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This study aims to describe the early literacy skills of elementary school students through the use of letter-arranging teaching media based on three main indicators: letter suitability, accuracy in arranging letters into words, and accuracy in combining syllables into words. Early literacy is a crucial foundation for mastering reading and writing skills that influence students’ academic development. However, many lower-grade students still face difficulties in recognizing letters and forming words correctly. To address this, learning media that are concrete, interactive, and suitable for children’s developmental stages are needed. The letter-arranging teaching medium was chosen because it trains basic reading skills through enjoyable play-based activities. This research employed a descriptive quantitative method involving 22 second-grade students. Data were collected using a Likert-scale questionnaire consisting of 10 statements, then analyzed using the mean score and response distribution. The results showed an overall mean of 3.39, categorized as very good. The highest indicator was letter suitability and accuracy in forming simple words (mean 3.6), while the lowest was accuracy in combining syllables into complex words (mean 3.1). These findings indicate that the letter-arranging medium effectively strengthens early literacy, particularly in letter recognition and simple word composition, while also improving motivation, confidence, and cooperation.

English literacy at early childhood is a crucial foundation for language development, cognitive growth, and academic readiness. TK Desa Bagi 01, despite its high academic achievements, faces several challenges in teaching English, including a busy daily schedule, limited learning time, and restricted access to interactive learning media. This community service program was designed to address these challenges by introducing English literacy to young learners in a creative and engaging manner while simultaneously enhancing teachers’ skills in employing interactive and contextually relevant teaching media. The program employed several methods: observation of current teaching practices, planning and development of creative learning media such as flashcards, posters, storybooks, and puppets, implementation of learning activities through play-based approaches, and evaluation of student and teacher outcomes. The results indicate a significant increase in student enthusiasm, active participation, and comprehension of basic English vocabulary. Teachers also demonstrated improved creativity and confidence in using various teaching media to support literacy learning. This program shows that English literacy can be effectively fostered in early childhood using simple, locally relevant, and sustainable media. Furthermore, it highlights the importance of teacher development in enhancing the quality of English learning in rural school contexts. Overall, the initiative provides a practical model for integrating interactive English literacy education in early childhood settings with long-term potential for rural education improvement.

Bullying is a global problem that affects adolescents' mental health as well as the quality of education. This study aims to evaluate the anti-bullying policy at SMA Negeri 1 Plus Matauli Pandan and identify its impact on the psychological well-being of students. The research method uses a qualitative approach with a phenomenological design. A total of nine informants were selected through purposive sampling, consisting of key, main, supportive, and triangulated informants. Data was obtained through in-depth interviews and document review, then analyzed using the CIPP (Context, Input, Process, Product) evaluation model. The findings of the study show that anti-bullying policies are rooted in the vision, mission, and Student Honor Code of Conduct that rejects all forms of bullying. In terms of input, the involvement of BK teachers, homeroom teachers, students, and parents plays an important role, although the limited number of counselors is still an obstacle. The implementation process is carried out through socialization, routine supervision, and counseling with an emphasis on prevention and rehabilitation aspects. Product evaluations showed a significant decrease in cases of physical bullying, although verbal behavior was still found. This policy has a positive impact by increasing students' sense of security, confidence, and learning comfort, while encouraging changes in the attitude of perpetrators. Based on these results, the study recommends strengthening anti-bullying literacy, consistency in the implementation of sanctions, and developing broader psychosocial services. These efforts are needed to ensure the sustainability of the policy while supporting adolescent mental health.

Literacy is a fundamental skill essential for academic, social, and cultural development, yet interest in and culture surrounding literacy remain low in rural areas such as Desa Toapaya, Indonesia. This community service program aimed to strengthen basic literacy at SDN 005 Toapaya through a collaborative and integrative approach involving the school, university students, the Bintan Library Office, families, and local communities. The method employed was participatory and collaborative, implementing the SIBER CERDAS program (Synergy of Interactive Learning, Literacy, and Numeracy), which included shared reading, interactive discussions, quizzes, writing and storytelling competitions, and interactive numeracy activities. The results showed increased student motivation and participation in literacy and numeracy activities, as well as improved confidence in oral expression. Additionally, there was a noticeable improvement in students’ engagement with reading materials. Challenges faced included limited reading materials, inconsistent literacy habits at home, and lack of awareness about the importance of regular literacy practice. To ensure sustainability, ongoing support from schools, families, and local government, along with strengthened cooperation with libraries and communities, is necessary. Encouraging active participation and fostering a habit of regular reading is crucial for the long-term success of such initiatives. This program successfully created an inclusive and sustainable literacy ecosystem and serves as an adaptable model for similar rural communities, offering valuable lessons in community-driven educational development.

