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Background: One way to improve human quality, especially for school-aged children, is by providing nutritious snacks that can meet nutritional needs during learning activities. In Indonesia, many snacks are available in school environments, but many of them are unhealthy when viewed from the color and ingredients used. Community Service Objective: Provide health education about healthy snacks. Method: The method used in this community service activity is lecture and question and answer, to provide an understanding of the importance of choosing healthy snacks for school-aged children. Results: Providing education about healthy snacks increased the understanding of children at MIN 25 Aceh Besar. Children responded well and several students asked questions related to the material about healthy snacks presented. Conclusion: The understanding of MIN 25 Aceh Besar students about healthy snacks increased after participating in the counseling activity. Students showed a higher interest and awareness of the importance of choosing healthy snacks for their health. Keywords; Health Education, Healthy Snacks

Schools serve as environments where children receive a formal education. In addition to serving as educational institutions, schools can also pose a risk for spreading diseases. Diarrhea accounts for up to 65% of deaths, while other illnesses contribute to 26%. Healthy and clean living practices involve initiatives to offer learning experiences or establish environments for individuals, families, groups, and communities by facilitating communication, sharing information, and arranging educational opportunities to enhance knowledge, attitudes, and actions. This community service seeks to impart knowledge and awareness of clean and healthy living habits to Sekolah Dsar children, enabling them to incorporate these practices into their everyday lives. This community service is conducted through counseling delivered via lectures, interactive discussions, and simulations utilizing LCD media and instructional materials. The event was successful, and everyone involved was excited about this service project.

Early Childhood Education (PAUD) emphasizes the principle of child-centered learning through meaningful and contextual play activities. Environment-based learning is one of the approaches that is relevant to the characteristics of early childhood because it provides a real learning experience and is close to the child's life. This study aims to describe in depth the implementation of environment-based play learning and its impact on cognitive, language, social-emotional, and motor development in early childhood. The research method used was qualitative descriptive with group B child subjects in PAUD Mawar. Data collection techniques are carried out through observation, interviews, and documentation. The results of the study show that environment-based play learning is able to increase children's active involvement, curiosity, communication skills, cooperation, and motor skills. The conclusion of this study shows that environment-based play learning is effectively applied in PAUD Mawar and can be used as an alternative to contextual and holistic learning strategies.

This study aims to describe the integration of environmental education into early childhood learning activities at TK Prawidya Dharma Demulih through the use of recycled waste as a creative and educational learning medium. The study was motivated by the low environmental awareness among children and the limited use of environmentally themed learning media in the institution. A qualitative descriptive approach was applied using the ADDIE development model, consisting of the stages of analysis, design, development, implementation, and evaluation. The findings reveal that employing a recycled-material spinner game enhanced children’s understanding of environmental cleanliness and encouraged environmentally responsible behavior through playful learning activities. The children showed strong enthusiasm, participated actively, and began to develop habits related to cleanliness after the learning sessions. Moreover, teachers gained new insights into designing innovative and functional learning media using discarded materials. Overall, the use of recycled waste as an educational tool proved effective in fostering environmental awareness while supporting creativity and meaningful learning experiences for early childhood learners..

This research focused on improving fine motor development in early childhood through creative learning activities that utilize recycled materials, designed and implemented using the ADDIE instructional model. The study involved children from class B2 at TK Prawidya Darma and was conducted systematically through five stages, namely analysis, design, development, implementation, and evaluation. Throughout the learning process, children were engaged in a variety of hands-on craft activities, including cutting, folding, gluing, and assembling recycled objects, which were intentionally structured to train hand–eye coordination, finger flexibility, and concentration. The results demonstrate that learning activities based on recycled materials offer rich and meaningful experiences for young learners. Children showed noticeable improvements in accuracy, independence, and creative expression while completing tasks. In addition, the use of recycled materials helped cultivate environmental awareness from an early age, as children learned the value of reusing everyday objects. The classroom atmosphere became more interactive and enjoyable, with students actively participating and showing enthusiasm during the activities. Overall, the findings indicate that creative recycling-based activities are effective in supporting fine motor skill development through enjoyable, practical, and environmentally friendly learning experiences. This study concludes that integrating recycled materials into creative activities can be an innovative, sustainable, and pedagogically valuable approach for early childhood education programs.

