<![CDATA[Most first- to third-grade students at Madrasah Diniyah Al-Ittihad, Cidahu Village, Subang Regency, had not yet mastered Arabic letters and the correct makharijul huruf, hindering their fluency in reciting the Qur'an. This community service activity aimed to improve students' mastery of makharijul huruf through personal training combined with a participatory approach involving daily cycles of planning, action, observation, and reflection. It was carried out over three effective days in mid-August, involving five facilitators and seventeen to twenty-three actively participating students per session out of thirty targeted students, with the pre-test attended by eighteen students and the post-test by fifteen students; because attendance varied between the two sessions, the pre- and post-test results reflect a between-group comparison across sessions rather than a matched comparison of identical students. Based on facilitators' qualitative observation using a simple rubric, the average pronunciation accuracy was estimated to increase from twenty-three to thirty-five percent, alongside a mapping of the five letters most frequently mispronounced, which is highlighted here as a key outcome in its own right rather than merely a supporting figure. Facilitators also observed a positive change in students' confidence in pronouncing Arabic letters, and the activity gave the madrasah a difficulty map to guide continued independent mentoring. These preliminary, observation-based results suggest that personal training combined with participatory principles is a promising, low-cost approach for resource-limited nonformal religious institutions, although they should be interpreted with caution given the short duration and the absence of a validated measurement instrument.]]>
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