Ambarsa : Jurnal Pendidikan Islam

Islamic Education Quality Standards in Educational Institutions According to Thu'aimah’s Thought

Ansari Ansari — 2026-02-26

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.

Internalization of Islamic Boarding School Values in Forming Student’s Personalities

Mulyati Choirul Ilmah — 2026-02-25

This study examines the process of internalizing values as an effort to shape the students' character. The Islamic Boarding School instilled values of sincerity, discipline, independence, simplicity, and noble character through structured religious education and strict daily discipline. This process aims to build students' strong character aligned with Islamic values, enabling them to contribute positively to society. The study uses a qualitative phenomenological approach, with the researcher directly involved in the process of internalizing Islamic Boarding School values. The locus of this research is at Nurul Ikhlas Islamic Boarding School, Sidoarjo The findings show that the religious and disciplined environment, integrative curriculum, and active roles of caretakers and teachers as role models significantly support this internalization. However, challenges arise from students' diverse backgrounds and limited facilities, which hinder learning effectiveness. Collaboration between the Islamic Boarding School, parents, and the community is seen as essential in reinforcing this value internalization process. Students who have experienced education at this Islamic Boarding School report valuable experiences that enhance their personal qualities and readiness to face life’s challenges. Islamic Boarding School shapes students' character through the internalization of sincerity, discipline, independence, simplicity, and noble character, with a structured discipline approach, guidance from caretakers, and parental.

Counter-Radicalization Education Design as a Mitigation Strategy for Terrorism Among University Students

Nur Chanifah — 2026-02-26

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.

Strategic Development of Multidisciplinary-Based Islamic Education Curriculum: Approaches and Implications

Etika Pujianti — 2026-02-26

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

Srigunana Sembiring — 2026-02-26

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.

The Takror Method for Improving Qur’an Memorization Abilities of Pesantren Students

Zainal Arifin — 2026-02-26

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.

Aligning Education Policies Using Data to Improve Literacy, Numeracy, and Learning Outcomes

Nurhaeni Sikki — 2026-02-26

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.