The phenomenon of children not attending school in Situhiang Village is still a serious problem that has an impact on the social, emotional, and sustainable development of children's education. This service program aims to design and implement mentoring based on the Asset Based Community Development (ABCD) approach by involving parents, teachers, and the community as the main subjects in overcoming the causes of children not attending school. The ABCD method is used through the stages of asset mapping, expectation formulation, strategy design, action plan determination, and implementation of continuous mentoring. The results of the activity showed that the main causes of school absenteeism were related to children's negative experiences, family economic conditions, and social environmental pressures. Mentoring has succeeded in increasing parental awareness, strengthening community support, and creating a safer, more comfortable, and child-friendly learning environment. This program also fosters the collective commitment of residents to maintain the sustainability of education through the formation of education care groups. These findings confirm that community empowerment through an asset-based approach is effective in reducing children's risk of school dropouts, increasing primary education participation, and encouraging children's social inclusion in the community.

This study aims to identify various problems faced by students class VII at junior high school Satu Atap Sukun in learning to speak English, as well as the role of teacher in overcoming these challenges, specifically with seventh-grade students. The researcher is interested in exploring the issues faced at junior high school Satu Atap Sukun and the strategies implemented by teacher to help students overcome these difficulties. The research method used is qualitative, with data collection techniques through interviews and observations. The results found in this study indicate that the researcher identified problems in learning English speaking skills among students class VII at Junior High School Satu Atap Sukun, as well as the teacher strategies to solve these problems. The problems experienced by the students class VII at Junior High School Satu Atap Sukun are as follows: no experience in English learning from the basics, lack of motivation to English learning, lack of self-confidence, limited English vocabulary, very limited time for English learning, lack of learning facilities and teaching media, no English speaking practice outside of school, and the influence of an environment that uses the mother tongue. Meanwhile, the teacher strategies to overcome the English speaking problems among students class VII at Junior High School Satu Atap Sukun include group discussion strategy, role-play strategy, and whisper relay strategy.

This study develops an architectural design framework integrating fun and playful spatial characteristics with futuristic, science-based approaches to enhance children’s engagement with science and technology learning. Traditional learning environments are often rigid and fail to stimulate curiosity, especially among children aged 7–11. Utilizing a qualitative conceptual analysis, this research synthesizes architectural theory, neuroscience learning principles, children’s spatial psychology, and science-based design methodologies. The results show that playful spatial elements—dynamic forms, color contrasts, sensory interactions, and imaginative environments—significantly improve motivation, exploration, and conceptual understanding. Futuristic design components further support scientific literacy by projecting technological possibilities and integrating interactive digital tools. The study produces a conceptual architectural model linking playfulness, scientific experience, and future-oriented visualization. It concludes that learning environments must be intentionally designed to merge emotional engagement, cognitive stimulation, and technological representation. The implications extend to the design of children’s museums, science centers, and early STEM learning facilities.

This article discusses the role of Special Assistant Teachers (GPK) in creating an effective inclusive classroom, where all students, including children with special needs, can participate optimally in the learning process. GPK plays the role of facilitators, mediators, and regular teacher partners in accommodating diverse learning needs. This role is realized through individual needs assessments, adjustment of learning strategies, modification of teaching materials, and provision of academic and social-emotional support to students. The results of the study show that the success of inclusive education is greatly influenced by GPK's professional competence, especially in understanding the characteristics of children with special needs and implementing differentiatory learning. In addition, effective collaboration between GPK and regular teachers is a key factor in creating an inclusive and non-discriminatory learning environment. Institutional support, such as inclusive school policies, the availability of infrastructure, and the support of school leaders, also play an important role. This article emphasizes the need for sustainable professional development, clear division of duties, and supportive education policies to strengthen GPK's role in promoting inclusive education equity in Indonesia.

