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Family becomes the smallest social unit in a society. The socialization process was first carried outin the family. Educate children to get to know children and how to treat children according to theirneeds and development. By recognizing and understanding their children, parents as educators inthe family will be able to increase their potential as optimally as possible, especially in formingpositive behaviors. Behavior is any form of action taken or planned. While positive behavior is anaction that is in accordance with the character, culture, norms and noble values in the community.In order for children to grow and develop optimally, the family or parents need to increase theirrole. Along with the times and the assimilation of culture in the era of globalization of positivebehavior in children such as manners, tolerance, caring for others and respect for others isincreasingly lost. The effort that can be taken to develop positive behavior of children in the familyenvironment is through a behavioral approach.The target of service is the Beneficiary Family(KPM) of the Hope Family Program in Wonosegoro District. The purpose of this communityservice activity is to provide training methods in enhancing family roles to foster positive behaviorthrough a behavioral approach. The method used in this community service is the behaviorismapproach in increasing family roles to form positive behavior. In this behavior approach usesseveral techniques, namely modeling techniques, reinforcement techniques and Asertive trainingtechniques. The implementation of community service carried out with seminars and trainingthrough lectures, discussions and brainstorming, questions and answers, and direct practice. Theimplementation of the behavioral approach training as an effort to improve the family's role informing positive behavior was Carried out in four meetings. The expected result of communityservice is the realization of parents' understanding of the importance of the role of the family infostering positive behaviors of children that are applied in daily life through a behavioral approach.Keywords: Family Role, Positive Behavior, Behavior Approach

Fine motor is the child's ability in relation to physical skills involving small muscles, eye, and hand coordination. Decorative drawing is one of the methods that is used to improve children's fine motor skills by decorating images on paper that involve nerve muscle elements, the brain, and the ability of the child's fingers. The purpose of the study is to apply decorative drawing therapy towards the fine motor development of children aged 4-5  years  in  the  region  of  Puskesmas  Rowosari  Semarang.  This  study  belongs  to descriptive case studies. The subject of this case study used two respondents who had normal fine motor development. Data were collected by observation and measured by Denver II sheet before and after therapy. The results of the case study were found in subject I with normal fine motor development of 70% increasing to a high of 78%, while in subject II with normal fine motor development 73% increased to high by 82%. It is suggested to  Puskesmas Rowosari  Semarang to use  decorative  drawings to improve children's fine motor skills as playing therapy in toddler posyandu activities.

Pos Pelayanan Terpadu or Posyandu are Post of Integrated Service. Posyandu were an effort to empower the community to support health development, especially in improving community health status through reducing infant mortality. Posyandu activities in Guwang Sukawati Gianyar village are one of the public health services. However, each banjar is still very minimal in terms of organizing the posyandu because the cadres do not really understand how the activities of the good posyandu. The purpose of this activity is to establish a Posyandu cadre of toddlers who are able to provide optimal health services for children under five through the implementation of a toddler posyandu. Method: Training was carried out through Community Empowering, involving 35 people who were trained as cadres. The training results are analyzed qualitatively (based on observations and results ofdiscussion). Results: Based on the evaluation in the form of pretest and posttest, it was found that there was an increase in cadre knowledge, namely from 30% to 70%. Posyandu has been conducted in 7 Banjar in the Guwang Gianyar Village. Conclusion: The establishment of skilled and trained Posyandu toddlers and able to provide optimal health services for children under five through the implementation of toddlers posyandu 

Background: Prosocial behavior is one type of social-emotional development among preschoolers which can influence development at a later stage. Untreated social-emotional development can lead to aggressive, shy, timid, destructive behaviors, powerful behavior, violent behavior, negativism and selfishness. Objective to describe the prosocial behavior among preschoolers (5-6 years). Methods: This study used a descriptive design with a survey approach. The sampling technique used in this study was probability sampling: total sampling, namely 66 preschoolers (5-6 years old) at Maria Fatima Kindergarten, Jembrana, Bali. The data collection tool used here was a questionnaire in the form of a scale that was developed based on prosocial behavior indicators. Data analysis used univariate analysis in the form of categories. Results: The study results showed the characteristics of respondents namely male children of 48.5%, female children of 51.5%, five years old of 69.7%, six years old of 30.3%. The minimum score of prosocial behavior was 25 (low category) and the maximum score was 39 (moderate category). Conclusion: This study found that most of prosocial behavior of preschoolers (5-6 years old) was in the moderate category (74.2%). Further studies should be conducted regarding the factors that influence prosocial behavior.

