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The number of cases of sexual violence against children in Indonesia remains alarming, particularly among elementary school-aged children. One factor contributing to children's high vulnerability is a lack of understanding of body boundaries and self-protection. Furthermore, education about the body and self-protection is often considered taboo, resulting in inadequate communication with children. This article discusses the application of a positive narrative approach in writing an educational animation script entitled "Aku Jaga Tubuhku" (I Take Care of My Body) as a self-protection literacy medium for children aged 6–9 years. The research used a descriptive method, outlining the script design process through pre-production, production, and post-production stages. The positive narrative approach was implemented through the development of story, dialogue, characters, and conflict that emphasize child empowerment without creating excessive fear. The results indicate that this approach can help children understand the concepts of body boundaries, safe touch, and unsafe touch in a more concrete and emotionally secure manner. The integration of song elements as memory aids also strengthens children's understanding and retention of the message. Thus, writing an animation script based on a positive narrative can be an effective educational communication strategy for conveying self-protection literacy to elementary school-aged children.

Teaching biblical principles to elementary school children plays a significant role in shaping their faith and character, as childhood represents a formative stage for spiritual, intellectual, and moral development. This study aims to examine developmentally appropriate Bible teaching tactics and emphasize the role of Christian Religious Education teachers in the faith-learning process. The approach used is a literature review that combines theological insights, developmental psychology, and Christian didactics. The findings of this analysis indicate that effective teaching methods include the use of storytelling, visual and creative aids, interactive activities, spiritual music, and the teacher's life example. These methods enhance children’s understanding of biblical teachings in a concrete and contextually relevant manner. This research confirms that Bible teaching should not be seen simply as conveying information, but rather as a holistic process of faith formation. The results of this study provide both theoretical and practical benefits, especially for Christian Religious Education teachers, Christian schools, churches, and families in supporting children's holistic faith development.

Bullying remains a serious issue in elementary schools, affecting children’s psychological, social, and academic well-being. Limited student understanding of the forms and impacts of bullying encouraged students of the Community Service Program (KKN) from Mayjen Sungkono University to implement an anti-bullying education program at Tawar State Elementary School. This activity aimed to enhance students’ understanding of bullying while fostering empathy and care toward peers. The program employed an educative–participatory approach through presentations, interactive discussions, question-and-answer sessions, and ice-breaking activities tailored to the characteristics of elementary school students. The participants consisted of 39 students from grades 4 and 5. Evaluation was conducted through observations of student participation, enthusiasm, and their ability to answer questions related to the delivered material. The results indicated that most students were able to understand the concept of bullying, its types, negative impacts, and prevention strategies. Furthermore, students began to apply anti-bullying values in their daily social interactions within the school environment. Anti-bullying education is expected to serve as a preventive measure in creating a safe, comfortable, and supportive school environment that optimally supports students’ growth and development.

The moral crisis continues to be a concern for Indonesian society today. Therefore, reading literacy in elementary schools is an appropriate strategy that is not only oriented towards the ability to understand texts but also plays an important role in the formation of students' morals and character. The selection of literacy reading materials needs to be adjusted to the stage of moral development of students so that the values contained in the reading can be understood and internalized optimally. This article aims to examine the criteria for literacy reading materials based on the moral development of elementary school students based on Banten Province folklore. The method used is a literature study by analyzing the theory of children's moral development, criteria for selecting literacy reading materials, and moral values contained in Banten folklore. The results of the study indicate that Banten Province folklore has great potential as literacy reading materials that are appropriate to the moral development of  elementary school students because they contain values of honesty, responsibility, hard work, courage, leadership, empathy, social concern, and religiosity. Thus, Banten folklore is relevant to be used as literacy reading materials that support character learning in elementary schools.

This research is motivated by the persistent difficulty elementary school-aged children have in controlling their emotions and behavior in social situations, particularly within the context of church community development. The study aimed to examine the effect of Christian values-based emotion management training on improving children's self-control. The study used a quantitative approach with a quasi-experimental one-group pretest-posttest design on 30 children aged 7–12 years at the GPM Wonreli–Kisar Congregation. The intervention was implemented over four days through activities involving emotion recognition, value reflection, emotion regulation training, and social simulations. Data were collected using a self-control scale and analyzed using paired-difference tests and effect size calculations. The results showed a significant increase in self-control scores after the training, with the largest changes in rule compliance and impulse control, and a more moderate increase in resilience to frustration. The effect size indicates a strong practical impact of the changes. These findings indicate that training that integrates social experiences and value reflection can facilitate the shift in behavioral control from external control to internal awareness. Practically, this research provides a basis for developing a community-based child development program that emphasizes not only discipline but also the understanding of values ​​in character formation and self-regulation.

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.

