Publication Search

Reading literacy in early childhood is an important foundation for children's cognitive, language, and social development in subsequent educational stages. Literacy in early childhood can begin through letter recognition, fostering interest in printed materials, enriching vocabulary, and developing oral communication skills. At this stage, the initial skill that needs to be developed is the introduction of written language through reading activities tailored to the child's developmental characteristics. However, early childhood's ability to understand reading literacy shows significant differences, both in terms of interest, ability, and environmental support. This condition indicates that reading literacy understanding in early childhood is not evenly distributed. Therefore, this community service activity aims to provide reading literacy education to early childhood through a fun, interactive, and contextual approach. The activity methods include reading assistance, the use of visual media, and the active involvement of educators and parents. The results of the activity show an increase in reading interest, letter recognition skills, and children's positive responses to literacy activities. This activity is expected to be a sustainable effort to support the strengthening of reading literacy in early childhood education.

Reading literacy among 6th grade elementary students is often superficial, limiting their ability to analyze implicit meanings and connect texts to real-world contexts. This review examines the potential of deep learning as a pedagogical approach to enhance in-depth text comprehension. Deep learning emphasizes active engagement, reflection, and the construction of meaningful knowledge, aiming to foster critical thinking and improve comprehension. Recent studies highlight implementation strategies such as reflective journaling and interactive discussions, which have demonstrated significant improvements in students' critical thinking and comprehension scores (p < 0.05). These findings suggest that deep learning methods surpass traditional approaches by promoting higher-order cognitive skills, enabling students to analyze and interpret texts more effectively. However, challenges such as inadequate teacher training persist, which may hinder the full integration of deep learning techniques. To address these challenges, further research is needed to explore scalable digital tools that can support deep learning in diverse classroom settings. By examining the potential for digital integration, future studies could provide insights into how technology can facilitate the widespread adoption of deep learning strategies, making them more accessible and effective for a broader range of students. Ultimately, this review underscores the promise of deep learning in enhancing reading literacy and suggests that addressing the barriers to its implementation could have significant educational benefits.

Strengthening reading–writing literacy and numeracy has become a strategic priority in primary education, particularly in preparing prospective teachers who are capable of integrating these competencies contextually into classroom practice. This community engagement program aimed to enhance the conceptual understanding, pedagogical skills, and professional readiness of students from the Primary School Teacher Education Program (PGSD) at Universitas Satya Wiyata Mandala (USWIM) Nabire through a practice-based literacy and numeracy training model. The program was conducted over three days and involved 100 active students. The training adopted a practice-based approach consisting of conceptual reinforcement sessions, group discussions, lesson plan development, and microteaching simulations. Data were collected through observation, analysis of instructional materials, and written reflections, and analyzed using a descriptive qualitative approach. The findings indicate a significant shift in students’ understanding of literacy and numeracy—from technical skills to contextual and reasoning-based competencies. Participants demonstrated improved ability to design literacy–numeracy-based lesson plans and delivered more dialogic and participatory microteaching sessions. The program also fostered stronger professional awareness regarding the role of teachers in building foundational literacy and numeracy skills in primary education. Overall, the practice-based training proved effective in strengthening the professional preparedness of prospective primary school teachers in a contextual and systematic manner.

The goal of this community service program (PkM) at SMA Negeri 11 Samarinda is to increase students' enthusiasm for reading by providing them with e-books that are based on QR codes. Students' lack of enthusiasm for reading and resources for reading led to the program's inception. E-books with QR codes embedded were presented as a workable approach to digital literacy that caters to the needs of students who were born into the digital age. Several steps were involved in the process, such as determining requirements, creating an e-book, creating QR codes, installing them at key school locations, and finally, monitoring and evaluating the results. Observations and questionnaires were given to 200 students as part of the assessment. Students' interest in and ability to access literature were both enhanced by the usage of QR Codes, according to the findings. In a survey, 82% of people said QR Codes were simple to use, and 85% said they were more motivated to read after using them. In terms of reading frequency, 76% of students saw an improvement, and 72% said they could understand what they read better.With an overall mean score of 4.35 (categorized as excellent), the digital literacy program proved to be effective and positively received. Overall, the implementation of QR Code–based e-books successfully strengthened digital literacy practices and created a more engaging, flexible, and sustainable reading experience, offering a model for digital literacy initiatives in other schools.

