<![CDATA[Program pengabdian kepada masyarakat ini bertujuan untuk meningkatkan kedisiplinan dan karakter religius anak-anak TPA Musholla Baiturrahma melalui kegiatan bimbingan kelompok. Kegiatan ini dilatarbelakangi oleh rendahnya tingkat kehadiran dan motivasi belajar santri, di mana hanya 6–8 dari 15 santri yang rutin mengikuti kegiatan pembelajaran Al-Qur’an. Untuk mengatasi permasalahan tersebut, diterapkan pendekatan partisipatif dan afektif guna menumbuhkan rasa tanggung jawab, kedisiplinan, serta nilai-nilai religius dalam suasana belajar yang menyenangkan. Metode yang digunakan meliputi wawancara dengan pengelola TPA, observasi perilaku belajar santri, dan dokumentasi kegiatan. Intervensi dilakukan melalui satu sesi bimbingan kelompok dengan tema “Belajar Bertanggung Jawab” yang dipadukan dengan kegiatan ice breaking untuk meningkatkan keterlibatan santri. Hasil kegiatan menunjukkan peningkatan signifikan jumlah kehadiran santri hingga rata-rata 12 anak per pertemuan. Selain itu, santri menunjukkan peningkatan kedisiplinan, antusiasme belajar, serta kesadaran terhadap tanggung jawab sebagai peserta didik TPA. Dengan demikian, bimbingan kelompok yang didukung pendekatan kreatif dan afektif terbukti efektif dalam membentuk kedisiplinan dan karakter religius pada pendidikan Islam nonformal seperti TPA.
This community service program aimed to improve discipline and religious character among students of TPA Musholla Baiturrahma through group guidance activities. The program was motivated by low attendance and limited learning motivation, where only 6–8 of 15 registered students regularly participated in Qur’anic learning. To address this issue, a participatory and affective approach was implemented to foster responsibility, discipline, and religious awareness in a supportive environment. The methods included interviews with TPA administrators, observation of students’ learning behavior, and documentation of activities. The intervention was conducted through a group guidance session themed “Learning to Be Responsible,” complemented by ice-breaking activities to enhance engagement and emotional involvement. The results showed a significant increase in student attendance, reaching an average of 12 students per session. Furthermore, students demonstrated improved discipline, greater enthusiasm for learning, and increased awareness of their responsibilities as TPA learners. In conclusion, group guidance combined with creative and affective strategies is effective in strengthening discipline and religious character in non-formal Islamic education settings such as TPA.]]>
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