Mangabdi: Journal of Community Engagement in Religion, Social, and Humanities

Revitalizing Qur'anic Learning Centers through the Integration of Islamic History

2026-06-03T07:17:22+07:00

Daaru Thulab Qur'anic Learning Center (TPA), located at Ar-Rahmah Mosque, has traditionally focused its instruction on Qur'anic literacy, Islamic ritual practices (ibadah amaliyah), and the memorization of daily prayers. However, Islamic history has not been systematically incorporated into the curriculum, despite its significant potential to foster the internalization of Islamic values and strengthen students' character development. This community engagement program aimed to revitalize learning at the Qur'anic Learning Center through the integration of Islamic history into instructional activities to strengthen the Islamic character of students by promoting exemplary values derived from the life of Prophet Muhammad SAW., his Companions, and prominent Muslim scholars. The program employed three main strategies: the development of an Islamic history teaching module, professional training for Qur'anic Learning Center teachers, and the direct implementation of learning activities by student volunteers from the University of Darussalam (UNIDA) Gontor during the Community Service Program (Kuliah Kerja Nyata, KKN). The findings indicate that students developed a deeper understanding of influential figures in Islamic history, while teachers demonstrated greater confidence in delivering lessons using more engaging themes and instructional approaches. The proportion of students achieving the minimum learning mastery increased substantially from 39.3% before the intervention to 78.6% after its implementation. These findings suggest that integrating Islamic history into non-formal Islamic education not only enhances students' cognitive understanding of Islamic civilization but also contributes significantly to strengthening their Islamic character.

Enhancing the Competencies of Islamic Religious Counselors through Creative Digital Content Design Training on Religious Moderation in Banjarnegara Regency

2026-05-02T20:21:02+07:00

The rapid expansion of digital communication has transformed the way religious messages are disseminated, requiring Islamic religious counselors to develop competencies in producing engaging digital content. However, many counselors in Banjarnegara Regency still have limited technical skills in graphic design, reducing the effectiveness of communicating religious moderation through social media. This community engagement program aimed to enhance the digital content design competencies of 161 Islamic religious counselors at the Ministry of Religious Affairs Office of Banjarnegara Regency by integrating graphic design training with religious moderation principles. A participatory training approach was employed, combining lectures, demonstrations, hands-on practice, mentoring, and performance evaluation. Participants' competencies were assessed using pre-test and post-test instruments, and the data were analyzed through descriptive statistics and a paired-samples t-test to determine the significance of learning outcomes. The findings revealed a substantial improvement in participants' competencies, with the mean score increasing from 55.52 in the pre-test to 85.29 in the post-test (p < 0.001). Participants also demonstrated improved abilities to develop visually appealing, informative, and persuasive digital content that effectively conveyed the values of religious moderation. These findings suggest that integrating graphic design training with digital literacy and religious moderation education provides an effective strategy for strengthening the digital communication competencies of Islamic religious counselors. The program contributes to the broader digital transformation of religious outreach and offers a replicable model for enhancing community-based religious communication in the digital era.

Islamic Values-Based Psychoeducation for Bullying Prevention

2026-05-02T19:39:58+07:00

Bullying among students is a persistent concern that can adversely affect adolescents’ mental health, social relationships, and academic development, including in Islamic educational settings. In Malaysia, bullying among secondary school students takes various forms, including verbal, physical, psychological, and cyberbullying, with potential consequences such as anxiety, depression, and declining academic performance. As an Islamic pre-university institution, Pusat Asasi Darul Ulum (PADU) Kedah requires preventive approaches that address bullying while simultaneously strengthening students’ moral character and psychological resilience. This community engagement program aimed to implement Islamic values-based psychoeducation to enhance students’ understanding of bullying, develop practical prevention skills, and strengthen psychologically and spiritually grounded resilience. The program involved approximately 60 PADU students and employed an interactive approach combining peer education, Islamic values integration, theoretical sessions, group discussions, case-based activities, and interactive games. The results indicated that participants developed a broader understanding of bullying, including its verbal, physical, psychological, and cyber forms, and demonstrated greater awareness of its potential impact on mental health and strategies for prevention and reporting. Interactive discussions also provided a supportive space for participants to express their perspectives and experiences and fostered a collective commitment to preventing bullying. Overall, the program contributed to strengthening students’ awareness, empathy, moral responsibility, and commitment to creating a respectful and psychologically safer learning environment. The program may be sustained through integration into character education, teacher training, and institutional anti-bullying initiatives.

Strengthening Digital Morals and Ethics among High School Students through the Civilized School Program

2026-05-31T14:22:22+07:00

The increasing use of social media among adolescents presents challenges for character development in schools, particularly in digital communication ethics, responsible information sharing, cyberbullying, and self-regulation. This highlights the need to integrate digital literacy with character education to promote responsible online behavior. This community engagement program aimed to strengthen students’ digital morals and ethics through the Civilized School Program at SMA Negeri 2 Plus Panyabungan, Indonesia. The program involved 30 students from grades X–XII and used an educational-participatory approach supported by teachers and school staff. Activities included digital ethics counseling, training on healthy digital communication, cyberbullying case simulations, reflective discussions, student-led digital campaigns, and the formation of student character ambassadors. Program evaluation used a mixed-method design involving pretest-posttest questionnaires, observations, reflections, and teacher interviews. Quantitative results showed an increase in average scores from 60.1% to 87.1%, representing a 27.0 percentage-point improvement across five indicators: digital communication ethics, awareness of cyberbullying, social empathy, responsible social media use, and self-regulation. Qualitative findings indicated improved student behavior, including more cautious online communication, more selective information sharing, and greater respect for others’ opinions. Overall, the program contributed to fostering a more ethical and responsible digital culture within the school. The Civilized School Program demonstrates potential as a participatory school-based model for integrating digital literacy and character education among adolescents.

Islamic Political Literacy and Leadership through Mosque-Based Learning

2026-05-07T14:49:47+07:00

This community engagement program was initiated in response to limited Islamic political literacy and the lack of structured Islamic leadership development at TPA/TPSA Qiraatul Huda, Jorong Silabuak, Nagari Parambahan, Tanah Datar Regency. These conditions have constrained students’ understanding of Islamic socio-political values and limited their opportunities for meaningful social participation. The program aimed to enhance Islamic political literacy, foster proactive leadership character, and strengthen the role of the mosque as a center for community education and development. A participatory-educational approach was employed through a combination of workshops, a leadership camp, deliberation simulations and role-play activities, and mentoring for the development of learning modules. Program outcomes were evaluated using a mixed-method approach, combining quantitative measures through pre- and post-tests with qualitative data obtained from observations and interviews. The results indicated positive changes in students’ participation, understanding, and leadership-related attitudes. Participation rates during the activities ranged from 85% to 95%. Post-intervention assessment showed that 90% of the students demonstrated improved understanding of the values of shiddiq (honesty) and amanah (responsibility). Furthermore, 78% were able to explain the concept of shura by providing concrete examples, while 82% demonstrated an improved understanding of the role of a just leader in everyday activities. Beyond these learning outcomes, the program contributed to revitalizing the mosque as an inclusive space for socio-religious education and created a more structured environment for character and leadership development among young learners at the local level. The program demonstrates the potential of mosque-based learning to integrate Islamic political literacy, leadership education, and character development within community-based religious education.