Enhancing ITNY students' comprehension of philanthropy through project-based learning

EDUSOSHUM Journal of Islamic Education and Social Humanities Vol. 4, No. 2, August 2024, pp. 131-140 ISSN 2776-5229 1 131 Enhancing ITNY students' comprehension of philanthropy through project-based learning 1,2,3 Muh. Iqbal1*, Lukis Alam2, and Cahyo Ibrahim Gumilang3 Teknik dan Perencanaan, Institut Teknologi Nasional Yogyakarta, Yogyakarta, Indonesia * ARTICLE INFO Article history Received August 1, 2024 Revisied August 21, 2024 Accepted August 22, 2024 Keywords: Philanthropy, Project based, Islamic education, ITNY, Society 5.0 ABSTRACT This study explores the effectiveness of Project-Based Learning (PBL) as a pedagogical approach to enhancing students' understanding of philanthropy at the Institute of Technology National Yogyakarta (ITNY). The research aims to assess how PBL can deepen students' knowledge and practical engagement with philanthropic activities, fostering a more profound appreciation and awareness of social responsibility. Through the integration of real-world projects, students were given opportunities to collaborate, plan, and execute philanthropic initiatives, allowing them to experience firsthand the impact of their contributions.Society 5.0 comes with an orientation to address various social issues, including economic challenges. With the increasing number of students, there is a significant opportunity to respond to Society 5.0 by enhancing students' understanding of philanthropy. Therefore, the aim of this research is to demonstrate that a project-based learning approach is an effective method for deepening students' understanding of philanthropy at ITNY. The methodology involves case studies with data collection through interviews, observations, and documentation, while supporting data is gathered from literature. The results indicate that the term philanthropy is not yet familiar among ITNY students; conversely, they are more acquainted with zakat, infaq, sedekah, and wakaf (ZISWAF), as these have become part of their behavioral beliefs. Through project-based learning implemented in Islamic education courses, students not only become familiar with philanthropy but also gain a deeper understanding. Ultimately, students are able to synergize their technical skills with their beliefs in engaging in philanthropy, as evidenced by the products they create. 1. INTRODUCTION The technological advancements of Society 5.0 have had a significant impact on education. According to Rhenald Kasali, Islamic education must support mindset changes, be able to encourage self-development, and focus on change and creativity (Afwan Yazid, 2021). Therefore, Islamic education needs to adapt (Hasanah et al., 2023), develop innovative learning methods, foster critical thinking (Musyafak & Subhi, 2023), and cultivate a sense of curiosity (Wiggin et al., 2019). The key point is that Islamic education must function as a moral guide (Mas’ula & Hakim, 2023) amidst technological advancements and societal progress that increasingly show disparities, including in economics and well-being (Ningsih, 2024). The existence of Society 5.0 is expected to be a way to provide opportunities to address and overcome various societal issues, including the economy (Hitachi-UTokyo Laboratory, 2020). This is where the role of Islamic EDUSOSHUM Journal of Islamic Education and Social Humanities Vol. 4, No. 2, August 2024, pp.131-140 ISSN 2776-5229 2 132 religious education emerges: to foster philanthropic awareness among students in order to bridge existing gaps, with empathy as the keyword (Gusti et al., 2024). According to a report from the LLDIKTI website, the statistical data on the number of students for the year 2022 is 9.32 million (Buku Statistik Pendidikan Tinggi 2022, 2022). This figure illustrates a tremendous opportunity to produce religious agents of change (Syaiful, 2023), including in terms of philanthropy (Nasution & Nasution, 2023). Therefore, the purpose of this study is to demonstrate that project-based learning is not only a pedagogical strategy but also a powerful method to introduce and enhance philanthropy among students, focusing on personal and social development. Research by Huda and Ekaputra (2023) indicates that project-based learning can enhance students' motivation in Islamic education courses. Similarly, Umaternate (2023) states that project-based learning significantly influences students' learning outcomes. Nabiilah and Yulianingsih (2024) reveal that project-based learning can improve students' skills and social interactions. Regarding philanthropy, Indriana et al., (2024) express that the implementation of philanthropy among students increases their attention to social issues. Furthermore, Hazami and Azca (2024) note that philanthropy in Indonesia is not singular and illustrates a constellation between religion and neoliberal teachings. Among the various studies conducted, one question remains unanswered: how to teach philanthropy to students. Through this research, the authors highlight the importance of integrating project-based learning into philanthropic education as a means to foster academic excellence and social responsibility. Ultimately, this study will reveal how the application of project-based learning in Islamic education courses can enhance the understanding and engagement of ITNY students in philanthropic activities. The expected contributions of this research are multifaceted, focusing on the transformative potential of project-based learning in educational settings. Through the implementation of projectbased learning, students are anticipated to significantly enhance their critical thinking skills, which are essential for navigating the complexities of modern society, particularly in the context of Islamic economics. This approach encourages students to move beyond rote memorization and passive learning, fostering an environment where they actively engage with content and apply their knowledge to real-world scenarios. Additionally, this approach serves as a response for Islamic education to engage with Society 5.0, which is oriented towards addressing various social issues, including economic challenges (Chourasia et al., 2022; Mourtzis et al., 2022). 2. METHODS This study employs a qualitative method with a case study approach, selecting specific cases to describe a study that involves choosing examples or specific events that can be used to illustrate particular concepts, theories, or phenomena. The research is conducted at the National Institute of Muh. Iqbal et.al (Enhancing ITNY students' comprehension of philanthropy) EDUSOSHUM Journal of Islamic Education and Social Humanities Vol. 4, No. 2, August 2024, pp. 131-140 ISSN 2776-5229 3 133 Technology Yogyakarta, focusing on students as subjects. The object of this study is the implementation of project-based learning in the Islamic education course. Data is obtained in two types: First, primary data is collected through flexible observations with research subjects se (...truncated)