This Community Service Program aims to strengthen the basic English language skills of children aged 5-12 in RW 03 Kalibaru, Cilincing, North Jakarta. Initial observations revealed low vocabulary mastery and a lack of confidence in communication among these children. With foreign language literacy rates for primary school-aged children in coastal North Jakarta at only 27.5%, non-formal educational intervention is crucial to support their school learning. As part of a university community service program (KKN), this initiative was carried out over three meetings with 30 children. The method used was Participatory Action Research (PAR), which emphasizes active collaboration between program facilitators and the community. The program's implementation included introducing basic materials such as the alphabet, numbers, colors, and vocabulary related to animals and family members, as well as practicing simple conversations like self-introductions and greetings. The learning methods applied were highly interactive, integrating educational games, songs, visualization, and role-playing. The evaluation, using pre-test and post-test instruments, showed a significant improvement in the participants' understanding. The average initial score increased sharply from 68.5 to 85.7, representing a 17.2-point or approximately 25% increase. This improvement proves the effectiveness of the interactive methods used in strengthening material mastery. Furthermore, the program successfully fostered an inclusive and enjoyable learning environment. A social change was observed in the form of increased self-confidence among the children when using English, a willingness to speak in front of their friends, and positive interactions among participants. Overall, this program not only succeeded in enhancing basic English skills but also fostered social transformation through increased confidence and positive interaction. Although challenges such as varying levels of understanding and limited learning media were encountered.

Improving caregiver literacy regarding early childhood development is a strategic step to ensure optimal child growth and development. This educational activity was conducted at the Mawar Integrated Health Post (Posyandu Mawar), Tampingan Village, Boja District, involving 20 caregivers as active participants. The series of activities were systematically arranged, including a pre-test to determine the level of initial understanding, counseling through a lecture method accompanied by comprehensive material delivery, interactive discussions that allowed participants to exchange experiences, practice of child development stimulation as a form of direct skills, and a post-test to assess improvements in learning outcomes. The analysis results showed that the educational activity had a significant impact on improving caregiver literacy. The average pre-test score of 53.25 (SD = 9.54) increased to 69.60 (SD = 10.30) in the post-test. The average difference of 16.35 (SD = 5.84) with a 95% confidence interval between 13.62–19.08 indicated a significant increase. The paired t-test yielded a value of t(19) = 12.515 with p < 0.05, confirming a significant difference between the scores before and after the program. The percentage increase of 30.7% indicates the effectiveness of the applied educational method. The recommendation from this activity is the need to develop an educational program that is carried out in a sustainable and structured manner, accompanied by mentoring involving health workers, PAUD educators, and support from the village government, so that caregiver literacy can continue to increase and optimal child growth and development can be guaranteed from an early age.

The low reading interest and literacy skills of elementary school children in Indonesia remain a problem that requires creative and sustainable solutions. Factors such as limited access to quality books, a lack of reading habits at home, and uninteresting learning approaches are often the causes of a weak literacy culture among students. To address this problem, the Student Community Service Program (KKN) of Sebelas Maret University students in Singodutan Village implemented an activity aimed at fostering a culture of literacy in children through a Reading Book Content-Based Project at SDN 3 Krisak. The concept of this activity integrates reading activities with the creation of creative projects that are appropriate to the content of the reading, so that students not only understand the text but are also able to process the information into real products. This study used a qualitative approach with a phenomenological research type to understand students' experiences during the activity. Data were collected through observation, documentation, and literature review, which were then analyzed descriptively. Activities included selecting reading books appropriate to students' ability levels, shared reading, discussions about the reading content, and the creation of creative projects such as posters, picture stories, or artwork inspired by the reading material. The results of the activity showed an increase in student participation in reading activities, an increase in interest in books, and an improvement in their ability to process information into creative works. Furthermore, students demonstrated greater self-confidence when presenting their work to their classmates.

