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All Journal Afkaruna: Indonesian Interdisciplinary Journal of Islamic Studies Scientific Development Journal
Nina Mariani Noor
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Education Environmental Science Law, Crime, Criminology & Criminal Justice Library & Information Science Social Sciences Other

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Optimizing Fundraising: Philanthropy Education as an Innovative Approach to Increase LAZ and BAZNAS Contributions Zulaekah; Nina Mariani Noor
Side: Scientific Development Journal Vol. 2 No. 2 (2025): Side: Scientific Development Journal
Publisher : Arbain Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59613/marhw548

Abstract

Optimizing fundraising is a critical challenge for Islamic philanthropic institutions like LAZ (Lembaga Amil Zakat) and BAZNAS (Badan Amil Zakat Nasional) in Indonesia. Despite their significant potential, these organizations often face barriers in maximizing their fundraising efforts due to limited public awareness and understanding of their mission. This study aims to explore the role of philanthropy education as an innovative approach to increase the contributions to LAZ and BAZNAS. Using a qualitative research approach and literature study method, this paper examines existing literature on philanthropy education, its impact on donor behavior, and strategies for effectively integrating it into Islamic fundraising models. The findings indicate that philanthropy education can significantly enhance donor awareness, foster a culture of giving, and strengthen the financial sustainability of LAZ and BAZNAS. Educating the public about the social and spiritual benefits of zakat, infaq, and sadaqah can transform potential donors into active contributors. Additionally, integrating philanthropy education into community outreach, school curricula, and digital platforms can broaden the donor base and encourage long-term commitment to charitable giving. This study concludes that philanthropy education is a promising strategy for optimizing fundraising, requiring coordinated efforts from Islamic institutions, government agencies, and educational organizations. Further research is recommended to assess the practical impact of these educational approaches in different community settings and to develop tailored strategies that address the unique challenges faced by LAZ and BAZNAS in the digital era.  
Religious Moderation in Practice: A Framing Analysis of Nonformal Hajj Education and Its Global Relevance Marsudi; Nina Mariani Noor
Afkaruna: Indonesian Interdisciplinary Journal of Islamic Studies Vol. 21 No. 2: December 2025
Publisher : Fakultas Studi Islam dan Peradaban, Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/afkaruna.v21i2.28964

Abstract

Religious moderation has emerged as a central discourse in strengthening social cohesion and countering the rise of exclusivist and radical narratives in Muslim-majority societies. While formal education has been widely explored in this regard, the contribution of nonformal settings such as Islamic pilgrimage guidance institutions remains underexamined. This study investigates how the nonformal religious education practices of KBIH ’Aisyiyah Bantul integrate religious moderation values tolerance, anti-violence, balance, and accommodation of local culture through a framing approach. Drawing on qualitative methods, including in-depth interviews, participant observation, and document analysis, the research highlights the institutional strategies in embedding moderation during Hajj preparation and community-based religious activities. The analysis employs frame theory to uncover how moderation values are articulated, negotiated, and internalized within the educational process. Findings demonstrate that KBIH ’Aisyiyah Bantul frames religious moderation as both a theological imperative and a socio-cultural necessity, aligning with broader efforts in Indonesian Islamic education reform. Moreover, the results reveal that digital learning spaces and e-learning platforms extend the reach of moderation discourse, while pilgrimage experiences situate moderation within global encounters of diversity and communitas. These insights underscore the potential of nonformal education to complement formal curricula in shaping inclusive religious identities. The study’s global relevance lies in showing how localized practices of religious moderation can contribute to international debates on peacebuilding, intercultural dialogue, and resilience against radicalism. Implications are offered for policymakers, educators, and faith-based organizations seeking to foster sustainable models of moderation in religious education worldwide.
Co-Authors MARSUDI Zulaekah