Application of the Fun Learning Method to Reduce the Impact of Learning Loss Among Indonesian Diaspora Children at SB KM Sungai Buloh

Robith Juan Fahmi (Universitas Sains Al-Qur'an)
Nurma Khusna Khanifa (Universitas Sains Al-Qur'an)
Sri Haryanto (Universitas Sains Al-Qur'an)
Hermawan Hermawan (Universitas Sains Al-Qur'an)

BERBAKTI: Jurnal Pengabdian Kepada Masyarakat
Vol. 4 No. 2: BERBAKTI: Jurnal Pengabdian Kepada Masyarakat | September 2026

This community service program aimed to implement a fun learning approach to mitigate the effects of learning loss among Indonesian diaspora children at the Kampung Melayu Sungai Buloh Learning Center, Malaysia. The program involved 30 children aged 6–12 years and was conducted over a 20-day period using a participatory approach comprising needs assessment, instructional planning, implementation, classroom observation, and descriptive evaluation. Learning activities included icebreakers, educational games, interactive quizzes, group discussions, storytelling, singing, and collaborative activities supported by simple instructional media and ClassPoint-integrated presentations. Program outcomes were evaluated in terms of learning engagement, participation, confidence in expressing opinions, collaboration, and basic literacy and numeracy skills. Academic achievement was assessed using a 10-item test covering reading, writing, and basic arithmetic, administered before and after the program. Attendance and classroom participation were also monitored throughout the intervention. Pre-test results showed that 15 of the 30 participants (50%) scored below 50 out of 100. Following the 20-day program, all participants (100%) achieved post-test scores of at least 80. Observational findings also indicated increased enthusiasm, active participation, confidence in responding to questions and expressing opinions, and collaboration during learning activities. These findings indicate substantial improvement in participants’ literacy and numeracy performance and suggest positive changes in learning engagement following the implementation of fun learning. However, because the program employed a descriptive community service design without a control group, the observed improvements should not be interpreted as evidence of a causal effect of fun learning. The program illustrates the potential of an engaging, participatory learning approach to support learning recovery and strengthen non-formal educational services for Indonesian diaspora children with diverse learning needs.