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Low levels of maternal knowledge and appropriate nutritional practices, combined with limited continuity of nutrition education from health workers, remain significant risk factors for maternal and child health problems, including stunting. The GEMPITA Program (Gerakan Edukasi MPASI Tepat dan Aman / Safe and Appropriate Complementary Feeding Education Movement) was implemented as a community service initiative to improve nutritional knowledge, skills, and practices among families in the working area of Teratak Public Health Center. The program employed structured methods, including socialization, education, training, demonstrations, mentoring, and non-formal monitoring and evaluation. The target participants were mothers with children aged 6–24 months, as well as health workers and community health cadres. Program effectiveness was assessed using pretest posttest measurements and direct observation of behavioral changes. The results demonstrated a significant improvement in maternal knowledge regarding appropriate complementary feeding, enhanced skills in age-appropriate food preparation, and improved hygienic and nutritious feeding practices. In addition, the capacity of health workers to deliver nutrition education was strengthened. Overall, the GEMPITA Program proved effective in improving family nutrition practices and reinforcing the role of the public health center in stunting prevention through a sustainable community empowerment approach.

Parental mental health plays a critical role in fostering healthy parenting practices, particularly during early childhood. Nevertheless, many parents, including homemakers and working mothers, continue to demonstrate limited awareness of the importance of maintaining psychological well-being in the parenting process. This community service initiative aimed to enhance parents’ mental health literacy and raise awareness of its implications for parenting practices. The program employed a mental health education and outreach approach, incorporating structured presentations, interactive discussions, question-and-answer sessions, and the provision of practical coping strategies applicable to daily life. The activity was implemented among parents of kindergarten pupils. The findings indicated a notable improvement in participants’ understanding of parental mental health, increased awareness of stress management in parenting contexts, and an enhanced capacity to apply simple strategies to maintain emotional regulation. Moreover, participants demonstrated active engagement and positive responses throughout the programme. This initiative contributes to strengthening parental mental health awareness as a preventive measure to support healthier and more adaptive parenting practices within the family setting.

So far the education system in Indonesia has not optimally implemented: classroom learning so it does not accommodate the needs of each student. It is proven that remedial learning is still in demand to increase skills outside of class hours. This condition is a serious enough problem that parents are looking for options to increase their children's abilities through tutoring. Schools in all educational units should be able to apply the concept of differential learning, namely learning that prioritizes the learning needs of age to face challenges. However, this does not mean that differentiation learning provides different treatment. In fact, every child is unique, has different styles, interests and abilities. The results of  the counseling at Kumon prove the speed of students in answering 100 questions in 5 minutes. On average, students complete their assignments. Then the child learns to the next level. If they cannot reach the time limit, students will be motivated to repeat it until they meet the minimum time limit. The mind mapping and Kumon methods have similarities