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All Journal Jurnal Konseling Pendidikan Islam Khidmat: Journal Community Service
Nur Syarifuddin
Institut Hasan Jufri Bawean Gresik
Education Environmental Science Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Standarisasi Kompetensi Guru Taman Pendidikan Al-Qur’an melalui Metode An-Nahdliyah di TPQ Darush Shofa Perum Made Great Residence Lamongan Ahmad Hanif Fahruddin; Nur Syarifuddin; Hepi Ikmal
Khidmat: Journal of Community Service Vol 3 No 1 (2026): April, 2026
Publisher : Pusat Studi Kebijakan dan Tata Kelola Maritim, Universitas Maritim Raja Ali Haji

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31629/khidmat.v3i1.8416

Abstract

Kegiatan Pengabdian kepada Masyarakat ini bertujuan untuk meningkatkan kompetensi guru Taman Pendidikan Al-Qur’an (TPQ) melalui standardisasi pembelajaran berbasis Metode An-Nahdliyah di TPQ Darush Shofa Perum Made Great Residence Lamongan. Program ini dilatarbelakangi oleh pentingnya peningkatan mutu pembelajaran Al-Qur’an yang sistematis, seragam, dan terukur, khususnya dalam penguatan kemampuan guru pada aspek bacaan, makhraj, tajwid, tartil, serta teknik pembelajaran yang sesuai dengan karakteristik santri. Kegiatan ini dilaksanakan melalui kerja sama Fakultas Agama Universitas Islam Lamongan dengan An-Nahdliyah Kortan Lamongan, serta menghadirkan Ust. Abdul Hakim dan Ust. Rofiqul Himman dari Mabin An-Nahdliyah Langitan sebagai tutor utama. Metode pengabdian menggunakan pendekatan Participatory Action Research (PAR) yang dilaksanakan melalui beberapa tahapan, yaitu identifikasi kebutuhan mitra, pelatihan konseptual dan teknis, praktik terbimbing, refleksi bersama, serta evaluasi partisipatif. Hasil kegiatan menunjukkan bahwa guru TPQ mengalami peningkatan pemahaman dan keterampilan dalam menerapkan standar bacaan, ketepatan makhraj, kaidah tajwid, kelancaran tartil, teknik ketukan, pembelajaran klasikal, pendampingan individual, serta evaluasi perkembangan santri. Selain itu, kegiatan ini mendorong terbentuknya kesadaran profesional guru untuk menerapkan pembelajaran Al-Qur’an secara lebih disiplin, konsisten, dan sesuai dengan pedoman Metode An-Nahdliyah. Keberhasilan program dipengaruhi oleh keterlibatan aktif guru, kualitas pendampingan tutor, serta kemitraan kelembagaan yang saling mendukung antara perguruan tinggi, lembaga An-Nahdliyah, dan TPQ mitra. Dengan demikian, standardisasi guru TPQ berbasis Metode An-Nahdliyah dapat menjadi model penguatan mutu pendidikan Al-Qur’an berbasis komunitas yang berkelanjutan serta berpotensi direplikasi pada TPQ lain sesuai dengan kebutuhan dan konteks lokal masing-masing lembaga.
SOCIAL COGNITIVE PROCESSES IN THE FORMATION OF RELIGIOUS MODERATION AMONG ELEMENTARY SCHOOL STUDENTS: A QUALITATIVE CASE STUDY FROM MADURA, INDONESIA Ach. Sayyi; Ahmad Hanif Fahruddin; Afandi Afandi; Nur Syarifuddin
Jurnal Konseling Pendidikan Islam Vol. 7 No. 3 (2026): Jurnal Konseling Pendidikan Islam
Publisher : LP2M IAI Al-Khairat Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32806/jkpi.v7i3.1782

Abstract

Religious moderation is often presented in Indonesian Islamic education as a normative ideal, but less is known about how elementary-school children actually acquire moderation-oriented dispositions through everyday social experience. This study examines how social-cognitive processes within Islamic learning contribute to the formation of religious moderation among elementary-school students in Madura, East Java, Indonesia. A qualitative case-study design was used across selected elementary schools and Madrasah Ibtidaiyah representing public, private Islamic, and pesantren-based settings. Data were generated through semi-structured interviews, participant observation, and document analysis involving Islamic Religious Education teachers, homeroom teachers, school principals, students in Grades 4–6, and parents. The data were analysed thematically, with attention to observational learning, reciprocal interaction, social reinforcement, self-regulation, and contextual cultural meaning. Four interrelated mechanisms emerged: teacher exemplification, peer reinforcement, an inclusive school culture with religious habituation, and culturally grounded meaning-making. The findings indicate that children did not primarily articulate moderation as an abstract ideological concept; rather, they recognised it through observable practices such as respectful communication, helping peers, avoiding ridicule, accepting differences, and resolving disagreement without humiliation or violence. On this basis, the study develops the Social Cognitive Religious Moderation Internalization (SCRMI) framework, which conceptualises moderation as a socially learned and contextually reinforced disposition rather than a product of cognitive transmission alone. The contribution of the study lies in linking Social Cognitive Theory with culturally situated Islamic pedagogy and in specifying mechanisms through which moderation may become embedded in everyday school life.
Co-Authors Ach. Sayyi Afandi Fahruddin, Ahmad Hanif Ikmal, Hepi