Scouting extracurricular activities play a strategic role in shaping the character of elementary school students, particularly in instilling the values of discipline, solidarity, and cooperation, which are essential for children's personal and social development. This community service project aims to describe the process of mentoring the Marching Regulations (PBB) at SDIT Al-Qonita while identifying the impacts it has on strengthening students' character. The methods used in mentoring include lectures to convey basic concepts, demonstrations as examples of correct movements, repeated practice to train technical skills, joint reflection to evaluate experiences, and a comprehensive evaluation of the results of the activities. The mentoring process was carried out in three meetings over three weeks, with stages starting from an introduction to basic marching material, intensive group practice, and implementation of evaluations that emphasize technical and non-technical aspects. The results of the activity showed that students experienced an increase in technical skills in marching, such as movement accuracy and neatness of formation. Furthermore, this activity was proven to be able to strengthen discipline, solidarity, a sense of responsibility, and the ability to work together among students. Furthermore, the inclusion of educational games and icebreakers during training sessions has proven effective in maintaining motivation, reducing boredom, and creating a pleasant learning environment. Thus, the extracurricular Scouting activities, supported by the National Scout Movement (PBB), serve not only as a means of training marching skills but also as a means of ongoing character development. The results of this community service demonstrate that the PBB can be used as a relevant educational instrument to strengthen the character of elementary school students while simultaneously supporting the achievement of national education goals.

This study aims to explore the ways in which Islamic Religious Education (PAI) influences the moral growth of Tamanayu 01 Elementary School pupils. Given the difficulties presented by the digital age and shifting societal norms, moral development has become an essential part of basic education. This study combined a case study methodology with a qualitative technique. Observation, in-depth interviews, and documentation with the administrator, parents, instructors, and children were used to collect the data. The findings demonstrated that Tamanayu 01 Elementary School's implementation of PAI was done in a comprehensive way by incorporating Islamic values into the curriculum, holding regular religious events like congregational prayer and sermons, and encouraging teacher cooperation to create a religious school culture. In addition to cognitive dimensions, learning also addressed pupils' emotive and psychomotor aspects. Significant supporting factors included the commitment of the principal and teachers, family and community support, and the availability of infrastructure. However, the process of moral formation also faced obstacles such as limited time for PAI learning, the negative influence of social media, the diversity of student backgrounds, and limited resources. According to the study's findings, PAI plays a strategic role in forming students' personalities through an all-encompassing, contextual, and cooperative approach. It is anticipated that other elementary schools will use these findings as a guide when creating character education programmes based on Islamic principles.

Early character education plays a fundamental role in shaping a generation that is not only intelligent but also physically healthy, emotionally balanced, and morally responsible. The cultivation of these values from an early age is crucial to equip children with the resilience needed to face various social challenges in the future. This community service activity was designed to increase awareness among elementary school students regarding three critical issues: the dangers of drug abuse, the practices of bullying, and the detrimental impact of corruption. The program was conducted at SDN 1 Citeluk with the participation of approximately 80 students from grades IV to VI. The educational materials were delivered through an interactive approach combining lectures, group discussions, role-playing, and quizzes. This approach was selected to ensure that the learning process was enjoyable, engaging, and easily understood by children at the elementary school level. During the sessions, students were introduced to the basic concepts of drugs, their harmful effects on health and life, and the importance of avoiding them. Additionally, the program emphasized identifying the various forms of bullying—whether physical, verbal, or social—and encouraged students to develop empathy and mutual respect. Another important aspect addressed was corruption, where students were guided to recognize the value of honesty and integrity through relatable examples in daily life. The results of the activity revealed that students were able to clearly understand the dangers of drugs, recognize the different forms of bullying, and provide examples of honest and moral behavior. This indicates that early character education delivered through interactive and participatory methods can effectively enhance children’s comprehension of healthy and moral values. It is expected that similar programs can be carried out sustainably in elementary school settings as part of continuous character-building efforts to support the development of a responsible and ethical young generation

This study aims to explain attempts to build honest character in less active children and increase their interest in learning through traditional congklak or dakon games. Congklak games were chosen because they have elements of competition that require honesty, while also involving fine motor activities that can stimulate the participation of children who tend to be passive. The method used is a literature methods based on literature review and analysis of earlier research result in PAUD, TK, and SD. The finding indicate that congklak these games prove beneficial in instilling honesty values, improving simple arithmetic skills, and triggering learning motivation in less active children. The strategies applied include the preparation of clear rules, providing positive encouragement, and reflection after the game. Thus, congklak games may serve as an alternative tool for educational purposes character and academics that are fun, both at school and at home, which are relevant to the developmental needs of early childhood to elementary school.

