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All Journal Jurnal Pengabdian kepada Masyarakat Desa (JPMD) Journal of Educational Management Research
Fadhil Akbar
Institut Agama Islam Faqih Asy'ari Kediri, Indonesia
Humanities Education Environmental Science Nursing Social Sciences

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Pelatihan dan Pendampingan Santri Husada Pos Kesehatan Pesantren dalam Pertolongan Pertama pada Kecelakaan di Pondok Pesantren Darussalam Sunariyatul Iqlimah; Fadhil Akbar
Jurnal Pengabdian kepada Masyarakat Desa (JPMD) Vol 1 No 1 (2020): JPMD
Publisher : LP3M IAIFA Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1149.913 KB)

Abstract

Pos Kesehatan Pesantren merupakan salah satu wujud Upaya Kesehatan Bersumberdaya Masyarakat (UKBM) di lingkungan pondok pesantren, dengan prinsip dari, oleh dan warga pondok pesantren, yang mengutamakan pelayanan promotif (peningkatan) dan preventif (pencegahan) tanpa mengabaikan aspek kuratif (pengobatan) dan rehabilitatif (pemulihan kesehatan). Bertujuan agar warga pondok pesantren mengetahui dan mengerti masalah kesehatan yang dihadapi, dan diharapkan dapat merencanakan dan melakukan upaya pemecahannya dengan memanfaatkan potensi yang sesuai situasi, kondisi, dan kebutuhan pondok pesantren tersebut. Agar terwujud perjalanan Pos Kesehatan Pesantren yang efektif dan efisien dibutuhkan santri husada yang benar-benar mahir.Kecelakaan dapat terjadi dimana saja, dan kapan saja.Siap siaga merupakan landasan bagi setiap orang untuk melakukan pertolongan pertama pada kecelakaan.Kemampuan pertolongan pertama pada kecelakaan (P3K) merupakan hal dasar yang harus dimiliki oleh setiap orang, terutama untuk siswa/siswi pada saat masih dibangku sekolah, sebagai bekal saat siswa/siswi nantinya di luar sekolah dan dilingkungan masyarakat.
Transforming Islamic Moral Education: Applying Problem-Based Learning to Address Youth Socioreligious Issues Siti Ma'rifah; Moh. Irmawan Jauhari; Ahmad Khoirul Mustamir Mustamir; Fadhil Akbar; Aji Wahyudin
Journal of Educational Management Research Vol. 5 No. 4 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i4.2783

Abstract

This study examines how Problem-Based Learning (PBL) in Islamic Religious Education (IRE) addresses adolescents’ socioreligious challenges. Indonesian Muslim students navigate digital misconduct, peer problems, and cultural tensions requiring moral judgment. Conventional text-centered instruction may provide normative knowledge without developing ethical reasoning, social responsibility, or religious resilience. A qualitative case study was conducted at a pesantren-based high school in East Java, Indonesia. Data were collected through interviews, classroom observations, focus groups, and document analysis, thematically analyzed through condensation, display, and verification. First, PBL shifted students from memorizing religious texts toward contextual digital ethical reasoning. Students applied tabayyun and responsible speech to hoaxes, cyberbullying, online gambling, and social-media behavior. Second, PBL broadened piety from ritual observance toward empathy, inclusion, peer support, and environmental responsibility. Students interpreted ukhuwah Islamiyah as an obligation for care. Third, PBL created a safe space for discussing identity, popular culture, and relationships. Facilitated dialogue helped students resolve religious dissonance without abandoning Islamic principles. The study contributes a contextual-dialogic model integrating ethical reasoning, social piety, and religious resilience. Practically, it supports case-based curricula, facilitative teacher development, and student support.
Constructing Character: The Implementation of Constructivist Learning in Islamic Moral Education Afida Fitrotul Mu'afah; Moh. Irmawan Jauhari; Ahmad Khoirul Mustamir; Fadhil Akbar; Aji Wahyudin
Journal of Educational Management Research Vol. 5 No. 5 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i5.2852

Abstract

This study aimed to examine how constructivist learning was planned, implemented, and evaluated in Akidah Akhlak instruction and how it contributed to students’ character formation. Moral education remains dominated by memorization, creating a gap between religious knowledge and conduct. Constructivist pedagogy offers contextual, dialogic, and reflective learning for developing moral reasoning and value internalization. A qualitative single-case study was conducted at Madrasah in east Java. Data were collected through nonparticipant observations, semi-structured interviews, and document analysis, then analyzed using condensation, display, and verification. Findings showed that moral dilemmas activated prior knowledge and increased participation. Collaborative discussion enabled students to compare perspectives and justify moral choices. Teacher scaffolding deepened reasoning, although direct explanation occasionally reappeared. Reflection connected classroom concepts with personal commitments, but its depth varied. Institutional policies and learning documents supported value-oriented instruction. However, uneven planning, broad assessment indicators, limited professional development, and partial coordination constrained consistency. Theoretically, the study advances an integrated model linking experience, dialogue, scaffolding, reflection, and institutional support. Practically, it highlights the need for structured facilitation, authentic assessment, and cross-context reinforcement to sustain character development.
Co-Authors Afida Fitrotul Mu'afah Ahmad Khoirul Mustamir Ahmad Khoirul Mustamir Mustamir Aji Wahyudin Moh. Irmawan Jauhari Siti Ma'rifah Sunariyatul Iqlimah