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All Journal Jurnal Pema Tarbiyah AL-ADABIYAH: Jurnal Pendidikan Agama Islam
Rilliandi Arindra Putawa
Universitas Negeri Padang
Religion Education Other

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PENGUATAN KOMPETENSI IMAM DAN KHATIB MELALUI PELATIHAN METODE DAKWAH DAN PUBLIC SPEAKING BAGI REMAJA DI NAGARI HARAU KABUPATEN LIMA PULUH KOTA M. Yemmardotillah; Oktari Kanus; Riza Wardefi; Rahmi Wiza; Budi Santoso Wibowo; Sulaiman Sulaiman; Rilliandi Arindra Putawa; Aulia Hudamahya; Seprian Saputra
Jurnal Pema Tarbiyah Vol 4, No 2 (2025)
Publisher : UIN Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30829/pema.v4i2.4802

Abstract

Program pengabdian masyarakat ini bertujuan untuk memperkuat kapasitas generasi muda dalam memimpin ibadah dan berdakwah melalui pelatihan metode dakwah dan teknik public speaking bagi calon imam dan khatib di Nagari Harau, Kecamatan Harau, Kabupaten Lima Puluh Kota. Kegiatan ini dilatarbelakangi oleh lemahnya regenerasi imam dan khatib, di mana lebih dari 68% pemimpin keagamaan di Nagari Harau berusia di atas 50 tahun dan hanya 7% berusia di bawah 40 tahun. Pelatihan diikuti oleh 20 peserta remaja masjid dengan latar belakang pendidikan dan pengalaman yang beragam. Metode pelaksanaan mencakup ceramah, diskusi, simulasi khutbah, dan coaching clinic, yang dipandu oleh dua narasumber berkompeten. Evaluasi keberhasilan dilakukan melalui pre-test dan post-test pada sepuluh indikator utama. Hasil evaluasi menunjukkan peningkatan rata-rata skor dari 2.8 (56%) menjadi 4.1 (82%), dengan peningkatan tertinggi pada indikator kepercayaan diri saat berkhutbah sebesar 69.9%, diikuti keterampilan public speaking sebesar 60%. Pelatihan ini juga mampu menumbuhkan kader-kader muda yang siap berperan aktif dalam kegiatan keagamaan secara bertahap mengambil tanggung jawab sebagai imam dan khatib, sehingga keberlanjutan kepemimpinan masjid dapat terjaga. Program ini berkontribusi pada pencapaian Suitanable Development Goals  (SDGs), khususnya bidang pendidikan berkualitas dan kelembagaan yang kuat dan inklusif.
The Relationship Between Social Interaction in Islamic Boarding Schools and Students’ Independent Character Reza Marlius; Rilliandi Arindra Putawa
AL-ADABIYAH: Jurnal Pendidikan Agama Islam Vol. 7 No. 4 (2026): AL-ADABIYAH: Jurnal Pendidikan Agama Islam
Publisher : Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/adabiyah.v7i4.1467

Abstract

Purpose: This study examined the relationship between social interaction in an Islamic boarding school environment and students’ independent character at Modern Darussalam Koto Anau Islamic Boarding School, Solok Regency, West Sumatra, Indonesia. Method: The study used a quantitative cross-sectional correlational design. The population comprised all 46 students enrolled in grades 1 to 6 of Kulliyatul Mu’allimin al-Islamiyah, and all eligible students were included through total-enumeration sampling. Data were collected using Likert-type self-report questionnaires measuring social interaction and independent character, supported by institutional documentation used to confirm enrolment and eligibility. Descriptive statistics, Pearson correlation, and simple linear regression were performed using IBM SPSS Statistics version 25. Main Findings: Social-interaction scores ranged from 21 to 60, with a mean of 42.35 and a standard deviation of 9.53. Independent-character scores ranged from 12 to 40, with a mean of 26.41 and a standard deviation of 6.30. The regression model was statistically significant, F(1, 44) = 140.485, p < .001. Social interaction was positively associated with independent character (B = 0.577), and the model reported R² = .761. Novelty/Originality: This study provides institution-specific evidence from a modern Indonesian pesantren by examining social interaction as a residential-school contextual factor associated with independent character within Indonesian residential education settings. Contribution: The findings extend discussion of pesantren beyond religious and academic instruction by highlighting the potential developmental relevance of daily interactions among students, teachers, and peers. They also support sociocultural interpretations of learning and personal development through social participation. However, the cross-sectional design does not establish causality. Future multicentre longitudinal studies using validated multidimensional measures and multiple data sources are needed to clarify directionality, mechanisms, and generalizability.
School Support and Implementation Challenges in Congregational Duha Prayer: Perspectives of School Staff and Students at an Indonesian Junior High School Nesi Nofitri; Rilliandi Arindra Putawa
AL-ADABIYAH: Jurnal Pendidikan Agama Islam Vol. 7 No. 4 (2026): AL-ADABIYAH: Jurnal Pendidikan Agama Islam
Publisher : Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/adabiyah.v7i4.1482

Abstract

Purpose of the study: This study examined support and practical challenges in implementing congregational Duha prayer by integrating school staff accounts with student assessments. It also explored how favorable perceptions relate to reported implementation constraints without estimating causal effects. Method: An exploratory sequential mixed methods design combined interviews with the principal, Islamic Religious Education teachers, and guidance and counseling teachers, supported by observations and document review. Qualitative findings informed a questionnaire administered to 76 Grade IX students from a population of 94. Twenty-one items were retained after pilot screening. Qualitative data underwent reduction, display, and conclusion drawing, while quantitative responses were summarized using percentage scores. Main findings: Staff identified family involvement, established religious routines, and institutional arrangements as sources of support. Limited prayer space and water availability required two sessions and reportedly delayed some students. Student scores were highest for school policies (88.79%), followed by parental support (88.48%), student motivation (86.60%), teacher involvement (83.45%), environmental and peer influences (82.13%), and facilities and infrastructure (81.44%). All dimensions received favorable classifications, although facility constraints remained evident in staff accounts. These rankings describe perceptions rather than comparative causal influence. Novelty and originality: The study offers an integrated account of how positively assessed support can coexist with practical constraints. It distinguishes perceived support, implementation capacity, and the motivational meaning of participation, avoiding assumptions that regular attendance demonstrates internalized religious commitment. Contributions: The findings inform context-sensitive program evaluation and recommend reviewing prayer-space capacity, ablution arrangements, and student experiences while maintaining coordination among schools, teachers, and families. Evidence from a single school requires cautious interpretation and further comparative and longitudinal investigation. Its contribution lies in interpreting complementary perspectives rather than establishing program effectiveness or changes in character.
Co-Authors Aulia Hudamahya Budi Santoso Wibowo M. Yemmardotillah Nesi Nofitri Oktari Kanus Reza Marlius Riza Wardefi Seprian Saputra Sulaiman Sulaiman Wiza, Rahmi