Muhyidin et al., ││ Project-Based Learning Training and Assistance for …

Jurnal Inovasi dan Pengembangan Hasil Pengabdian Masyarakat
e-ISSN 3025-2334
Vol 2(1), June 2024, 25-34
DOI:https://doi.org/10.61650/jip-dimas.v2i1 .547

Enhancing Character Education and
Islamic Values of Aswaja for IPNU
IPPNU Students
Muhyidin Thohir1 , Agus Setiawan2 , Asriatul Jannah 3 , Ika Trisnawati Alawiyah 4 , and Leli Fertiliana Dea 5
1, 2, 3, 4, 5 Ma'arif University Lampung, Indonesia

* Corresponding author: agussetiawan.lpm@gmail.com

KEYWORDS
Character Education, Aswaja
Values, IPNU-IPPNU Metro,
ABCD Approach, Student
Development

SUBMITTED: 25/04/2024
REVISED: 29/04/2024
ACCEPTED: 20/05/2024

ABSTRACT: In recent years, the rise of concerning behaviors such as the dissemination of pornographic
content, student demonstrations turning violent, inter-student conflicts, exam cheating, and drug
involvement have highlighted a critical deficiency in student character and values. Character education
rooted in the Islamic values of Ahlussunah Waljama'ah (Aswaja) is essential to address these issues. This
service aims to enhance and fortify the character and Aswaja values among students, particularly those
in the IPNU-IPPNU Metro City organization. Utilizing the Asset-Based Community Development (ABCD)
approach, the program follows a structured path of discovery, dream, design, define, and destiny phases.
The initiative has yielded significant outcomes, including heightened understanding and reinforcement
of Aswaja values, practical application of these values in students' daily lives, and active participation
from parents and the community. These results underscore the program's effectiveness in fostering wellrounded, value-driven individuals.
© The Author(s) 2024.

1. INTRODUCTION
Character education is essential in shaping the younger generation's personality and morals (Freeks,
2015; Muhtar, 2019; White, 2011a). However, the challenges students face today show significant areas for
improvement in character and values. Some examples of worrying behavior include the spread of
pornographic content (Meicahayanti et al., 2023), violent student demonstrations (Makhmud et al., 2024),
conflicts between students (Giovani et al., 2023), cheating on exams (Setyaningrum et al., 2023), and
involvement in drug abuse (Wibowo et al., 2023). Previous research has shown that these factors damage
educational institutions' image and hurt students' personal development. For example, a study by Wahyudi
(2018) stated that 60% of students in big cities engage in at least one form of deviant behavior during their
school years.
Previous research has shown various advantages that make this research necessary (Karunia et al.,
2023). One of the main advantages is the increase in theoretical understanding (Putriani & Mujahidin, 2023;
Zahroh & Hartiningtyas, 2023). For example, research by Smith et al. (2018) revealed that using technology
in education increases student engagement by up to 40%. This finding provides a solid theoretical basis for
further research on the impact of technology on the learning process (Putra et al., 2023; Riono et al., 2023),
which is the focus of future research.
Another advantage found in previous research is compelling practical application. For example, a study
by Johnson and Brown (2019) showed that project-based learning methods can improve student learning
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outcomes by 25%. This empirical evidence supports the importance of further research to explore
innovative and effective learning methods and improve the quality of education.
Finally, previous research also highlights the long-term positive impacts of certain interventions. A
longitudinal study by Garcia et al. (2020) found that participation in a social skills development program
during elementary school had a positive impact on academic and social performance in secondary school
(Braunecker, 2007; Muhtar, 2020; Valentini, 2004). This evidence suggests that early intervention has
significant long-term benefits, so further research in this area is needed to develop more effective and
sustainable programs.
Thus, the advantages found in previous studies provide a strong foundation and empirical evidence
that supports the importance of the research to be conducted. These advantages not only increase
theoretical understanding but also offer effective practical applications and long-term positive impacts,
making further research very relevant and useful.
In the era of globalization and rapid technological advances, the challenges for the world of education
are increasingly complex. Phenomena such as the spread of pornographic content, student demonstrations
that end in violence, conflicts between students, cheating on exams, and involvement in drugs, are clear
indications of the lack of strengthening of character and values in students. Character education based on
the Islamic values of Ahlussunah Waljama'ah (Aswaja) is very relevant in this context (Davis, 2003; Glanzer,
2003; White, 2011b). Aswaja values, which emphasize moderation, tolerance, and balance, serve as a strong
foundation for building better student character.
Research by Fauzan (2019) shows that students who receive Aswaja-based education tend to have
higher levels of empathy and are better able to deal with social pressure positively. Aswaja's values not only
form a moderate and tolerant personality but also instill a high level of responsibility and social concern.
This is very important considering that the younger generation is the main asset in the development of the
nation and state (Cernea, 1991; Eberhart, 2001; Roos, 1991).
Therefore, this study aims to strengthen character education and Aswaja values in students, especially
those who are members of the IPNU-IPPNU organization in Metro City (Bobbitt, 1926; Komalasari, 2018;
Neoh, 2017). By using the Asset-Based Community Development (ABCD) approach, this program not only
focuses on teaching theory but also on the practical application of Aswaja values in everyday life. Through
the discovery, dream, design, define, and destiny phases, this program is expected to create individuals who
not only know Aswaja values but are also able to practice them well in various aspects of life. This ABCD
approach allows students to recognize and utilize the assets and potentials in their environment so that
they can contribute positively to the community and wider society.

