<![CDATA[The capacity to read the Qur’an is a crucial skill that children should cultivate within Islamic education. This capacity encompasses not only the recognition of Arabic letters and the reading of Qur’anic verses but also entails proper pronunciation, reading fluency, and the application of tajwid rules. An assessment of the initial skills of children involved in the Qur’an Recitation Program at Darussalam Duokoto revealed variations in their abilities to read the Qur’an. Among the 15 children participating, 6 were already proficient in reading the Qur’an and understood tajwid rules, while the other participants faced challenges in pronouncing Arabic letters and had a limited grasp of tajwid. This community service initiative aimed to enhance the Qur’anic reading skills of children through the Qur’an Recitation Program at Darussalam Duokoto. The activity utilized a Participatory Action Research (PAR) methodology, allowing participants to take an active role in the mentoring process. The program lasted for 40 days, featuring biweekly meetings. Mentoring activities consisted of practicing Qur’anic reading, modeling pronunciation, repetitive exercises, correcting reading mistakes, and teaching and implementing tajwid rules. Data was gathered through observations, written notes, documentation, and the practice of Qur’anic reading. The findings revealed improvements in the Qur’anic reading skills of children who had previously struggled. Over time, the children enhanced their pronunciation, reading proficiency, and their ability to emulate reading examples, while also starting to identify and apply various tajwid rules during their Qur’anic reading practice. However,, the improvement was not yet optimal due to differences in the participants’ initial abilities and the limited 40-day community service period. This activity demonstrates that regular and participatory Qur’an recitation mentoring can serve as an effort to support the improvement of children’s Qur’anic reading abilities.]]>
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