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Family environments play a crucial role in shaping students’ learning processes, particularly at the primary education level. This study aims to examine the effect of the family environment on learning attention and the fulfillment of learning facilities and infrastructure among Grade VI students at UPT SD Negeri 1 Centre Pattallassang. Using a quantitative associative approach with an ex post facto design, data were collected from 85 students through a structured questionnaire and analyzed using descriptive statistics, simple linear regression, and canonical correlation analysis. The results indicate that the family environment has a positive and significant effect on learning attention (B = 0.631, p < 0.001) and on the fulfillment of learning facilities and infrastructure (B = 0.723, p < 0.001). The family environment explains 42.1% of the variance in learning attention and 48.6% of the variance in the fulfillment of learning facilities. Canonical correlation analysis further reveals a strong simultaneous relationship between the family environment and the combined outcomes of learning attention and learning facilities. These findings highlight the central role of the family as a key educational microsystem that supports both cognitive–affective engagement and material learning conditions. The study underscores the importance of strengthening school–family collaboration and family-based support strategies to enhance learning quality in primary education.  

The rapid growth of the digital era significantly reduces children's physical activity, thus having an impact on decreasing gross and fine motor development in elementary school-age children. The habit of excessive use of gadgets causes children to tend to be passive and less involved in structured movement activities. Fundamental Movement Skills (FMS), as the basis of motor competence which includes locomotor, non-locomotor, and manipulative skills, shows increasingly less than optimal development in early childhood and school age. This study examines the contribution of FMS to children's motor development and evaluates the effectiveness of FMS-based learning media, especially modified snake and ladder games, in improving students' basic movement skills. The study used a descriptive-correlational quantitative design involving 40 students aged 6–9 years who were selected through purposive sampling techniques. Data collection was carried out using the Test of Gross Motor Development-2 (TGMD-2) instrument, structured observation rubrics, and supporting documentation. Data analysis used descriptive statistics and Pearson correlation tests to see the relationships between variables. The findings of this research are expected to be the basis for the development of more innovative, adaptive, and fun physical education programs to support children's motor development in the midst of the challenges of the digital era.

This study aims to develop and evaluate the feasibility of PEMAPOSI (Pemahaman Eksposisi), an interactive digital learning media designed to improve fourth-grade students’ comprehension of exposition texts. The study employed a Research and Development (R&D) method using the ADDIE model, which includes analysis, design, development, implementation, and evaluation stages. The media was developed in the form of an interactive flipbook integrating local cultural elements and was implemented in an elementary school setting. Data were collected through validation sheets and questionnaires involving media experts, material experts, teachers, and students. The results showed that PEMAPOSI obtained a validity score of 93.5% from media experts and 89.5% from material experts, both categorized as “very valid.” User response results also indicated a high level of practicality, with teacher and student assessments reaching 91.6% and 87.5% respectively. These findings indicate that PEMAPOSI is feasible, practical, and effective as a learning medium to support students’ understanding of exposition texts in elementary schools. The integration of interactive features and local cultural elements contributes positively to student engagement and learning outcomes.

This study aims to describe the implementation of the Find Someone Who cooperative learning model in increasing fifth-grade students' learning interest in science. The implementation of this model provides an active and enjoyable learning experience through questioning, movement, and discussion activities that enable students to engage in meaningful social interactions. This involvement makes students more enthusiastic about participating in learning and helps them understand concepts better. In addition, the Find Someone Who model encourages collaborative knowledge construction, so students can build conceptual understanding through cooperation and communication. Increasing student interest and participation is one of the important factors that encourages improving the quality of the science learning process in the classroom. This study examines the contribution of the Find Someone Who cooperative learning model to improving fifth-grade students' interest and learning outcomes in science. The results showed an increase in learning completion from 54% in cycle I to 92% in cycle II, which was influenced by collaborative activities that helped students build a more structured understanding of concepts. Through social interaction, information exchange, and cooperation during learning, students were able to strengthen their understanding and develop communication skills. Although its implementation requires good time management and clear instructions, this model still has a positive influence when applied in a targeted and consistent manner. These findings indicate that collaborative learning through the Find Someone Who approach can enrich the science learning process in elementary schools.