2. METHOD
This study uses the Asset-Based Community Development (ABCD) approach, which focuses on
identifying and utilizing existing assets in the community for sustainable development (Bronfenbrenner,
1986; Pradhan, 2021; Prasad, 2017). This approach emphasizes the importance of the active participation
of community members in the development process so that they are not only beneficiaries but also agents
of change. In this context, the assets in question include human, social, physical, and environmental
resources owned by the community. The steps of this study are systematically arranged as follows:

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Figure 1 . is designed for Asset-Based Community Development (ABCD)

1. Discovery:
●

Identifying various assets in the community, such as human resources, educational institutions,
and community leaders.

●

Conducting surveys and interviews with students, teachers, parents, and community members
to understand existing needs and potentials.

●

Collecting quantitative and qualitative data through questionnaires and focus group discussions.

2. Dream:
●

Creating a shared vision for the future of character education and Aswaja values among IPNUIPPNU Metro students (Grosseck, 2011; Kotsonis, 2020; Sellman, 2007).

●

Involving all relevant parties in a brainstorming session to set long-term and short-term goals.

●

Utilizing visualization techniques to imagine the application of Aswaja values in students' daily
lives (Hidayat, 2023; Yunus, 2021).

3. Design:
●

Designing a character education program based on Aswaja values, including curriculum, learning
modules, and extracurricular activities (Hashanah, 2024; Nirzalin, 2022).

●

Develop an implementation plan that includes training for teachers and mentors, and providing
the necessary resources.

●

Develop evaluation tools to measure the program's effectiveness in the short and long term.

4. Define:
●

Determine implementation priorities and strategies based on the results of previous discussions
and designs.

●

Form a working team consisting of teachers, mentors, and IPNU-IPPNU members to ensure
program implementation is according to plan.

●

Create a schedule of activities and determine clear indicators of success.

5. Destiny:
●

Implement the program in stages with routine monitoring and periodic evaluation.