The role of teachers in Islam is very important. So the teacher is also called ustadz because it has a high commitment in carrying out its duties so that the quality of the work process can lead to the attitude of the continuous development of students. Besides, teachers are also referred to as mualim. He as a life sources in charge of transferring science both theoretical and practical. Teachers can also be referred to as murabbiy who prepare his students as creatures, because of the creativity that, he will be able to prepare himself well, so that the results of his creation does not cause damage to himself, others, and the environment. Also, the teacher as a murshid, he must be a role model, as a role model must certainly place himself properly and full. As a model the teacher can set an example for his or her students. In many ways the teacher is also placed in a position as mudarris, who acts as a dispenser of science and eraser of ignorance. In this perspective the teacher's sensitivity must always grow when he sees the reality of his students as it is with different kinds of differences. But from the fact it is realized also, that all students are believed to have the potential of each, so the teacher must be able to develop each potential that existed in the student. The last teacher as muaddib, this very important task a teacher is required to prepare children to be educated to be responsible people, so the quality of human civilization the better in the future. Because of the important role of teachers in Islam, the integral qualifications of the teaching profession can not be ignored either qualitatively or quantitatively so that the challenges of the times are always well answered.   Peran guru dalam Islam adalah sangat penting. Atas dasar itu setiap guru perlu berbekal kompetensi dengan imaji kreativitas. Sehingga guru juga disebut seorang serbabisa, multitalent. Wajar kemudian mendapat berbagai julukan, seperti disebut sebagai ustadz karena mempunyai komitmen tinggi dalam menjalankan tugasnya agar mutu proses kerjanya  mampu membuahkan sikap pengembangan anak didiknya yang terus menerus. Selain itu guru juga disebut sebagai mualim. Ia sebagai kamus kehidupan yang bertugas menstransfer ilmu pengetahuan baik bersifat teoritis dan praktis. Guru dapat juga disebut sebagai murabbiy yang menyiapkan anak didiknya sebagai makhluk kreator, karena dari hasil kreativitasnya itu, ia dapat menyiapkan dirinya dengan baik, agar dari hasil kreasinya tersebut tidak menimbulkan kerusakan pada dirinya, orang lain, dan lingkungannya. Juga, guru sebagai mursyid, ia menjadi panutan, sebagai panutan tentu harus menempatkan dirinya dengan tepat dan purna. Sebagai model guru dapat memberikan teladan bagi para anak didiknya. Dalam berbagai hal guru juga ditempatkan pada posisi sebagai mudarris, yang berperan sebagai penebar ilmu pengetahuan dan penghapus kebodohan. Dalam perspektif ini kepekaan guru mesti selalu tumbuh pada saat menyaksikan realitas para muridnya seperti adanya dengan berbagai macam perbedaan. Namun dari kenyataan tersebut perlu disadari juga, bahwa semua murid tersebut diyakini mempunyai potensi masing-masing, sehingga guru pasti mampu mengembangkan masing-masing potensi yang ada pada muridnya tersebut. Yang  terakhir guru sebagai muaddib, tugas yang sangat penting ini seorang guru dituntut untuk menyiapkan anak dididiknya menjadi orang-orang yang bertanggung jawab, sehingga kualitas peradaban manusia semakin baik pada masa mendatang. Karena pentingnya peran guru dalam Islam itu, maka kualifikasi integral profesi guru tidak dapat diabaikan  baik secara kualitatif maupun kuantitatifnya sehingga berbagai tantangan zaman selalu terjawab dengan baik.