Workshop Manajemen Pembelajaran Jarak Jauh Di Ponpes Mambaul Ulum Jambi

Abstract

The rapid development of digital technology in education has transformed learning systems into more open and flexible models. However, in Islamic boarding schools (pesantren), the implementation of distance learning (DL) still faces managerial, pedagogical, and technological challenges. Teachers often rely on simple delivery methods—such as sending materials via WhatsApp—without structured interaction or systematic evaluation. This Community Service Program (PKM) was designed to strengthen teachers’ managerial competence in managing distance learning based on Islamic educational values at Pondok Pesantren Mambaul Ulum Jambi. The program adopted a blended participatory training approach, combining online and face-to-face workshops involving 20 teachers and ustaz. Activities were carried out in three stages: needs assessment, training and field practice, and evaluation and reflection. Data were collected through observation, interviews, and documentation, and analyzed qualitatively using the Miles and Huberman interactive model. The results show significant improvements in teachers’ ability to design lesson plans, organize virtual classrooms, utilize digital platforms (Google Classroom, Zoom, WhatsApp Group), and apply performance-based evaluations. Teachers’ participation increased by 90%, accompanied by higher confidence and collaboration across departments. Moreover, the integration of Islamic values such as ihsan, amanah, and musyawarah strengthened the spiritual dimension of online learning. The workshop also fostered a professional learning community that promotes reflective and continuous professional development. In conclusion, this blended participatory training model effectively enhances technical, managerial, and spiritual competencies of Islamic boarding school teachers, offering a replicable framework for developing Islamic education in the digital era.