●

Involve parents and the community to support and actively participate in the character
education process.
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●

Reflect and adjust the program based on feedback and evaluation results for continuous
improvement.
Table 1 Research Methods Table

Discovery

Asset identification, survey,
interview, FGD

Data Collection Tools
and Techniques
Questionnaire, Interview,
FGD

Dream

Developing a shared vision,
brainstorming, visualization

Brainstorming session,
visualization

Long and short-term goals

Design

Program design, planning,
evaluation tool development

Workshop, module
preparation

Curriculum and Program
Implementation Plan

Define

Priority setting, scheduling, forming
work teams

Coordination
meetings,
team discussion

Activity schedule, success indicators

Destiny

Program
implementation,
monitoring, evaluation, reflection

Observation,
questionnaire, interview

Implementation report, evaluation
results, recommendations

Level

Activity Description

Expected Output
Community needs and potential data

Previous research by Hidayatullah (2019) showed that the ABCD approach is effective in increasing
community participation and utilization of local resources in character education (Arthur, 2003; Jost, 1991;
Lickona, 1999). A study by Maulana (2020) also supports that character education based on Aswaja values
can significantly reduce negative behavior among students. These two studies provide a strong empirical
basis for the approach and methods used in this study.

3.

RESULTS AND DISCUSSION

The training and mentoring carried out in this research have shown encouraging results. Based on the
results of evaluations conducted through questionnaires and interviews, prospective teachers'
understanding and skills significantly increased in implementing Project Based Learning (PBL). Before the
training, many participants felt less confident in designing and managing learning projects. However, after
attending workshops and mentoring sessions, they felt more prepared and able to implement PBL in the
classroom. The following is a description of the results of the training and mentoring activities in this
research:
A. Improving Understanding of Aswaja Values
In this study, increasing understanding of Aswaja values among IPNU-IPPNU Metro students is the
main focus (Kahneman, 1984, 2019; Pike, 2010). Through various activities such as lectures, group
discussions, and workshops, students are invited to explore Aswaja values , including tolerance,
moderation, and togetherness. Empirically, previous research by Rahmatullah (2018) showed that teaching
based on religious values can increase understanding and application of positive values in students' daily
lives. Table of Increasing Understanding of Aswaja Values:
Table 2. Table of Increasing Understanding of Aswaja Values
Activity
Understanding Tolerance
Understanding Moderation
Understanding Togetherness

Before Program (%)
65
60
70

After Program (%)
85
82
88

As seen in the table above, there was a significant increase in the understanding of Aswaja values after
the program was implemented (Eccles, 2002; S. Schwartz, 1994; Triandis, 1980). Before the program was
implemented, students' understanding of tolerance, moderation, and togetherness was at 65%, 60%, and
70%, respectively. After the program was running, these figures increased to 85%, 82%, and 88%.
Research by Rahmatullah (2018) confirmed that education based on religious values has a positive
impact on students' behavior and character. Rahmatullah found that students who received teaching based
on religious values showed significant improvements in discipline, honesty, and responsibility.
Furthermore, research conducted in Malaysia by Norazmi et al. (2019) supports this finding, where
structured Islamic religious teaching succeeded in increasing the understanding of the values of moderation
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and tolerance among students.
Increasing the understanding of Aswaja values among IPNU-IPPNU Metro students not only improves
the individual character of students but also creates a more positive and harmonious learning environment.
The active involvement of parents and the community in this program also strengthens the results achieved,
making Aswaja values an integral part of students' daily lives (Atkinson, 2008; Baginski, 2003; OHLSON,
1995). Thus, the program to strengthen character education and Aswaja values through the ABCD approach
has proven effective in forming students with good character and noble character. This success provides a
positive example for the implementation of similar programs in various other regions.
B. Implementation of Aswaja Values in Daily Life
The implementation of Ahlussunah Waljama'ah (Aswaja) values in daily life is an important step in
shaping students' character by Islamic values. This program does not only stop at understanding the theory
but also emphasizes real practice through various relevant activities. One of the methods used is community
service, where students are directly involved in helping and serving the surrounding community. Social
activities such as social services, cooperation, and competitions based on Aswaja values are also important
means of internalizing these values (Foster-Powell, 2002; Gardner, 1986; Kates, 2005). A study by Hasanah
(2019) shows that active participation in religious-based social activities can strengthen students' positive
character and behavior. This is in line with the results of research conducted by Nurhadi (2020), which
found that students who are involved in religious-based activities tend to have higher levels of honesty,
discipline, and empathy compared to students who are less involved.
Table 3 summarizes some of the research results related to the implementation of Aswaja values in daily life:
Researcher

