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All Journal IQRO: Journal of Islamic Education Bhakti Nagori (Jurnal Pengabdian kepada Masyarakat) Tarbawi: Jurnal Pendidikan dan Keagamaan As-Sulthan Journal of Education Halaqah: Journal of Multidisciplinary Islamic Studies Filantropis: Jurnal Pengabdian kepada Masyarakat
Lilik Aminah
Universitas Islam Internasional Darullughah Wadda’wah
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemical Engineering, Chemistry & Bioengineering Civil Engineering, Building, Construction & Architecture Computer Science & IT Education Engineering Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Social Sciences Other

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Pemberdayaan Anak Yatim Melalui Pendampingan Intensif Pembelajaran Kitab Kuning di Panti Asuhan Sunan Kalijaga Malang Sodikin Sodikin; Lilik Aminah; Siti Yumnah
Filantropis: Jurnal Pengabdian kepada Masyarakat Vol. 1 No. 2 (2025): December
Publisher : Universitas Islam Internasional Darullughah Wadda'wah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38073/filantropis.v1i2.3758

Abstract

This Community Service Program (PkM) was carried out at the Sunan Kalijaga Orphanage in Malang with the aim of empowering orphans through intensive mentoring in classical Islamic text (kitab kuning) learning. The program was motivated by the limited religious literacy among the orphans, particularly their difficulty in understanding traditional Islamic texts due to insufficient access to comprehensive religious education. The method employed was Participatory Action Research (PAR), which actively involved caregivers, tutors, and the orphans in all stages of the activity—problem identification, planning, implementation, reflection, and follow-up. The mentoring process was conducted collaboratively using bandongan and sorogan methods, combined with a contextual learning approach emphasizing textual comprehension and the strengthening of Islamic character. The results show a significant improvement in the orphans’ ability to read and understand classical Islamic texts, along with an increase in motivation and self-confidence in studying religious sciences. Furthermore, the program successfully established an internal learning community as a strategy for program sustainability. The collaboration between lecturers, students, and orphanage caregivers created a positive synergy in developing religious education and social empowerment. Overall, this program serves as an implementable model for orphan empowerment based on religious literacy that can be replicated in other social and religious institutions.
PROJECT-BASED LEARNING: ANALISIS TERHADAP PERSPEKTIF BARAT DAN ISLAM SERTA RELEVANSI KEDUANYA DENGAN PEMBELAJARAN ERA SOCIETY 5.0 Midi HS; Mahridawati; Lilik Aminah; Asniah
Tarbawi Vol. 14 No. 01 (2026): TARBAWI
Publisher : STIT Darul Hijrah Martapura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62748/t7wsx044

Abstract

The education of society 5.0 era requires learners not only to possess technological skills but also can think reflectively, innovatively, and collaboratively in responding to contemporary challenges. This study aims to examine Project-Based Learning (PjBL) from Western and Islamic perspectives and explore their relevance to Society 5.0 era learning to find a holistic perspective of the PjBL concept. The study employed using a qualitative approach and documentary research method by analyzing 33 documents related to PjBL from Western and Islamic perspectives and society 5.0 era learning. Data were collected through documentation and analyzed using Bowen’s procedures, which starts from skimming to conclusion. The results indicate that Western PjBL is grounded in Dewey’s pragmatism and progressivism, emphasizing real experiences, active learner participation, and social problem-solving, meanwhile from Islamic perspective, the PjBL concept is in line with the educational thoughts of Al-Attas, Al-Ghazali, and Khaldun, which emphasize the integration of knowledge, action, and moral values. Both perspectives are relevant to society 5.0 era learning, because they both emphasize active learning and are oriented towards solving real-world problems. Furthermore, when these two concepts are integrated, it is believed they can form a holistic learning model that can shape students into whole human beings.
MODEL TABAYYUN DIGITAL: LITERASI MEDIA QUR'ANI UNTUK MENANGKAL HOAKS DAN RADIKALISME DI KALANGAN MUSLIM INDONESIA Lilik Aminah; Ahmad Faiz Maulana
Halaqah: Journal of Multidisciplinary Islamic Studies Vol 3 No 1 (2026): Halaqah: Journal of Multidisciplinary Islamic Studies
Publisher : LP2M STIK KENDAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62509/hjis.v3i1.427

