PERAN MASJID KAMPUS DALAM PENDIDIKAN ISLAM INTEGRATIF: TINJAUAN PUSTAKA DAN REKOMENDASI MODEL DI TIGA KAMPUS

Abstrak

Artikel ini menelaah peran masjid kampus dalam membangun pendidikan Islam integratif serta merumuskan rekomendasi model implementasi pada tiga konteks kampus (Masjid Salman ITB, Masjid Al-Furqan UPI, dan Masjid Syamsul Ulum Telkom University) berbasis kajian pustaka. Tinjauan dilakukan melalui penelusuran dan seleksi sumber secara terstruktur dengan pelaporan ringkas berpedoman pada prinsip PRISMA, kemudian dianalisis menggunakan sintesis tematik dan lensa Context–Mechanism–Outcome (CMO) secara konseptual untuk memetakan konteks, mekanisme pembinaan, dan luaran yang diharapkan. Hasil sintesis menunjukkan sedikitnya empat tema dominan: (1) masjid kampus sebagai pusat penguatan PAI dan pembinaan religiusitas mahasiswa, (2) mentoring/halaqah sebagai mekanisme inti pembentukan karakter, (3) tata kelola masjid (ri’ayah–imarah–idarah) sebagai penentu keberlanjutan program, dan (4) tantangan era digital yang menuntut adaptasi strategi pembinaan. Berdasarkan temuan tersebut, artikel ini menawarkan model rekomendatif Input–Proses–Output–Outcome yang operasional, disertai indikator minimal dan penyesuaian konteks, sebagai panduan awal bagi pengelola masjid kampus serta agenda riset lanjutan berbasis studi lapangan.

This article examines the role of university campus mosques in fostering integrative Islamic education and proposes a recommended implementation model for three campus contexts (Salman ITB Mosque, Al-Furqan UPI Mosque, and Syamsul Ulum Telkom University Mosque) based on a literature review. The review was conducted through a structured search and selection process, reported concisely in line with PRISMA principles, and analyzed using thematic synthesisalongside a conceptual Context–Mechanism–Outcome (CMO) lens to map contextual conditions, developmental mechanisms, and expected outcomes. The synthesis highlights four dominant themes: (1) campus mosques as hubs for strengthening Islamic Religious Education and students’ religiosity, (2) mentoring/halaqah as the core mechanism for character formation, (3) mosque governance (ri’ayah–imarah–idarah) as a key determinant of program sustainability, and (4) digital-era challenges that require adaptive strategies for character and religious development. Building on these findings, the article offers an operational Input–Process–Output–Outcome model with minimum indicators and context-sensitive adjustments as an initial guide for campus mosque managers and as a foundation for future field-based research.