This community service activity aims to improve the reading skills of students at SDK Solafide Setia Bonenggaya through the Aksara Class program, which provides additional fluent reading lessons. This program was initiated due to the persistently low reading skills of some early grade students, which impacts their understanding of the subject matter. The implementation method includes planning, implementation, and evaluation. The activity was carried out through intensive reading lessons using a phonics approach, repeated reading practice, individual mentoring, and the use of engaging and contextual learning media. Participants were early grade students experiencing reading difficulties. The results showed a significant improvement in students' reading skills, including letter recognition, word and sentence fluency, pronunciation accuracy, and simple reading comprehension. Furthermore, students also demonstrated increased learning motivation and confidence in reading in front of the class. Teachers and parents responded positively to the program, as it was seen as helping accelerate the mastery of basic reading skills. Thus, the Aksara Class program has proven effective as a learning assistance effort for students experiencing reading difficulties. This activity is expected to be implemented sustainably and replicated in other schools with similar conditions

This study examines the role of the Pustaka Prima Community Reading Park (TBM) as an alternative learning space that provides non-formal educational experiences for children and adolescents, especially in communities with limited access to educational facilities. Through a descriptive qualitative approach, this study explores the contribution of TBM in developing creativity, literacy skills, self-expression, and independent learning of participants. Data was collected through participant observations, semi-structured interviews with managers and participants, and documentation of program activities. The results of the study show that TBM Pustaka Prima plays a significant role in strengthening cognitive, social, and emotional development through various activities such as reading literacy, storytelling, basic entrepreneurship training, and other creative activities. These programs have been proven to increase reading motivation, the ability to understand texts, confidence in communication, technology awareness, and the ability to innovate. An inclusive and collaborative learning environment allows participants to explore knowledge, work together, and optimize their potential. These findings confirm that TBM not only functions as a provider of reading materials, but also as a community-based education center that provides meaningful learning experiences outside the formal education system. The implications of the research emphasize the importance of strengthening collaboration, developing sustainable programs, and improving resources and infrastructure to maximize the role of TBM in community empowerment.

The community service activity entitled "Building a Smart Society: Reading for the Future" The community service activity entitled "Building a Smart Society: Reading for the Future in Early Childhood" aims to increase children's interest in reading and strengthen the role of parents and teachers in fostering a culture of literacy from an early age. The background of this activity is the low interest in reading among Indonesian children caused by a lack of access to reading materials, minimal guidance from parents, and increasing dependence on gadgets. Through this program, it is hoped that parents and teachers will be able to understand the importance of guiding children in fun, interactive, and continuous reading activities. The implementation method of the activity includes lectures, discussions, questions and answers, and observations, involving teachers and parents of early childhood children in the Mangga Dua Selatan RPTRA environment. Evaluation was carried out using pre-tests and post-tests to measure the increase in participants' knowledge. The results of the activity showed an increase in the average score of participants from 59.5 to 84.5 with an N-Gain Score of 0.6 which is included in the moderate category. This proves that the activity is quite effective in improving parents' ability to guide children in reading. This community service activity contributes positively to building awareness of the importance of family literacy as the main foundation for the formation of the next generation. intelligent and competitive. This program is expected to continue to be implemented sustainably to strengthen the reading culture in the community.

This study aims to identify and analyze effective learning strategies for improving Qur’an reading and writing skills among elementary school students. The ability to read and write the Qur’an serves as an essential foundation for students’ spiritual, moral, and cognitive development, shaping their Islamic character from an early age. This research employs a descriptive approach using a literature study method that reviews various sources, including books, journals, and previous studies related to Qur’an learning at the elementary school level. The findings indicate that a combination of several innovative strategies proves to be highly effective in enhancing Qur’an literacy skills. These strategies include the use of engaging and interactive digital learning media, the application of contextual learning approaches that connect Qur’anic teachings to students’ daily lives, and the implementation of the Problem-Based Learning model to foster critical thinking and problem-solving skills. Furthermore, strengthening students’ intrinsic motivation through a supportive and religious learning environment plays a crucial role in maintaining learning interest and discipline. The integrated implementation of these strategies not only improves students’ technical ability to read and write the Qur’an but also reinforces their character, responsibility, and spiritual awareness in the context of Islamic education at the elementary level.

