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Bullying is a common problem in elementary schools and can negatively impact students' psychological and social development, as well as their academic achievement. This community service activity aims to increase students' understanding and awareness of bullying at Ngemplak Elementary School regarding the definition, forms, impacts, and prevention of bullying through outreach and educational activities. The method used was a qualitative approach with case studies, implemented through interactive lectures, discussions, Q&A sessions, and supporting activities such as icebreakers and anti-bullying songs. The results of the activity showed an increase in students' understanding of bullying behavior, a growing sense of empathy, and the courage to reject and reprimand bullying. Student participation was very active and enthusiastic, supported by a fun and communicative learning environment. The school also responded positively, assessing the activity as beneficial in supporting character education and creating a safe and comfortable learning environment. Overall, the outreach and education on bullying prevention at Ngemplak Elementary School has made a significant contribution to building a school culture that is more caring, respectful, and free from bullying.

Empowering agricultural human resources is a strategic approach to support sustainable agricultural development and the achievement of the Sustainable Development Goals (SDGs), particularly SDG 2 (Zero Hunger), SDG 4 (Quality Education), and SDG 8 (Decent Work and Economic Growth). This community service article aims to describe the implementation of an agricultural instructor empowerment training program conducted through collaboration between Universitas Negeri Surabaya (Unesa) and the Ngudi Luhur Self-Reliant Agricultural and Rural Training Center (P4S) in Blitar Regency. The activity involved approximately 50 participants consisting of agricultural instructors and local agricultural practitioners. The methods included Focus Group Discussions (FGDs) and field visits to superior corn cultivation areas managed by P4S. The results indicate an increase in participants’ understanding of the importance of agricultural innovation and technology utilization to enhance productivity, supported by experiential learning through direct observation of high-yield corn fields compared to conventional practices. This program strengthens the role of agricultural instructors as innovation dissemination agents and contributes to the achievement of sustainable development goals in the agricultural sector.

This classroom action research investigates efforts to enhance sixth-grade students’ ability to work together in Natural and Social Sciences (IPAS) learning at UPT SDN Unjuruiya No. 45 Selayar Islands by implementing the Team Pair Solo cooperative learning model. The study was conducted to address students’ low collaboration skills and limited positive learning attitudes, which impeded the achievement of optimal learning outcomes. Through two learning cycles consisting of sequential group (team), pair, and individual (solo) activities, the research aimed to improve students’ cooperative abilities and attitudes toward IPAS learning. Data were collected through observation, field notes, and learning attitude assessments, then analyzed descriptively to determine changes in performance. The findings indicated a significant improvement in students’ cooperative skills, as reflected in the increase in the average percentage of collaboration indicators from 69% in Cycle I to 92% in Cycle II, covering aspects of participation, communication, responsibility, tolerance, and emerging leadership. Furthermore, students’ learning attitudes also improved, with mastery increasing from 45% in the initial condition to 100% in Cycle II, and an average score of 87 surpassing the minimum completeness criterion (KKTP) of 70. These results demonstrate that the Team Pair Solo model effectively fosters collaboration while strengthening students’ discipline, responsibility, and enthusiasm in learning. Thus, the model is proven to be a relevant strategy for enhancing cooperative skills and positive learning attitudes in IPAS instruction at the elementary level.

This study aims to analyze the principal's strategy in utilizing Education Report Card data as a basis for planning school quality improvement at the Sanrangan Elementary School Technical Implementation Unit (UPT SD Inpres), Pallangga District, Gowa Regency, and to describe the principal's strategy in implementing academic supervision and teacher mentoring to improve the achievement of Education Report Card indicators at the UPT SD Inpres Sanrangan , Pallangga District, Gowa Regency. This study uses a qualitative approach with descriptive methods. The research subjects include the principal, 3 lower grade teachers, and 3 upper grade teachers. Data collection techniques are carried out through in-depth interviews, observations, and documentation studies. Data analysis is carried out systematically through the stages of data reduction, data presentation, and drawing conclusions with data validity tests using source and technique triangulation. The results of the study indicate that the principal's strategy in utilizing Education Report Card data is carried out through collaborative analysis of school achievement indicators with teachers, setting improvement priorities based on the school's real needs, and integrating the analysis results into school quality improvement program planning. In addition, the principal's strategy in implementing academic supervision and teacher mentoring is implemented in a planned and sustainable manner by referring to Education Report Card indicators that still need to be improved. Coaching-based supervision, providing constructive feedback, and mentoring in improving learning planning and implementation have been proven to contribute positively to improving teacher competency and have an impact on improving the achievement of Education Report Card indicators at the UPT SD Inpres Sanrangan, Pallangga District, Gowa Regency.

This study aims to evaluate the effectiveness of the Nutritious Meal Program as a public service policy in enhancing the academic achievement of elementary school students in Wonopringgo District. The research adopts a descriptive qualitative approach, with data collected through in-depth interviews, participant observation, and documentation across 19 educational institutions participating in the program. Findings reveal that the program has a significant positive impact on students’ nutritional status, learning motivation, and overall academic performance. Improvements were observed in student concentration, attendance, and classroom participation, indicating a direct link between adequate nutrition and cognitive development. Despite these positive outcomes, several challenges were identified. Issues such as delayed meal distribution, inconsistency in the quality and variety of menus, and limited coordination among stakeholders hinder the program’s optimal implementation. Furthermore, the engagement of parents and community members, while beneficial, was found to be uneven across schools, highlighting the need for stronger collaboration mechanisms. The study identifies three key factors that determine the success of the program: the quality of services provided, the managerial capacity of schools to coordinate and monitor implementation, and active participation from both parents and school committees. To address existing barriers, the research recommends enhancing cross-sectoral collaboration among government agencies, improving managerial competence at the school level, and establishing participatory evaluation systems. These measures would ensure program sustainability, responsiveness to local needs, and greater accountability. Overall, the Nutritious Meal Program demonstrates the potential of inclusive and collaborative public service policies in fostering both student well-being and academic achievement. It reflects a practical example of how government-community partnerships can contribute to creating a healthy, equitable, and sustainable educational ecosystem.

