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All Journal SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan JURPIKAT (Jurnal Pengabdian Kepada Masyarakat) Abdi Psikonomi Edusoshum: Jurnal Pendidikan Islam dan Sosial Humaniora Priviet Social Sciences Journal Multicultural Islamic Education Review Proceeding of International Conference of Islamic Education Suhuf: International Journal of Islamic Studies
Viky Nur Vambudi
Universitas Muhammadiyah Surakarta
Religion Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Control & Systems Engineering Dentistry Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Medicine & Pharmacology Nursing Public Health Social Sciences Other

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Pelatihan Membaca Al-Quran Menggunakan Metode Tsaqifa Triono Ali Mustofa; Nurul Latifatul Inayati; Syamsul Hidayat; Khomarudin Khomarudin; Viky Nur Vambudi; Miranti Merliana; Muflihatul Laela Sari; Tri Anggraini Fitriana; M. Lutfi Maulana
SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan Vol 8, No 4 (2024): December
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jpmb.v8i4.27456

Abstract

AbstrakMinimnya pengajar membaca Al-Qur’an pada kaum LANSIA WNI di Rumah Dakwah Gombak Malaysia, terjadi karena kebudayaan-kebudayaan setempat yang tidak mendukung dalam menumbuhkan motivasi keagamaan. hal tersebut berdampak pada rendahnya ruh beragama dan pengetahuan agama kaum LANSIA. Hal tersebut dapat dilihat dari banyaknya kaum LANSIA yang belum bisa membaca Al-Quran. Dengan demikian perlu adanya upaya-upaya kongkrit bagaimana membantu mitra mengurai permasalahan yang ada pada kaum LANSIA dan ibu-ibu ‘Aisyiyah Pimpinan Cabang Istimewa Muhammadiyah Malaysia dalam pembinaan membaca Al-Quran dengan metode Tsaqifa melalui usaha rintisan kelompok belajar senior school. Tujuan dilaksanakan PkM ini untuk (1) Memberikan pelatihan/workshop pada ibu-ibu ‘Aisyiyah tentang metode Tsaqifa sebagai metode membaca Al-Quran bagi kaum LANSIA (2) Memberikan pelatihan Aisyiyah di Pimpinan Cabang Istimewa Muhammadiyah ‘Aisyiyah (PCIA) Malaysia Kuala Lumpur Malaysia sebagai kaderisasi berkelanjutan dalam mengajar  Al-Quran pada LANSIA dengan menggunakan metode Tsaqifa. Metode penelitian menggunakan Participatory Action Research (PAR) merupakan pendekatan yang prosesnya bertujuan untuk pembelajaran dalam mengatasi masalah dan pemenuhan kebutuhan praktis masyarakat, serta produksi ilmu pengetahuan. Kegiatan dilakukan selama satu bulan. Mitra kegiatan adalah Pimpinan Cabang Istimewa ’Aisyiyah Malaysia dengan sasaran kegiatan ibu-ibu LANSIA di Rumah Dakwah Gombak Malaysia. Hasil dari evaluasi yang dilakukan, banyak ibu LANSIA yang merasa terbantu dengan adanya metode pembelajaran Tsaqifa. Meski dalam pelaksanaannya banyak kendala yang masih perlu ada perbaikan bagi pengabdi berikutnya. Kata Kunci: Al-Quran; metode Tsaqifa; lansia. AbstractThe lack of Qur'an recitation teachers for the elderly Indonesian citizens at the Rumah Dakwah Gombak Malaysia, occurs because of local cultures that are not supportive in fostering religious motivation. this has an impact on the low religious spirit and religious knowledge of the elderly. This can be seen from the number of elderly people who cannot read the Koran. Thus, there is a need for concrete efforts to help partners unravel the problems that exist in the elderly and mothers of ‘Aisyiyah Muhammadiyah Malaysia Special Branch in fostering reading the Koran with the Tsaqifa method through the pilot efforts of the senior school study group. The objectives of this PkM are to (1) Provide training/workshops for ‘Aisyiyah mothers on the Tsaqifa method as a method of reading the Quran for the elderly (2) Provide Aisyiyah training at the Special Branch of Muhammadiyah ’Aisyiyah (PCIA) Malaysia Kuala Lumpur Malaysia as a sustainable regeneration in teaching the Quran to the elderly using the Tsaqifa method. The research method used Participatory Action Research (PAR), an approach whose process aims at learning to solve problems and fulfil the practical needs of the community, as well as the production of knowledge. Activities were carried out for one month. The activity partner was the Special Branch of ‘Aisyiyah Malaysia with the target of the activities of LANSIA mothers at the Gombak Malaysia Da'wah House. As a result of the evaluation, many LANSIA mothers felt helped by the Tsaqifa learning method. Although in its implementation there are many obstacles that still need improvement for the next servant. Keywords: Al-Quran; Tsaqifa method; elderly.
Toward a Qur’anic philosophy of multicultural education: A hermeneutical and ethical approach Viky Nur Vambudi; Asep Sutisna; Sutomo Sutomo; Andri Nirwana AN; Muhammad Badat Alauddin
Priviet Social Sciences Journal Vol. 6 No. 1 (2026): January 2026
Publisher : Privietlab

