Empowerment of Children Through Teaching-Learning Activities by KKN UIN Sunan Gunung Djati Bandung in Cihandiwung Hamlet, Parakanhonje Village, Tasikmalaya Regency

Abstract: This study analyzes the challenges of child empowerment through teaching-learning activities implemented by KKN UIN Sunan Gunung Djati Bandung in Cihandiwung Hamlet, Parakanhonje Village, Tasikmalaya Regency. This observational study identifies systematic barriers in the implementation of cognitive, psychological, and personality empowerment of children in rural community contexts. Research findings indicate that participants experienced significant difficulties in following classroom regulations and teaching-learning processes, demonstrated excessive curiosity toward age-inappropriate content particularly related to romantic relationships and viral social media, violated privacy boundaries, showed high tendencies for gossip when expectations were unmet, experienced difficulties understanding and adapting to established rules, and held misconceptions regarding KKN program objectives. Analysis reveals that cognitive empowerment is hindered by deficits in executive functioning and metacognitive awareness, psychological empowerment faces obstacles related to maladaptive coping mechanisms and limited social-emotional intelligence, while personality empowerment is disrupted by premature exposure to adult content and inadequate moral reasoning development. The study concludes that effective child empowerment programs in rural community contexts require holistic approaches that integrate pre-program community needs assessment, comprehensive social-emotional learning components, media literacy education, and sustained community engagement to achieve meaningful and sustainable empowerment outcomes.