Penguatan Literasi Keagamaan Anak melalui Pendampingan Pengajian di Desa Meunasah Teungoh Aceh Utara

Abstract

This community service activity was conducted through the Kuliah Pengabdian Masyarakat (KPM) program of Group 37 at UIN Sultanah Nahrasiyah Lhokseumawe in Meunasah Teungoh Village, Simpang Kramat District, North Aceh Regency. The activity aimed to strengthen children’s religious literacy through mentoring in village-based Islamic learning activities, covering Qur’anic reading, basic Islamic knowledge, ablution and prayer practices, and memorization of short surahs. The activity employed a mentoring and direct-teaching approach in a nonformal learning setting. The participants were 15 children aged 7–12 years who regularly attended the village religious learning activities at the meunasah. The implementation consisted of initial observation and needs identification, coordination with the local religious learning facilitator, learning assistance, religious practice and memorization activities, and reflection on the implementation process. Data were collected through observation, interviews, direct participation, and documentation. The results indicated observable developments in children’s Qur’anic reading skills, understanding of basic religious concepts, confidence in performing religious practices, and participation in the learning activities. Student mentoring also provided additional support through individual guidance, repeated practice, and varied learning activities. Regular Qur’anic reading, memorization, and religious practices helped connect religious knowledge with children’s everyday experiences. The activity faced limitations in terms of the relatively short mentoring period and the absence of standardized assessment instruments. Therefore, the observed developments are interpreted as changes identified during the implementation process rather than evidence of causal program effectiveness. The activity demonstrates that student mentoring can serve as temporary support for village-based religious education and has the potential to contribute to the continued strengthening of children’s religious literacy.