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55942/pssj.v6i1.1209

Abstract

Multicultural education is increasingly important in the context of globalization that affects cultural and religious diversity in society. This research aims to explore the philosophical basis of multicultural education through the interpretation of the Qur'an and the role of hermeneutic approaches in Islamic religious education. The research method uses a Systematic Literature Review based on the Scopus database from 2022 to 2025 by analyzing Scopus-indexed scientific articles related to multiculturalism, Islamic education, and hermeneutics. From the search results, it was found that 229 articles were filtered into 37 relevant articles, and finally 20 articles that met the inclusion criteria were selected for further analysis. The results of the study show that the interpretation of the Qur'an with a contextual hermeneutic approach provides a strong philosophical basis for multicultural education with the values of inclusivity, justice, and respect for diversity. This research also identifies the important contribution of hermeneutics in enriching the interpretation of Qur'anic values that support a more inclusive and tolerant education. The conclusion in this study is that Islamic religious education based on Qur'anic values can create a harmonious and pluralistic society if applied with a more critical and contextual approach. The main contribution of this article is to fill the research gap on the application of Qur'an interpretation in multicultural education and to introduce a broader hermeneutic approach in the context of Islamic religious education in an increasingly diverse society.
Multicultural Learning Design in Education: A Systematic Literature Review of Pedagogical Practice and Innovation Viky Nur Vambudi; Musa Asy'arie; Sekar Ayu Aryani; Mohamad Ali; Muhammad Badat Alauddin
Edusoshum : Journal of Islamic Education and Social Humanities Vol. 6 No. 3 (2026)
Publisher : Ikatan Cendikiawan Ilmu Pendidikan Islam (ICIPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52366/edusoshum.v6i3.493

Abstract

The diversity of cultures, languages, religions, ethnicities, and social identities of students demands a learning design that not only incorporates cultural content, but also transforms strategies, assessments, media, and pedagogical relationships in an inclusive manner. This research aims to analyze the concept of multicultural learning design, identify practices that have been applied in various educational contexts, and map pedagogical innovations that emerge from its application. The research uses the Systematic Literature Review approach with the Scopus database. Articles were selected through the PRISMA flow based on the criteria of empirical, open access, English-language research articles, published in reputable journals in the period 2025-2026, and relevant to the theme of multicultural learning design, so that 30 articles were obtained for thematic analysis. The results show that multicultural learning design develops into a holistic framework that integrates cognitive, affective, social, linguistic, digital, and ideological dimensions. Dominant practices include culturally responsive teaching, translanguaging, culturally responsive assessment, religious moderation, integration of local wisdom, community-based learning, and psychosocial support. Pedagogical innovations include the use of generative AI, cross-cultural simulation, adaptive gamification, interactive digital media, autoethnography, and international collaboration. This study concludes that multicultural learning design needs to be designed as an equitable, reflective, adaptive, and transformative learning ecosystem.  
EXPLORING STUDENT PERCEPTIONS ON ARTIFICIAL INTELEGANCE INTEGRATION IN ISLAMIC EDUCATION: A QUALITATIVE STUDY BASED ON BLOOM’S TAXONOMY AND THE TECHNOLOGY ACCEPTANCE MODEL Abil Fida Muhammad Qois Al Hadi; Muh. Nur Rochim Maksum; Mutohharun Jinan; Viky Nur Vambudi; Ammar Wangyee
Proceeding of International Conference of Islamic Education Vol. 3 (2025): Proceeding of International Conference on Islamic Education
Publisher : Institut Islam Mamba'ul 'Ulum Surakarta

