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The creative Sunday School teaching program at GKSI Imanuel Teretek was implemented as a community service initiative focused on increasing children’s enthusiasm for participating in spiritual activities. The program was motivated by initial findings showing that many children exhibited declining interest due to monotonous learning methods that lacked creative engagement. Therefore, the service team designed a series of activities based on creative approaches, including the use of visual media, educational games, art activities, and interactive storytelling to align learning with the developmental needs of children. The implementation process was carried out through several stages, including observation, material planning, activity execution, and evaluation. The results showed a significant increase in attendance, active participation, and positive responses from the children. They appeared more engaged, more willing to ask questions, and better able to remember biblical messages through enjoyable and easy-to-understand activities. Additionally, Sunday School teachers gained new insights regarding creative teaching strategies that can be applied sustainably. These findings affirm that innovation in teaching methods has a real impact on children’s learning motivation and strengthens the church’s role in nurturing faith from an early age.

Early Childhood Education is a fundamental phase in the formation of a child's character and basic skills. This period, known as the golden age, is crucial for providing appropriate stimulation so that all aspects of a child's development can develop optimally. The limited learning resources at the Bajo Sayang Early Childhood Education on Boleng Island, West Manggarai Regency, drove the need for innovative, simple yet meaningful learning media. This community service activity aims to implement interactive storytelling as a learning medium that can stimulate the cognitive and social-emotional aspects of early childhood. The implementation method used a participatory and interactive approach, where children are actively involved through questions and answers, emotional expression, and supporting activities such as singing and dancing. The results of the activity indicate that the interactive storytelling method can improve children's concentration and courage in expressing opinions. Furthermore, children also demonstrate a better understanding of basic emotions such as happiness, sadness, and anger, as well as increased empathy for the story characters.

This community service program aims to enhance students’ understanding of narrative language features at SMKN 3 Palangka Raya through the implementation of the Detective Case-Solving Game model. The method applied was participatory learning, involving 36 eleventh-grade Computer and Network Engineering students in two sessions. The first meeting focused on introducing the game concept, including rules, character roles, and examples of narrative clues, while the second meeting emphasized the application of more complex case scenarios that required deeper analysis and storytelling skills. The results revealed a significant improvement in students’ ability to identify narrative structures, apply past tense, and use direct–indirect speech correctly. Moreover, students showed higher enthusiasm, actively engaged in group discussions, demonstrated teamwork, and were able to provide linguistic reasoning during presentations. In conclusion, this model effectively strengthens language skills while fostering 21st-century competencies, including critical thinking, communication, collaboration, and creativity, making the learning process more interactive, enjoyable, and meaningful for vocational students.

This community service activity was carried out to support and strengthen the role of Sunday school teachers in fostering the social and emotional development of preschool children. Early social experiences generally begin in the family, but schools and religious education institutions also play a significant role in shaping children’s abilities to interact, share, and communicate effectively. The program was implemented at PAUD Arastamar Kids Pekanbaru through participatory activities that involved teachers and children. The approach emphasized interactive methods such as giving praise, teaching simple religious values, playing games, and organizing creative learning activities. Examples included origami-making, group singing, storytelling, and encouraging children to share crayons or toys with their peers. These activities not only created a fun and engaging learning atmosphere but also helped children develop empathy, cooperation, and independence. Teachers were guided to consistently integrate these activities into their routines to maximize the positive outcomes. The results of this service showed that Sunday school teachers could effectively encourage positive social-emotional growth by combining religious teachings with play-based and interactive learning. In conclusion, the program provided valuable contributions to strengthening the capacity of teachers while creating a supportive environment for children to interact positively and independently with others.

The application of proper cough etiquette is an essential part of Clean and Healthy Living Behavior (PHBS) and serves as a preventive measure in reducing the transmission of respiratory infectious diseases from an early age. Health education for young children is crucial, as this stage represents the formative period where foundational habits are developed, potentially influencing long-term individual and environmental health. This community service activity was conducted on May 9, 2025, at Stella Maris Kindergarten in Tangerang City, involving 29 Nursery group children. The main objective of the program was to enhance the knowledge and skills of early childhood students in practicing correct cough etiquette and to instill healthy behaviors that they can apply in their daily lives at home and school. The implementation of the activity followed the POAC approach (Planning, Organizing, Actuating, Controlling) in a structured manner. Activities included storytelling (using engaging illustrations), screening of age-appropriate educational videos, practical simulations of cough etiquette, and fun, interactive games. These methods were designed to encourage active participation and ensure that children could understand and retain the health messages through enjoyable learning experiences. The results showed a notable improvement in the children's understanding and active involvement in practicing healthy coughing techniques, such as covering their mouths with a tissue or the inside of their elbows when coughing. Visual education combined with hands-on practice proved to be highly effective in conveying health messages to young children. The teachers responded positively to the program, emphasizing that the approach used was appropriate and should be widely implemented in other early childhood education institutions. They recognized it as a valuable promotive effort and a long-term health investment for children, laying the groundwork for healthier habits and environments in the future.

The challenges often faced by MSMEs are how to promote their products. The technology development nowadays encourages MSMEs to utilize several social media platforms such as Instagram, Facebook, and websites as a promotional tool. The use of social media was believed can help expand the market. This is what is done by the Batik MSME in Juwet Kenongo Village, Sidoarjo Regency. However, the use of this technology is still not effective in increasing their sales. Batik sales are still dominated by orders and participation when attending exhibitions. This is due to the less-than-optimal strategy for utilizing social media. In addition, the storytelling aspect is still an obstacle when promoting on social media. Strengthening storytelling skills through a workshop is believed to be effective in helping MSMEs compose better story narratives. Besides that, this workshop is believed to be an urgent need for MSMEs. The focus of this community service is educational assistance related to compiling marketing through storytelling. MSMEs will be equipped with product narrative writing techniques. The assistance activities were welcomed by MSMEs. The participants were also cooperative and actively asked questions to the speakers. By participating in this training, MSMEs gain insight into the importance of strengthening the storytelling aspect in compiling interesting captions or narratives.

This Community Service (PKM) aims to increase the effectiveness of English language learning in second grade students of Mbomba Catholic Elementary School through the utilization of picture board media. The background of this activity is the low interest and participation of students in learning English due to the limitations of interesting learning media. The implementation method uses a participatory and educational approach that involves students actively in activities such as picture matching games, guessing pictures, storytelling, and singing. The results of the activity show that the use of picture boards is able to attract students' attention, increase engagement, and strengthen memory of English vocabulary. Despite the short implementation time, students still showed good understanding. Picture board media proved to be effective, simple, economical, and suitable to be implemented in schools with limited facilities. This activity illustrates that an attractive and interactive visual approach can be a solution in improving the quality of English language learning at the primary school level.

In community service, elementary school children are invited to understand the process of the rice grain chain and how the rice reaches the dining table. This activity not only teaches elementary school children about the rice supply chain, but is also expected to foster a sense of gratitude and appreciation for the food they eat every day. This activity is carried out using interactive storytelling methods using props, discussions and using interactive games. Evaluation is also carried out informally through observations during discussions and games, and by giving short questions to children about their stages and their respective roles. This learning activity contains values ​​from the SDGs, namely ending hunger (SDGs 2) and sustainable consumption (SDGs 12). The purpose of this service is for elementary school children to know the journey of rice from the rice fields to the dining table by using pictures and telling stories for each group, in addition to elementary school children to work together and need each other..