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All Journal Martabe : Jurnal Pengabdian Kepada Masyarakat Jurnal Pendidikan Islam
Syifa Amin Widigdo, Mohammad
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Religion Agriculture, Biological Sciences & Forestry Arts Humanities Education Social Sciences Other

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ISLAMIC DIGITAL LEARNING: MEMBANGUN SARANA PEMBELAJARAN DIGITAL DAN DAKWAH ISLAM DI WONDERHOME LIBRARY Vebrynda, Rhafidilla; Syifa Amin Widigdo, Mohammad
Martabe : Jurnal Pengabdian Kepada Masyarakat Vol 8, No 5 (2025): MARTABE : JURNAL PENGABDIAN KEPADA MASYARAKAT
Publisher : Universitas Muhammadiyah Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31604/jpm.v8i5.2099-2109

Abstract

Perkembangan teknologi digital mengharuskan adaptasi masyarakat dengan dunia digital dalam segala aspek kehidupan, di antaranya adalah pembelajaran dan dakwah islam. Apalagi, semenjak adanya pandemi covid-19 yang membuat segara perubahan ke arah digitalisasi semakin cepat dan masif. Jika masyarakat sebagai pengguna, pelaksana, pengelola, maupun pembuat produk pembelajaran dan media dakwah tidak mampu beradaptasi dengan dunia digital, maka mereka akan tertinggal. Mereka tidak dapat terlibat dalam proses tersebut secara maksimal. Dalam konteks ini, pengabdian masyarakat LPM (Lembaga Pengabdian Masyarakat) Universitas Muhammadiyah Yogyakarta (UMY) yang bermitra dengan Wonderhome Library, melaksanakan kegiatan pengabdian yang ditujukan untuk membekali masyarakat dengan kemampuan dan ketrampilan dasar agar dapat terlibat secara efektif dalam kegiatan digitalisasi pembelajaran dan dakwah islam. Peserta kegiatan yang terdiri dari pegiat literasi dibekali kemampuan dasar untuk membuat video pembelajaran, cara berkomunikasi di media visual, dan cara memproduksi media pembelajaran dan materi-materi dakwah digital. Hasilnya, mereka yang semula belum memiliki kemampuan membuat media pembelajaran dan dakwah digital, menjadi memiliki kemampuan sehingga beberapa video pembelajaran dan dakwah Islam berhasil dipublikasikan sebagai hasil dari kegiatan pengabdian ini.
Academic Commitment of Muslim Filipino Students in an Islamic Boarding School: A Phenomenological Study at Islamic Boarding School Jarah Anilon, Basir; Sairin, Sjafri; Abas Abdulkarim, Kamarodin; Syifa Amin Widigdo, Mohammad; M. Suud, Fitriah
Nazhruna: Jurnal Pendidikan Islam Vol. 9 No. 1 (2026): Transformative Islamic Education in Pesantren and Madrasah
Publisher : Universitas Pesantren Kh abdul Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/nzh.v9i1.302

Abstract

This phenomenological study investigates the academic commitment of Muslim Filipino students attending Pondok Pesantren in Indonesia within the framework of transnational Islamic education. The research is grounded in Kobasa’s Academic Hardiness Theory and aims to understand how these students sustain long-term engagement in Islamic studies despite facing linguistic, cultural, and educational challenges. Using Colaizzi’s seven-step phenomenological analysis, data were gathered through semi-structured interviews, participant observation, and document analysis involving seven purposively selected participants. The findings reveal that academic commitment is nurtured through an interplay of personal, spiritual, and institutional factors. Structured daily routines, internalized religious motivation, and spiritual disciplines such as tahajjud, fasting, and Qur’an memorization serve as strong intrinsic drivers. At the same time, institutional vision, regulatory systems, peer collaboration, and family encouragement create a supportive ecosystem that reinforces persistence and resilience. Academic commitment among these students thus emerges not merely as persistence in study but as a spiritual journey integrating faith, self-discipline, and communal service. The study contributes to the growing discourse on Islamic educational resilience by demonstrating how faith-based pedagogy and pesantren culture cultivate enduring academic motivation across cultural boundaries. The implications emphasize the need for transnational Islamic education institutions to integrate contextualized, spiritually anchored learning frameworks that strengthen students’ moral identity, academic perseverance, and adaptive competence in multicultural environments.
Co-Authors Abas Abdulkarim, Kamarodin Jarah Anilon, Basir M. Suud, Fitriah Rhafidilla Vebrynda Sjafri Sairin