Program Rumah Belajar Literasi Baca-Tulis bagi Anak di Kelurahan Dara - Faradila, Aulia; Nurayzanil Putri; Latifah; Alfarizin; Sharwanda Asfarina; Fathurrahman; Muhamamad Zulkarnain (Journal of Excellence Humanities and Religiosity, 2026)
Abstrak Kemampuan literasi baca-tulis merupakan keterampilan dasar yang penting bagi anak sekolah dasar. Namun, di Kelurahan Dara, Kota Bima, masih banyak anak yang kesulitan mengenal huruf, mengeja kata, membaca sederhana, dan menulis dengan rapi. Program rumah belajar literasi baca-tulis dilaksanakan sebagai bentuk pengabdian kepada masyarakat untuk membantu meningkatkan keterampilan literasi dasar anak. Kegiatan berlangsung selama Juli 2025 dengan tujuh kali pertemuan, melibatkan 18 anak kelas 1-5 SD. , Metode pelaksanaan menggunakan pendekatan partisipatif melalui pembelajaran tatap muka, permainan edukatif, membaca terarah, bercerita, dan diskusi. Hasil asesmen menunjukkan adanya peningkatan kemampuan literasi : 85% anak mampu mengenal huruf, 80% dapat membaca suku kata sederhana, 70% membaca kata sederhana,45% membaca kalimat pendek, serta 65% menulis kata sederhana dengan lebih rapi. Selain itu, anak-anak juga menunjukkan antusiasme tinggi dan peningkatan kepercayaan diri selama mengikuti kegiatan. Dengan demikian, program ini terbukti efektif dalam meningkatkan keterampilan literasi baca-tulis sekaligus menumbuhkan motivasi belajar serta kesadaran literasi di lingkungan masyarakat. Abtract Literacy skills are essential for elementary school children as the foundation for futher learning. However, in Dara village, Bima City, many children still struggle with recognizing letters, spelling words, reading simple texts, and writing neatly. The Literacy Learning House Program was implemented as a community service activity to improve children’s basic literacy skills. The program was carried out in July 2025 with seven meetings, involving 18 student from grades 1 to 5. The implementation used a participatory approach, including face-to-face learning, educational games, guided reading, storytelling, and group discussions. The results showed significant improvements in literacy skills : 85% of the children were able to recognize letters, 80% could read simple syllables, 70% could read simple words, 45% could read short sentences, and 65% could write simple words more neatly. In addition, the children demonstrated high enthusiasm and increased self-confidence throughout the program. therefore, this program proved effective in enhancing basic literacy skills while fostering learning motivation and literacy awareness within the community.