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All Journal Jurnal Inovasi dan Pengembangan Hasil Pengabdian Masyarakat Assyfa Journal of Islamic Studies
Rahmat Rahmat
Universitas KH Abdul Chalim, Indonesia
Religion Education Languange, Linguistic, Communication & Media Social Sciences Other

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Strengthening Character Education and Sustainable Futures through Islamic Education Curriculum: An Educational Capacity-Building Program for Educators Akhmad Sirojuddin; Rahmat Rahmat
Jurnal Inovasi dan Pengembangan Hasil Pengabdian Masyarakat Vol. 3 No. 2 (2025): Jurnal Inovasi dan Pengembangan Hasil Pengabdian Masyarakat (December)
Publisher : CV. BImbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/jip-dimas.v3i2.1342

Abstract

Rapid global changes require educational approaches that connect sustainability awareness with character formation, cultural identity, and responsible global citizenship. This community engagement activity aimed to strengthen educators’ understanding of the interrelationships among environmental literacy, character education, local wisdom, global citizenship, and sustainable futures through educational dissemination and academic capacity building. The activity was conducted within the International Conference at FTIK IAIN Kendari in 2025 using an educational dissemination approach consisting of material preparation and contextualization, structured academic presentation, interactive exchange and reflection, and synthesis of educational implications. Activity documentation and presentation materials were descriptively analyzed to identify the principal educational perspectives communicated during the session. The activity highlighted four interconnected orientations: local wisdom and character education as foundations for sustainable futures; culturally rooted global citizenship characterized by strong character, cultural roots, global understanding, and social responsibility; contextual and integrated learning for connecting educational content with real-life and global challenges; and multi-stakeholder collaboration involving educational institutions, families, communities, technology, and government. These findings indicate that academic capacity-building forums can provide meaningful spaces for integrating sustainability discourse with culturally grounded educational perspectives, although the activity did not measure changes in participants’ competence or classroom practices. The activity therefore contributes a Sustainable Futures-Oriented Educational Capacity-Building Perspective as a conceptual foundation for subsequent collaborative workshops, classroom implementation, and systematic evaluation
Integrating Digital Mind Mapping into the Islamic Education Curriculum: A Capacity-Building Program for Madrasah Teachers Akhmad Sirojuddin; Rahmat Rahmat
Jurnal Inovasi dan Pengembangan Hasil Pengabdian Masyarakat Vol. 4 No. 1 (2026): Jurnal Inovasi dan Pengembangan Hasil Pengabdian Masyarakat (Juni)
Publisher : CV. BImbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/jip-dimas.v4i1.1343

Abstract

Digital transformation in madrasah education requires teachers to integrate technology with pedagogical and curricular needs rather than merely acquire basic technical skills. This community engagement program aimed to strengthen teachers' capacity to integrate digital Mind Mapping into the Islamic education curriculum at MI Al-Islamiyah Wonoplintahan, Prambon, Sidoarjo. The program employed a participatory training and mentoring approach combining conceptual orientation with hands-on practice in designing curriculum-aligned digital Mind Maps. Twelve madrasah teachers participated in activities involving curriculum mapping, visual organization of learning concepts, digital media authoring, guided practice, and peer-based reflection. The program facilitated the development of digital Mind Mapping skills and curriculum-oriented learning media across subject areas, including Islamic Education and Qur'an-Hadith. The integration of visual knowledge mapping with Islamic education content provided a practical pathway for transforming text-dominated curricular materials into more structured, contextual, and interactive learning resources. The activity indicates that curriculum-oriented digital capacity building can support madrasah teachers in connecting technological competence with pedagogical practice while maintaining the distinctive educational context of Islamic primary education. Future programs should strengthen longitudinal mentoring and classroom-based evaluation to examine the sustainability and educational impact of digital Mind Mapping integration.
Transforming Islamic Education Curriculum: Integrating Kiai Authority and Educational Technology through an Integrative Literature Review Akhmad Sirojuddin; Rahmat Rahmat
Assyfa Journal of Islamic Studies Vol. 2 No. 3 (2024): Assyfa Journal of Islamic Studies
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/ajis.v2i3.541

