<![CDATA[Education is a fundamental pillar of human resource development; however, access to it remains unevenly distributed in rural areas. Ngawen Village, Klaten Regency, faces significant learning barriers among children, including a lack of parental guidance due to parents' work commitments, limited supplementary learning facilities, and monotonous school teaching methods that fail to foster learning motivation. This condition is further exacerbated by children's tendency to be more attracted to gadgets than to learning activities. In response to these issues, KKN (Kuliah Kerja Nyata/Community Service Program) students designed a community-based tutoring program through several stages: observing learning needs, developing varied and contextual learning strategies (combining academic material with educational games), implementing regular tutoring sessions, and evaluating changes in participants' learning motivation. The program targeted elementary to junior high school students identified as having low learning motivation, based on preliminary observations and interviews with parents and village officials. The implementation results revealed increased student engagement in asking questions and participating in discussions, greater discipline in study schedules, and consistent enthusiasm for the activities. Nevertheless, the program encountered critical challenges: the short duration of the KKN program limited the extent to which long-term impacts could be measured, the program's success remained dependent on the students' temporary presence, and no post-program sustainability mechanism had been established. These findings confirm that community-based tutoring programs are effective as short-term interventions; however, ensuring the sustainability of their impact requires ongoing support from local stakeholders, including village government, schools, and parents, to prevent the program's benefits from ceasing once the KKN period concludes.]]>
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