This community service program focuses on training teachers at SMKN 1 Malingping in developing formative assessment instruments using the Quizizz and Wordwall platforms. The main objective is to enhance teachers’ competencies in integrating technology into classroom assessment practices, thereby improving the quality of teaching and learning. Formative assessment plays a crucial role in the learning process as it allows teachers to continuously monitor student progress, identify learning gaps, and provide timely feedback that supports both remediation and enrichment. By mastering digital tools such as Quizizz and Wordwall, teachers can design engaging, interactive, and effective assessment activities that align with curriculum objectives while also increasing student motivation and participation. The training was conducted through a workshop model, combining theoretical sessions on formative assessment principles with hands-on practice in creating and implementing online quizzes, interactive games, and customized learning activities. Teachers were guided step-by-step in account creation, content development, and analyzing assessment results for instructional decision-making. Feedback sessions were also integrated to address challenges and share best practices. The results of the training indicated a significant improvement in teachers’ skills and confidence in utilizing Quizizz and Wordwall for formative assessment. Participants demonstrated the ability to design varied assessment formats, adapt content to students’ needs, and effectively interpret assessment data to inform teaching strategies. Moreover, teachers reported increased student engagement when these platforms were implemented in classroom settings. This program highlights the importance of equipping educators with digital literacy skills that are relevant to 21st-century learning demands. The integration of Quizizz and Wordwall not only streamlines the assessment process but also fosters a more dynamic and student-centered learning environment. The experience from SMKN 1 Malingping suggests that similar training initiatives can be replicated in other schools to promote effective, technology-based formative assessment practices.

This study aims to describe students' critical thinking skills in solving numeracy literacy problems by considering their mathematical dispositions. Critical thinking skills are an important competency in 21st-century learning because they play a significant role in understanding concepts, analyzing information, and solving problems with a logical and systematic approach. Numeracy literacy, as part of basic mathematical competencies, requires students not only to be able to calculate but also to understand the context and apply mathematical concepts in real life. In this context, mathematical disposition—which includes self-confidence in mathematics, persistence in solving problems, and curiosity—is seen as a factor that influences students' critical thinking skills. This study used a descriptive qualitative approach with student subjects selected based on high, medium, and low mathematical disposition categories. The instruments used consisted of a numeracy literacy test and a semi-structured interview guide. Data were collected through completing a mathematical disposition questionnaire, working on numeracy literacy problems, and in-depth interviews with selected subjects. Data analysis techniques included data reduction, data presentation, and inductive conclusion drawing. The results of the study indicate that students with a high mathematical disposition tend to have more developed critical thinking skills. They are able to analyze problems in depth, evaluate relevant information, and draw logical and structured conclusions. Conversely, students with medium and low dispositions tend to have limited critical thinking skills, particularly in the aspects of evaluation and conclusion drawing. This finding emphasizes the importance of strengthening mathematical dispositions as an integral part of learning strategies to improve students' critical thinking skills in the context of numeracy literacy.

This service activity aims to improve the digital literacy of students and teachers through training in making interactive teaching materials based on the Thunkable application. The activity was carried out in Malibela Complex, Klawalu Village, Sorong City, Southwest Papua Province, with a participatory and hands-on approach. The training was carried out in three stages, namely introduction to the concept of mobile learning and Thunkable application, assistance in the practice of making digital teaching materials, as well as presentation of results and evaluation. The results showed that all participants, both students and teachers, were able to understand and implement the main features of Thunkable, and successfully create prototypes of interactive teaching materials, such as local history applications, junior high school quizzes, and Indonesian teaching materials. In addition to improving technology skills, this activity also encouraged creativity, collaboration and confidence in utilizing digital media for learning. Technical challenges such as limited devices and internet networks were successfully overcome through cooperation between participants. This program proves that no-code-based technology training such as Thunkable can be an effective strategy to encourage digital education transformation, especially in areas with limited access to technology. This program is recommended to be replicated in similar contexts to expand the impact and shape a more adaptive and inclusive learning ecosystem.

The integration of digital technology in education serves as a strategic solution to enhance learning access, particularly for students in regions with limited educational infrastructure, such as Sorong City, Southwest Papua. This community service program was designed to introduce and provide training to junior high school students in the use of the Thunkable application as a tool for mobile-based learning media. Thunkable is a visual drag-and-drop platform that enables users to design functional mobile applications without the need for prior programming knowledge. The method employed in this activity is based on the Research and Development (R&D) approach using the 4D model, which consists of four stages: Define, Design, Develop, and Disseminate. In the Define stage, the needs and digital readiness of the target group were assessed. The Design and Develop stages involved creating a training module and conducting hands-on workshops where students were guided step-by-step to create simple educational apps. In the final Disseminate stage, the outcomes were evaluated and shared for broader use. The results of this initiative revealed high levels of enthusiasm among the participants. Students were actively engaged and demonstrated the ability to independently design simple learning applications by the end of the training. This indicates that the use of Thunkable not only increases students' digital literacy but also enhances their self-directed learning, creativity, and technological confidence. Overall, this activity illustrates the potential of mobile learning tools to support inclusive and adaptive education in remote communities. By equipping students with practical digital skills, it lays the foundation for long-term educational innovation and empowerment. Therefore, the use of Thunkable can be considered an effective and accessible alternative to foster meaningful learning experiences across diverse educational contexts.