The purpose of this classroom action research is to improve students' ability to apply Indonesian language learning knowledge on short stories by implementing the Cooperative Integrated Reading and Composition model in grade IV of SDN 2 Manembo. The number of students in grade IV is 14 people. This research uses a classroom action research (CAR) method based on the inquiry learning method according to Kemmis and McTaggart (Aqib Zainal, 2016:64) and is implemented in two cycles. Each cycle consists of four stages, namely planning, action implementation, observation, and reflection. Qualitative data collection techniques are carried out through observation of learning activities, while quantitative data are collected from the results of LKPD. The data analysis technique uses the formula (Trianto, 2019:41) KB = T/Tt × 100%. Student learning outcomes in cycle I reached an average value of 70% with incomplete criteria, but increased in cycle II to 92% with complete criteria. In addition to improving learning abilities, students also feel more enthusiastic and active in participating in learning by implementing the Cooperative Integrated Reading and Composition model. It can be concluded that the implementation of the Cooperative Integrated Reading and Composition (CIRC) model can improve the reading comprehension skills of fourth-grade elementary school students.

This community service activity was carried out in the form of the Studi Al-Qur’an Intensif (SAINS) program as an effort to empower Qur’anic literacy among students of Universitas Negeri Makassar. The program focused on improving the ability to read and write the Qur’an, considering that some students still lacked the skill to read properly and correctly according to the rules of tajwīd. The implementation methods included a preliminary test of Qur’anic reading and writing skills, intensive mentoring through study groups, the application of the talaqqī method, and periodic evaluation through a final test. The results showed a significant improvement in students’ ability to read and write the Qur’an, a strengthened understanding of basic tajwīd, and an increased spiritual motivation to become closer to the Qur’an. In addition, the program successfully fostered a collaborative and sustainable Qur’anic learning atmosphere within the campus environment. Thus, SAINS proved to be an effective means of empowering students’ Qur’anic literacy while instilling religious values as a provision for both academic and social life.

Learning is a process of interaction between students, educators, and learning resources in a learning environment. The effectiveness of learning is greatly influenced by the teacher's ability to manage the class. At SDI Manumuti, a third-grade teacher demonstrated good classroom management in thematic learning, especially on the theme of caring for living things. Classroom management is an important factor in creating a conducive learning atmosphere so that the learning process can take place optimally. This study aims to explore more deeply the role of teachers in managing the class in thematic learning. The study used a qualitative approach with a descriptive method. Data collection techniques included observation, documentation, and interviews, while data analysis was carried out inductively through data reduction, data presentation, and drawing conclusions. The results of the study indicate that teachers play an important role in creating and maintaining conducive classroom conditions. These efforts are carried out through two main strategies. First, teachers prioritize three aspects in learning, namely: (1) strengthening character education through discussion activities that encourage students to appear in front of the class, thereby fostering self-confidence, discipline, and activeness; (2) strengthening literacy through reading materials or stories related to the theme at the beginning of the meeting; and (3) the application of 4C skills (Creative, Critical thinking, Communicative, and Collaborative) through varied learning activities, including learning outside the classroom to avoid boredom. Second, teachers often use discussion methods to train students to express opinions, speak in front of the class, and work together. This method is considered effective in building students' self-confidence and social skills.

This community service program aims to enhance the creativity and economic independence of mosque youth through the implementation of the Business Challenge Program in Lingkungan VI, Tanah Enam Ratus Village, Medan Marelan District. The program was initiated in response to the limited entrepreneurial knowledge and skills among mosque youth, which hindered their ability to develop productive business initiatives. The implementation involved several stages: field observation, interviews, workshops, mentoring sessions, halal product-making practices, and marketing simulations. The results indicate a significant improvement in participants’ ability to design business models using the Business Model Canvas, produce halal products (such as fried tofu “tahu walik” and “es kuwut”), and market them directly to the community. Moreover, the program instilled Islamic business values, including honesty (ṣidq), trustworthiness (amānah), and diligence (ijtihād), as the foundation for ethical entrepreneurship. Overall, the Business Challenge Program effectively fostered creativity and self-reliance among mosque youth while strengthening the role of mosques as centers for community empowerment.

