TRANSFORMASI DIGITAL MANAJEMEN PENDIDIKAN ISLAM: PROGRAM PEMBINAAN BERBASIS KOMUNITAS UNTUK PESANTREN DAN SEKOLAH ISLAM DI MALANG RAYA - Mohamad Anas; Millatuz Zakiyah; Prima Zulvarina; M. Lukman Hakim (Universitas Muhammadiyah Mataram, 2026)
Abstrak: Lembaga pendidikan Islam, khususnya pondok pesantren dan sekolah Islam, masih menghadapi tantangan dalam tata kelola kelembagaan akibat keterbatasan literasi digital dan belum optimalnya penerapan sistem manajemen modern. Artikel ini bertujuan mendeskripsikan proses dan hasil program pendampingan berbasis komunitas untuk mendorong transformasi digital manajemen pendidikan Islam di Malang Raya. Kegiatan dilaksanakan pada 20 lembaga mitra dengan melibatkan 45 peserta yang terdiri atas pimpinan lembaga, guru, dan tenaga kependidikan. Metode pelaksanaan mencakup empat tahap, yaitu analisis kebutuhan, perencanaan dan penyusunan materi, pelatihan dan pendampingan, serta evaluasi dan tindak lanjut. Sistem evaluasi menggunakan pre-test dan post-test, lembar observasi partisipasi, serta checklist luaran kelembagaan. Hasil menunjukkan bahwa kondisi awal mitra masih didominasi manajemen manual; hanya 5 lembaga yang memiliki website aktif dan 4 lembaga yang menggunakan email resmi. Setelah program dilaksanakan, rata-rata kemampuan digital peserta meningkat sekitar 60%, sedangkan 15 lembaga telah memiliki dan mengoperasikan website atau email kelembagaan secara aktif. Temuan ini menunjukkan bahwa pendampingan berbasis komunitas efektif memperkuat kapasitas digital, tata kelola, dan identitas kelembagaan pendidikan Islam secara bertahap, kontekstual, dan berkelanjutan.Abstract: Islamic educational institutions, particularly pesantren and Islamic schools, continue to face governance challenges due to limited digital literacy and the suboptimal adoption of modern management systems. This article aims to describe the process and outcomes of a community-based mentoring program designed to foster digital transformation in Islamic educational management in Greater Malang. The program involved 20 partner institutions and 45 participants consisting of institutional leaders, teachers, and administrative staff. The implementation was organized into four stages: needs assessment, planning and preparation of training materials, training and mentoring, and evaluation and follow-up. The evaluation system employed pre-tests and post-tests, participation observation sheets, and an institutional output checklist. The findings indicate that the initial condition of partner institutions was still dominated by manual management; only five institutions had active websites and four used official institutional email accounts. After the program, participants’ average digital competence increased by around 60%, while 15 institutions had actively established and operated institutional websites or official email accounts. These findings demonstrate that community-based mentoring is effective in strengthening digital capacity, institutional governance, and the digital identity of Islamic educational institutions in a gradual, contextual, and sustainable manner.