Al Mufid: Jurnal Pengabdian dan Pemberdayaan Masyarakat

This community service initiative was prompted by the limited variety of teaching methods for the Hijaiyah alphabet, which tend to be one-way in nature and are therefore not particularly engaging for primary school-aged children. The programme aims to introduce the Hijaiyah alphabet whilst fostering a love for the Qur’an through a creative and enjoyable approach to calligraphy. The study underpinning this activity emphasises the importance of visual, kinaesthetic and experience-based learning to support children’s cognitive and motor development, as well as the formation of their religious character. The activity was carried out with Year 2 pupils at SDN Utama 2 Tarakan using a participatory educational method, comprising the following stages: preparation; coordination with the school; delivery of material introducing the Hijaiyah alphabet; educational games; calligraphy colouring activities; guidance; and a simple evaluation. The results of the activity demonstrated an increase in pupils’ enthusiasm for learning the Hijaiyah alphabet, the development of creativity and fine motor skills, as well as the cultivation of religious values, discipline and positive social interaction. This programme demonstrates that the integration of calligraphy into Islamic education has the potential to serve as an effective and sustainable learning alternative for young children.

This community service program aimed to improve teachers' competence in integrating moral values into thematic learning through a Participatory Action Research (PAR) approach at Grade IVA of SDIT Rasyid Sedayu Natar. The program was initiated in response to teachers' difficulties in integrating Islamic moral values into thematic learning, particularly in developing teaching modules and implementing contextual learning strategies that support character education. The activities were conducted through four PAR stages: planning, action, observation, and reflection. The planning stage involved identifying teachers' needs through observation and discussion. The action stage consisted of workshops and mentoring on developing teaching modules, student worksheets, and assessment instruments integrated with moral values. Observation was carried out during classroom implementation, while reflection was conducted collaboratively to evaluate and improve teaching practices. The results indicated that teachers demonstrated improved pedagogical competence in designing and implementing thematic learning integrated with moral values. Teachers were also able to apply more active, contextual, and student-centered learning strategies. Furthermore, the program contributed to strengthening students' positive character, including discipline, responsibility, cooperation, and polite behavior, while fostering a more religious and humanistic learning culture within the school. Therefore, the PAR-based mentoring model can serve as a best practice for strengthening character education through thematic learning in other integrated Islamic elementary schools.

Strengthening religious character in primary school students requires more than the delivery of religious knowledge; it requires a school environment that consistently translates Islamic values into daily habits. This Community Service Program (PkM) was conducted at Al Karim Nature Elementary School, Lampung, to strengthen students' religious character through an Islamic school culture program. The program integrated congregational worship, Qur'an recitation, dhikr and prayer, Islamic greetings, polite communication, cleanliness, discipline, teacher role modelling, and daily worship monitoring. Implementation included planning and coordination, program strengthening, participatory practice, mentoring, and evaluation. The results demonstrated high student enthusiasm, improved participation in religious activities, stronger discipline and responsibility, and the development of positive habits, including respectful communication, helping others, maintaining cleanliness, and engaging in Qur'anic activities. Daily worship records supported continuous monitoring and communication between the school and families. Overall, the program strengthened collaboration among teachers, students, parents, and the community service team, indicating that an Islamic school culture provides a holistic and sustainable approach to internalizing religious values in elementary education.

The ability to read the Qur'an in tartil is a basic competency that every Muslim, including the elderly, needs to have. However, many elderly people still experience difficulties in pronouncing the letters, applying the rules of tajweed, and reading fluency due to limited learning opportunities and the lack of ongoing coaching programs. This Community Service Activity aims to improve the ability to read the Qur'an of elderly congregants, improve the quality of reading according to the rules of tajweed, and strengthen the role of the mosque as a center for learning the Qur'an through the Elderly Love the Qur'an Program with mentoring-based tahsin training at the Attaqwa Mosque in Lampung. The method used is Participatory Action Research (PAR) which actively involves participants in the stages of needs identification, planning, implementation, observation, and reflection. Activities are carried out through initial assessments, tahsin training, Qur'an reading practice, individual mentoring, and final evaluation. The results showed an average increase from 60.5 to 86.3, with a 25.8 point increase in the aspects of makharijul huruf, application of tajwid laws, fluency, and reading fluency, accompanied by increased participation and self-confidence of participants in reading the Qur'an. In addition, a commitment was formed from the mosque management to continue tahsin activities regularly so that the program has the prospect of sustainability as a model for mosque-based community empowerment in improving Qur'an literacy for the elderly.