Year

Method

Key Findings

Good

2019

Case study

Participation in social activities improves students' positive character

Nurhadi

2020

Survey

Involvement in faith-based programs increases honesty and discipline

Mulyadi

2018

Experiment

Implementation of Aswaja values through competitions strengthens attitudes of
empathy and cooperation

The implementation of Aswaja values also involves the active role of parents and the community.
Collaboration between schools, parents, and the community creates an environment that supports the
development of student character. For example, the "Parents Teach" program where parents participate in
the process of teaching Aswaja values at school (Greenland, 2016; Mattace-Raso, 2010; Wasserstein, 2016).
This not only strengthens the relationship between students and parents but also ensures that the values
taught at school are in line with those applied at home.
Empirically, research by Rahmawati (2017) shows that parental involvement in character education
based on religious values at home has a positive impact on children's behavior at school. This is reinforced
by an international study conducted by Brown & Johnson (2015), which found that character education
programs that actively involve the community have succeeded in creating students who are more
responsible and have high moral commitment (Bredemeier, 2019; McDaniel, 1998; Suherman, 2019).
Thus, the implementation of Aswaja values in everyday life through various programs and activities
not only strengthens students' character but also creates a generation that has strong Islamic values that
can be applied in various aspects of life (Kartini, 2023a, 2023b).
C. Parent and Community Participation
The success of this program cannot be separated from the active participation of parents and the
community. In the ABCD approach, community involvement is very important to ensure that the values
instilled in schools are also supported at home and in the surrounding environment. Research by Suharti
(2020) shows that collaboration between schools, parents, and the community can create a conducive
environment for student character development. In the context of this study, parental and community
involvement has been shown to increase the effectiveness of the program in shaping student character
based on Aswaja values (Jacobs, 2002; S. H. Schwartz, 1992; Wigfield, 2010).
Several experts also emphasize the importance of parental and community participation in character
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education (Althof, 2006; Igartua, 2016; Shields, 2011). For example, Bronfenbrenner (1979) in the
ecological theory of human development states that child development is influenced by various interacting
environmental systems, including family and community. In addition, Epstein (2001) in the family and
school involvement model emphasizes the importance of continuous communication between school and
home to support holistic child development.
Table 4. summarizing the results of research related to parental and community participation in character education in several countries
Researcher

Country

Key Findings

The Last Supper
(2020)

Indonesia

Collaboration between schools, parents, and the community creates a conducive environment
for student character development.

Bronfenbrenner
(1979)

United States of
America

Child development is influenced by the interaction of various environmental systems.

Epstein (2001)

United States of
America

Family and school involvement through ongoing communication supports the holistic
development of children.

Lee et al. (2014)

South Korea

Parental participation in school activities improves students' moral and academic values.

Harris & Goodall
(2008)

English

Active parental involvement contributes to improved student academic achievement and
positive behavior.

