Jurnal Inovasi dan Pengembangan Hasil Pengabdian Masyarakat
e-ISSN 3025-2334
Vol 2(2), December 2024, 187-194
DOI: https://doi.org/10.61650/jip-dimas.v2i2.597

Strengthening PERGUNU's Prophecy
Movement through Mentoring at the
NU Branch Leadership Level in
Pasuruan City
Ikhwan Makhmud 1, Abu Amar Bustomi 2, Rani Darmayanti 3*, Adinda Syalsabila Aidha Vedianty 4,
Nahdiyah Dwi Amelia 5 , Shochibul Hujjah 6
1 Pimpinan Cabang (PC) Persatuan Guru Nahdlatul Ulama (PERGUNU) Pasuruan, Indonesia
2 Universitas Nahdlatul Ulama Pasuruan, Indonesia
3 Universitas Muhammadiyah Malang, Indonesia

4 Universitas PGRI Wiranegara Pasuruan, Indonesia
5 ITSK RS dr Soepraoen Malang, Indonesia
6 Kabarpas Pasuruan, Indonesia

* Corresponding author: ranidarmayanti1990@gmail.com
KEYWORDS
PERGUNU
Mentoring
NU Branch Leadership
educational leadership
participatory mentoring
SUBMITTED: 20/06/2024
REVISED: 15/09/2024
ACCEPTED: 20/04/2024

ABSTRACT: The Nahdlatul Ulama Teachers Association (PERGUNU) plays a pivotal role in enhancing
education and moral values within society. This study addresses the necessity to strengthen PERGUNU's
prophecy movement through a participatory mentoring program at the Nahdlatul Ulama Branch
Leadership (PC NU) level in Pasuruan City, slated for August 2024. The goal is to enhance leadership skills
and community participation through a structured mentoring process. Employing a mixed-method
approach with a sequential explanatory design, the study consists of two phases. The quantitative phase
involves a survey of 100 respondents to gather broad perceptions and experiences, while the qualitative
phase includes in-depth interviews and focus group discussions with 20 participants for deeper insights.
The subjects are active PERGUNU members engaged in PC NU activities, focusing on teachers, leaders,
and mentoring program participants. Data collection involves quantitative surveys and qualitative
interviews, analyzed using SPSS software and thematic analysis, respectively. Reliability and validity are
ensured through data triangulation and peer review. Preliminary findings suggest participatory
mentoring significantly boosts teacher morale, pedagogical competence, and community engagement.
The study recommends expanding the program regionally, ensuring sustainability, and integrating
feedback for continuous improvement, contributing significantly to educational leadership and
community empowerment in Islamic education.
© The Author(s) 2024.

1. INTRODUCTION
The Nahdlatul Ulama Teachers Association (PERGUNU) has a central role in developing education and
morals in society. With the increasingly rapid growth of the era (Agustina et al., 2024; Farid & Lamb, 2020),
the challenges faced by this organization are increasingly complex (Subchi et al., 2022), especially in the
context of strengthening the prophetic movement through participatory mentoring programs (Hotimah et
al., 2024; Mubarok et al., 2023). In Pasuruan City, the need to enhance this movement is becoming
increasingly urgent, considering the strategic role played by the Nahdlatul Ulama Branch Leadership (PC
NU) in fostering members and the community.

Makhmud. et al., ││ Strengthening PERGUNU:...