This community service activity aims to strengthen the character development of elementary school students through training in creating digital applications using the Thunkable platform. In the midst of the digital era and the challenges of the Industrial Revolution 4.0, character education is an essential aspect that must be instilled from an early age, alongside cognitive competence. Elementary schools, as the foundation of education, play a strategic role in shaping children’s personalities, including embedding positive character values. This activity was conducted at SD Moria in Sorong City and involved 24 students from grades 5 and 6, selected based on their interest and readiness. The training used a Project-Based Learning approach, where students were actively engaged in creating simple application projects. Throughout the process, students not only learned basic programming skills using Thunkable but also developed key values such as teamwork, responsibility, independence, creativity, and curiosity. Despite facing challenges such as limited devices and internet access, the students demonstrated remarkable enthusiasm. Thunkable proved to be an effective tool for interactive and enjoyable learning. Students were able to directly develop their creative ideas through designing user interfaces and application functions. This provided a meaningful learning experience that motivated students to continue exploring and trying new things. The activity showed that technology-based learning can serve as a strategic means to holistically shape students' character. Overall, this initiative demonstrated that digital application development training can serve as a character education model based on technology that is highly relevant for elementary education. This program is expected to serve as an educational innovation example that encourages the integration of digital literacy and character education in Indonesian elementary schools.

This research highlights the importance of the responsibility of mental education for elementary school-aged children from a holistic education perspective. The main objective of this study is to emphasize the need for a comprehensive approach to children's education, which not only focuses on academic aspects but also on emotional and psychological development. Holistic education views the child as a whole, encompassing physical, cognitive, social, and emotional development, all of which are crucial in shaping character and mental health. This study underscores that elementary education should create an environment that supports the psychological development of children, enabling them to grow into balanced individuals, capable of handling emotional challenges, and mentally prepared to face life's difficulties. The research also discusses the role of educators, parents, and the community in supporting children's mental education, as well as the urgency of integrating psychological aspects into the elementary school curriculum. Therefore, this study advocates for reforms in educational approaches to create a generation that is mentally healthy, well-balanced, and ready to contribute positively to society.

The cultivation of holistic character in elementary school students is a fundamental component in shaping individuals who are morally, socially, and spiritually grounded. This study aims to describe the effectiveness of interactive educational approaches in fostering character development among elementary students at Pondok Pesantren At-Tausyiah, Blitar. A qualitative descriptive method was employed, involving observation, interviews, and active participation during the character-building program. The activities implemented included inspirational storytelling on heroism to foster nationalism and a “water-carrying game” designed to teach values of cooperation and responsibility. Observational data indicated a high level of enthusiasm and active participation from the students throughout the program. Reflections from the students and interviews with facilitators supported the finding that experience-based learning, educational games, and two-way communication significantly enhance both understanding and practice of character values. Beyond strengthening students' character, the program also fostered a joyful learning environment and strengthened the bond between student facilitators and the participants. The findings affirm that interactive education is an effective strategy for holistic character formation, particularly in Islamic boarding school settings.

Illegal logging is one of the leading causes of environmental degradation, triggering natural disasters such as floods, landslides, and droughts. Children of Generation Alpha, who are still in the cognitive development stage, are considered vulnerable due to their limited understanding and preparedness for such disasters. This community service program aimed to enhance elementary school students’ awareness and knowledge of disaster mitigation through educational media in the form of printed comics. The activity was conducted by the KKN Team of Universitas Ivet Semarang at SDN Plalangan 02, involving 24 students from grades 3 and 4. The procedure consisted of preliminary observation to assess school needs, comic development on the theme of illegal logging-related disaster mitigation, delivery of the material through comic reading sessions, interactive discussions, and evaluation through pretest and posttest. The pretest results showed that most students were in the "moderate" knowledge category (45.8%). After the intervention, 75% of students reached the "good" category. The Wilcoxon test yielded a significance value of p = 0.001 (p < 0.05), indicating a statistically significant difference in students’ knowledge before and after the intervention. Printed comics proved effective in conveying complex disaster mitigation content in a visually engaging and narrative-driven format. The approach aligns with the characteristics of Generation Alpha, who are highly responsive to visual media. It is recommended that printed comics be further developed and integrated into disaster education programs in elementary schools, especially those located in disaster prone areas.

Bullying is a social and psychological issue that frequently occurs in elementary school settings, including madrasah ibtidaiyah. This behavior negatively affects students’ emotional, social, and academic development. This community service program aimed to provide anti-bullying education to elementary school students through interactive and Islamic value-based approaches. Activities included educational sessions, group discussions, role-playing, moral reflections, and class agreements against bullying. The program revealed students’ enthusiasm in identifying bullying behavior and understanding the importance of mutual respect. It also encouraged collective commitment through a child-friendly classroom declaration. This initiative is expected to contribute to building a safe, inclusive, and supportive school environment for holistic student development.