This community service activity aims to improve the quality of students' reading of the Qur'an through the application of the Tilawati method with an Asset-Based Community Development (ABCD) approach at TPQ Roudhatul Jannah, Sindangkerta Village, Pagelaran District, Cianjur Regency. TPQ previously did not have a structured tahsin learning method so that students' abilities developed unevenly. The implementation of the program is carried out through five stages of ABCD: discovery, dream, design, define & deliver, and destiny. Activities start from identifying community assets, compiling common expectations, training planning, implementing classical and individual Tilawati learning, to evaluating the sustainability of the program through munaqosah. The results showed an increase in the ability of students in the aspects of tajweed, makhraj, and fluency in reading. TPQ teachers are also able to master the Tilawati method so that learning can continue independently after the program is completed. In addition, this activity strengthens collaboration between the community, teachers, and volunteers in creating a more effective learning environment. This program proves that the empowerment of community assets and the application of the Tilawati method are able to improve the quality of tahsin of students while strengthening the sustainability of community-based Qur'an learning.

The richness of local legends, such as the legend of Giri Gajah from Gresik, faces the risk of being forgotten due to a lack of visual elements appealing to child audiences, especially those aged 8-10 years old. To revitalize this legend, a picture storybook was designed by creating character designs that could captivate children aged 8-10. This dynamic educational medium is the primary target. The focus of the design lies in the character design, making it the core visual element and narrative driver, which connects the oral tradition with the needs of contemporary media. The research method used is design thinking. The design results established four main characters, namely Pandu, Sunan Giri, Sunan Giri's Grandchild, and Gajah (Elephant), using a Semi-Realistic Cartoonist illustration style. This style was chosen for its ability to bridge the reality of local culture with a cheerful visual appeal. This design successfully created an effective medium for the preservation of local culture and the improvement of children's interest in reading.

The use of technological resources, especially the internet, has a very important role in supporting the effectiveness of the implementation of the flipped classroom model. Through internet access, students can prepare before face-to-face learning by watching learning videos, reading materials, or doing exercises independently. This allows the classroom teaching and learning process to be more interactive, where face-to-face time can be focused on discussion, problem-solving, and application of concepts. Based on survey data collected from students of SMK Dewata Bali Denpasar, it is known that optimal use of the internet helps increase students' understanding and interest in learning science subjects. However, as time went by, it was found that some of the material was still difficult for students to understand and remember. Therefore, educators need to choose the learning platform that is most effective in supporting the implementation of this model. Using the ELECTRE (Elimination and Choice Expressing Reality) method, this study assessed various platforms such as features, price, ease of use, and user survey results. The results show that Google Classroom is the most suitable and efficient platform to support reverse learning because of its ability to integrate various learning media, ease of access, and support for interaction between teachers and students.

Students as agents of change play an important role in the process of community development, not only in the academic environment but also in responding to various social issues. Community service is part of the Tri Dharma Perguruan Tinggi (Three Pillars of Higher Education), which emphasizes the application of knowledge while improving the social, spiritual, and economic quality of society. This study explores the implementation of the “Student Service: Al-Qur'an Generation, Literacy, and Economic Independence” program in Merambung Village, Tangkit Hamlet. This program focuses on three main aspects, namely strengthening religious education through Al-Qur'an teaching at the Al-Qur'an Education Park (TPA), improving basic literacy through guidance in reading, writing, and arithmetic, and empowering the local economy through assistance for micro, small, and medium enterprises (MSMEs). The Participatory Action Research (PAR) method was used, actively involving the community in every stage of the program's implementation. The results of the study showed a significant increase in the ability to read the Qur'an and the application of spiritual values, an increase in interest and skills in basic literacy, and an increase in the competitiveness and independence of MSME actors through training and the use of promotional media. In addition to providing direct benefits to the community, this program also helped develop students' capacity in the application of knowledge, social empathy, and leadership competencies. The findings of this study confirm.

