Seminar Qur’an dan Check Up Tilawah “Ngaji Level Up”: Upaya Peningkatan Literasi Al-Qur’an Siswa Smp Yp 17 Nagreg Kabupaten Bandung

Abstract

In Nagreg Kendan, Bandung Regency, a strong Islamic tradition coexists with systemic challenges in Quranic literacy, particularly among youth. The local junior high school, YP 17 Nagreg Junior High School reflects this issue with a wide variation in students' recitation (tilawah) skills and a lack of structured assessment mechanisms. This community service paper presents the "Ngaji Level Up" program, designed to enhance Quranic literacy. Its primary aim is to implement and evaluate a participatory model combining Quranic motivation seminars and structured individual tilawah check-ups to diagnose students' abilities and foster a sustainable learning culture. Employing a qualitative participatory approach, the program was framed within a Community-Based Participatory Research (CBPR) model integrated with mastery learning theory. The methodology followed a service-learning design in three systematic stages: diagnostic preparation through school coordination; intervention implementation (a motivational seminar and individual tilawah assessments using a structured rubric); and a sustainability phase involving result analysis and joint reflection with teachers. This ensured contextual interventions and community ownership. The individual check-up of 135 students provided a detailed diagnostic mapping, revealing a significant competency gap. The results were categorized as follows: 50 students (37.0%) were at the Dhaif (Poor) level, 36 (26.7%) at Maqbul (Fair), 31 (23.0%) at Jayyid (Good), 16 (11.9%) at Jayyid Jiddan (Very Good), and only 2 (1.5%) at Mumtaz (Excellent). This data provides empirical evidence regarding the diverse starting points of learners in mastery learning and enables specific and personalized feedback. The participatory process successfully engaged students and teachers as co-learners, fostering foundational awareness and institutional commitment to follow-up programs. The “Ngaji Level Up” program successfully established a data-based initial diagnostic of Qur’anic recitation competence at SMP YP 17 Nagreg. Interventions should be designed according to three ability clusters: the Dhaif group requires intensive phonetic mentoring; the Maqbul group should focus on strengthening tajwid and fluency; and the Jayyid and above group should be empowered as peer mentors. Given that the distribution of recitation achievement is still dominated by basic and intermediate categories, it is recommended that program success be measured through the consistency of daily recitation, active parental involvement, and the formation of community-based study groups