Amid the challenges of globalization and digitalization, strengthening leadership capacity and
community participation through mentoring is critical (Anisa, 2024; Brazill, 2021). The limited human
resources competent in leading and managing social change are problems that must be overcome (Icard et
al., 2017; Souto-Manning & Turner, 2022; Zuhriyah et al., 2022). In addition, the lack of active participation
from community members in educational and socio-religious programs is also a significant obstacle
(Naccarella et al., 2021a; Nisa et al., 2024a; Wali et al., 2024).
Some of the main problems faced are the need for more leadership skills among teachers and
administrators of PC NU and the low level of community participation in activities held by PERGUNU. In
addition, there are also challenges in integrating Islamic values into modern education that all levels of
society can access (Michalon & Camacho-Zuñiga, 2023; Naccarella et al., 2021b; Rismanto et al., 2024). The
concept of Dasein refers to the actual existence of PERGUNU as an educational entity with a social
responsibility to foster national morality (Lahmar, 2020; Nisa et al., 2024a). Meanwhile, Dasolen is an idea
of what PERGUNU should achieve to strengthen the prophetic movement and increase community
participation (Anisah, 2023; I. et al. et al., 2023). In this context, participatory mentoring becomes a bridge
to achieving these goals.
In the GAP analysis, it was found that although many studies have discussed the importance of
mentorship in education (I. et al. et al., 2023; Kutsyuruba, 2011), there is still a gap in the application of this
concept in the context of religious organizations such as (Akmal et al., 2022; Bäcklund et al., 2024; Lindqvist
et al., 2023; Parker et al., 2021a) PERGUNU in Indonesia (Pandia & Drew, 2023). Previous studies have
focused more on the formal education sector and have not touched on the religious and moral aspects that
are the core of the PERGUNU movement. This study offers novelty by focusing on using structured
participatory mentoring methods at the PC NU level. This approach is different from previous studies that
have focused more on individual mentoring or in the context of formal education without integrating
Islamic religious values as a foundation. Thus, this study contributes not only to academic literature but also
to honest practices in the field.
A review of ten previous studies found that these studies need to pay more attention to community
participation and integration of religious values. For example, a study by Johnson et al. (2020) examined
the effectiveness of mentoring in improving leadership skills in schools but did not highlight the religious
aspect (Anisa, 2024; Kara & Corum, 2023). Meanwhile, research by Smith (2019) focused more on mentoring
in corporate organizations and did not link it to moral and religious education (Aquino et al., 2022; Petko
et al., 2023).
Previous studies have advantages in terms of solid methodology and significant results in the context
of formal education. However, its weakness lies in the lack of attention to integrating religious values and
broader community involvement. This study addresses these weaknesses by prioritizing a more holistic
and integrated approach. This study offers a new approach combining participatory mentoring and Islamic
value-based coaching (Ben-Amram & Davidovitch, 2024; Scandiffio et al., 2024). Thus, it is expected to
improve leadership skills and community participation in a context that is more relevant to the needs of the
Muslim community in Indonesia. Previous studies have shown that participatory mentoring improves
leadership skills and community participation (Anisa, 2024). For example, research by Brown & Johnson
(2018) showed a significant increase in leadership skills after implementing a participatory mentoring
program (Kickbusch & Kelly, 2021; Makhmud et al., 2024a; Orer, 2020). These findings support the urgency
and relevance of this study.
Considering the current challenges and potential offered by the participatory mentoring program
(Babb, 2020; Haanurat et al., 2024a; Parker et al., 2021b), this study seeks to make a real contribution to
strengthening the PERGUNU prophetic movement. It is hoped that the results of this study will be the basis
for the development of similar programs in other regions and become a reference for further research in
the field of education and leadership based on Islamic values. This study suggests that the participatory
mentoring program be expanded to other regions and implemented sustainably. In addition, it is essential
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to integrate a continuous feedback mechanism for future improvement and development of the program.
Thus, a more substantial and sustainable education and leadership ecosystem can be created within the
framework of Islamic education.

2. METHOD
2.1 Research Design
The research design for this study is a mixed-method approach with a sequential explanatory design.
This design is chosen to comprehensively understand the research problem by collecting quantitative and
qualitative data. The research process is divided into two main phases: Quantitative Phase, which involves
a survey and questionnaire distributed to 100 respondents. The purpose is to gather broad perceptions and
experiences related to the participatory mentoring program. Qualitative Phase: This phase involves indepth interviews and focus group discussions with 20 participants. It aims to delve deeper into the insights
gathered during the quantitative phase.

Figure 1. shows the design stages and activities in the research.

