Article Per Year (5 Year)
p-Index From 2021 - 2026
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This Author published in this journals
All Journal Amalee: Indonesian Journal of Community Research & Engagement JISEI: Journal of Islamic Studies and Educational Innovation
Ahmad Syarifuddin Zuhri
Sekolah Tinggi Agama Islam Ibnurusyd, Kotabumi Lampung
Religion Humanities Education Languange, Linguistic, Communication & Media Public Health Social Sciences Other

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Innovation of Story-Based Moral Learning Modules in Strengthening Student Character Farhan Qomarudin; Ahmad Syarifuddin Zuhri
JISEI: Journal of Islamic Studies and Educational Innovation Vol. 1 No. 2 (2025): JISEI: Journal of Islamic Studies and Education Innovation (June 2025)
Publisher : LP3M Pascasarjana STAI Ibnurusyd

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61094/jisei.v1i2.54

Abstract

This study aims to develop and test the effectiveness of a story-based moral learning module as an innovation in strengthening students' character. The background of this study is based on the weak implementation of character education which tends to be normative and non-contextual. The story-based module is designed to touch the cognitive, affective, and psychomotor aspects of students through narratives that are relevant to their lives. The research method used is the Research and Development (R&D) model of Borg & Gall, with stages of needs analysis, planning, development, expert validation, revision, limited trials, and evaluation of effectiveness through a quasi-experimental approach. The results of the study showed that the use of story-based modules significantly improved students' understanding and internalization of moral values, such as honesty, responsibility, and empathy. This module is also able to build students' emotional involvement and create a fun and meaningful learning atmosphere. These findings strengthen the theory that the narrative approach can be an effective strategy in character learning. Thus, this module has great potential to be widely replicated in the context of character education at various school levels.
Digital Learning Training for Islamic Religious Education Students: A Participatory Action Research at STAI Ibnurusyd Damayanti Romadona; Farouk Fakhruddin; Eka Satari; Maria Ofy Liasari; Ahmad Syarifuddin Zuhri
Amalee: Indonesian Journal of Community Research and Engagement Vol. 7 No. 1 (2026): Amalee: Indonesian Journal of Community Research and Engagement
Publisher : LP2M INSURI Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/amalee.v7i1.8504

Abstract

This community service program aimed to improve the digital competence of Islamic Religious Education (PAI) students at STAI Ibnurusyd, who served as the main participants and partners, through digital-based learning training to support Indonesia’s National Digital Education Transformation policy. The program was conducted at STAI Ibnurusyd, involving 30 PAI students, using a Participatory Action Research (PAR) approach comprising planning, action, observation, and reflection stages. Data were collected through pre–post questionnaires using a Likert scale to measure six indicators: understanding digital learning concepts, ability to use digital platforms, creativity in media design, digital literacy, collaborative attitudes, and innovation in microteaching practice, supported by observation and interview data. The results showed an average increase of 50% in participants’ scores across the six indicators, moving from the “moderate” to the “high” competence category. Students demonstrated improved ability to design interactive learning media using applications such as Google Classroom, Canva Edu, and Quizizz. The main outputs of this program include a digital learning training module, examples of interactive learning media products, and a practical implementation model that can be replicated in similar institutions. To support sustainability, a digital learning community was established among students to ensure continued practice and mentoring after the program. This program contributes to strengthening prospective PAI teachers' readiness to become professional educators with digital competence and supports innovation in Islamic higher education.
Enhancing the Professional Capacity of Islamic Religious Education Teachers in Developing KOSP through a PAR-Based Mentoring Program in North Lampung Muklis Kurniawan; Januri; Erwin Tanjung; Oppi Wulan Sari; Ahmad Syarifuddin Zuhri
Amalee: Indonesian Journal of Community Research and Engagement Vol. 6 No. 2 (2025): Amalee: Indonesian Journal of Community Research and Engagement
Publisher : LP2M INSURI Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/amalee.v6i2.8512

Abstract

This community service activity aims to strengthen the professional capacity of Islamic Religious Education (PAI) teachers in developing the Operational Curriculum for Educational Units (KOSP) based on the Independent Curriculum in North Lampung Regency. This activity was motivated by teachers' limited ability to compile KOSP documents, Learning Objective Flows (ATP), and contextual teaching modules aligned with the principles of independent learning. The Participatory Action Research (PAR) approach was implemented as a participatory mentoring model, positioning PAI teachers as active partners throughout the problem identification, implementation, reflection, and evaluation processes. This program involved PAI teachers from 20 educational units and was implemented through structured activities, including socialization, interactive training, collaborative KOSP and ATP workshops, ongoing mentoring, and joint reflection. The results of the community service demonstrated improvements in teachers' curriculum development practices, as participants were able to produce school-based KOSP documents, design systematic ATP aligned with learning outcomes, and develop contextual and differentiated PAI teaching modules tailored to student characteristics and the local context. In addition, the mentoring process fostered increased self-confidence, collaboration, and reflective awareness. The uniqueness of this activity lies in the PAR-based mentoring design, which emphasizes active involvement, collaborative learning, and sustainability.
Co-Authors Damayanti Romadona Eka Satari Erwin Tanjung Farhan Qomarudin Farouk Fakhruddin Januri Maria Ofy Liasari Muklis Kurniawan Oppi Wulan Sari