This study focuses on mentoring activities for male and female students of Madrasah Ibtidaiyah Khalafiyah Syafi’iyyah Zainul Hasan Genggong related to children’s development during the school period. The main issue identified is the lack of optimal learning motivation and independence among students, which affects their academic achievement and character formation. The purpose of this study is to improve students’ observation skills, creativity, critical thinking, emotional regulation, social interaction, and learning motivation in an integrated manner. This research employed a descriptive qualitative method with observation, interviews, and in-depth documentation as the primary data collection techniques. The findings indicate a significant improvement in students’ concentration, creative expression through drawing, logical thinking, emotional stability, harmonious social interaction, as well as motivation and discipline in learning. The mentoring activities provide a sustainable positive impact on students’ psychological growth and holistic development within the madrasah environment

This study focuses on mentoring activities for male and female students of Madrasah Ibtidaiyah Khalafiyah Syafi’iyyah Zainul Hasan Genggong related to children’s development during the school period. The main issue identified is the lack of optimal learning motivation and independence among students, which affects their academic achievement and character formation. The purpose of this study is to improve students’ observation skills, creativity, critical thinking, emotional regulation, social interaction, and learning motivation in an integrated manner. This research employed a descriptive qualitative method with observation, interviews, and in-depth documentation as the primary data collection techniques. The findings indicate a significant improvement in students’ concentration, creative expression through drawing, logical thinking, emotional stability, harmonious social interaction, as well as motivation and discipline in learning. The mentoring activities provide a sustainable positive impact on students’ psychological growth and holistic development within the madrasah environment

Facilities and infrastructure play a crucial role in enhancing the quality of learning in Playgroup (Kelompok Bermain). This study aims to examine the influence of the availability and management of facilities and infrastructure on the effectiveness of early childhood learning processes. A quantitative research method was employed using surveys with questionnaires distributed to teachers and administrators of Playgroups. The collected data were analyzed through descriptive statistics and regression analysis to determine the relationship between facilities and infrastructure and learning quality. The findings indicate that adequate facilities such as comfortable classrooms and educational aids significantly improve children's learning motivation and the smoothness of the learning process. Well-equipped environments enable teachers to deliver lessons more effectively, thus positively impacting children's learning outcomes. In conclusion, improving and maintaining facilities and infrastructure should be a priority for Playgroup managers to ensure optimal learning quality and support the holistic development of young children.

Children's socio-emotional development is an important aspect that plays a role in their ability to recognize, understand, express, and regulate emotions, as well as interact adaptively in social environments. The family serves as the first environment that provides the foundation for this development through parenting patterns, emotional relationships, daily interactions, and parental behavior models. This study uses the Systematic Literature Review (SLR) method by analyzing scientific articles published between 2020–2025 from the Scopus, ERIC, ScienceDirect, and Google Scholar databases. The results of the review indicate that parental responsiveness, observational learning, secure attachment, and emotional communication significantly influence children's emotion regulation and social skills. In addition, parenting styles, particularly the authoritative style, have been shown to have a positive impact on psychological well-being, self-control, and social competence, while authoritarian, permissive, and neglectful styles are associated with behavioral problems and low self-esteem. Overall, the quality of the family environment and patterns of emotional communication play a significant role in shaping children's socio-emotional development. These findings underscore the need for support and reinforcement of parenting practices in efforts to enhance children's emotional and social well-being.

This study aims to understand and explain in depth the role of teachers in the care of children aged 3–5 years at the Siti Hajar Kindergarten and its influence on child development. This study used a qualitative approach with the aim of obtaining a comprehensive picture of the interactions between teachers and children in daily care activities. Data were obtained through observation, interviews, and documentation that describe care practices in the TPA environment. The results show that teachers have a very important role, including as guides in learning activities, mediators in children's social and emotional development, motivators to foster interest in learning, role models of positive behavior, and communication bridges between children and parents. These roles contribute significantly to character formation, social skills development, increased learning motivation, and children's emotional well-being. Despite facing various obstacles, such as limited facilities and challenges in maintaining children's concentration, teachers continue to strive to provide optimal care through enjoyable learning strategies and active communication with parents. This study recommends increasing teacher capacity and strengthening collaboration between educational institutions and families to support the sustainable growth and development of early childhood.  