Micro,Small, and Medium Enterprises (MSMEs) are a vital pillar of the national economy, significantly contributing to employment, innovation, and regional economic development. However, in the ever-evolving digital era, many MSMEs have yet to optimally utilize digital promotional technologies and trends, leading to limited market reach and business growth. This community service activity aims to improve MSMEs' understanding and skills in building and developing their businesses through digital-based promotional strategies. The methods used in this activity include interactive outreach, hands-on training, and mentoring focused on the use of social media, online marketplaces, and other relevant digital platforms. The activity was conducted in collaboration with the MSME community using a participatory approach, enabling participants to actively engage in learning and directly apply the materials provided. The results of the activity indicate that participants showed a significant increase in knowledge and awareness regarding the importance of digital branding, designing attractive and effective promotional content, and utilizing various digital tools to expand market access. Additionally, many participants expressed greater confidence in managing digital platforms to promote their products and services independently. This increase in digital literacy is crucial in helping MSMEs remain competitive and adaptive to market changes brought about by technological advances. By equipping MSMEs with relevant digital promotion skills, this initiative contributes to the broader goal of supporting the growth of resilient, sustainable, and innovative small businesses. In the long term, such community-based empowerment efforts are expected to foster economic resilience and inclusiveness in the face of ongoing digital economic transformation.

English reading skill is a fundamental skill that is crucial in education, particularly in today's globalized world. However, many Vocational High School (SMK) students still face challenges in comprehending English texts, stemming from limited vocabulary, limited reading strategies, and a lack of contextual learning. This community service activity was conducted at SMK Swasta Islam (SMKSI) Darul Istiqomah Jember to provide students with basic English reading skill training. The training focused on mastering reading strategies such as skimming, scanning, determining topics, identifying main and supporting ideas, and answering questions using WH-Questions. The implementation method included initial observation, material preparation, interactive lectures, practice exercises, and evaluation. The results showed that the training successfully improved students' ability to comprehend English texts more effectively and efficiently. Furthermore, it increased students' motivation and confidence in reading English texts, and provided an initial understanding of functional texts relevant to the world of work. This activity is expected to be a real contribution in improving the quality of vocational high school students' English literacy and supporting their readiness to face the demands of the global workforce.

The Nearpod Implementation Training, attended by ten students from the Indonesian Language Education Study Program was conducted, with the aim of enhancing student engagement in learning and preparing gen-z pre-service teachers to become interactive and innovative educators. this activity was designed based on students’ needs for improved digital literacy and pedagogical competence in designing technology-integrated learning. the method included need identification, in-person training, demonstration of Nearpod features, and hands-on practice in creating interactive learning content. The training evaluation used three instruments: a training evaluation questionnaire, field notes, and a participant assessment rubric. the results revealed significant improvements in five key areas: technological proficiency, student engagement strategies, confidence in digital teaching, creativity, and peer collaboration. Participants with diverse technological backgrounds were able to show meaningful progress due to the inclusive and interactive training approach. these findings emphasize the importance of strengthening pre-service teachers’ competencies through participatory digital tools like Nearpod to address the challenges of 21st century learning.

Reading ability is the main foundation in basic education, especially for grade 1 elementary school students who are in the early stages of literacy development. However, many students at this level still have difficulty reading due to learning approaches that are not in accordance with the characteristics of child development. This study aims to examine the effectiveness of the syllable method in improving the reading ability of grade 1 elementary school students in the Indonesian language subject. Using a qualitative approach with a library research method, this study analyzed various scientific sources related to early reading teaching strategies. The results of the study show that the syllable method is able to facilitate reading learning in a gradual and systematic manner, starting from letter recognition, syllable combination, word formation, to reading simple sentences. This method not only improves students' phonetic and phonological abilities, but also fosters self-confidence and interest in reading. Obstacles in implementation such as lack of teacher understanding, limited learning media, and differences in student backgrounds are challenges that need to be overcome through teacher training and the provision of adequate media. These findings provide important implications for basic education practices, especially in supporting the national literacy program through the implementation of appropriate and student-based teaching strategies.

