Baitul Arqom sebagai Model Pembinaan Ideologi bagi Dosen Muda di Universitas Muhammadiyah Mataram - Mappanyompa Mappanyompa; Sahwan Sahwan; Karwiani Karwiani; Miratun Lisa (Universitas Muhammadiyah Mataram, 2026)
Terbatasnya pemahaman ideologi Al-Islam dan Kemuhammadiyahan di kalangan dosen muda, sehingga berdampak pada kurang optimalnya integrasi nilai-nilai Islam dalam pembelajaran. Pengabdian ini bertujuan untuk memperkuat pemahaman ideologis, meningkatkan keterampilan pedagogik berbasis nilai Islam, serta menumbuhkan komitmen dakwah dosen muda di Universitas Muhammadiyah Mataram. Metode yang digunakan adalah workshop dan pelatihan melalui program Baitul Arqom yang dilaksanakan selama tiga hari, dengan mitra sebanyak 55 dosen muda serta didukung mahasiswa PGMI. Kegiatan dilakukan melalui ceramah interaktif, diskusi kelompok, studi kasus, refleksi nilai, dan simulasi pembelajaran. Evaluasi dilakukan menggunakan pre-test dan post-test, observasi, angket, serta monitoring Rencana Tindak Lanjut (RTL). Hasil kegiatan menunjukkan adanya peningkatan pemahaman ideologi dan keterampilan pedagogik sebesar 85%, yang ditunjukkan melalui kenaikan nilai post-test dan kemampuan peserta dalam mengimplementasikan nilai-nilai Islam dalam pembelajaran. Selain itu, terjadi peningkatan softskill berupa komitmen dakwah, kemampuan refleksi diri, dan kerja kolaboratif peserta. Dengan demikian, program ini efektif sebagai model pembinaan ideologi bagi dosen muda.The main problem addressed in this community service program is the limited understanding of Al-Islam and Muhammadiyah ideology among young lecturers, which affects the integration of Islamic values in teaching practices. This program aims to strengthen ideological understanding, improve value-based pedagogical skills, and enhance lecturers’ commitment to Islamic propagation in Universitas Muhammadiyah Mataram. The method used was a workshop-based training through the Baitul Arqom program conducted over three days, involving 55 young lecturers and supported by PGMI students. Activities included interactive lectures, group discussions, case studies, value reflection, and teaching simulations. Evaluation was conducted using pre-test and post-test, observation, questionnaires, and follow-up action plan monitoring. The results indicate an 85% improvement in participants’ ideological understanding and pedagogical skills, reflected in increased post-test scores and the ability to implement Islamic values in teaching. Additionally, participants showed improvement in soft skills such as commitment, self-reflection, and collaborative ability. Therefore, this program is effective as an ideological development model for young lecturers