This study aims to describe the main factors causing children in Perumaan Village, East Alok District to drop out of school, as well as the efforts made to overcome this problem. A descriptive qualitative method was used. This research was conducted in Parumaan Village, East Alok District, from February 12 to February 28, 2025, because there are still children who drop out of school in Parumaan Village. The data sources in this study are primary and secondary data sources. Data was obtained through in-depth interviews, field observations, and documentation. After collection, the data was analyzed following these steps: Data Collection, Data Reduction, Data Presentation, Conclusion Drawing, and Verification.The results of the study show that the main causes of children dropping out of school can be divided into two factors, namely internal and external. Internal factors include lack of parental attention, economic conditions, and low interest in learning among children. Meanwhile, external factors include an unsupportive social environment, the influence of promiscuity, and low levels of parental education. These findings show that children tend to lose their educational direction when support from their families and surrounding environment is minimal. To address this issue, several efforts have been made, such as raising awareness about the importance of education by the village government, providing economic assistance such as scholarships and KIP (Indonesian Smart Card), and involving the community through mutual cooperation and mentoring. This study recommends strengthening collaboration between families, schools, the government, and the community to create a conducive and sustainable educational environment.

Education is a fundamental right that must be fought for by every child in the nation, and throughout its development, it continues to undergo innovations and evaluations toward better quality. One educational model that is growing in Indonesia is the boarding school system, which has its own characteristics, advantages, and challenges. This study aims to describe the social studies (IPS) teachers’ strategies in boarding school–based learning, the implementation of IPS learning within the boarding school environment, and the obstacles faced by IPS teachers at MTs Darul Hikmah. This research employs a qualitative approach with a case study design. The study was conducted at Pondok Modern Darul Hikmah Tulungagung, with seventh-grade students as research subjects. Data collection techniques included observation, interviews, and documentation. The results show several factors that influence the low effectiveness of IPS learning in boarding schools, including the dense institutional activity schedule that reduces students’ learning focus, teachers’ limited mastery of the subject matter and classroom management, and the dual curriculum implemented simultaneously within the institution. Efforts to improve IPS learning effectiveness include enhancing teacher discipline when entering and leaving the classroom, utilizing audio-visual learning media, and connecting learning materials with current issues to make the lessons more relevant and engaging. Furthermore, the study reveals several advantages of boarding school–based education, such as fostering students’ independence, developing social awareness, providing deeper religious instruction, and integrating both general and religious education. Thus, IPS learning in boarding schools has the potential to develop more optimally with the support of appropriate learning strategies and more structured institutional management.

This study aims to describe the implementation of the art center approach in increasing early childhood creativity in Integrative Holistic Early Childhood Education. The art center approach is one of the child-centered learning strategies, by providing freedom of expression through art activities such as drawing, painting, dancing, and playing music. This study uses a qualitative method with a descriptive approach. The research subjects consist of teachers and children aged 4–6 years in Integrative Holistic Early Childhood Education. Data was collected through observation, interviews, and documentation, then analyzed with stages of data reduction, data presentation, and conclusion drawn. The results of the study show that the implementation of the art center approach in Integrative Holistic PAUD is able to foster aspects of children's creativity, including the ability to imagine, experiment with art media, and express ideas originally. In addition, the role of teachers as facilitators is very important in providing stimulation, a supportive environment, and appreciation of children's work. In conclusion, the art center approach is effective in developing early childhood creativity if applied consistently, with the support of facilities, media, and mentoring that are appropriate to the stage of child development.

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.

This study aims to improve early childhood learning activities by utilizing vacant land as a nature center at Aisyiyah Bustanul Athfal 50 Kindergarten, Surabaya. The underlying problem is the lack of variety in early childhood learning, which tends to be limited to the classroom and the suboptimal use of the surrounding environment as a learning resource. This study used a qualitative approach with the Classroom Action Research (CAR) method, conducted in two cycles. The subjects were 15 children in Group B, characterized by active learning but limited focus on learning and environmental exploration. Data were collected through observation, interviews, and documentation, while data validity was tested through triangulation of sources and techniques. The results showed that children's learning activities increased significantly after the implementation of nature-center-based learning. Children became more active, enthusiastic, and were able to interact better with their environment and peers. Activities such as planting, watering, observing insects, and maintaining garden cleanliness provided meaningful and enjoyable learning experiences. In addition, the utilization of vacant land was an effective solution in creating a contextual and child-friendly learning atmosphere. The environment around the school was optimally utilized as a learning medium appropriate to the development of early childhood. This study concluded that the nature center significantly contributed to increasing children's learning activities. Therefore, this nature-based learning model can be recommended as an innovation in early childhood learning for other educational units. 

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.