This community service activity aims to improve students' Qur'an reading skills through the Tilawati method at SDIT Al Qonita. The community service method used is Participatory Action Research (PAR) which consists of planning, action, observation, and reflection stages. The subjects of the activity are students who are taking part in the Qur'an reading learning in volume 2 which is divided based on reading ability. The mentoring is carried out through classical learning, reading, explanation of tajweed, and strengthening the rhythm of reading. The results of the activity show that students are enthusiastic about participating in learning, actively imitating reading, and experiencing increased abilities even though they still have difficulties with certain letters. In addition, this mentoring also strengthens the capacity of teachers to continue the Tilawati practice continuously, so that the Tilawati method is proven effective in creating a pleasant learning atmosphere while getting students used to reading according to the rules of tajweed.

Literacy, specifically reading, is a crucial skill for Islamic students (santri). Reading opens the door to knowledge. This article reports on literacy-boosting activities for students at the Al-Hidayah Quranic Islamic Boarding School to encourage their enthusiasm for reading. These activities include giving students reading assignments. They choose books they enjoy and have access to. Within a week, they complete their homework by reading and studying the book. At the next meeting, they are tasked with presenting what they have read and the benefits they can gain from the book's contents. The presentation is delivered orally without the aid of PowerPoint. Skills honed in this mentoring include the courage to speak freely, summarize the book's contents, extract wisdom, and the ability to persuade listeners. This activity is expected to not only improve the students' literacy skills but also shape their character, enabling them to convey information effectively and confidently. Thus, this activity plays a role in developing communication skills that will be useful for their future lives, both within the Islamic boarding school environment and in the wider community.Islamic boarding school students

This research is motivated by the importance of using appropriate and correct Indonesian in digital learning media, especially texts exposed oxn the “Ruangguru” platform. The purpose of this study is to identify the types of language errors contained in the exposition text and to show the causal factors that will later be used as reading material on the internet. The quality of appropriate exposition text will affect the critical ability of its readers. The research method uses a qualitative descriptive approach with the Listen and Note Technique. Data analysis uses the distribution method with the Direct Elements Technique. The results of the study show that punctuation, word choice, and word additions, with word choice errors being the most dominant. This error is caused by a lack of understanding of Indonesian rules and the influence of the use of everyday language. The benefits of improving the quality of digital education materials and increasing awareness of the importance of using Indonesian in accordance with the rules of the world of education.

In the era of globalization, the widespread use of digital gadgets has significantly influenced students’ daily lives, including their learning processes. This study aims to evaluate the prevalence of gadget addiction among students at Madrasah Tsanawiyah (MTS) and to examine its potential impact on their ability to recite the Qur’an. A quantitative approach with a correlational research design was employed to identify the association between gadget addiction and Qur’an reading proficiency. The participants consisted of 122 students selected through convenience sampling from one MTS institution in Cirebon Regency. The instrument for measuring gadget addiction contained 11 items, while the Qur’an reading ability test consisted of 12 items, with a reliability coefficient of 0.593. Data analysis included descriptive statistics to describe the distribution of scores and inferential statistics, specifically the correlation test, to determine the relationship between the two variables. The results revealed that 77% of students experienced a high level of gadget addiction, while 15% demonstrated low levels, and 8% fell into the moderate category. In terms of Qur’an recitation ability, 63% of the students were classified in the low category, 35% in the moderate category, and only 2% in the high category. The correlation analysis produced a coefficient of -0.544**, indicating a moderately strong negative relationship between gadget addiction and Qur’an reading ability (range 0.400–0.599). The two-tailed significance value (p = 0.000 < 0.05) confirmed the statistical significance of this finding. Overall, the study highlights that greater gadget addiction is associated with lower Qur’an reading proficiency, whereas lower levels of gadget use are linked to improved recitation skills. These findings suggest the urgent need for educational interventions and parental guidance to balance gadget usage and ensure the strengthening of Qur’anic literacy among students.