This study aims to analyze the impact of using learning media on the character development of Pancasila students in grade V of Manumuti Elementary School. This study used a qualitative approach with a case study. Data collection was conducted through observations that measured students' perceptions of the learning media and based on Pancasila student profile indicators. The qualitative approach allows researchers to gain a deeper understanding of the phenomenon being studied by examining in detail different cases within the problem being studied. Information was collected directly from the field through verbal expressions and observation of actions. The results of the study indicate that the implementation of learning media in grade V of Manumuti Elementary School varied and presented. Meanwhile, the character profile of Pancasila students in grade V showed positive development in the dimensions of mutual cooperation, independence, faith, devotion to God Almighty, and noble character. This study concludes that the use of planned and relevant learning media is an effective strategy in strengthening the character profile of Pancasila students.

This Community Service Program aims to enhance the awareness, knowledge, and practical skills of teachers and students at SD Negeri 2 Palembang in carrying out independent waste management. The main issue identified was the lack of awareness and discipline in sorting organic and inorganic waste, which contributes to environmental pollution and poor hygiene within the school area. The program was implemented through lectures, interactive discussions, and hands-on training involving the use of separate bins for different waste types. The results demonstrated a remarkable improvement in waste management understanding and behavior. Teachers and students have developed new habits of waste sorting before disposal, resulting in a cleaner, healthier, and more pleasant school environment. Additionally, the activity inspired creativity in transforming inorganic waste into useful and economically valuable crafts that can be reused. Overall, this program fostered environmental awareness, strengthened community participation, and encouraged sustainable waste management practices as part of daily school culture.

Handwashing with Soap (CTPS) is the activity of cleaning hands using clean, running water and soap to remove dirt, oil, and various germs such as viruses, bacteria, and parasites that may cling to the skin. As one of the most effective, simplest, and most affordable methods of preventing infectious diseases, CTPS is highly important to practice consistently, especially among students at Public Elementary School 283 located in Waitomu Hamlet, Leihitu District, Central Maluku Regency. However, observations indicate that after school activities or playtime, several students still show reluctance to wash their hands, which may be influenced by low awareness, limited understanding of hygiene, insufficient supervision, or the absence of strong daily habits related to cleanliness. This issue reflects the need for more structured hygiene education, continuous reminders, and interactive learning methods to instill good handwashing habits. In addition, improving supporting facilities—such as accessible handwashing stations, adequate soap supply, and visual posters—can motivate students to practice CTPS more regularly. Strengthening CTPS awareness and habits is expected to reduce the risk of disease transmission, foster a healthier school environment, and encourage students to adopt lifelong hygiene practices that benefit both their personal well-being and the wider community.

Bullying cases among elementary school students have become increasingly alarming because they negatively impact children’s psychological, social, and moral development, making early intervention essential. This community service project was designed to strengthen students’ understanding and character formation as a preventive effort against bullying behavior. The program was carried out at SD Wonolelo, a rural elementary school, involving 18 sixth-grade students and one accompanying teacher who participated actively in each session. The methods used consisted of interactive socialization and role-playing activities implemented through three stages: delivery of material, interactive question-and-answer discussion, and final evaluation. The results show a significant increase in students’ comprehension of bullying, rising from 30% before the activity to 90% afterward, indicating the program’s strong impact on learning. Beyond improved understanding, the initiative successfully cultivated empathy, cooperation, and social awareness among students so that they not only refrain from bullying but also feel responsible for preventing it within their environment. Overall, the program proved effective in promoting anti-bullying awareness, shaping positive character traits, and supporting the development of a safer and more inclusive culture at the elementary school level.