This study aims to examine the implementation of innovative learning strategies in improving the literacy skills of first-grade elementary school students in the subject of Indonesian language. Early literacy serves as a crucial foundation for students’ academic development; however, many lower-grade students have not yet reached the minimum standards in reading and writing. To address this challenge, innovative learning strategies such as shared reading, storytelling, the use of visual and digital media, as well as contextual and simple project-based approaches were employed. This research utilized a Classroom Action Research (CAR) method over two cycles, involving 20 first-grade students. Data were collected through observation, interviews, documentation, and literacy skill assessments. The findings showed a significant improvement in students’ reading, writing, listening, and speaking abilities. The learning process became more enjoyable, participatory, and suited to the cognitive developmental stage of young children. In addition, students' motivation and confidence in using language also increased. The teacher’s role as a facilitator and instructional designer was essential in ensuring the success of these strategies. Therefore, innovative learning strategies have proven effective in enhancing the literacy skills of first-grade students and are recommended for broader implementation.

Beginning reading skills are a foundational aspect of literacy development in elementary school students, particularly in the lower grades. However, field observations reveal that many second-grade students still struggle with understanding reading materials, recognizing syllables, and associating words with meaning. This study aims to examine the effectiveness of the Picture and Picture learning model in improving reading comprehension skills through a literature review approach. Data were collected from various sources, including literature, journals, and previous research that discussed beginning reading skills and the implementation of image-based learning models. The results indicate that the Picture and Picture model can enhance students’ interest, active participation, and comprehension of texts through engaging and contextual visual support. Images serve as a bridge between text and meaning, helping students to understand story sequences, identify characters, and develop vocabulary and logical thinking skills. Several previous studies analyzed in this research also demonstrated significant improvement in students’ reading abilities following the implementation of this model. Moreover, the model supports an enjoyable learning process, facilitates group collaboration, and builds students’ confidence in expressing ideas. Therefore, the Picture and Picture model is considered effective for use in early reading instruction in elementary schools, especially in creating an active, creative, and meaningful learning environment. This study is expected to serve as a reference for teachers in selecting appropriate teaching strategies to improve students' basic literacy

This study aims to analyze the influence of Craft and Entrepreneurship Learning as well as economic literacy on entrepreneurial intention, with self-efficacy as a mediating variable among senior high school students in Ciracas, East Jakarta. The research is grounded in the issue of low entrepreneurial intention among students based on preliminary survey results, and the persistently high unemployment rate among high school graduates. This study adopts a quantitative approach using a survey method through questionnaires distributed to 11th-grade students from three schools: SMAN 99, SMAN 58, and SMAN 105 Jakarta. Data were analyzed using the Partial Least Squares Structural Equation Modeling (PLS-SEM) method. The results indicate that both Craft and Entrepreneurship Learning and economic literacy have a positive effect on self-efficacy and entrepreneurial intention. Moreover, self-efficacy is proven to be a significant partial mediating variable in the relationship between the independent variables and entrepreneurial intention. This research recommends strengthening entrepreneurship education and improving economic literacy in schools as strategies to foster students’ confidence and entrepreneurial spirit from an early age.

The development of information technology in the Industrial Revolution 4.0 era requires the younger generation to possess digital literacy skills, one of which is computer programming. Programming is not only a technical skill but also helps in developing logical, systematic, and creative thinking. This study aims to describe the implementation and results of Java-based basic programming literacy training for 30 SMA 3 students. The students were selected based on their interests and recommendations from teachers. The training was held in a computer laboratory, utilizing a learning-by-doing approach with methods that included material delivery, demonstrations, and hands-on practice. Evaluation was conducted through both theory tests and simple programming tasks. The results indicated an average 30% increase in understanding of structured programming concepts compared to before the training. Additionally, 85% of the students were able to successfully complete tasks involving the creation of simple programs using variables, operators, branching, and loops. Beyond the technical skills, the training also had a positive impact on non-technical skills such as self-confidence, teamwork, and critical thinking. In conclusion, this training program successfully met its goal of enhancing students’ basic programming literacy and can serve as a practical learning model that aligns with the needs of the digital era, encouraging active participation in the digital world.

This study evaluates the effectiveness of the “Aku Senang Belajar Membaca” book, de signed based on the Montessori method, for early childhood learners aged 3–7 years. Em ploying a Systematic Literature Review (SLR), this research synthesizes findings from literature published between 2015 and 2025. The book, structured in four levels with culturally relevant Indonesian vocabulary and supported by Montessori materials like sandpaper letters, fosters reading interest, letter recognition, and confidence in early reading. Results indicate that integrating the book with Montessori media enhances phonological awareness, motivation, and engagement in literacy activities. These find ings underscore the importance of contextual and concrete learning materials for early childhood education, offering insights for educators and curriculum developers to improve literacy interventions in Indonesia.