The Role of Nonformal Islamic Education in the Empowerment and Social Participation of Rural Communities

Abstract

Community empowerment is a key element in achieving village self-reliance, particularly in the education sector and in social participation. Tungkal IV Village faces challenges in the form of a limited number of teachers and low community involvement in supporting an educational atmosphere. This paper aims to describe the implementation of the KUKERTA (community service learning) program in improving educational capacity through tutoring sessions and revitalizing social participation through gotong royong (communal mutual cooperation) and Karang Taruna (the village youth organization). The method used is Participatory Action Research (PAR), which comprises the stages of observation, planning, implementation, and evaluation. The results of the service show that tutoring using a fun learning method succeeded in improving the academic readiness and learning motivation of elementary school (SD/MI) students. In addition, collaboration with Karang Taruna as a strategic partner and the revival of the gotong royong culture have strengthened social capital and village self-reliance. In conclusion, the synergy between educational innovation and the strengthening of youth organizations is able to create a sustainable learning-village ecosystem.