Implementation of a Tutoring Program as a Form of Community Service to Support Children’s Education in Bunikasih Village

Abstract

Tutoring programs are a form of community service that can support children's educational development outside the formal school environment. This study aimed to describe the implementation of a tutoring program in Bunikasih Village. The program was conducted in Hamlet 2 from July 31 to August 8, 2026, On Friday and Saturday, targeting kindergarten, elementary, and junior high school students. A descriptive case study approach was employed through learning needs identification, planning, implementation, evaluation, and reflection. Data were collected through observation, documentation, and field notes. Activities included assistance in reading, writing, arithmetic, exercises, question-and-answer sessions, homework assistance, and educational games adapted to participants' abilities. Ki Hajar Dewantara's educational philosophy served as the primary theoretical foundation, emphasizing education as a process of guiding children's potential development. Vygotsky's Zone of Proximal Development (ZPD) supported the implementation through scaffolding, including examples, guidance, prompting questions, and gradual assistance. The results indicated that the program encouraged active participation, questioning, task completion, and gradual development of independent learning. Therefore, tutoring programs can serve as a relevant form of community service to support children's education through appropriate guidance and learning assistance.