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Ambarsa : Jurnal Pendidikan Islam
Published by Sekolah Tinggi Ilmu Tarbiyah Togo Ambarsari Bondowoso
ISSN : 27972399     EISSN : 27972399     DOI : https://doi.org/10.59106/abs
Core Subject :
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. Jurnal ini terbit secara berkala dalam periode 6 bulanan, yakni Pebruari dan Agustus. Hal ini tak lain adalah wujud kesungguhan sivitas akademik Sekolah Tinggi Ilmu Tarbiyah Togo Ambarsari Bondowoso dalam melaksanakan Tridharma Perguruan Tinggi secara komprehensif. e-ISSN 2797-2399
Arjuna Subject : -
Articles 60 Documents
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STRATEGI PEMBELAJARAN INTEGRATIF PENDIDIKAN AGAM ISLAM DAN BAHASA ARAB DALAM MEMBENTUK AKHLAK AL-KARIMAH SANTRI Moh. Ulum; Moh. Fachri; Saribudin Saribudin; Moch Dani Kurniawan
Ambarsa : Jurnal Pendidikan Islam Vol. 5 No. 2 (2025): Pendidikan Islam
Publisher : Sekolah Tinggi Ilmu Tarbiyah Togo Ambarsari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59106/abs.v5i2.423

Abstract

Penelitian ini dilatarbelakangi oleh kesenjangan antara penguasaan materi bahasa Arab dan Pendidikan Agama Islam (PAI) dengan praktik akhlak al-karimah santri di pesantren yang berdampak pada pembinaan karakter. Dilakukannya penelitian bertujuan untuk menganalisis strategi integrasi pembelajaran bahasa Arab-PAI dalam penanaman akhlak al-karimah serta mengidentifikasi faktor pendukung dan penghambatnya di Pondok Pesantren Mambaul Ulum Paiton. Metode yang digunakan adalah kualitatif dengan desain studi kasus. Data primer penelitian diperoleh melalui observasi, wawancara dengan guru bahasa Arab, guru PAI dan santri, serta dokumentasi perangkat ajar. Sedangkan data sekunder berasal dari arsip institusi dan literatur terkait. Analisis dilakukan dengan teknik reduksi, penyajian dan penarikan kesimpulan, disertai triangulasi teknik dan sumber untuk menjamin kredibilitas. Hasil menunjukkan integrasi diwujudkan melalui pemilihan teks Arab bertema akhlak, analisis kebahasaan yang diikuti pembacaan, diskusi reflektif, studi kasus adab, kolaborasi guru lintas mapel, umpan balik formatif, serta halaqah akhlak pascakelas. Strategi kontekstual menautkan teks dengan problem keseharian, misalnya adab berinteraksi, menjaga amanah dan resolusi konflik, sehingga meningkatkan kesadaran moral, empati dan komitmen santri. Faktor pendukung adalah kultur pesantren dan ketersediaan turats, sedangkan hambatan mencakup heterogenitas kemampuan bahasa Arab, keterbatasan evaluasi ranah afektif dan kepadatan jadwal kegiatan.
Islamic Education Quality Standards in Educational Institutions According to Thu'aimah’s Thought Ansari Ansari; Achmad Muhlis
Ambarsa : Jurnal Pendidikan Islam Vol. 6 No. 1 (2026): Islamic Religion Education
Publisher : Sekolah Tinggi Ilmu Tarbiyah Togo Ambarsari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59106/abs.v6i1.431

Abstract

The implementation of quality standards in Islamic education within educational institutions is a crucial aspect of modern educational management. This study adopts a qualitative approach with a library research method, analysing various relevant sources of literature. The findings reveal that the quality standards of Islamic education, according to Thu’aimah, are holistic and integral, encompassing spiritual, intellectual, moral, and social dimensions. These standards are implemented through stages of planning, implementation, evaluation, and quality control in educational management. The implementation is realized through the formulation of a vision and mission based on Islamic values, the development of an integrative curriculum, the implementation of Islamic-based learning, and continuous and holistic evaluation as a means of improving education quality. This study concludes that the ideas of Thu’aimah have strong relevance to contemporary educational quality management concepts and can serve as a conceptual foundation for managing Islamic educational institutions in a professional, sustainable manner, oriented toward the development of morally upright individuals. For future research, it is recommended to explore the practical challenges and success factors in applying these quality standards across various Islamic educational institutions with diverse cultural and regional contexts.
The Tradition of al-Qira’at and the Role of Qurra’: From Historical Codification to Its Application in Contemporary Islamic Education Muhammad Said; Ahmad Abdullah Faqih; Muhammad Shohib
Ambarsa : Jurnal Pendidikan Islam Vol. 6 No. 1 (2026): Islamic Religion Education
Publisher : Sekolah Tinggi Ilmu Tarbiyah Togo Ambarsari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59106/abs.v6i1.433

