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All Journal Al Ishlah Jurnal Pendidikan Indonesian Journal of Community Services
Moh. Farhan
Universitas Islam Sultan Agung
Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Pemberdayaan Taman Pendidikan Al-Qur’an untuk Mencetak Kader Ulama seperti Lulusan Madrasah Ibtidaiyah dan Pesantren Sugeng Hariyadi; Sukijan Athoillah; Moh. Farhan
Indonesian Journal of Community Services Vol 4, No 2 (2022): November 2022
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/ijocs.4.2.199-211

Abstract

Masyarakat Lemah Mendak, Mijen, Semarang menghadapi permasalahan di bidang pendidikan islam bagi anak-anak. Mereka berharap Taman Pendidikan al-Qur`an (TPQ) dapat menjadi solusinya. Akan tetapi, harapan ini belum terpenuhi, meskipun sudah ada TPQ yang berjalan. Selain karena pengaruh pandemi, tenaga pengajar dan kurikulum adalah dua masalah terbesar yang dihadapi, karena sering terjadi pergantian pengajar dan ketidakpastian pedoman pelajaran. Pengabdian ini hadir dengan tujuan untuk memberikan sebuah konsep pendidikan TPQ yang meliputi persiapan SDM, termasuk guru pengajar dan kurikulum agar dapat berjalan dan memenuhi harapan masyarakat. Selain itu, pengabdian ini bermanfaat untuk menjadi media yang mempertemukan keinginan kuat  antara mitra pengabdian yang terdiri dari para pengusaha Muslim dengan para pakar pendidikan Islam untuk mengembangkan TPQ reguler menjadi sebuah TPQ-PK (Program Khusus). Menariknya, target output dan outcome program ini tidak hanya akan melahirkan generasi pembaca al-Qur`an, namun juga penghafal al-Qur`an 30 juz, hadis, dan literatur Islam.  Pengabdian ini mengacu pada metode diskriptif fenomenologis. Hasil nyata dari pengabdian ini adalah konsep pengembangan kurikulum TPQ yang meliputi grand design,mata pelajaran, metode, dan pendekatan pembelajaran. The Lemah Mendak community, Mijen, Semarang faces problems in the field of Islamic education for children. They hope that the Qur'an Education Park (TPQ) can be the solution. However, this expectation has not been met, even though there is already a TPQ running. Apart from the impact of the pandemic, teaching staff and curriculum are the two biggest problems faced, due to frequent teacher changes and uncertainty in lesson guidelines. This service is here with the aim of providing a TPQ education concept which includes the preparation of human resources, including teaching teachers and curriculum so that it can run and meet community expectations. In addition, this devotion is useful to become a medium that brings together the strong desire between service partners consisting of Muslim entrepreneurs and Islamic education experts to develop regular TPQ into a TPQ-PK (Special Program).
Implementing the Problem Posing Learning Model to Enhance Student Engagement and Higher-Order Thinking Skills (HOTS) in Islamic Education: A Case Study at Ma’had Al-Buus Al-Islamiah, Southern Thailand Aida Hayani; Moh. Farhan; Akhmad Zulfikar Khabibulloh; Ahsanul Fuadi; Muhammadnur Kora
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 3 (2025): SEPTEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i3.6845

Abstract

Student engagement and Higher-Order Thinking Skills (HOTS) are critical in Islamic education, particularly within traditional settings such as Ma’had Al-Buus Al-Islamiah, Southern Thailand. This study investigates the impact of the problem-posing learning model in enhancing these two dimensions. This quasi-experimental study employed a pretest-posttest control group design involving 80 tenth-grade students. Participants were divided into an experimental group (n = 40), which received instruction using the problem-posing model, and a control group (n = 40), which followed conventional teaching methods. Data were collected through classroom observations, validated HOTS tests, and engagement questionnaires. The findings reveal that the problem-posing model significantly improved both student engagement and HOTS. Engagement levels reached 91.6% in the experimental group compared to 67.8% in the control group. HOTS, measured through N-Gain scores, increased to 91.93% in the experimental group versus 84.90% in the control group. Statistical analyses confirmed the significance of these differences (p 0.05), with large effect sizes. The results suggest that the problem-posing model promotes active learning, critical thinking, and problem-solving, even within culturally traditional Islamic education environments. It aligns with constructivist and dialogical learning theories by fostering student-centered inquiry and deeper cognitive engagement. Implementing the problem-posing learning model in Islamic education settings can effectively enhance both engagement and higher-order thinking. These findings support the adoption of innovative pedagogies to improve student outcomes in religious and general educational contexts.
Co-Authors Ahsanul Fuadi Aida Hayani Akhmad Zulfikar Khabibulloh Muhammadnur Kora Sugeng Hariyadi Sukijan Athoillah