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

Abstract

The rapid development of Artificial Intelligence (AI) technology presents significant opportunities to enhance the quality of Islamic Religious Education (PAI). However, the implementation of AI in value-based education faces various technical, pedagogical, and ethical challenges that impact its effectiveness and sustainability. This qualitative phenomenological study explores students’ perceptions of AI integration in PAI learning, focusing on their experiences, acceptance, and challenges encountered. Data were collected through in-depth interviews and analyzed using the Technology Acceptance Model (TAM) and Bloom’s Taxonomy frameworks to understand acceptance levels and AI’s contribution to learning outcomes. Findings reveal that AI has the potential to support more personalized, adaptive, and interactive learning, especially at the cognitive and analytical stages. Nevertheless, the role of teachers and religious scholars remains essential in guiding spiritual aspects and value evaluation, positioning AI as a complementary tool rather than a replacement. Key challenges include overreliance, information validity, and ethical concerns, requiring adequate supervision and technology literacy. The study recommends AI integration grounded in Islamic values, involving religious experts, and curriculum development emphasizing critical thinking and originality. Thus, AI can become a strategic partner in creating relevant, humanistic, and ethical PAI learning in the digital era.
Pencegahan Bullying: Pendekatan Edukasi dan Psikososial di Sam Tengku Ampuan Jemaah Sungai Besar Selangor Malaysia Muh. Nur Rochim Maksum; Nurul Latifatul Inayati; Wachidi; Athia Tamyizatun Nisa; Izzun Khoirun Nissa; Lukman Harahap; Viky Nur Vambudi; Alfan Rifai; Abil Fida Muhammad Qois Al Hadi; Ade Kurniawan; Lokahita Reangeli Cahyani; Galih Anisa Fala; Nadia Zakia Al ‘Ulya; Hanida Putri; Nanda Ayu Walhidayah; Jumingan; Lintang Faza Muqoddas
JURPIKAT Vol 7 No 2 (2026)
Publisher : Politeknik Piksi Ganesha Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37339/jurpikat.v7i2.3084

Abstract

Bullying in Malaysian secondary schools is a crucial issue due to the low awareness and readiness of teachers in handling cases. This service focuses on the prevention of bullying at SAM Tengku Ampuan Jemaah through an educational and psychosocial approach. The goal is to raise awareness of the dangers of bullying and equip teachers with social-emotional skills to create a safe school environment. The method applied is experiential learning through the Workshop "Building Safe Schools" with Psychological First Aid (PFA) material and the integration of spiritual values. The results showed a significant increase in the capacity of 24 participating teachers, with an average increase in understanding of 19.78% (from 3.64 to 4.36). The positive impact is to strengthen the role of teachers as safe adults who are able to carry out initial interventions in an empathetic and systematic manner, in order to encourage the creation of an inclusive and violence-free school culture.
Internalization Assistance of Islamic and Pancasila Values in Character Education of Students in Vocational High School Triono Ali Mustofa; Djoko Sri Bimo; Viky Nur Vambudi
Abdi Psikonomi Vol 6, No 1 (2025): Juni 2025
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/psikonomi.v6i1.10278

Abstract

This community service program was motivated by the ongoing issue of student behaviors at SMK Muhammadiyah 3 Boyolali that do not reflect positive character traits aligned with Islamic and Pancasila values in their daily conduct. Although the school already implements moral development programs and routine religious activities, many students still exhibit a lack of discipline, low social awareness, and weak responsibility and ethics in social interactions. To address this issue, a character education workshop was conducted, integrating Islamic and Pancasila values using a participatory-educational and experiential learning approach. The program was carried out in five stages: program coordination, pre-assessment, implementation of the workshop in three sessions (value reflection, moral dilemma simulation, and social action project), post-assessment, and follow-up. The results showed a significant improvement in students’ understanding and application of character values. Responsibility increased from 58% to 85%, social concern from 61% to 84%, discipline and ethics from 65% to 88%, and national awareness from 54% to 79%. In addition, student-initiated activities such as “Monday Greeting and Smiling Movement” emerged, indicating a positive behavioral change after the workshop. This program proves that character development is more effective when conducted through reflective, contextual, and experience-based methods. The workshop serves as an applicable solution that encourages students not only to understand but also to internalize and practice Islamic and Pancasila values in their everyday lives.
Islamic Religious Education Through Social Media in Reducing Patriarchal Culture Aji Abdullah; Viky Nur Vambudi; Malini Ganapathy
Suhuf: International Journal of Islamic Studies Vol. 38 No. 1 (2026): May
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/suhuf.v38i1.16647