Bullying remains a serious issue in elementary school environments that has negative impacts on children’s mental health, social relationships, as well as emotional and character development. Recognizing the importance of early prevention efforts, students of the Community Service Program (Kuliah Kerja Nyata/KKN) from Universitas Negeri Padang (UNP) initiated and implemented an anti-bullying outreach program for children in Nagari Harau. This program aims to increase children’s awareness, understanding, and sensitivity toward various forms of bullying, including physical, verbal, and non-verbal bullying, as well as to introduce the impacts caused and simple strategies to deal with and prevent such behavior. The outreach activities were carried out using participatory and interactive methods to ensure the material was easily understood by children, supported by PowerPoint presentations, educational quizzes, light discussions, and simulations of everyday situations relevant to their lives. The target participants were elementary school students in the Nagari Harau area who are vulnerable to bullying practices in school and social settings. The evaluation results showed a significant improvement in participants’ understanding of bullying, where only about 30% of participants understood the material before the activity, increasing to 85% after the program was implemented. Positive responses from children, teachers, and the local community emphasize the importance of this program as an effective form of social intervention. This program demonstrates that child-friendly educational approaches can contribute to creating a safer, more comfortable, and bullying-free learning environment.

Student engagement plays a pivotal role in determining the effectiveness of Islamic Religious Education (IRE), particularly in moral education that seeks to internalize ethical values and shape students’ character. However, empirical evidence from elementary school contexts indicates that low levels of engagement often hinder meaningful learning outcomes. This study examines the issue of limited student engagement in IRE learning on Morality in Daily Social Interaction and its implications for students’ conceptual understanding. Employing a descriptive qualitative approach, data were collected through classroom observations, semi-structured interviews, and document analysis at SDN 38 Bonto Perak, Pangkep Regency. The findings reveal that low student engagement is primarily associated with teacher-centered instructional practices, limited use of learning media, and insufficient variation in instructional stimuli, resulting in superficial understanding of moral concepts. To address these challenges, this study proposes two integrated instructional strategies. The first is a constructivist approach through the implementation of the Jigsaw Cooperative Learning model, which facilitates active participation, peer interaction, and collaborative knowledge construction. The second is a behaviorist approach through the application of positive reinforcement and varied instructional stimuli, including verbal praise, simple rewards, visual media, and context-based narratives relevant to students’ daily experiences. These strategies are expected to enhance students’ cognitive, affective, and behavioral engagement, thereby strengthening conceptual understanding and supporting the internalization of moral values in IRE learning. This study contributes to pedagogical discourse by offering a contextual instructional framework for improving student engagement in elementary-level moral education

Fifth grade students' consistently poor reading comprehension abilities, which impeded their overall academic development and participation in language acquisition, served as the driving force for this study. Using a comic assisted problem based learning (PBL) model, the study, which involved 39 students at SDN Purwamekar, aimed to improve learning activities in order to increase teacher and student participation and, eventually, improve fifth grade students' reading comprehension skills. By using comic strips to illustrate issues, this creative method made learning more engaging and accessible for younger students. In order to enable iterative improvements, the study was conducted over two cycles using classroom action research technique. Only 25% of students (eight people) successfully completed the learning objectives in the first cycle, according to preliminary findings, while 75% (24 students) failed, suggesting difficulties with student motivation and comprehension. This led to changes like improving comic material and fostering more cooperative conversations. Significant progress was seen by the second cycle, with 30 students meeting the completion criteria and only four falling short of the objectives, indicating improved engagement and skill growth. In conclusion, the comic assisted PBL model effectively boosted reading comprehension skills among fifth grade students. The research underscores the value of integrating visual aids and problem solving in education, offering practical insights for teachers to create more dynamic classrooms. Nonetheless, factors like time constraints and resource availability warrant further exploration to ensure sustainable implementation in diverse educational settings.

This article aims to explore the application of local wisdom values ​​in the Love-Based Curriculum at Islamic Elementary Schools (MI) as a strategy for building character, strengthening cultural identity, and strengthening humanity-oriented education. The Love-Based Curriculum focuses on the values ​​of compassion, empathy, social responsibility, and respect for diversity, which are integrated into all subject areas. The integration of cultural and local elements serves to increase the connection between education and the realities of students' lives. This study is compiled based on research findings regarding the implementation of the Love Curriculum at MI Al-Islah Palembang and research related to local wisdom-based learning at Islamic Elementary Schools. The results of the analysis indicate that the application of love values ​​and local wisdom makes a positive contribution to character formation, increasing learning motivation, and strengthening students' cultural identity. The main challenges lie in the limited availability of learning tools, the need for teacher training, and adequate policy support.

