Perundungan (bullying) kini tidak lagi menjadi monopoli sekolah umum, melainkan telah merambah ke institusi pendidikan keagamaan non-formal seperti Taman Pendidikan Al-Qur'an (TPA). Penelitian pengabdian ini bertujuan untuk mengevaluasi implementasi program edukasi anti-perundungan yang diselenggarakan oleh mahasiswa KKN Rekognisi Kelompok 381 di TPA Nurul Fityaan, Talang Aman, Palembang. Intervensi dirancang menggunakan metode sosialisasi interaktif dikombinasikan dengan media kreatif berupa pembuatan frame foto komitmen dan media reflektif naratif (storytelling). Data dihimpun melalui observasi partisipatif, dokumentasi harian, serta analisis teks deskriptif terhadap tulisan refleksi santri. Hasil kegiatan menunjukkan bahwa pendekatan kreatif ini berhasil memicu keterbukaan emosional santri, di mana mereka mampu mengidentifikasi tindakan destruktif perundungan serta mengartikulasikan pengalaman pribadi mereka secara tertulis. Evaluasi pasca-kegiatan mengindikasikan adanya peningkatan kesadaran sosial dan penurunan intensitas kelakar fisik yang menjurus pada perundungan di lingkungan TPA. Rekomendasi utama program ini menekankan pentingnya penguatan iklim pembelajaran yang suportif berbasis nilai-nilai akhlakul karimah secara konsisten.   Bullying is no longer exclusive to formal public schools, as it has now permeated non-formal religious educational institutions such as the Taman Pendidikan Al-Qur’an (TPA/Quranic Afternoon School). This community service study aims to evaluate the implementation of an anti-bullying educational program organized by students of the Recognition KKN (Community Service Program) Group 381 at TPA Nurul Fityaan, Talang Aman, Palembang. The intervention was designed using an interactive socialization method combined with creative media, including the creation of commitment photo frames and reflective-narrative storytelling. Data were gathered through participant observation, daily documentation, and descriptive text analysis of the students’ written reflections. The results demonstrated that this creative approach successfully triggered emotional openness among students, enabling them to identify destructive bullying behaviors and articulate their personal experiences in writing. Post-activity evaluation indicated an increase in social awareness and a decrease in the intensity of physical horseplay leading to bullying within the TPA environment. The primary recommendation of this program emphasizes the importance of consistently strengthening a supportive learning climate based on akhlakul karimah (noble character/Islamic ethics) values.