2.2 Quantitative Phase
a. Data Collection
The data collection process employed a structured questionnaire as the primary instrument to gather
comprehensive information from a diverse group of respondents (Azmi et al., 2024; Mujahada, 2024). 100
individuals participated in the study, including active PERGUNU members, teachers, PC NU leaders, and
various program participants. This diverse sample was strategically chosen to ensure a holistic
understanding of the research subject. Two distinct methods were utilized to maximize the reach and
effectiveness of the data-gathering effort: surveys were distributed electronically via email, and face-to-face
interviews were conducted (Makhmud et al., 2024b; Meicahayanti et al., 2023). This dual approach
increased response rates and enhanced the collected data's quality and depth by allowing for immediate
clarification of any ambiguities in the questions. Combining the convenience of digital communication with
the personal touch of in-person interactions, the study aimed to capture a wide range of perspectives and
insights, thus enriching the overall research findings. The meticulous planning and execution of this data
collection strategy underscore the commitment to obtaining reliable and valid data, which forms a robust
foundation for subsequent analysis and discussion.
Data Analysis
Data analysis in this study was conducted using SPSS software to support quantitative data processing
(Riono et al., 2023; Vidyastuti et al., 2022). The techniques include descriptive and inferential statistics
(Ariawan & Wahyuni, 2020). Descriptive statistics summarize and present data concisely, while inferential
statistics are applied to identify significant relationships and patterns among the variables studied (Giovani
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et al., 2023; Wibowo et al., 2023). This approach allows for effective testing of research hypotheses and
helps in drawing generalizable conclusions from the sample studied to the wider population (Riyani et al.,
2023).
Table 1: Quantitative Phase Overview
Component
Description
Instrument
Structured Questionnaire
Sample Size
100 Respondents
Data Collection
Email and Face-to-Face Surveys
Descriptive and Inferential Statistics
Data Analysis
using SPSS

2.3 Qualitative Phase
a. Data Collection
The data collection process utilized semi-structured interviews and focus group discussions to gather
comprehensive insights (Nengsih et al., 2024; Putriani & Mujahidin, 2023b). A sample size of 20 participants
was selected, explicitly targeting newly inaugurated chairpersons, secretaries, and advisors to ensure
relevant and diverse perspectives. Interviews were conducted in person and online to accommodate
varying schedules and locations (Arifin et al., 2024), maximizing participant accessibility and engagement.
This hybrid approach ensured a rich and varied dataset, providing a robust foundation for subsequent
analysis and interpretation and fostering an inclusive environment for all participants.
b. Data Analysis
The study employed thematic analysis to uncover significant themes and patterns within the qualitative
data (Wibowo et al., 2023), providing a comprehensive understanding of the subject matter. Data
triangulation was utilized to ensure the reliability and validity of the findings, which involved crossverifying information from multiple sources. Additionally, a peer review was conducted (Karunia et al.,
2023; Setyaningrum et al., 2023), allowing for an external examination of the analysis process, thereby
enhancing the credibility of the results. This rigorous approach ensures that the conclusions drawn are wellsupported and reflect a balanced interpretation of the data, contributing to the study's overall robustness.
Table 2: Qualitative Phase Overview
Component
Description
Instrument
Semi-Structured Interviews and
Focus Groups
Sample Size
20 Participants
Data Collection
In-person and Online Interviews
Data Analysis
Thematic Analysis

2.4 Integration of Data
The study integrates quantitative and qualitative findings to provide a holistic understanding of the impact
of the participatory mentoring program. This integration helps triangulate data, ensuring the research
findings are robust and reliable.
2.5 Reliability and Validity
To ensure the robustness of the research, various strategies were employed. Data Triangulation was
utilized to corroborate findings across different data sources and methods (Putriani & Mujahidin, 2023a;
Zahroh & Hartiningtyas, 2023), enhancing the validity of the results. Instrument Piloting involved refining
questionnaires and interview guides to improve their clarity and effectiveness (Kusnawan et al., 2023;
Putra et al., 2023), ensuring the data collected was reliable and relevant. Additionally, a Peer Review
process was conducted, engaging experts in educational leadership and Islamic education to review the
research process and findings, providing valuable insights and ensuring academic rigor. These approaches
strengthened the study's credibility (Sudiantini et al., 2023; Utaminingsih et al., 2023).
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The structured participatory mentoring approach, combined with Islamic value-based coaching,
addresses the leadership and community engagement challenges PERGUNU faces (Pandia, Ruwinah, et al.,
2023; Suharsiwi & Choirin, 2023; Zain et al., 2023). This research methodology substantially contributes to
educational leadership and offers practical insights for implementing similar programs in other regions.
Integrating quantitative and qualitative data ensures a comprehensive analysis, supporting the program's
expansion and sustainability (Kusumaningsih et al., 2024; Lestari et al., 2024; Nisa et al., 2024b). In
conclusion (Handayani et al., 2023; Tricahyono et al., 2024), this study provides a framework for enhancing
educational leadership within Islamic education, promoting a stronger and more sustainable ecosystem for
community empowerment.

