Implementasi ABCD Pada Bimbel Sebagai Upaya Menjaga Kontinuitas Sumber Belajar di Dukuh Temon

Abstract

Education in rural areas cannot be placed entirely on schools, as limited parental time among farming families and diverse educational backgrounds within households often leave gaps in children’s learning support at home. This situation motivated the implementation of a tutoring program for kindergarten and elementary school students in Temon Hamlet, Pagerukir Village, Ponorogo Regency, using the Asset-Based Community Development (ABCD) approach, which emphasizes community assets rather than deficiencies as the basis for empowerment. This community service study employed a descriptive qualitative method, with data collected through observation, interviews with five key informants, and documentation. The program involved 10 students from the Community Service Program (KPM) and 29 children from two educational levels, with learning materials flexibly adapted to their daily educational needs. The results indicate that the program successfully connected human, social, institutional, and physical assets that had previously functioned separately, while generating multiple benefits for children, parents, teachers, and the village government. The main challenge identified was program sustainability after the completion of the KPM period. Therefore, strengthening the roles of youth, parents, teachers, and village government is essential to ensure that the tutoring program continues beyond the students’ return to campus.