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All Journal Bulletin of Indonesian Islamic Studies Assoeltan: Indonesian Journal of Community Research and Engagement
Tamrin Fathoni
Institut Agama Islam Sunan Giri Ponorogo, Indonesia
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences Other

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Internalizing Islamic Values in a Multicultural Context: A Case Study of Identity Preservation among Indonesian Migrant Children in Malaysia Arfi Putri Maharani; Tamrin Fathoni; Miftaku Ni’amah; Neng Daris Salamah Elmi Putri Sibron
Bulletin of Indonesian Islamic Studies Vol. 5 No. 1 (2026): Bulletin of Indonesian Islamic Studies
Publisher : KURAS Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51214/biis.v5i1.1876

Abstract

Islamic Religious Education plays a crucial role in preserving the religious identity of Indonesian migrant children who grow up in multicultural environments with limited access to formal education. This study aims to detail the process of internalizing Islamic values to shape the Muslim identity of Indonesian migrant children at the Sungai Mulia 5 Gombak Learning Center (Sanggar Bimbingan) in Malaysia. Grounded in a constructivist perspective, this research emphasizes the subjective experiences and social interactions of migrant children as they navigate the internalization of Islamic educational values within a multicultural context. Utilizing a qualitative approach and a case study method, data were collected through semi-structured interviews with teachers, students, and learning center managers, alongside participatory observations. The findings reveal that the internalization of Islamic values is achieved through the integration of formal curricula and non-formal activities, such as daily worship practices and character-building exercises. This process unfolds through three systematic stages: value transformation, value transaction, and value trans-internalization, which collectively promote discipline, honesty, and responsibility among students. This research underscores the significance of non-formal educational institutions as vital havens for moral guidance and identity preservation for marginalized children living abroad. The results offer practical insights for similar educational providers seeking to enhance faith-based character development amidst the complexities of cultural diversity.
Pendampingan Pembelajaran Al-Qur’an Berbasis Komunitas di Desa Morosari, Kecamatan Sukorejo Tamrin Fathoni
Assoeltan: Indonesian Journal of Community Research and Engagement Vol. 2 No. 4 (2024): Assoeltan: Indonesian Journal of Community Research and Engagement
Publisher : Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/assoeltan.v2i4.1100

Abstract

This community service program aimed to strengthen Qur’anic learning through a community-based mentoring approach in Morosari Village, Sukorejo District. The program was designed to address challenges in non-formal Qur’anic education, particularly limited pedagogical capacity of local instructors, unstructured learning methods, and varying levels of learners’ Qur’anic reading abilities. An Asset-Based Community Development (ABCD) approach was employed to optimize existing community assets, including local Qur’anic teachers, religious institutions, and strong social support for Islamic education. The program was implemented through several stages: community asset mapping, collective goal formulation, participatory program design, mentoring-based implementation, and reflective evaluation. Mentoring activities focused on improving Qur’anic reading skills using structured methods such as talaqqi, tahsin, and learner grouping based on reading proficiency. Local instructors were actively involved as key actors, while the service team functioned as facilitators and mentors. The results indicate a significant improvement in learners’ Qur’anic reading fluency and accuracy, particularly in pronunciation and basic tajwīd application. In addition, local instructors demonstrated increased pedagogical awareness and improved teaching practices. Community participation also increased, reinforcing collective responsibility for Qur’anic education. Overall, the community-based mentoring model supported by the ABCD approach proved effective in enhancing the quality and sustainability of Qur’anic learning. This program offers a replicable model for strengthening community-driven Islamic education in similar rural contexts.
Co-Authors Arfi Putri Maharani Miftaku Ni’amah Neng Daris Salamah Elmi Putri Sibron