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All Journal Journal of Community Development Suhuf: International Journal of Islamic Studies
Eka Nur Mistiawati
Universitas Muhammadiyah Surakarta
Religion Computer Science & IT Economics, Econometrics & Finance Education Law, Crime, Criminology & Criminal Justice Nursing Public Health Social Sciences

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Synergy in Building an Islamic Generation: Strengthening Arabic Language Proficiency through the Gombak Utara Learning Center, Kuala Lumpur, Malaysia Nurul Latifatul Inayati; Mohammad Zakki Azani; Yeti Dahliana; Mujazin Mujazin; Muh. Nur Rochim Maksum; Abil Fida Muhammad Qois Al Hadi; Fadhilla Nangroe Anggraini; Fadhia Ananda; Ellynia Eva Kusuma Dewi; Bella Misbahati Putri; Habibi Fadzlurrahman; Eka Nur Mistiawati
Journal of Community Development Vol. 6 No. 1 (2025): August
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/comdev.v6i1.1708

Abstract

The purpose of this community service program is to improve Arabic language skills while strengthening Islamic values among Indonesian migrant children at Sanggar Bimbingan Gombak Utara, Kuala Lumpur, Malaysia. This program was designed to address the problems of low Arabic literacy, limited teaching methods, and weak understanding of Al-Islam and Kemuhammadiyahan (AIK) among diaspora children. Through this initiative, it is expected to foster a young generation with basic Arabic proficiency, strong religious understanding, and confidence in maintaining their Islamic identity within a multicultural environment. The implementation method applied a participatory approach consisting of identification, planning, implementation, evaluation, and reflection stages. Several learning strategies were employed, including Joyful Learning Arabic, Al-Lughah wa Al-Hayah, Pelita Hikmah, Quiz Cahaya Iman, and Sanggar Qur’an. The activities were conducted interactively, involving lecturers, students, local teachers, and PRIM Malaysia to ensure program sustainability. The results show significant improvements both academically and socio-spiritually. Academically, children’s vocabulary mastery, simple conversation skills, and Qur’anic recitation with tajwid improved based on pre-test and post-test results. Socially, the program fostered greater self-confidence, active participation, and a stronger sense of community. Spiritually, the internalization of Islamic values was reflected in children’s daily attitudes and behavior. The program also produced simple teaching modules, online mentoring, and collaborative networks to support sustainability. Thus, this initiative not only addressed short-term needs but also built a relevant, sustainable learning ecosystem that can be replicated in other diaspora communities..
Teacher Competency in Applying Assessment for Islamic Education Learning in the Digitalisation Eka Nur Mistiawati; Nurul Latifatul Inayati; Mohamed Iyas Valarthodi; I Irshad
Suhuf: International Journal of Islamic Studies Vol. 37 No. 1 (2025): May
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/suhuf.v37i1.8644

Abstract

The era of digitalisation has transformed the learning assessment process, especially in Islamic Religious Education (PAI). Teachers’ competence in carrying out assessments integrating digital technology with Islamic values is a determining factor in the effectiveness of learning evaluation. This study aims to analyse teachers' competence in conducting Islamic Education learning assessments, identify effective assessment criteria, and examine the implementation of Islamic Education assessments in the digital era. This research uses a descriptive qualitative approach with a phenomenological method, using data collection techniques through interviews, observation and documentation at SMP Muhammadiyah PK Kotabarat Surakarta. PAI teachers’ competence in assessment still needs continuous strengthening. The implementation of Computer-Based Tests (CBT) for PAI shows a significant transformation in the evaluation process, although it still faces technical and pedagogical challenges. The school implemented a comprehensive strategy to address teachers' competency gaps through periodic evaluations, deliberation forums, and continuous training. Developing teachers’ competencies in PAI assessment in the digital era requires the integration of pedagogical, technological and analytical skills supported by continuous professional development programs.
Co-Authors Abil Fida Muhammad Qois Al Hadi Bella Misbahati Putri Ellynia Eva Kusuma Dewi Fadhia Ananda Fadhilla Nangroe Anggraini Habibi Fadzlurrahman I Irshad Mohamed Iyas Valarthodi Mohammad Zakki Azani Muh Nur Rochim Maksum Mujazin Nurul Latifatul Inayati Yeti Dahliana