Community-Based Child Education through Academic Mentoring, Islamic Values, and Digital Literacy: A Participatory Action Research Study in Pasir Matogu Village, Indonesia

Abstract

Limited supplementary learning support, the absence of structured digital literacy initiatives, and the underuse of local economic potential remain challenges to strengthening children’s education in Pasir Matogu Village. This community engagement program aimed to describe the integration of academic mentoring and Islamic education, identify facilitating and constraining factors, and examine the role of digital literacy and local economic potential in community empowerment. The program was implemented through the Group 80 Field Work Program from 22 June to 21 August 2026 using a qualitative Participatory Action Research (PAR) design comprising needs identification, collaborative planning, action, observation and evaluation, and reflection. Data were collected through interviews, field observations, and program documentation and were analysed thematically with source and method triangulation. The findings show that Qur’an recitation and tajwid guidance, prayer practice, basic literacy and numeracy tutoring, introductory English, and financial literacy activities achieved more consistent participation and were supported by parents and PPS Adwiyah Al-Baqi. Digital literacy activities and the introduction of social media for promoting local agricultural potential attracted interest among young people, but their implementation remained limited by the short program duration, internet infrastructure, and the absence of sustained mentoring. The program demonstrates that integrating academic education, Islamic values, life skills, digital literacy, and local resources can provide a community-based framework for strengthening children’s education and broader village empowerment, although its sustainability requires stronger institutional support and longer-term evaluation.