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All Journal Prosperity: Journal of Society and Empowerment Al Irsyad: Jurnal Studi Islam Prima Magistra: Jurnal Ilmiah Kependidikan
Lotfi, Fatima Zahra
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Religion Arts Humanities Education Library & Information Science Social Sciences Other

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Adaptive Agripreneurship: How CSR Partnerships Empower Disabled Farmers for Economic Independence Nurhayati, Sri; Munggarani, Febi; Boriboon, Gumpanat; Jacob, Udeme Samuel; Lotfi, Fatima Zahra
Prosperity: Journal of Society and Empowerment Vol. 5 No. 1 (2025): June
Publisher : Universitas Islam Negeri Walisongo Semarang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/prosperity.v5i1.25286

Abstract

This study examines the impact of Corporate Social Responsibility (CSR) partnerships on empowering disabled farmers within the "Tumbuh Mandiri Cimahi" (TUMAN) Disabled Farmers Group in Indonesia. It tackles the key challenges faced by marginalized communities, including limited resources, inadequate skills, and restricted market access. Using a qualitative case study approach, data were gathered through in-depth interviews, non-participatory observation, and document analysis involving TUMAN members and relevant stakeholders. Thematic analysis indicated that CSR engagement significantly enhances participants’ agricultural skills, income security, and sense of social inclusion. The program provides customized training, adaptive farming tools, and market connections, enabling participants to attain greater economic independence. Moreover, TUMAN prioritizes local partnerships and ongoing capacity-building, which supports long-term sustainability. The findings illustrate that CSR can serve as a transformative force in disability-inclusive agripreneurship, promoting both social equity and economic resilience in rural areas. This research contributes to the discourse on inclusive community development by presenting a replicable model that integrates CSR with empowerment-focused strategies. The study offers practical insights for policymakers, development practitioners, and CSR stakeholders dedicated to advancing inclusive and sustainable rural livelihoods.
The Role of Islamic Philosophy in the Formation of a Nation’s Cultural Identity Nisa, Yuanita Nurul; Apriliyana, Apriliyana; Lotfi, Fatima Zahra; Zainal, Zainal; Apriana, Dewi
Al Irsyad: Jurnal Studi Islam Vol. 4 No. 1 (2025): Al Irsyad: Jurnal Studi Islam
Publisher : STAI Publisistik Thawalib Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54150/alirsyad.v4i1.291

Abstract

Philosophy plays a crucial role in shaping a nation's cultural identity by understanding cultural roots, worldview, morality, and cultural concepts in response to the continuously evolving challenges of globalization. This study aims to analyze the role of Islamic philosophy in shaping cultural identity through ethical, moral, and spiritual values that influence social and cultural life. This research employs a literature review method to examine relevant scholarly works, assess current knowledge, and identify research gaps as a foundation for further study. The results indicate that Islamic philosophy plays a crucial role in shaping Indonesia’s cultural identity by integrating Islamic values with local culture, as well as education and political policies that support moderation and inclusivity. This approach strengthens social harmony within a pluralistic society. Islamic philosophy not only enriches the intellectual tradition but also serves as a foundation for fostering tolerance and understanding among different groups. These findings emphasize the importance of combining cultural and religious aspects in developing policies and education that can inclusively and sustainably strengthen the national cultural identity. Conclusion: Philosophy shapes a nation's cultural identity through values and critical reflection, although literature-based studies remain limited.  
LEARNING BY LIVING: ACCULTURATION, LEADERSHIP, AND REFLEXIVITY IN BANCEUY’S INFORMAL ADULT EDUCATION ECOSYSTEM Yasri, Budi; Firmansyah, Vera; Firmansyah, Dudi Adi; Nurhayati, Sri; Gianto, Gianto; Mutmainnah, Disa Aisha; Lotfi, Fatima Zahra; Olugbade, Damola; Ahsan, Md. Hafizi; Boriboon, Gumpanat
Prima Magistra: Jurnal Ilmiah Kependidikan Vol. 6 No. 3 (2025): Volume 6 Number 3 (July 2025)
Publisher : Program Studi PGSD Universitas Flores

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37478/jpm.v6i3.5680

Abstract

Despite increasing recognition of Indigenous knowledge systems, the role of informal adult learning within customary communities remains under-theorized in mainstream adult education discourse. There is limited understanding of how traditional practices, beliefs, and community structures shape learning processes outside formal institutions. This study investigates the role of informal adult learning in Kampung Adat Banceuy, a Sundanese customary village in West Java, Indonesia. The research focuses on how learning is embedded in four interconnected domains: customary leadership, ritual practice, selective acculturation, and community-based tourism. These domains form a cohesive learning ecology through which cultural knowledge, social roles, and ethical values are transmitted and adapted across generations. Using an ethnographic methodology, the study involved participant observation, semi-structured interviews with 36 informants, and analysis of cultural documents. Data were examined through thematic coding and interpretive analysis to capture the nuanced, situated processes of learning as enacted in everyday life. Findings show that informal adult learning in Banceuy is relational, embodied, and performative. Tourism, in particular, functions as a reflexive learning environment where adults develop narrative, logistical, and intercultural competencies while negotiating cultural meaning and ethical boundaries. Rather than being a site of commodification, tourism becomes a space of identity work and adaptive pedagogy. These insights challenge conventional hierarchies of formal education and affirm the centrality of Indigenous learning systems in sustaining cultural resilience. The study offers implications for policy and theory, emphasizing the need to support culturally embedded, community-driven models of adult education.
Co-Authors Ahsan, Md. Hafizi Apriana, Dewi Apriliyana, Apriliyana Boriboon, Gumpanat Firmansyah, Dudi Adi FIRMANSYAH, VERA Gianto Gianto Jacob, Udeme Samuel Munggarani, Febi Mutmainnah, Disa Aisha Nisa, Yuanita Nurul Olugbade, Damola Sri Nurhayati Yasri, Budi Zainal Zainal