Pondok Belajar Berbasis Komunitas untuk Peningkatan Literasi dan Numerasi Anak: Program Pendampingan Belajar Pada Anak di Wilayah Tosaren

nur aulia rahmawati (Program Studi Pendidikan Guru Sekolah Dasar, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Nusantara PGRI Kediri)
Aldo Aditya Saputra (Program Studi Teknik Informatika, Fakultas Teknik, Universitas Nusantara PGRI Kediri)
Elok Ayuandita (Program Studi Manajemen, Fakultas Ekonomi dan Bisnis, Universitas Nusantara PGRI Kediri)
Tyas Ayu Putri Fitria (Program Studi Manajemen, Fakultas Ekonomi dan Bisnis, Universitas Nusantara PGRI Kediri)
Novia Rosyidatud Dalalah (Program Studi Pendidikan Guru Sekolah Dasar, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Nusantara PGRI Kediri)
Ardaraya (Program Studi Pendidikan Jasmani Kesehatan dan Rekreasi, Fakultas Ilmu Kesehatan dan Sains, Universitas Nusantara PGRI Kediri)
Novia Oktarisa Sangganengrum (Program Studi Pendidikan Jasmani Kesehatan dan Rekreasi, Fakultas Ilmu Kesehatan dan Sains, Universitas Nusantara PGRI Kediri)
Ahmad Abdurrois (Program Studi Teknik Mesin, Fakultas Teknik, Universitas Nusantara PGRI Kediri)
Riniati (Program Studi Akuntansi, Fakultas Ekonomi dan Bisnis, Universitas Nusantara PGRI Kediri)
Patrick Nuno (Program Studi Pendidikan Guru Sekolah Dasar, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Nusantara PGRI Kediri)
Delvira Listya Putri (Program Studi Manajemen, Fakultas Ekonomi dan Bisnis, Universitas Nusantara PGRI Kediri)
Vinna Nur Hamidah (Program Studi Pendidikan Guru Sekolah Dasar, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Nusantara PGRI Kediri, Kediri)
Melia Agustina (Program Studi Pendidikan Jasmani Kesehatan dan Rekreasi, Fakultas Ilmu Kesehatan dan Sains, Universitas Nusantara PGRI Kediri)
Eko Sri Wulaningtyas (Program Studi DIII Kebidanan, Fakultas Ilmu Kesehatan dan Sains, Universitas Nusantara PGRI Kediri)

Jurnal Demi Pengabdian Masyarakat
Vol 3 No 1 (2026): Jurnal Demi Pengabdian Masyarakat

Strengthening children’s literacy and numeracy skills in community settings still faces various challenges, including limited access to non-formal learning assistance, low learning motivation, and inadequate learning support, particularly for children who have dropped out of school. This community service activity aimed to improve children’s literacy and numeracy skills through the establishment of a community-based learning center in Tosaren Village. The program was implemented using a learning assistance approach, which included forming study groups, assigning tutors from community service students, conducting regular learning sessions, and evaluating outcomes through pretests and posttests. The results indicated an improvement in children’s literacy and numeracy skills across all activity locations, as reflected in higher posttest scores compared to pretest results. In addition, the program contributed to increased learning motivation and the development of positive learning habits outside school hours. It can be concluded that a community-based learning center serves as an effective, inclusive, and potentially sustainable non-formal education model to support the enhancement of children’s literacy and numeracy skills in community environments.