Yayasan Cahaya Ilmu is a social and religious institution in Lawang Kuta Hamlet, Lembar Village, West Lombok Regency, that fosters 11 adolescent and young adult beneficiaries aged 13–18 years with orphan, double-orphan, and underprivileged family backgrounds. Prior to this program, the beneficiaries had not received structured mentoring in Al-Islam and Kemuhammadiyahan (AIK), consistent with national data indicating high school dropout rates in West Nusa Tenggara. This community service program aimed to improve participants' understanding of Islamic values, cultivate knowledge of Muhammadiyah's ideology, and build noble character and independence. The method adapted a Participatory Action Research approach, implemented over one month through eight scheduled visits (twice weekly), combined with independent daily worship habituation supervised by the foundation's mentor. Results showed improvement across all indicators: the average AIK comprehension score increased from 50.5 to 80.6 (scale of 100); 91% of participants were able to perform prayer according to fiqh standards; 91% showed improvement in Qur'anic recitation quality using the tahsin method and 100% of participants successfully memorized five short surahs. Outputs produced include a two-volume AIK module, Qur'anic storyboards, daily worship monitoring tables, and the establishment of an independent study circle (halaqah mandiri) as a form of program sustainability.
Students' ability to read the Qur'an and memorize short surahs at MI Muhammadiyah Sidorejo remains low. This condition is reflected in inaccurate hijaiyah letter pronunciation, limited reading fluency, and difficulties in memorizing short surahs accurately. An initial assessment of 32 students showed an average group score of 75. Method: The mentoring program was conducted over two months and involved 32 students and relevant school stakeholders in identifying learning needs, planning activities, implementing interventions, observing progress, and reflecting on the results. The talaqqi method was used through reading demonstrations, imitation, and direct correction, while tikrar was applied through repeated recitation to strengthen memorization. Data were collected through observation, practical assessments, and documentation, then analyzed by comparing average scores before and after the program. Findings: The average group score increased from 75 to 90, representing a 15-point difference or a 20% relative increase from the initial score. Conclusion: Structured mentoring through talaqqi and tikrar can support the development of Qur'anic reading and short-surah memorization skills. Novelty/Originality: This program integrates reading guidance and memorization practice into a single activity and documents its implementation and outcomes through observations and pre- and post-program score comparisons