Abstract

Al-Qira’at is one of the key branches of Islamic knowledge that plays an essential role in comprehensively understanding the Qur'an. This study aims to historically examine the development of al-Qira’at or reading style and the role of Qurra’ who have been central figures in the transmission of the Qur'anic recitations. Employing a qualitative approach with a historical and descriptive-analytical methodology, this research analyzes both classical and contemporary literature on the science system of reading style. Unlike previous studies that primarily focused on the technical aspects of recitation, this research integrates historical, methodological, and educational dimensions, particularly in relation to contemporary Islamic education. The findings show that it began during the time of the Prophet Muhammad (PBUH) through the concept of the seven ahruf, and was subsequently codified by the prominent Reciters imams under strict standards that include three criteria: alignment with the Uthmanic script, conformity with Arabic linguistic rules, and an authentic chain of transmission. The seven main imams of Reading style—Nafi', Ibn Kathir, Abu 'Amr, Ibn 'Amir, 'Ashim, Hamzah, and Al-Kisai—established a robust transmission tradition that persists to this day. This research underscores the significance of it not merely as a technical matter of recitation but as an intellectual heritage that must be preserved and developed within the framework of modern Islamic education, especially through its integration into the curricula of Islamic boarding school and Islamic universities. The significance of this research lies in its ability to bridge the historical depth of it with its practical application in contemporary Islamic pedagogical practices.
Active Deep Learner Experience as an Instructional Strategy in Qur’anic Learning: Links to Engagement, Comprehension, and Retention Srigunana Sembiring; Muhammad Riduan Harahap; Rukmana Prasetyo
Ambarsa : Jurnal Pendidikan Islam Vol. 6 No. 1 (2026): Islamic Religion 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.
Quranic Memorization Obstacles and Pedagogical Intervention Strategic among Students of Tahfidz Institution Annisah Safitri; Mahasri Shobahiya
Ambarsa : Jurnal Pendidikan Islam Vol. 6 No. 1 (2026): Islamic Religion Education
Publisher : Sekolah Tinggi Ilmu Tarbiyah Togo Ambarsari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59106/abs.v6i1.435

Abstract

This study aims to analyze the challenges faced by female students from non-Islamic educational backgrounds in achieving Quranic memorization targets at Rumah Setia Putri Tahfidz Boarding School, Sukoharjo. The primary problem lies in the significant disparity in initial Quranic literacy, which hinders students from secular schools from meeting the standardized memorization pace of the institution. This research employs a qualitative descriptive approach to explore the lived experiences and pedagogical adaptations of these students. Data were collected through in-depth interviews, field observations, and documentation reviews involving students and tahfidz instructors. The gathered data were analyzed using thematic analysis, involving data reduction, display, and conclusion drawing to ensure interpretive validity. The findings indicate that students from non-Islamic backgrounds often struggle with basic recitation rules (tajwid), with some even requiring foundational instruction starting from the Iqra’ level. This lack of prior religious education causes a noticeable achievement gap compared to peers from Islamic elementary schools. However, intensive guidance through tahsin and talaqqi sessions has proven effective in helping these students bridge the competency gap. Furthermore, the implementation of personalized memorization targets allows students to progress according to their individual capacities without excessive psychological pressure. Internal obstacles such as laziness, perceived difficulty of memorization, and lack of focus remain prevalent challenges. Future research should investigate the long-term retention rates (muraja’ah) of students from secular backgrounds compared to those with formal religious foundations.
Counter-Radicalization Education Design as a Mitigation Strategy for Terrorism Among University Students Nur Chanifah
Ambarsa : Jurnal Pendidikan Islam Vol. 6 No. 1 (2026): Islamic Religion 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.
ANALISIS EKSPLORATIF-PEDAGOGIS TERHADAP PENGEMBANGAN ISLAM MODERAT DALAM PENDIDIKAN ISLAM Nur Wahidah
Ambarsa : Jurnal Pendidikan Islam Vol. 5 No. 2 (2025): Pendidikan Islam
Publisher : Sekolah Tinggi Ilmu Tarbiyah Togo Ambarsari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59106/abs.v5i2.446