Abstract

Peredaran hoaks dan konten radikal di media sosial menjadi tantangan serius bagi masyarakat Muslim Indonesia, sementara model literasi media yang berlandaskan epistemologi Al-Qur'an masih terbatas dan umumnya berhenti pada tataran normatif. Penelitian ini bertujuan mengonstruksi Model Tabayyun Digital sebagai kerangka pembelajaran literasi media berbasis nilai-nilai Qur'ani untuk memperkuat kemampuan peserta didik dalam memverifikasi informasi dan menghadapi hoaks serta radikalisme di ruang digital. Penelitian menggunakan pendekatan Systematic Literature Review (SLR) dengan protokol PRISMA yang dipadukan dengan analisis konseptual-kritis terhadap lima belas artikel primer yang mewakili empat rumpun kajian, yaitu tafsir tabayyun, literasi digital keagamaan, pedagogi dakwah digital, dan literasi media kritis. Hasil penelitian menunjukkan bahwa Model Tabayyun Digital tersusun atas empat tahapan kompetensi yang saling berkaitan, yaitu Talaqqī al-Ma'lūmāt (penerimaan informasi secara kritis), Taḥqīq al-Maṣdar (verifikasi sumber), Taqyīm al-Muḥtawā (evaluasi konten berdasarkan nilai-nilai Islam), dan Nashr al-Ṣidq (penyebaran informasi yang telah terverifikasi). Keempat tahapan tersebut membentuk suatu proses pembelajaran yang mengintegrasikan kemampuan berpikir kritis, etika verifikasi informasi, dan tanggung jawab moral dalam aktivitas bermedia digital. Kebaruan penelitian ini terletak pada pengembangan model pembelajaran yang mengoperasionalkan epistemologi tabayyun Qur'ani ke dalam tahapan kompetensi yang sistematis, sehingga menjembatani kesenjangan antara kajian tafsir normatif, penelitian empiris literasi digital keagamaan, dan teori literasi media kritis. Model ini memberikan kontribusi konseptual bagi pengembangan teori literasi media Islam sekaligus menawarkan kerangka pedagogis yang dapat diimplementasikan dalam pendidikan Islam formal, pesantren, maupun pendidikan nonformal untuk memperkuat ketahanan digital masyarakat Muslim.
PENGUATAN MORALITAS DIGITAL BERBASIS PENDIDIKAN ISLAM BAGI GENERASI MUDA MELALUI KEGIATAN WEBINAR NASIONAL Lilik Aminah; Rika Sartika; Asniah
BHAKTI NAGORI (Jurnal Pengabdian kepada Masyarakat) Vol. 5 No. 2 (2025): BHAKTI NAGORI (Jurnal Pengabdian kepada Masyarakat) Desember 2025
Publisher : LPPM UNIKS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36378/bhakti_nagori.v5i2.5104

Abstract

Kegiatan pengabdian kepada masyarakat bertema “Penguatan Moralitas Digital Berbasis Pendidikan Islam bagi Generasi Muda melalui Kegiatan Webinar Nasional” diselenggarakan oleh Program Studi Pendidikan Agama Islam Universitas Islam Internasional Darullughah Wadda’wah pada 16 Maret 2025. Kegiatan ini bertujuan meningkatkan kesadaran dan pemahaman generasi muda serta pemangku pendidikan mengenai urgensi moralitas digital yang berlandaskan nilai-nilai Islam di tengah pesatnya perkembangan teknologi informasi. Webinar dilaksanakan secara daring melalui platform Zoom dengan sasaran utama mahasiswa, dosen, guru Pendidikan Agama Islam, dan masyarakat umum. Materi yang disajikan mencakup analisis tantangan utama era digital seperti hoaks, cyberbullying, pelanggaran privasi, dan kecanduan gawai serta integrasi nilai-nilai Islam, antara lain kejujuran (shiddiq), tanggung jawab (amanah), menjaga privasi (hifzh al-ghaib), berbuat baik (ihsan), dan menjaga akal (hifzh al-‘aql), sebagai landasan etika bermedia. Selain pemaparan konseptual, disusun pula strategi praktis yang dapat diterapkan pendidik dan orang tua, seperti pengembangan kurikulum berbasis etika digital Islami, pembiasaan literasi digital kritis, dan pendampingan penggunaan gadget di lingkungan keluarga. Hasil evaluasi terhadap 76 responden menunjukkan peningkatan pemahaman peserta mengenai pentingnya moralitas digital dan penerapan nilai-nilai Islam dalam interaksi daring, disertai respons kepuasan yang tinggi dan rasa siap menghadapi tantangan ruang digital secara lebih etis. Temuan ini mengindikasikan bahwa webinar nasional berbasis Pendidikan Islam merupakan sarana yang efektif dan relevan untuk memperkuat moralitas digital generasi muda serta layak dikembangkan melalui pelatihan lanjutan dan kolaborasi multipihak.
Reconstructing Reflective-Habituative Islamic Pedagogy in Pesantren: Integrating Ta‘līm, Ta’dīb, and Ta‘wīd in the Formation of Santri Spirituality and Scholarly Ethos Lilik Aminah; Sulastri; Arif Rahman
IQRO: Journal of Islamic Education Vol. 9 No. 2 (2026): AGUSTUS 2026
Publisher : Prodi Pendidikan Agama Islam FTIK IAIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/iqro.v9i2.12194