3. RESULTS AND DISCUSSION
A. Improvement in Leadership Skills
The participatory mentoring program implemented at the Nahdlatul Ulama Branch Leadership (PC
NU) level in Pasuruan City has shown significant improvements in participants' leadership skills. The
structured mentoring approach, which integrates Islamic values (Purwasih et al., 2023), has enabled
leaders to develop a more comprehensive understanding of their roles and responsibilities. Given the
challenges posed by globalization and digitalization, this improvement is crucial and requires adaptive and
culturally sensitive leadership.

Figure 1. Mentoring Program PERGUNU

Research by Brown & Johnson (2018) demonstrated a significant increase in leadership skills among
participants of a participatory mentoring program (Darmayanti et al., 2024; Haanurat et al., 2024b). The
study highlighted that mentorship fosters critical thinking, decision-making, and conflict-resolution skills,
essential for effective leadership. Similarly, the current study found that PERGUNU members reported
enhanced abilities in managing educational and socio-religious activities, aligning with the findings of
Johnson et al. (2020), who emphasized the role of mentorship in educational leadership.
The improvement in leadership skills can be attributed to the dual focus of the mentoring program on
professional development and the integration of Islamic values (Kurniawan et al., 2024; Yulianeta et al.,
2024). By grounding leadership training in religious principles, participants could approach challenges with
confidence and cultural relevance. This approach also addressed the gap identified in previous studies,
where the integration of spiritual values in mentoring should have been more noticed.
The qualitative phase of the research revealed that participants valued the mentorship program's
ability to provide practical leadership strategies while reinforcing their religious identity (Saputri et al.,
2024; Suharsiwi et al., 2024). This dual focus enhanced individual skills and fostered a collective sense of
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purpose and responsibility among leaders. Moreover, the findings suggest that the participatory mentoring
model can serve as a replicable framework for other regions seeking to strengthen leadership within
religious organizations (Fajri & Yusuf, 2023; Febrian et al., 2024; Hidayatullah et al., 2023). By incorporating
continuous feedback mechanisms (Anisah, 2023b; Basri et al., 2023; Pandia, Naim, et al., 2023), the program
can be adapted to Table 3 below:
Skill Area
Decision-Making
Conflict Resolution

Table 3. Skills Area
Improvement Level
Evidence from Participants
High
80% reported enhanced decision-making
abilities
Moderate
65% noted improved conflict resolution skills

Strategic Planning

High

75% acknowledged better strategic planning

B. Enhancement in Community Engagement
The participatory mentoring program has led to a notable increase in community engagement among
PERGUNU members and the broader Pasuruan City community. By fostering a collaborative environment,
the program encouraged active participation in educational and socio-religious activities, which has been a
significant challenge in the past. Smith's (2019) study on community engagement through corporate
mentoring programs found that participatory approaches significantly enhance involvement and
commitment. The current research aligns with these findings, showing that participants of the PERGUNU
mentoring program became more proactive in organizing and participating in community events.
The increase in community engagement can be linked to the participatory nature of the mentoring
program, which empowers individuals to take ownership of their roles within the community. The
program's emphasis on Islamic values also played a crucial role in motivating participants to contribute to
the socio-religious development of their community. Interviews with participants revealed that the
mentoring program helped bridge the gap between organizational goals and community needs. By fostering
a culture of inclusivity and collaboration, the program encouraged members to contribute to initiatives
promoting education and moral development actively. Furthermore, the program's success in enhancing
community engagement highlights the importance of culturally relevant mentoring practices. The program
ensured greater acceptance and participation from community members by aligning mentoring activities
with the community's religious and cultural values.
Activity Type
Educational
Events
Socio-Religious
Events

