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All Journal Filantropis: Jurnal Pengabdian kepada Masyarakat Literaturia: Journal of Linguistics, Literature, and Language Teaching
Johara Indrawati
Universitas Islam Internasional Darullughah Wadda’wah, Pasuruan
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Education Engineering Library & Information Science Social Sciences Other

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Pendampingan Kegiatan Keagamaan Untuk Membentuk Karakter Religius Pada Siswa SMK di Wilayah Pesisir Johara Indrawati
Filantropis: Jurnal Pengabdian kepada Masyarakat Vol. 1 No. 2 (2025): December
Publisher : Universitas Islam Internasional Darullughah Wadda'wah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38073/filantropis.v1i2.3570

Abstract

The objective of this Community Service (PkM) activity is to mentor religious activities aimed at shaping the religious character of students at Arjasa Kangean Vocational High School (SMK), Sumenep Regency, located in the coastal area. The background of this activity is the existing character crisis in education and the urgent need to instill religious values through consistent habituation, considering that SMK Arjasa had never organized religious activities since its establishment in 2017. The implementation method was carried out through three stages: observation, execution, and evaluation, spanning from January 2 to January 25, 2024. The mentoring activities included routine congregational Dhuhr prayers, regular Islamic studies, and the provision of social assistance to the underprivileged community. The results of the PkM show a positive impact on the students, namely increased discipline and obedience in performing prayers, acquisition of new religious knowledge, and the growth of caring and mutual help attitudes towards the surrounding environment through social service activities. This mentoring program is recommended for continuation so that the students' religious character is sustainably embedded.
English Learning Challenges among Islamic Religious Education Students in Pesantren-Based Universities: A Contextual EFL Perspective Johara Indrawati
Literaturia: Journal of Linguistics, Literature, and Language Teaching Vol. 1 No. 1 (2026): April
Publisher : Lembaga Pengembangan Penelitian, Pengabdian, dan Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38073/literaturia.v1i1.4652

Abstract

English language proficiency is increasingly important in teacher education programs, as it enables prospective teachers to access global pedagogical knowledge and engage in professional learning communities. However, non-English majors at faith-based institutions often face challenges in learning English. This qualitative study examines the English language learning challenges experienced by Islamic Religious Education (PAI) students at a pesantren-based university in Indonesia. Using semi-structured interviews, reflective writing, and classroom observations involving 24 PAI students, the study employed thematic analysis to explore linguistic difficulties, contextual barriers, and tensions between English language learning and professional identity formation. Using semi-structured interviews, reflective writing, and classroom observations involving 24 PAI students, the study employed thematic analysis to explore linguistic difficulties, contextual barriers, and tensions between English language learning and professional identity formation. The findings suggest that challenges to learning English extend beyond linguistic limitations to include institutional marginalization of English, limited disciplinary relevance, and a hierarchical language ideology that prioritizes Arabic over English. These challenges influence students' motivation and perceptions, as they consider English secondary to their future teaching roles. This study advocates for a contextualized English as a Foreign Language (EFL) approach to teacher education, proposing an English for Islamic Teacher Education orientation that aligns language learning with Islamic pedagogical practices. Implications for teacher educators, curriculum developers, and policymakers seeking to develop linguistically inclusive and contextually sensitive teacher education programs are discussed.
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