Abstract

Background: Patriarchal culture remains a social phenomenon that influences gender relations in society, including in educational practices and religious understanding. Objective: This study aims to analyze the role of Islamic religious education through the utilization of social media as an effort to reduce patriarchal culture. Methodology: This study used a Systematic Literature Review with PRISMA, selecting 23 relevant studies from 2021–2025, and analyzed them with thematic coding to identify key findings on social media in Islamic Religious Education and patriarchal culture. Result: The results of the study indicate that patriarchal culture is largely influenced by social constructions and non-contextual interpretations of religious teachings. Islamic religious education delivered through social media has significant potential to foster a more inclusive religious understanding that emphasizes the values of justice and gender equality. Conclusion: Through communicative and contextual digital da’wah approaches, social media can serve as an effective educational medium to enhance public awareness of equitable gender relations from an Islamic perspective. Implications: This study implies the importance of developing inclusive digital da’wah strategies by educators and preachers, as well as the need for further research based on empirical approaches to gain a deeper understanding of digital da’wah practices.
Democratic Multicultural Learning Design: A Systematic Review of Pedagogical Models, Contextual Conditions, and Learning Outcomes Viky Nur Vambudi; Moch. Salman Alfarizi; Aji Abdullah; Sutomo; Wasi'un; Muhammad Badat Alauddin
Multicultural Islamic Education Review Vol. 4 No. 2 (2026): October
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/mier.v4i2.18886

Abstract

Democratic multicultural education faces a persistent disconnect between commitments to cultural recognition and democratic participation and the evidence informing context-responsive learning design. This systematic literature review aims to synthesize pedagogical models, core principles, implementation strategies, and learning outcomes while identifying research gaps and developing an integrative conceptual framework. Following PRISMA 2020, a Scopus search of English-language, open-access journal articles indexed in Arts and Humanities (2023–2026) yielded 973 records, of which ten were retained after screening and eligibility assessment. Qualitative thematic synthesis integrated empirical and conceptual contributions while distinguishing observed practices and perceived experiences from demonstrated learning effects. Four interrelated orientations emerged: dialogic and deliberative inquiry, humanist and pluralist recognition, critical and reflexive citizenship, and institutional participation. Their enactment depends on linguistic accessibility, teacher responsiveness, curricular arrangements, institutional governance, and sociopolitical context. Although the literature emphasizes participation, inclusion, equity, and intercultural competence, evidence of measurable improvement remains limited and heterogeneous. The proposed Context-Sensitive Integrative Framework for Democratic Multicultural Learning Design connects normative foundations, pedagogical mechanisms, contextual conditions, and anticipated outcomes. It offers a foundation for context-sensitive educational design and future comparative and longitudinal validation rather than a proven intervention.
Co-Authors Abil Fida Muhammad Qois Al Hadi Ade Kurniawan Aji Abdullah Alfan Rifai Ammar Wangyee Andri Nirwana AN Asep Sutisna Athia Tamyizatun Nisa Djoko Sri Bimo Galih Anisa Fala Hanida Putri Hidayat, Syamsul Jumingan Khomarudin Khomarudin Lintang Faza Muqoddas Lokahita Reangeli Cahyani Lukman Harahap M. Lutfi Maulana Malini Ganapathy Miranti Merliana Moch. Salman Alfarizi Muflihatul Laela Sari Muh Nur Rochim Maksum Muhammad Ali Muhammad Badat Alauddin Musa Asy'arie Mutohharun Jinan Nadia Zakia Al ‘Ulya Nanda Ayu Walhidayah Nurul Latifatul Inayati Sekar Ayu Aryani Sutomo Sutomo Sutomo Tri Anggraini Fitriana Triono Ali Mustofa Wachidi Wasi'un