<![CDATA[This study examines the intervention of Community Service Program (KKN) students in addressing learning loss among upper-grade students at Sanggar Belajar Kamus, Gombak Utara, Malaysia, a non-formal educational institution serving children from Indonesian migrant worker families who lack official residency documents. The institution faces a critical shortage of educators, with only one permanent teacher responsible for all grade levels, leaving 14 upper-grade students without grade-appropriate instruction. This study employed a descriptive qualitative approach with a field action research design, utilizing participatory observation, semi-structured interviews, and documentation as data collection techniques. The findings reveal that learning loss among upper-grade students is characterized by poor reading fluency, inability to comprehend previously taught material, and passive behavior during learning sessions. These conditions are attributed to the limited number of educators, a mixed-grade classroom system, low parental involvement, and the discontinuity of KKN programs. The interventions implemented by three KKN students included class separation with intensive learning sessions, small group tutoring, a supportive pedagogical approach, and the development of simple instructional media. These interventions successfully transformed students' learning behavior from passive to active participation and increased willingness to ask questions. This study recommends the establishment of a structured continuity mechanism to ensure that learning outcomes are not repeatedly reset with each new KKN cohort.]]>
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