Pemberdayaan Mahasiswi Melalui Pelatihan Dakwah Digital Berbasis Gawai di IAI Imam Syafi'i Riau

Abstract

Digital technological transformation has reshaped patterns of religious communication, including Islamic da’wah activities, which have shifted from conventional settings to digital spaces. Although young people have extensive access to digital devices and social media, their ability to utilise these technologies for the production and dissemination of da’wah content continues to face several challenges, particularly those related to digital literacy, content-production skills, and communication ethics in cyberspace. This community engagement program aimed to enhance the capacity of female students at IAI Imam Syafi’i Riau to develop mobile-based digital da’wah through an integrated four-stage training model. The program employed a Participatory Action Learning approach comprising four main stages: Need Assessment, Digital Literacy, Content Production, and Content Dissemination. A total of 40 female students participated in the program. Data were collected through participant-needs questionnaires, pre-test and post-test assessments, observations of content-production practices, and documentation of program outputs. The data were analysed descriptively to identify changes in participants’ competencies before and after the training. The results demonstrated a substantial improvement in participants’ competencies following the training program. The participants’ average score increased from 58.40 on the pre-test to 84.25 on the post-test, representing a gain of 25.85 points. In terms of program outputs, the participants successfully produced 100 digital da’wah materials, consisting of 42 da’wah posters, 28 short videos, 24 reels, and 6 infographics. Furthermore, 90% of the participants successfully published their work on various social media platforms, including Instagram, TikTok, WhatsApp, and YouTube Shorts. The participant-satisfaction evaluation yielded an average score of 4.68 on a five-point scale, indicating that the program was perceived as highly relevant to their needs. These findings indicate that an integrated four-stage digital da’wah empowerment model can effectively enhance students’ capacity to transform their use of digital technology from predominantly consumptive activities into productive practices for disseminating educational, moderate, and responsible Islamic values.