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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 63 Documents
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Leveraging Positive Social Environments: Instructional Leadership Strategies for Building Caring Learners Millatul Islamiyah; Ida Nur Rahma Wati; Muhammad Pirlo Al Ghifary; Nur Qomari; Mardiyah
Ambarsa : Jurnal Pendidikan Islam Vol. 6 No. 2 (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.v6i2.468

Abstract

This study aims to investigate teacher instructional leadership strategies in leveraging positive social environments to foster caring characters among learners. Despite growing emphasis on academic excellence, contemporary educational settings frequently struggle with character deficits and low empathy among students, creating a critical gap in holistic student development. Utilizing a qualitative multi-site case study design, this research gathered empirical data from three distinct educational institutions. Data were collected through in-depth semi-structured interviews, classroom observations, and institutional document reviews involving school principals, teachers, and student representatives. The accumulated data were then analysed using a multi-site thematic analysis framework, which involved interactive data reduction, data display, and conclusion drawing. The findings reveal that instructional leaders effectively build caring characters by deliberately embedding prosocial values into the daily curriculum. Teachers successfully cultivate empathy by establishing collaborative classroom norms that encourage peer-to-peer support. And the optimization of a positive social environment is achieved through structured peer-mentoring programs that bridge diverse student backgrounds. The study demonstrates that modelling empathetic behaviour by educators serves as a primary catalyst for student behavioural transformation. Additionally, integrated school-community engagement initiatives significantly reinforce the sustainability of students' caring habits outside the classroom. Future research should consider a longitudinal quantitative approach to measure the long-term statistical impact of these social environmental strategies across larger, national-scale student populations.
Harmonizing Common Values and Theological Limits: An Islamic Perspective on Multiculturalism and Pluralism Firanita Putri; Normuslim Normuslim; Muslimah Muslimah
Ambarsa : Jurnal Pendidikan Islam Vol. 6 No. 2 (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.v6i2.486

Abstract

This study aims to examine the compatibility of multiculturalism and religious pluralism within an Islamic framework by synthesizing shared human values alongside firmly established theological boundaries. Despite the growing necessity for interfaith harmony in diverse societies, confusion persists regarding how Islam distinguishes between accepting social multiculturalism and endorsing religious pluralism that relativizes truth claims. To address this issue, the research adopts a qualitative conceptual approach relying on primary textual analysis of the Qur'an, Hadith, and classical theological literature. Data collection is conducted through a structured thematic literature search focused on Islamic jurisprudence, ethics, and contemporary socio-religious discourse. The collected textual evidence is then examined using critical discourse analysis and comparative content analysis to evaluate the boundaries of religious tolerance versus doctrinal exclusivity. The findings demonstrate that Islam strongly affirms multiculturalism through the Qur'anic concept of ta'aruf and the intrinsic dignity accorded to all human beings. Furthermore, Islamic tradition provides a robust framework for shared civic values, justice, and peaceful coexistence across diverse social and ethnic backgrounds. However, the study reveals a clear theological demarcation where mainstream Islamic scholarship critiques radical religious pluralism that seeks to equate distinct theological truth claims. The analysis underscores that respecting the rights of religious minorities does not require the dilution of core Islamic creed ('aqidah). Future research should empirically investigate how local Islamic institutions operationalize these theological boundaries within everyday civic engagement in multicultural urban environments.
Implementation of The Islamic Legal Maxim Al-Umūru bi Maqāṣidihā in Islamic Education Curriculum Planning Fajar Alfaris; Hermawan; Andy Fahmi Halim; Fikry Firmansyah
Ambarsa : Jurnal Pendidikan Islam Vol. 6 No. 2 (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.v6i2.489

Abstract

This study aims to analyze the implementation of the Islamic legal maxim al-umūru bi maqāṣidihā in the curriculum planning of Islamic education at Pondok Pesantren Imam Muslim Al-Atsary Kediri. The research employed a qualitative approach with a case study design. Data were collected through in-depth interviews, participatory observation, and documentation involving pesantren leaders, curriculum administrators, and teachers. The findings reveal that the curriculum planning process is systematically oriented toward maqāṣid-based educational objectives, particularly in shaping Islamic character, strengthening religious understanding, and developing students’ da‘wah orientation. The implementation of the maxim is reflected in the determination of learning objectives, selection of curriculum materials, structuring of educational levels, and formulation of student achievement targets aligned with Islamic values. The study also identifies a strong integration between formal curriculum and hidden curriculum through habituation, discipline, and pesantren culture as media for value internalization. Theoretically, this research contributes to the development of Islamic Education Management by strengthening curriculum planning frameworks based on qawāʿid fiqhiyyah and maqāṣid al-sharī‘ah. Practically, the findings suggest that Islamic educational institutions should position goal orientation as the primary foundation in curriculum development to ensure coherent, value-based, and holistic educational outcomes.  

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