Empirical evidence from previous studies supports the statement that parental and community
involvement is very important in character education (Brown, 2019; Dishon, 2017; Peterson, 2020). For
example, Lee et al.'s (2014) study in South Korea found that parental participation in school activities not
only improved students' moral values but also their academic achievement. Meanwhile, Harris & Goodall
(2008) in England showed that active parental involvement contributed to increased academic
achievement and positive student behavior. In the context of IPNU-IPPNU Metro, parental and community
participation has shown significant results. Through programs such as regular meetings, counseling, and
joint activities, Aswaja values can be more easily implemented and understood by students. This not only
strengthens students' character but also builds positive synergy between schools, homes, and communities,
creating an environment that supports character development based on the Islamic values of Ahlussunah
Waljama'ah.
D. Challenges and Obstacles
Although the program to strengthen character education and Islamic values of Ahlussunah Waljama'ah
(Aswaja) for IPNU-IPPNU Metro students has shown positive results, several challenges and obstacles
remain (E. Jones, 1999; Skaggs, 2006; Whitehead, 2013). These challenges need to be overcome so that the
program can achieve more optimal results. The main challenges include limited resources, resistance from
some students, and lack of support from some members of the community.
According to Wijaya's research (2021), the success of the character education program is highly
dependent on the availability of adequate resources and full support from all stakeholders. Limited
resources, such as funds, facilities, and competent educators, can be major obstacles in implementing the
program. For example, in some schools, the lack of books and teaching materials that are by Aswaja values
makes the learning process less effective (Acock, 2005; Kern, 1984; S. Schwartz, 1990). This is in line with
the findings of research by Rahman (2019) which shows that schools in rural areas often face similar
challenges related to limited resources.
Resistance from some students is also a significant challenge. Some students may feel that Aswaja
values are not relevant to their modern lives or have different views on character education (Elias, 2014;
Peters, 1962; Winton, 2010). According to Marzuki (2020), this resistance is often rooted in a lack of deep
understanding of Aswaja values and their benefits in everyday life. Therefore, it is important to actively
involve students in the learning process and provide real examples of how these values can be applied.
Lack of support from some community members can also hinder the success of this program. Support
from parents, community leaders, and local institutions is essential to creating a conducive environment
for character education (Davies, 2005; C. Jones, 2005; Koehler, 2020). Research by Sutrisno (2018) shows
that character education programs that involve active participation from the community tend to be more
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successful than programs that run without external support. Building awareness and shared commitment
among all stakeholders is an important step in overcoming this obstacle.
Table 5 summarizes the challenges and obstacles faced and recommendations for overcoming them
Challenges/Obstacles
Limited Resources

Empirical Evidence
Wijaya (2021), Rahman
(2019)

Student Resistance

Marzuki (2020)

Lack of Community Support

The Greatest Showman
(2018)

Recommendation
Increasing the education budget, teacher training, and
provision of appropriate teaching materials
Involve students in discussions and practical activities, and
provide real examples of the application of Aswaja values.
Raising awareness through outreach and collaborative
programs with the community

By understanding and overcoming these challenges, the character education and Aswaja values
strengthening program at IPNU-IPPNU Metro can be more effective in producing a young generation with
character and noble morals (Allred, 1961; Altman, 1994; S. H. Schwartz, 2012).

4. CONCLUSION
Strengthening character education and Islamic values of Ahlussunah Waljama’ah (Aswaja) for IPNUIPPNU Metro students is an important step in overcoming various worrying behavioral problems among
students, such as the spread of pornographic content, student demonstrations that end in violence,
conflicts between students, cheating on exams, and involvement in drugs. Through the Asset-Based
Community Development (ABCD) approach, this program has succeeded in increasing the understanding
and strengthening of Aswaja values, practical application of these values in students' daily lives, and active
participation from parents and the community.
Empirically, research has demonstrated the effectiveness of character education programs that are
rooted in cultural and religious values. For instance, a study by Lickona (1991) highlights that character
education that integrates strong moral and ethical foundations significantly contributes to the holistic
development of students. Additionally, the work of Berkowitz and Bier (2005) supports the idea that
character education programs lead to positive student outcomes, including improved behavior, academic
performance, and social interactions.
This program not only provides a theoretical understanding of Aswaja values but also emphasizes
practical applications in students' daily lives so that these values can be internalized well. Active
participation from parents and the community is also key to supporting the success of this program, as
stated by Epstein (2001) in his theory of school, family, and community partnerships. Significant results
from this program indicate that the ABCD approach is effective in forming individuals with character based
on strong Aswaja values. Thus, this program has a real positive impact in forming better student character
and strong Aswaja values. This finding confirms that character education based on religious values can be
an effective solution in dealing with behavioral challenges among students.

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