Abstract

Islamic education faces increasing pressure to respond to technological change while preserving the religious values, pedagogical traditions, and cultural authority that characterize its curriculum. This study examines how kiai authority and educational technology can be conceptually integrated within the transformation of Islamic education curriculum. An integrative literature review was employed to synthesize scholarly publications addressing Islamic education curriculum, kiai authority, pesantren educational practices, and technology-supported learning. Relevant studies were systematically identified, screened, categorized, and interpreted through thematic synthesis to reveal relationships among curriculum orientation, religious authority, pedagogical adaptation, and technological integration. The review identifies three interconnected patterns. First, kiai authority functions as a value-oriented foundation that influences curriculum direction, legitimacy, and pedagogical adaptation in Islamic educational institutions. Second, educational technology provides opportunities for expanding learning access, instructional flexibility, and curriculum delivery, but its adoption requires contextual alignment with institutional values and pedagogical traditions. Third, sustainable curriculum transformation emerges not from replacing traditional structures with technology, but from integrating technological innovation within culturally and religiously grounded educational practices. The study proposes an integrative framework positioning kiai authority as a normative-pedagogical anchor and educational technology as an adaptive instrument for Islamic education curriculum transformation.
PERAN GURU PENDIDIKAN AGAMA ISLAM DALAM MEMBENTUK KARAKTER MULTIKULTURAL PADA ERA GENERASI ALPHA DI MA MA’ARIF ROUDLOTUT THOLIBIN KOTA METRO PROVINSI LAMPUNG Akhmad Sirojuddin; Rahmat Rahmat
Assyfa Journal of Islamic Studies Vol. 4 No. 2 (2026): Assyfa Journal of Islamic Studies
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/ajis.v4i2.968

Abstract

Islamic education curriculum transformation under the Merdeka Belajar policy presents a distinctive challenge for remote pesantren, where demands for curricular flexibility, digital adaptation, and twenty-first-century competencies intersect with established Islamic epistemologies and institutional traditions. This study examines the Merdeka Belajar paradox in remote pesantren by synthesizing evidence from previous empirical studies and relevant literature on Islamic education curriculum transformation. A mixed evidence approach was organized through the Context-Input-Process-Product (CIPP) framework and supported by Fuzzy Synthetic Evaluation (FSE) as an analytical lens for interpreting multidimensional and uncertain evaluative evidence. The synthesis indicates that curricular autonomy creates opportunities for contextualized, project-oriented, and competency-based learning, yet its implementation remains constrained by unequal infrastructure, educator readiness, digital resources, and institutional capacity. The evidence further suggests that curriculum transformation cannot be evaluated solely through cognitive and technological outcomes because pesantren education simultaneously emphasizes spiritual formation, religious traditions, kitab kuning learning, and the pedagogical authority of kiai. These tensions constitute the Merdeka Belajar paradox: greater curricular flexibility does not automatically produce effective transformation when institutional capacity and local educational values are insufficiently accommodated. The study proposes a hybrid contextual Islamic curriculum framework integrating national competencies, contextual pedagogy, institutional capacity, and pesantren epistemological traditions
Beyond Conventional Literacy: Embedding Algorithmic Religious Literacy into Islamic Madrasah Curriculum through a Participatory Action Research-Informed Framework Akhmad Sirojuddin; Rahmat Rahmat
Assyfa Journal of Islamic Studies Vol. 3 No. 3 (2025): Assyfa Journal of Islamic Studies
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/ajis.v3i3.1314

Abstract

In the era of artificial intelligence and algorithmically curated information, Islamic madrasahs face growing challenges in preparing students to evaluate digital religious content critically while preserving established ethical and epistemic traditions. This study examines the integration of Algorithmic Religious Literacy (ARL) into Islamic madrasah curriculum through a Participatory Action Research-informed framework. Using an integrative literature review and mixed evidence synthesis of studies published between 2015 and 2025, the research analyzes evidence on Islamic education curriculum, digital pedagogy, madrasah learning, participatory action research, algorithmic literacy, and digital ethics. Findings indicate that effective ARL requires more than technical device fluency or conventional digital literacy. Four interconnected curriculum components emerged from the synthesis: algorithmic awareness, digital source verification through tabayyun, critical evaluation of AI-generated and algorithmically amplified religious content, and digital Islamic ethics. The review also shows that participatory principles can strengthen curriculum relevance by positioning teachers and learners as reflective co-designers of contextual learning activities. Based on these findings, the study proposes an ARL curriculum framework that integrates critical digital pedagogy with Islamic epistemic principles. This framework offers a contextual pathway for transforming madrasah literacy from passive textual reception toward critical, ethical, and reflective engagement with algorithmic religious information in digital environments.
Co-Authors Akhmad Sirojuddin