Diarrhea is the third leading cause of death in children. WHO estimates that the prevalence of diarrhea globally is almost 1.7 billion cases of diarrhea in children each year, in Indonesia the prevalence of diarrhea is 4.55% of cases. The incidence of diarrhea is caused by several factors, one of which is consuming street food. This study aims to determine the relationship between snack consumption and the incidence of diarrhea in students at Elementary School 008 Batam City, Baloi Permai Village in 2024. The design of this study used cross-sectional. This study was conducted on students in grades IV, V, and VI totaling 50 students. The sampling technique used non-probability sampling with purposive sampling technique. The measuring instrument in this study was a questionnaire on snack food consumption and diarrhea incidence. The results of the study showed that the incidence of diarrhea in students with the category of always consuming snack foods was 4 students (33.3%), often consuming snack foods was 14 students (87.5%), sometimes consuming snack foods was 7 students (53.8%), and never consuming snack foods was 3 students (33.3%). Based on the results of the Chi-Square Test statistic using SPSS, the probability value (p) was smaller than alpha (0.013)

The purpose of this study is to create and assess the viability and usefulness of BERASA (Learning Synonyms and Antonyms in Indonesian), an interactive learning tool for third-grade elementary school students. Research and development using the ADDIE model—which comprises the phases of analysis, design, development, implementation, and evaluation—is the research methodology employed. Students from SDIT Al Kautsar Kudus in the third grade served as the study's subjects. While the practicality test was determined by teacher and student answers, the feasibility test was conducted by media and material specialists. According to the validation results, the BERASA media received a very feasible category feasibility rate of 91.6% from media experts and 88.8% from material experts. The results of the practicality test were 91.7% for teachers and 89.7% for students, both of which are classified as extremely appropriate. These findings indicate that the BERASA interactive learning materials are suitable and useful for teaching Indonesian, especially when it comes to synonyms and antonyms. They can also improve the comprehension and involvement of elementary school pupils.

Health communication and community empowerment are crucial for improving health outcomes at the primary health care level. As a primary health care facility, the Empat Ulu Community Health Center in Palembang plays a strategic role in disseminating health information, strengthening community capacity, and promoting healthy lifestyles through various educational activities. The Field Learning Practice (PBL) activity, conducted by students within the community health center's work area, aimed to strengthen the implementation of health communication, particularly in promoting Clean and Healthy Living Behavior (PHBS) in elementary schools. The methods used included field observation, discussions, face-to-face counseling, handwashing demonstrations, and the distribution of educational media. The results showed an increase in students' understanding of PHBS, demonstrated by their ability to answer questions, practice handwashing correctly, and their enthusiasm during interactive sessions. This activity not only strengthened students' knowledge but also demonstrated that a two-way communication approach and the use of simple visual media can enhance the effectiveness of health education. Overall, this PBL activity contributed to supporting the community health promotion program and strengthened the role of students in encouraging community self-reliance in maintaining health.

This community service activity aims to improve positive communication skills and foster self-confidence in students at Antasan Besar 7 Elementary School, Banjarmasin. The background to this activity is the results of observations showing that some students still have low communication skills and lack of self-confidence, characterized by shyness, nervousness, and reluctance to speak in public. The training was conducted by students of Lambung Mangkurat University on September 17, 2025, involving 16 fifth-grade students. The implementation method included preparation, interactive training, role-playing, speaking simulations in front of the class, and evaluation through pre-post observation and questionnaires. The training materials included understanding positive communication, the use of polite language, emotional control, eye contact, and facial expressions, as well as self-confidence-building exercises through the activities "Dare to Speak" and "Introduce Myself". The evaluation results showed an increase in students' average scores in the aspects of participation, positive attitudes, and courage to speak in front of the class after participating in the training. This activity has proven effective in helping students develop interpersonal communication skills and strengthen self-confidence, as well as having a positive impact on a more supportive learning atmosphere in the elementary school environment.

