Transformation of Islamic Religious Education through PRA and Social Mapping within a CSR Framework for Sustainable Community Development

Abstract

This study examines the transformation of Islamic Religious Education (IRE) through the integration of Participatory Rural Appraisal (PRA) and social mapping within a Corporate Social Responsibility (CSR)-based framework for sustainable community development. The study responds to the persistent gap between normative classroom-based religious instruction and the practical social realities of rural communities. It proposes a participatory learning model in which IRE is repositioned as an active social engagement process rather than a purely cognitive subject. Through PRA, learners and educators collaboratively identify community needs, map local resources, and analyze socio-cultural challenges in rural settings. Social mapping functions as an analytical instrument to contextualize educational content within real community structures, enabling more relevant and impact-oriented learning experiences. The CSR dimension strengthens institutional collaboration between schools, communities, and external stakeholders, particularly organizations involved in social responsibility programs. The integration of these three components generates a learning ecosystem that fosters student empathy, social awareness, and problem-solving capacity grounded in Islamic ethical values such as justice, compassion, and social responsibility. The findings suggest that this integrated model enhances the relevance of Islamic education while simultaneously contributing to sustainable community empowerment. The study concludes that IRE can function as a transformative agent in rural development when designed through participatory and context-sensitive approaches aligned with CSR engagement.