Abstract

Studies on pesantren education generally treat kitab instruction, adab, habituation, discipline, and ta‘zīr as separate themes. Consequently, the mechanisms that connect knowledge, habituation, corrective practices, and students’ awareness have rarely been formulated within a unified pedagogical framework. This article reconstructs a reflective-habituative Islamic pedagogy to explain the process of value internalization from supervision-based compliance toward self-regulation. This study employs a qualitative approach using library research. Primary sources comprise foundational works on Islamic education and pedagogical theories brought into dialogue with the pesantren tradition, while secondary sources include empirical studies on pesantren and policy documents on digital education. The literature was identified, selected on the basis of relevance and traceable metadata, critically examined, extracted, and subsequently analyzed through thematic-conceptual analysis using deductive-inductive coding, cross-source comparison, and conceptual synthesis. The trustworthiness of the analysis was maintained through source triangulation, source criticism, and citation cross-checking. The analysis yields three main findings. First, ta‘līm, ta’dīb, and ta‘wīd function effectively as mechanisms of internalization when they are interconnected through reflection: knowledge provides a basis for judgment, adab offers ethical orientation, habituation stabilizes conduct, and reflection transforms experience into self-improvement. Second, rules, supervision, and ta‘zīr acquire pedagogical significance when positioned as gradual scaffolding toward self-regulation rather than as the ultimate goal of maintaining order. Third, the outcomes of the model are reflected in a form of spirituality associated with self-control and in a scholarly ethos characterized by perseverance, source accuracy, openness to correction, and responsible use of technology and artificial intelligence. This reconstruction proposes a cyclical framework of knowing, understanding, meaning-making, practicing, habituating, reflecting, and improving as an integrated lens for understanding pesantren education.
PROSES SOSIALISASI DALAM PENDIDIKAN BERBASIS KARAKTER Khotijah Ulfa Bin Yahya; Lilik Aminah; Yuyun Nuryani
As-Sulthan Journal of Education Vol. 3 No. 4 (2026): Juli
Publisher : As-Sulthan Journal of Education

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Socialization in character-based education is the process of instilling and internalizing moral values deeply within an individual, so that they are able to adapt, interact, and act in accordance with the norms prevailing in society. This process relies heavily on the synergistic role of three main pillars: family, school, and community environment. Without proper socialization, a person will not be able to form a personality that aligns with social norms and moral values. Through socialization, individuals learn to recognize the roles, statuses, and moral values that serve as guidelines for living together. A person’s personality is formed through continuous interaction, not merely from innate talent at birth (Samani & Hariyanto, 2013). Amidst increasingly fierce competition in the future, the demand for high-quality human resources requires individuals who are not only excellent in academic intelligence but also possess strong social skills such as cooperation, integrity, empathy, and mental resilience. Through socialization, a person does not merely understand the norms and values existing in their environment, but also grows in awareness of their own identity and their place within society. Therefore, socialization plays a profoundly significant role in shaping both personality development and sustainable social behavior.
Co-Authors Ahmad Faiz Maulana Arif Rahman Asniah Khotijah Ulfa Bin Yahya Mahridawati Midi HS Rika Sartika Siti Yumnah Sodikin Sodikin Sulastri Yuyun Nuryani