Institutionalizing Alternative Learning Spaces in Urban Communities: A Study of the Urban Islamic After-School Lab in Surabaya

Abstract

This study addresses two major challenges in urban communities, namely the predominantly administrative nature of university internship programs, which often have limited social impact, and the lack of structured alternative learning spaces to support elementary school students experiencing academic difficulties at home. In urban settings characterized by limited parental availability, economic pressures, and inadequate academic support at home, the need for community-based learning institutions has become increasingly important. This study examines the institutionalization of the Urban Islamic After-School Lab as an alternative learning space that integrates educational support, literacy development, and Islamic values in Surabaya. The study employed an action research approach involving fourth- and fifth-grade students in Babad Jerawat Urban Village, Surabaya. The research consisted of five stages, namely initial assessment, problem identification, focus group discussions, corrective action, and final assessment. The intervention focused on strengthening reading and religious literacy as essential components of students' academic and moral development. The findings indicate improvements in students' reading and religious literacy. Furthermore, the program transformed the university internship into a structured form of social engagement, strengthened university–community relationships, and revitalized the social role of higher education in urban communities.