Bambang Firmansyah, Dina Astriyani, Lidia Halimatussadiyah, Teti Rukmana, Ninif Hanifah, Nisa Fakhriyah

PENINGKATAN PENDIDIKAN KARAKTER MELALUI KEGIATAN MAGRIB MENGAJI BAGI ANAK USIA SEKOLAH DI DESA PANONGAN LOR

Introduction

Peningkatan pendidikan karakter melalui kegiatan magrib mengaji bagi anak usia sekolah di desa panongan lor. Peningkatan pendidikan karakter anak sekolah di Desa Panongan Lor melalui Magrib Mengaji. Program ini berhasil menumbuhkan religiusitas, disiplin, & tanggung jawab sosial pada anak.

Abstract

Abstract Childhood and school-age years are a crucial period for character development, making it essential to be filled with values-based education. This community service initiative aims to support character education for school-aged children through the Magrib Mengaji (Qur’an recitation after sunset prayer) program. The method employed in this program is Participatory Action Research (PAR), emphasizing community-driven innovation by actively involving local figures in the process of change. The results of the program demonstrate that Magrib Mengaji meaningfully contributes to shaping children's character, particularly in fostering religiosity, discipline, and a sense of social responsibility. Positive behavioral changes were observed in various aspects. In terms of religiosity, children became more aware and consistent in performing the Maghrib and Isha prayers in congregation. In terms of discipline, they arrived before prayer time, showed orderliness during Qur’an recitation, and attentiveness during short sermons. As for social responsibility, it was reflected in how they communicated respectfully with teachers and peers, as well as how they maintained cleanliness and tidiness of the spaces and items they used.

Review

This community service initiative presents a highly relevant and timely exploration into fostering character education among school-aged children, utilizing the culturally resonant "Magrib Mengaji" program. The paper's core strength lies in its practical application of values-based education, directly addressing the crucial period of childhood for character development. The abstract clearly articulates the program's aim and initial positive outcomes, suggesting a meaningful contribution to the discourse on holistic child development within local community contexts. The focus on observable behavioral changes in key character traits provides a clear indication of the program's potential impact. Methodologically, the adoption of Participatory Action Research (PAR) is particularly commendable, as it inherently emphasizes community-driven innovation and active involvement of local figures, thus ensuring the program's sustainability and cultural appropriateness. The reported results are compelling, demonstrating how Magrib Mengaji significantly cultivates religiosity, discipline, and social responsibility. The specific examples provided, such as consistent congregational prayers, orderly recitation, attentiveness during sermons, respectful communication, and maintaining cleanliness, offer concrete evidence of positive character formation. These detailed observations highlight the program's effectiveness in instilling practical ethical and social values. While the abstract provides a strong overview, the full paper would benefit from a more in-depth discussion of the theoretical framework underpinning character education, alongside a detailed outline of the specific PAR stages implemented and data collection methods employed. Future considerations could also explore the long-term sustainability of these behavioral changes, potential challenges encountered during implementation, and the generalizability of these findings to other contexts or age groups. Nevertheless, this work presents a valuable model for integrating traditional practices with modern educational goals, offering insightful lessons for community-based character development programs.

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