Abstract

Artikel ini bertujuan untuk mengeksplorasi secara analitik terhadap pengembangan Islam moderat dalam pendidikan Islam serta tantangan dan peluang pedagogis yang menyertainya. Pasalnya, di tengah arus globalisasi, pluralitas budaya, dan meningkatnya kompleksitas persoalan sosial-keagamaan, pendidikan Islam dituntut untuk melampaui orientasi transmisi ajaran normatif menuju pengembangan pemahaman keagamaan yang reflektif, kontekstual, dan bertanggung jawab secara sosial. Penelitian ini menggunakan pendekatan kualitatif dengan metode studi kepustakaan yang dilakukan melalui analisis kritis terhadap artikel ilmiah, buku akademik, dan dokumen kebijakan yang relevan dengan wacana Islam moderat dan pendidikan Islam. Hasil penelitian ini menunjukkan bahwa Islam moderat berkembang sebagai paradigma keagamaan yang menekankan keseimbangan, toleransi, keadilan, dan kontekstualitas ajaran Islam dalam kehidupan sosial. Namun demikian, implementasinya dalam pendidikan Islam masih menghadapi tantangan berupa dikotomi epistemologis, resistensi normatif, serta keterbatasan kompetensi pedagogik pendidik. Di sisi lain, terdapat peluang pedagogis yang signifikan melalui penguatan kurikulum, pengembangan pedagogik reflektif dan dialogis, serta peningkatan profesionalisme guru. Artikel ini menegaskan bahwa kajian Islam moderat memiliki potensi besar sebagai kerangka pedagogis transformatif dalam membangun pendidikan Islam yang relevan dengan realitas sosial kontemporer.
Aligning Education Policies Using Data to Improve Literacy, Numeracy, and Learning Outcomes Nurhaeni Sikki; Novi Anggraini; Iqbal Hidayatullah; Aldersi Redo Anryat Sembiring; Billy Hermanto; Irvinni Rizky Ramadanty
Ambarsa : Jurnal Pendidikan Islam Vol. 6 No. 1 (2026): Islamic Religion Education
Publisher : Sekolah Tinggi Ilmu Tarbiyah Togo Ambarsari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59106/abs.v6i1.447

Abstract

This study aims to evaluate the effectiveness of central government policies in shaping educational outcomes, particularly as reflected in the results of the 2024-2025 Education Report Card. By focusing on key indicators such as literacy, numeracy, and overall learning quality, this research seeks to understand not only improvements in student performance but also the broader implications of policy implementation across different educational levels. Using a qualitative approach, the study analyzes secondary data to identify trends and patterns that reveal both the successes and shortcomings of current educational strategies. The findings indicate notable improvements in primary school numeracy, which increased by 7.95 points, and literacy, which rose by 1.65 points. However, the quality of learning, as measured by classroom practices and pedagogical effectiveness, experienced a decline of 2.23 points. At the junior high school level, a similar trend emerges: numeracy scores improved by 2.77 points, while literacy slightly decreased by 0.18 points, and learning quality dropped by 0.75 points. These results suggest that while students are achieving higher scores in measurable areas such as literacy and numeracy, these gains are not translating into improved educational experiences, likely due to the prevalence of “teaching to the test” strategies. Consequently, the region continues to rank among the lowest nationally in terms of holistic educational quality. Future research should explore more structured clinical mentoring models and emphasize continuous monitoring of regional education policies to ensure sustainable and meaningful improvements in educational quality.
Optimizing Teacher Performance through Internalization of Maslow and Herzberg’s Motivation Theories Aura Vista Prasasti; Mulyawan Shafwandy Nugraha
Ambarsa : Jurnal Pendidikan Islam Vol. 6 No. 1 (2026): Islamic Religion Education
Publisher : Sekolah Tinggi Ilmu Tarbiyah Togo Ambarsari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59106/abs.v6i1.449

Abstract

This study aims to analyse the application of Maslow’s and Herzberg’s motivation theories in improving teacher performance at Madrasah. The research adopts a qualitative approach with a case study design. Data were collected through in-depth interviews, observations, and documentation involving teachers and the headmaster. The findings indicate that teachers' work motivation is predominantly influenced by intrinsic factors, social climate, and religious values rather than financial incentives. Verbal appreciation from the headmaster, social cohesion among teachers, harmonious relationships with students, and the religious meaning of teaching as an act of worship are the key drivers of work enthusiasm. Analysis using Maslow's hierarchy of needs revealed that most teachers have reached the level of self-actualization, while Herzberg’s two-factor theory emphasized that motivators have a more substantial influence than hygiene factors. The study resulted in the development of an Integrative-Religious Work Motivation Model, which emphasizes strengthening intrinsic motivation, fulfilling social-hygiene needs, and fostering transformative-religious leadership. The study recommends that future research focus on the development of motivation measurement instruments based on Islamic values and conduct comparative studies across different Islamic educational institutions to better understand the broader applicability of these motivational frameworks. Additionally, exploring the role of school leadership in nurturing a supportive and motivating work environment could provide valuable insights for further enhancing teacher performance in Madrasah settings.
The Takror Method for Improving Qur’an Memorization Abilities of Pesantren Students Zainal Arifin; Muhammad Yusron Maulana El-Yunusi
Ambarsa : Jurnal Pendidikan Islam Vol. 6 No. 1 (2026): Islamic Religion 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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