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All Journal Jurnal Pengabdian Masyarakat Indonesia (JPMI) Advances In Education Journal
Martin Kustanti
Universitas Islam Negeri Imam Bonjol Padang
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Pendampingan Tahfiz Menggunakan Metode Tasmi’ Melalui Program Ekstrakulikuler di SMA 2 Padang Anita Sarmila; Martin Kustanti; Rezki Amelia; Gusmirawati Gusmirawati
Jurnal Pengabdian Masyarakat Indonesia (JPMI) Vol. 2 No. 2 (2024): Desember
Publisher : Publikasi Inspirasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62017/jpmi.v2i2.2665

Abstract

This mentoring aims to help students memorize and maintain memorization of the verses of the Qur'an in the Tahfidz extracurricular program at SMA 2 Padang using the tasmi' method. The tasmi' method is a method of memorizing the Qur'an by the teacher listening to the reading of the verses of the Qur'an from students, so that with this tasmi' a memorizer of the Qur'an will be known his shortcomings when submitting memorization, because students can make mistakes in pronouncing letters or harakat. With tasmi' students will be more concentrated in memorizing. This mentoring is carried out using the PAR (Participatory Action Research) method with stages of mentoring, namely the first preparation, the second implementation stage, the third evaluation stage, which later the results of the participants' memorization will be tested and when the results of the exam are sufficient, the students will graduate. The success of the tahfiz mentoring using the TASMI' method is marked by the increasing quality of memorization and reading of students where they graduated above 1 juz, 10 juz and there were even students who graduated 22 juz.
Model Integrasi Tiga Pilar : Dalam Optimalisasi Pendidikan Islam Sebagai Agen Moderasi Beragama Halim Murrahman; Martin Kustanti; Bashori
Advances In Education Journal Vol. 2 No. 3 (2025): Advances In Education Journal (Desember)
Publisher : Yayasan Al-Afif

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Abstract

Islamic education is vital in shaping character and promoting religious moderation, with traditional institutions effectively implementing formal curricula (state-of-the-art). However, this effectiveness is eroded by the challenges of digital radicalism and the lack of translation of theory into practical practice. The main gap is the absence of an integrated implementation model that holistically transforms moderation into school culture and into concrete student action, as existing efforts are too school-centered and neglect the role of family/community. This research offers a novelty: the Three-Pillar Integration Model (Tri-Pillar). This model synergizes the Core Curriculum (Cognitive), Co-Curricular Activities (Affective) based on experiential learning, and Community/Family Engagement (Psychomotor). The Tri-Pillar Model is proposed as a solution to create a consistent and supportive learning environment. The potential outcome is a significant improvement in students' Religious Moderation Attitude Index (ISMB), encompassing the dimensions of knowledge, tolerance, and national commitment, providing a practical contribution to sustainable radicalism prevention policies.
Co-Authors Anita Sarmila Bashori Gusmirawati Gusmirawati Halim Murrahman Rezki Amelia