Implementation of a Participatory Tutoring Program to Improve Motivation and Academic Achievement of Elementary School Students in Mangkung Village, Central Lombok

Yuli Astuti (Physics Education Study Program, Faculty of Teacher Training and Education, Universitas Mataram, Indonesia)
Adella Ulyandana Jayatri (Physics Study Program, Faculty of Mathematics and Natural Sciences, Universitas Mataram, Indonesia)
Ika Umratul Asni Aminy (Physics Study Program, Faculty of Mathematics and Natural Sciences, University of Mataram, Indonesia)
Rahmatun Inayah (Physics Study Program, Faculty of Mathematics and Natural Sciences, Universitas Mataram, Indonesia)
Syamsuddin Syamsuddin (Physics Study Program, Faculty of Mathematics and Natural Sciences, Universitas Mataram, Indonesia)
M. Arwenda Prayogi (Indonesian Language and Literature Education Study Program, Faculty of Teacher Training and Education, Universitas Mataram, Indonesia)
Yusuf Idrus (Chemistry Education Study Program, Faculty of Teacher Training and Education, Universitas Mataram, Indonesia)
Muhammad Kamiluddin (Animal Husbandry Study Program, Faculty of Animal Husbandry, Universitas Mataram, Indonesia)
Indra Budiman (Electrical Engineering Study Program, Faculty of Engineering, Universitas Mataram, Indonesia)
Kormil Saputra (Physics Study Program, Faculty of Mathematics and Natural Sciences, University of Mataram, Indonesia)

Media for Empowerment, Mobilization, and Innovation in Research & Community
Vol. 2 No. 1 (2026): January-June

Basic education plays a crucial role in developing students' cognitive abilities and motivation to learn, yet students in rural areas still face limited resources and learning support. This community service initiative aims to improve the learning outcomes and motivation of elementary school students through a community-based tutoring program in Mangkung Village, Central Lombok Regency. The implementation method employed a participatory and collaborative approach with a one-month offline learning program involving 19 elementary school students. Evaluation was conducted through pre-tests and post-tests, as well as observations of learning behavior. The results showed an increase in students' average grades from 61.3 to 78.5, high attendance (90-100%), and positive changes in student engagement, discipline, and self-confidence. These results demonstrate that community-based tutoring is effective in improving students' cognitive and affective aspects.