links to Engagement, Comprehension, and Retention Sembiring, Srigunana; Harahap, Muhammad Riduan; Prasetyo, Rukmana
Ambarsa : Jurnal Pendidikan Islam Vol. 6 No. 1 (2026): Islamic Education
Publisher : Sekolah Tinggi Ilmu Tarbiyah Togo Ambarsari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59106/abs.v6i1.434

Abstract

This study aims to explore the implementation of the Active Deep Learner Experience (ADLX) method in Qur'anic learning, and to identify the supporting and hindering factors of its application. The research employs a qualitative approach with a descriptive design. Data was collected through in-depth interviews, participatory observations, and documentation involving the school principal, vice principal, Qur'an coordinator, Qur'an teachers, and 11th-grade students. The findings indicate that the application of the ADLX method in Qur'anic learning has fostered a more active, innovative, and enjoyable learning environment. The learning process is no longer teacher-centre but encourages the active involvement of students in understanding the meanings of Qur'anic verses. This is achieved through stages that include an opening, the core activities (which involve the practice of good manners, talaqqi memorization, and memorization reviews), and a closing with reflection. The supporting factors include adequate facilities and infrastructure, supporting extracurricular programs such as mukhayyam Al-Qur'an and MHQ, ongoing teacher training, and effective coordination among stakeholders. However, there are also hindering factors, including the lack of teacher understanding of the new method, the need for adaptation to the Merdeka Curriculum, and the demand for higher creativity from teachers. This research contributes to the development of more holistic and meaningful Qur'anic learning methods in line with the Merdeka Curriculum. The study also emphasizes the challenge of balancing innovation in pedagogy with teacher readiness and curriculum alignment, which are critical for the successful integration of new learning methods.
Counter-Radicalization Education Design as a Mitigation Strategy for Terrorism Among University Students Chanifah, Nur
Ambarsa : Jurnal Pendidikan Islam Vol. 6 No. 1 (2026): Islamic Education
Publisher : Sekolah Tinggi Ilmu Tarbiyah Togo Ambarsari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59106/abs.v6i1.436

Abstract

This research addresses the critical issue of radicalism within institutions of higher learning, focusing on Brawijaya University as a representative context where the phenomenon has reached alarming levels. Universities, as traditional incubators for the nation’s future leaders, are paradoxically being targeted by radical groups who use academic settings to disseminate extreme ideologies and broaden their organizational networks. This study aims to examine and formulate a comprehensive educational design to counteract radicalism within the university environment. Employing an empirical research methodology with a case study approach, data were gathered through in-depth interviews, systematic observations, and document analysis. The sample was selected by purposive and snowball sampling techniques to capture the perspectives of stakeholders most deeply affected by and involved in countering radicalism. The findings demonstrate that the counterradicalism educational model is characterized by its integration across multiple domains: curricular activities, supporting classes, extra-curricular initiatives, and the development of campus culture that fosters critical thinking, inclusivity, and tolerance. The study highlights the importance of a holistic and multifaceted approach, suggesting that long-term resilience against radicalism requires not only policy but also the ongoing engagement of the academic community through continuous educational intervention and proactive campus practices.
The Takror Method for Improving Qur’an Memorization Abilities of Pesantren Students Arifin, Zainal; El-Yunusi , Muhammad Yusron Maulana
Ambarsa : Jurnal Pendidikan Islam Vol. 6 No. 1 (2026): Islamic Education
Publisher : Sekolah Tinggi Ilmu Tarbiyah Togo Ambarsari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59106/abs.v6i1.462

Abstract

This study aims to analyze the planning, implementation, and the supporting and hindering factors of The Takror Method for enhancing Qur’an memorization among tenth-grade students. The method, a strategy in Qur’an memorization through regular repetition, strengthens memorization, minimizes mistakes, and helps students maintain their memorization in the long term. A descriptive qualitative approach with a case study design was used in this research. Data were collected through observation, interviews, and documentation, and analyzed using the Miles and Huberman model, which includes data reduction, data presentation, and conclusion drawing, with triangulation for validation. The findings revealed that the planning of the method was systematically structured through teacher guidance and a well-organized schedule. The implementation of the method to enhance the memorization skills of the students involved several stages, including reading the Qur’an repeatedly, memorizing incrementally, recalling without the mushaf, integrating memorized verses, reviewing old memorization, and presenting the memorization to the teacher. Supporting factors included student discipline, active teacher involvement, a conducive environment, a structured memorization schedule, and internal motivation. However, hindering factors consisted of differences in students' baseline abilities, monotony from repetition, time limitations, inconsistent independent review, and psychological challenges. Future research could explore ways to overcome these obstacles and investigate the long-term impact of the method on Qur’an memorization.

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