This study aims to outline how aqeedah and moral values are applied in the learning process of fourth-grade students at MI Ridogalih, examine the strategies teachers use to internalize these values, and identify factors that support or hinder the process. Using a descriptive qualitative method, the research gathered data from the Aqeedah–Akhlaq teacher, instructional documents, and records of the school’s religious activities. Data collection was conducted through guided interviews and document review, and the analysis followed the Miles and Huberman interactive model. The results show that the incorporation of aqeedah and moral education is implemented through consistent religious habituation, exemplary behavior demonstrated by teachers, and the integration of Islamic principles into classroom instruction. Contributing factors include the strong religious environment of the school and active parental engagement, while obstacles stem from the influence of digital media and the varied backgrounds of students’ families. The study concludes that combining habituation practices, teacher role modeling, and value integration plays a significant role in reinforcing students’ Islamic character development.

This community service activity aimed to foster financial literacy awareness and develop wise financial behavior from an early age through the “Early Saving Movement” socialization program for fifth-grade students of SDN Antasan Besar 7 Banjarmasin. The activity was conducted face-to-face using an interactive approach that included the delivery of educational materials, group discussions, question-and-answer sessions, simple simulations of money management, and the administration of pre- and post-activity questionnaires to measure changes in students’ knowledge and attitudes. The results of the analysis showed a significant increase in students’ motivation to save by 93% and an improvement in their understanding of the benefits of saving by 58%. These findings indicate that direct socialization methods accompanied by active student engagement are effective in enhancing elementary school students’ financial literacy and interest in simple and practical financial management. However, challenges were still found in controlling students’ consumptive behavior, which is influenced by the family environment and daily social interactions. Therefore, follow-up efforts are needed in the form of regular saving habit programs and the involvement of parents and teachers in supervising students’ financial behavior. Overall, this activity had a positive impact on shaping students’ discipline, responsibility, and financial independence from an early age.

This community service activity aimed to socialize time management materials to sixth-grade elementary school students in order to improve their learning skills, productivity, and sense of responsibility during their educational process. The activity was conducted at SDN Inti Sungai Miai 11, Banjarmasin, on September 19, 2025, with 34 student participants consisting of 17 boys and 17 girls from combined classes VI A and VI B. The method used was an interactive socialization approach that began with a pre-test and ended with a post-test using questionnaires to measure changes in students’ understanding and attitudes, followed by the delivery of materials, question-and-answer sessions, active discussions, and a brief practice of preparing a daily study schedule with a student representative. Quantitative results showed an increase in the average score of students’ understanding from 2.43 to 2.48, with a difference of 0.05, particularly in the indicator of ability to create a daily schedule, which increased by 0.29. In addition, qualitative results indicated an increase in students’ awareness and behavioral changes in managing their time more regularly during school activities. This activity had a positive impact on fostering students’ discipline and responsibility, and it is recommended that time management activities be integrated sustainably into school learning programs and curriculum.

This community service program aims to enhance the smart communication skills of young learners at SD Muhammadiyah 5 and 11 Banjarmasin through structured educational socialization and mentoring activities. The program was initiated in response to the low level of awareness among elementary school students regarding the importance of effective communication in supporting academic development and interpersonal relationships. The implementation consisted of several stages, including interactive socialization sessions, practical communication exercises, group discussions, and ice-breaking activities designed to build confidence and engagement. Evaluation results showed a notable improvement in students’ speaking, listening, and peer interaction abilities. Students demonstrated clearer articulation, better turn-taking in conversations, and increased willingness to participate in class activities. In addition, positive behavioral changes were observed, including improved self-confidence and more respectful communication patterns. These outcomes indicate that the smart communication-based character education approach is effective in strengthening students’ social and emotional development, particularly in early education environments. Overall, this program proves that targeted communication training can play a crucial role in fostering essential life skills among elementary school students.