Sugiharto Sugiharto

BUILDING STUDENT CHARACTER THROUGH DA’WAH JOURNALISM: AN IMPORTANT ROLE AT STIT ISLAMIYAH KARYA PEMBANGUNAN PARON NGAWI

Introduction

Building student character through da’wah journalism: an important role at stit islamiyah karya pembangunan paron ngawi. Uncover da'wah journalism's vital role in building student character at STIT Islamiyah Paron Ngawi. Integrates Islamic values, fostering moderate, religious, and ethical students.

Abstract

This study examines the role of da'wah journalism in building the character of students at STIT Islamiyah Karya Pembangunan Paron Ngawi. The formation of student character in the Islamic education environment requires a holistic approach that integrates Islamic values in the learning process. Da'wah journalism as an Islamic communication medium has great potential in instilling character values such as honesty, discipline, responsibility, tolerance, and social concern. This study uses a qualitative method with a descriptive-analytical approach to analyze the implementation of da'wah journalism in the formation of student character. The results of the study show that the integration of da'wah journalism in the Islamic higher education curriculum can be an effective strategy to build the character of students who are moderate, religious, and with integrity. Practice-based learning methodologies, the use of digital technology, and adequate supervision are key to the success of this program. The research recommends the need for a curriculum revision that integrates prophetic values in journalistic competence as well as the development of comprehensive assessment methods to measure character formation quantitatively and qualitatively.

Review

This study presents a timely and highly relevant exploration into the role of da'wah journalism in fostering student character at STIT Islamiyah Karya Pembangunan Paron Ngawi. The research clearly articulates a significant need for holistic approaches to character formation within Islamic educational settings, positioning da'wah journalism as a potent medium for instilling crucial values such as honesty, discipline, responsibility, tolerance, and social concern. The qualitative methodology, employing a descriptive-analytical approach, is well-suited to understanding the nuances of character development within this specific context. The abstract effectively highlights the potential for this integration to cultivate students who are moderate, religious, and possess strong integrity, underscoring the practical implications of the findings. The key findings, particularly the efficacy of integrating da'wah journalism into the Islamic higher education curriculum, represent a valuable contribution to both Islamic education and communication studies. The identification of practice-based learning, the strategic use of digital technology, and adequate supervision as critical success factors provides actionable insights for institutions considering similar initiatives. While the abstract effectively outlines the "what" and "why," a full paper would benefit from elaborating on the specific forms of "practice-based learning methodologies" and the "types of digital technology" employed, offering a clearer picture of the implementation. The recommendations for curriculum revision, embedding prophetic values into journalistic competence, and developing comprehensive quantitative and qualitative assessment methods are particularly pertinent, suggesting a robust framework for future development and evaluation. Overall, this research addresses a vital area within Islamic education and offers a compelling argument for the strategic deployment of da'wah journalism as a character-building tool. The study's focus on practical implementation and its forward-looking recommendations position it as a significant resource for educators and policymakers seeking to cultivate well-rounded, value-driven students. It contributes meaningfully to the understanding of how Islamic communication mediums can be leveraged for holistic student development, and its findings are likely to resonate with and inform practices at similar higher education institutions globally.

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