<![CDATA[The Qur’anic reading proficiency of female students at the Tsanawiyah level of Al-Ikhlash Islamic Boarding School in Wuluhan, Jember, varies considerably, particularly in the application of tajweed rules. This community service program aimed to identify students’ initial reading abilities, implement tahsin instruction and practical reading correction, and evaluate program implementation through tutor assessments and participant feedback. The program was conducted from 20 July to 11 August 2026. Tahsin instruction took place over approximately three weeks (20 July–8 August), followed by Qur’anic revision, evaluation, and competitions from 9 to 11 August 2026. The implementation stages included an initial test during student orientation, grouping participants into halaqah, instruction through talaqqi, tikrar, recitation submission, and murojaah, tutor assessments every five sessions, and feedback collection using a Google Forms questionnaire. The data were analysed descriptively. The initial assessment of 114 students classified 64 participants (56.1%) as beginners and 50 participants (43.9%) as advanced learners. Accordingly, 13 halaqah were established, comprising eight beginner groups and five advanced groups. A total of 95 students completed the program, consisting of 61 beginners and 34 advanced learners, while 38 participants submitted responses through Google Forms. Among the four halaqah with the most complete assessment records, involving 25 participants, the mean tutor scores in sessions 6–10 increased compared with sessions 1–5, with differences of 0.88 in Beginner A, 0.51 in Beginner B, and 1.50 in Beginner C. However, the scores declined during sessions 16–20. Meanwhile, the advanced halaqah showed a relatively small change, from 2.17 to 2.33. Questionnaire results indicated that 37 out of 38 respondents (97.4%) perceived an improvement in their Qur’anic reading ability, while all respondents considered the instructional methods and direct reading corrections beneficial. These findings reflect participants’ perceptions rather than objective evidence of improved proficiency. The absence of a comparable post-test prevents the quantitative verification of improvements in Qur’anic reading ability.]]>