Character education in elementary schools is important to prevent bullying behavior among students. This article discusses efforts to prevent bullying attitudes through socialization at SDN 16 Koto Tuо, Kec. Barangin, Sawah Lunto City. The research method used was to deliver the material directly and a question and answer session, attended by 35 students. The results of the socialization showed an increase in students' awareness and motivation not to bully, although there were minor obstacles in the form of a less conducive atmosphere during the socialization. Student participation in this activity was very high, reflecting their enthusiasm for the material presented. This socialization not only aims to provide an understanding of the negative impacts of bullying, but also to build empathy and mutual respect among students. By actively involving students, it is hoped that they can better understand the importance of creating a safe and comfortable environment for all classmates. This effort is expected to be a model for other schools in overcoming the problem of bullying and increasing awareness of the importance of respectful behavior among children. Thus, this socialization is expected to contribute to creating a safer school environment and supporting the development of positive student character, as well as reducing the incidence of bullying in the future.

This study aims to analyze the influence of the family environment on student learning achievement in elementary school. The family environment is an external factor that plays an important role in shaping children's character, motivation, and learning habits. This study uses a literature study method with a descriptive qualitative approach, which examines various academic literature related to the topic. The results of the study show that family harmony, parental attention and assistance, socioeconomic conditions, and parenting style have a real contribution to students' academic achievement. Families who are able to provide a positive and supportive learning environment emotionally and structurally can increase children's mental readiness and motivation in facing the learning process. These findings are also reinforced by developmental ecological theories that place the family as the closest microsystem that most early influences a child's development. Therefore, the active involvement of families in children's education needs to be strengthened as part of efforts to improve the quality of basic education.  

In the digital era like today, traditional games such as forts and gobak sodor are increasingly marginalized, even though these two games have great potential in supporting the motor and social development of elementary school children. This literature study aims to analyze the role of these two games in honing students' gross motor skills through running, jumping, and coordination activities, as well as social skills such as cooperation, communication, and sportsmanship. This research method uses a literature study with several stages, namely the data collection stage, the classification stage, the analysis stage, the synthesis stage, and the interpretation stage of relevant sources. The results of the study indicate that forts and gobak sodor are effective in training children's gross motor skills through dynamic movements such as running and dodging, while developing children's social values ​​through team interaction and collaborative strategies. Integration of traditional games in Physical Education learning in elementary schools can be a holistic strategy to improve students' physical and character development. The suggestion for educators is to modify these games so that they remain relevant to the current context without eliminating their educational value.

Indonesia's Golden Vision 2045 demands the readiness of superior, creative, and adaptive human resources in the face of rapid digital technological advancements. Digital literacy is one of the primary foundations that must be instilled from an early age, particularly at the elementary school level. This article aims to comprehensively examine the importance of digital literacy at the elementary school level, its role in shaping 21st-century character and skills, and the challenges and strategies for its implementation in elementary education. Through a literature review method, this article analyzes various research findings and best practices related to strengthening digital literacy in elementary school-aged children.The results show that digital literacy not only enhances students' technical skills in operating digital devices but also fosters critical thinking, creativity, collaboration, and effective communication. Additionally, digital literacy plays a crucial role in building digital ethics awareness and cybersecurity, as well as promoting reading interest through interactive learning media. However, challenges persist, including limited facilities, uneven teacher competence, and a lack of integration of digital literacy in the curriculum. To overcome these obstacles, synergy is needed between schools, governments, and communities in providing infrastructure, teacher training, and developing relevant curricula.Thus, strengthening digital literacy from elementary school is a strategic step in preparing a smart, critical, and competitive generation, while supporting the achievement of Sustainable Development Goals (SDGs) and Indonesia's Golden Vision 2045.

The objective of this study is to design an appropriate strategy in instilling character values ​​in grade 5 students of SDN Walikukun, with an emphasis on strengthening the values ​​of responsibility, discipline, honesty, and cooperation. The study employed literature studies and qualitative data analysis, which resulted in the conclusion that it is very important for character building in elementary schools to be implemented systematically and sustainably. These efforts need to involve the active role of various parties, such as teachers, parents, schools, and the surrounding environment. The implementation strategy includes integrating character values ​​in the teaching and learning process, habituating positive daily actions, role models from teachers, and monitoring student development through behavioral documentation. In addition, democratic and communicative parenting patterns greatly influence children's character formation, especially if adjusted to the child's innate personality type which can be recognized through approaches such as genetic personality. Simple digital technology can also be used as a supporting medium for character education, although there are still obstacles in the form of limited facilities and infrastructure. The results obtained from this study are hoped to be used as a reference in the implementation of relevant and effective character education at SDN Walikukun.