Penguatan Nilai Keimanan dan Ketakwaan melalui Pendampingan Pembelajaran TPQ Ar-Rahman di Desa Pohijo

Kondisi Pembelajaran dan Aset Peserta Didik di TPQ Ar-Rahman

Abstract

Islamic religious education for children is not limited to the transfer of religious knowledge, but also involves habituation, exemplary practice, and the development of attitudes that can be applied in everyday life. At TPQ Ar-Rahman, Pohijo Village, children participating in Qur’anic and religious learning have diverse ages and abilities, ranging from kindergarten to junior secondary school. This community service activity aimed to describe the implementation of learning assistance and analyze its contribution to strengthening faith, piety, Qur’anic learning, worship habits, and religious character. The activity employed a qualitative approach with the Asset-Based Community Development (ABCD) method. It was conducted from 20 July 2026, three times a week on Monday, Tuesday, and Thursday at approximately 15.30 WIB. The participants were around 14 children aged approximately 5–15 years. Data were obtained through direct observation and field experience during the assistance process and were analyzed descriptively. Learning began with Surah Al-Fatihah and a prayer before study, followed by Iqra’ and Qur’an learning using the An-Nahdliyah method with rhythmic tapping to support understanding of long and short readings. Religious materials included prayers before ablution, prayer intentions and recitations, stories of prophets, recognition of angels, and religious knowledge in daily life. The findings show that children were more enthusiastic when learning involved storytelling, questions and answers, examples, repetition, and direct practice. The story of Prophet Yunus, for example, encouraged active responses and children’s attempts to express lessons from the story in their own words. The assistance also showed that differences in age and ability require flexible and patient guidance. The activity indicates that Qur’anic learning can become a practical space for strengthening faith and piety when knowledge is connected with habituation, exemplary behavior, and worship practice. The main implication is that sustainable religious education requires cooperation among TPQ, families, and the wider learning environment.