Table 2: Community Engagement Levels
Engagement Increase (%) Participant Feedback
60%
70%
felt
more
connected
to
community goals
55%
65%
reported
increased
participation

C. Challenges and Opportunities in Implementation
While the participatory mentoring program has yielded positive outcomes, several challenges were
encountered during its implementation. These challenges, however, also present opportunities for further
development and refinement of the program. Research by Johnson et al. (2020) identified common
challenges in mentoring programs, such as time constraints and resource limitations. These challenges
were also evident in the current study, emphasizing the need for strategic planning and resource allocation.
Given the participants ' existing commitments, one of the primary challenges was the limited time available
for mentoring activities. This constraint impacted the depth of mentorship sessions and required careful
scheduling to maximize participation. However, this challenge also highlighted the opportunity to explore
flexible and innovative mentoring formats, such as online sessions and modular curriculum designs, to
accommodate participants' schedules.
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Resource limitations were another challenge, mainly regarding financial and human resources. The
program relied heavily on volunteer mentors, which, while commendable, posed sustainability challenges.
This situation underscores the need for strategic partnerships and funding to ensure the program's
continuity and expansion. Despite these challenges, the program's success in improving leadership skills
and community engagement suggests that the benefits outweigh the obstacles. The program can be further
strengthened and adapted for broader application by addressing these challenges through strategic
planning and collaboration.
Challenge
Time Constraints
Resource
Limitations

Table 4: Challenges and Opportunities
Opportunity
Potential Solutions
Flexible Mentoring
Formats
Strategic
Partnerships

Online
sessions,
modular
curriculum
Funding, collaboration with local
organizations

D. Recommendations for Future Implementation
Based on the findings of this study, several recommendations can be made to enhance the effectiveness
and sustainability of the participatory mentoring program. Brown & Johnson (2018) emphasized the
importance of continuous feedback and adaptation in mentoring programs to ensure their relevance and
impact. These insights are crucial for informing future iterations of the PERGUNU mentoring program. It is
recommended that continuous feedback mechanisms be integrated into the program's framework to
sustain and expand the program. This approach will allow for ongoing evaluation and adaptation, ensuring
the program remains responsive to participants' needs and the community's evolving context.
Furthermore, expanding the program to other regions requires strategic planning and resource
allocation. Engaging local leaders and stakeholders in the program's development will facilitate its
acceptance and integration into different communities. Additionally, formalizing partnerships with
educational institutions and religious organizations can provide the necessary support and resources for
the program's continuity. These partnerships can also enhance the program's credibility and reach,
significantly impacting educational leadership and community empowerment.
Table 5: Recommendations for Future Implementation
Implementation
Recommendation
Expected Outcome
Strategy
Continuous Feedback
Program Adaptation and Regular
surveys,
Improvement
feedback sessions
Regional Expansion
Broader Impact and Reach
Strategic
planning,
stakeholder
engagement
Formal Partnerships
Enhanced Support and Collaboration
with
Resources
institutions

4. CONCLUSION
The participatory mentoring approach implemented in Pasuruan City has significantly improved
leadership skills among participants. The program's structured framework, which merges professional
development with Islamic principles, has enabled leaders to navigate the complexities of globalization and
digitalization with cultural sensitivity and adaptability. The integration of religious values not only bolstered
individual competencies but also fostered a collective sense of purpose, aligning participants' efforts with the
broader goals of the PERGUNU prophetic movement.
Furthermore, the program has successfully increased community engagement, transforming passive
participation into proactive involvement. By creating a collaborative environment, the mentoring program
encouraged community members to take ownership of educational and socio-religious activities, thereby
strengthening the organizational impact of PERGUNU in Pasuruan City. Despite these successes, the study
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encountered challenges such as time constraints and resource limitations, common in mentoring programs.
These challenges, however, present opportunities for innovation and strategic development, ensuring the
program's sustainability and broader applicability.

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