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All Journal DEVELOPMENT : Journal of Community Engagement Tahiro: Journal of Peace and Religious Moderation
Suparlan
Universitas Nahdlatul Wathan Mataram
Religion Humanities Law, Crime, Criminology & Criminal Justice Social Sciences Other

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PENGUATAN LITERASI BAHASA ARAB MELALUI PENDAMPINGAN KETERAMPILAN IMLĀ' BAGI SANTRI PEMULA DI MA NW MATARAM Wira Purwata; Suparlan; Munawirsazali; Zubaidi
DEVELOPMENT: Journal of Community Engagement Vol. 5 No. 2 (2026): Juni
Publisher : LPPM STAI Muhammadiyah Probolinggo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46773/je536908

Abstract

The low level of imlā’ (Arabic dictation) skills remains one of the major obstacles in strengthening Arabic literacy among beginner students in Islamic schools. This condition was also identified among beginner students at MA NW Mataram, who experienced difficulties in writing Arabic letters correctly, connecting letters, applying vowel marks, and composing Arabic words and sentences according to orthographic rules. This community engagement program aimed to improve students' imlā’ skills, strengthen basic Arabic literacy, and enhance learning motivation through structured mentoring activities. The program employed the Participatory Learning and Action (PLA) approach, consisting of preliminary observation, needs assessment, module development, pre-test, mentoring through short lectures, demonstrations, repetitive drills, peer tutoring, direct practice, and post-test evaluation. The results indicated a significant improvement in participants' imlā’ skills, with the average score increasing from 60.5 in the pre-test to 84.3 in the post-test, representing a 39.3% improvement. In addition, participants demonstrated higher learning motivation, greater classroom participation, and improved Arabic writing competence. Teachers and school administrators also expressed positive responses toward the program. Therefore, the mentoring model proved effective in strengthening Arabic literacy through improving imlā’ skills and has the potential to be implemented sustainably in other Islamic educational institutions.
GLOBAL COMMUNICATION ETHICS AND DIGITAL LITERACY: BUILDING A MODERATE VIRTUAL LEARNING SPACE IN THE CYBER ERA Soni Ariawan; Jumarim; Akhmad Asyari; Suparlan
Tahiro : Journal of Peace and Religious Mederation Vol. 3 No. 1 (2026): Religious Moderation Across Clinical, Cultural, and Digital Spheres
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/tahiro.v3i1.15521

Abstract

This research examines the convergence of global communication ethics and digital literacy within the context of English Language Teaching (ELT) in the cyber era, grounded in the values of Islamic moderation (Islam Washathiyah). The study takes the form of an analytical-critical literature review reinforced by global empirical data on the contemporary digital landscape. The main conceptual contribution of this research lies in the repositioning of Washathiyah: not merely as a complementary value or ethical qualifier to existing Western frameworks of digital literacy and intercultural competence, but as an epistemological principle that reshapes how those frameworks are understood and operationalized. By integrating the Spectrum Concept of the Self theory, the framework of intercultural communicative competence, and critical digital literacy models, this research argues that the greatest threats within the digital ecosystem ranging from disinformation and hate speech to online radicalization are manifestations of a systemic ethical crisis. Data show that Indonesia, with 212 million active internet users and a digital literacy ranking of 64th out of 100 countries, stands at a critical crossroads between digital opportunity and threat. The findings identify three Washathiyah-based protective mechanisms that are genuinely novel in their framing: (1) critical digital literacy as an epistemological shield against disinformation, rooted in the principle of tabayyun rather than merely borrowed from it; (2) intercultural communicative competence grounded in the values of ta'aruf and tasamuh, which reconstructs not merely supplements Byram's ICC model; and (3) the design of a moderate virtual learning space (the WASH Framework), which positions teachers as facilitators of digital ethics. The implications of this research extend beyond the ELT context and offer a framework for the entire Muslim educational ecosystem in the cyber era.
Co-Authors Akhmad Asyari Jumarim Munawirsazali Soni Ariawan Wira Purwata Zubaidi