This study examines the effectiveness of education and training programs in improving employee performance and identifies the factors influencing training outcomes at the Personnel and Human Resources Development Agency (BKPSDM) of Southwest Papua Province. A qualitative descriptive approach was employed, utilizing interviews, observations, and documentation, with key informants including the Head of BKPSDM. Data were analyzed using the interactive model of Miles et al. (2014), encompassing data condensation, data display, and conclusion drawing. Findings reveal that education and training programs at BKPSDM significantly enhanced employee performance, as evidenced by improved timeliness in task completion, increased knowledge, skills, and expertise, and notable positive changes in employee behavior and attitudes. Training outcomes were also reflected in improved workplace discipline and greater responsibility among civil servants. Evaluation of program effectiveness employed five levels: participant reaction, learning achievement, behavioral change, organizational impact, and cost-effectiveness, all of which indicated favorable results. Factors influencing training effectiveness included the relevance of training materials to employee roles, appropriate scheduling that minimized work disruption, the use of clear and supportive training methods, and the competence of instructors in delivering material effectively. These findings demonstrate that well-planned and well-delivered training programs can strengthen the capacity and professionalism of civil servants, enabling them to better fulfill governmental and developmental responsibilities while supporting overall organizational performance improvement. In addition, the study highlights the importance of continuous monitoring and feedback throughout the training process to ensure sustained improvements in employee performance. It suggests that the involvement of employees in the design and planning stages of training programs can enhance the relevance and applicability of the content, fostering greater engagement and retention of knowledge.

This study aims to determine the effectiveness of the media-assisted differentiation method in improving the ability to memorize Arabic vocabulary in grade III students of MI Salamah. The background of this study is based on the phenomenon of low student ability in memorizing vocabulary due to teaching techniques that tend to be monotonous and repetitive, thus less motivating students to learn actively. This study uses the Classroom Action Research (CAR) approach referring to the John Elliot model, which is implemented in two cycles, each including the planning, action implementation, observation, and reflection stages. The subjects of the study were 26 grade III students. Data were collected through oral examinations, interviews, and observations of teaching and learning activities. The results of the study showed a significant increase in students' ability to memorize vocabulary after the application of the media-assisted differentiation method. In Cycle I, the average percentage of student and teacher activity achievement was 72%, with only 61.54% of students being able to reach the memory test passing standard. After the strategy improvement in Cycle II, the average student and teacher activity increased to 90%, while the percentage of students reaching the memory test passing standard jumped to 92.30%. This improvement demonstrates that the differentiation method, which utilizes learning media, provides more varied, engaging stimuli, and is tailored to each student's learning characteristics. The conclusion of this study is that the media-assisted differentiation method is effective in improving elementary school students' memorization of Arabic vocabulary. The implication of this finding is the importance of teachers implementing creative, adaptive, and media-based learning approaches to optimize Arabic language learning outcomes, particularly vocabulary mastery.

Education in Indonesia is facing a number of challenges and issues related to students, reflecting the complexity of the national education system in social, economic, and cultural contexts. Various elements such as inequality in access to education, variations in the quality of facilities, family economic constraints, and socio-cultural differences affect the learning process and growth of students. In addition, internal problems such as low enthusiasm for learning, lack of literacy and numeracy skills, and violence in schools further add to the complexity of education. The purpose of this article is to identify the main problems faced by students in Indonesia, analyze their causes, and develop relevant alternative solutions to improve the quality of education. By utilizing a literature analysis approach and empirical data study, this article highlights the importance of cooperation between all parties, improving teacher capacity, optimizing the role of parents, and implementing inclusive and adaptive education policies. Numerous student-related problems plague Indonesian education, including unequal access to education, insufficient motivation for learning, and social and psychological problems that affect academic achievement. Numerous factors, such as differences in the caliber of teachers, a lack of educational resources, and socioeconomic background, contribute to this situation. All-encompassing solutions are needed for these problems, including improving the curriculum, increasing teacher competency, and implementing a more flexible and inclusive teaching approach that considers the needs of the students. This article discusses the primary issues faced by Indonesian students and offers practical solutions in order to create a more equitable, effective, and sustainable educational system.  

The learning environment plays a strategic role in determining the quality of the teaching and learning process, particularly for fifth-grade elementary school students who are at a crucial stage of cognitive and social development. This study aims to analyze the influence of the learning environment on the effectiveness of learning in Grade V of elementary school using a descriptive qualitative approach through literature review. The learning environment examined includes physical aspects (such as facilities, classroom layout, and lighting) as well as non-physical aspects (such as social interaction, emotional atmosphere, and teacher support). The findings reveal that a conducive learning environment significantly enhances students’ motivation, engagement, and academic achievement. These results are supported by Piaget’s and Vygotsky’s constructivist theories, as well as Bandura’s social learning theory, which emphasize the importance of interaction between learners and their environment in constructing knowledge and skills. The study recommends strong collaboration among schools, teachers, and education stakeholders to create a holistic, safe, and supportive learning environment that fosters students’ academic and personal development.

The purpose of this study was to examine the impact of parenting patterns on student learning outcomes, especially in terms of increasing students' enthusiasm, independence, and interest in learning activities. This study focuses on parental involvement in supporting student learning activities at home and its impact on academic achievement. By identifying the types of parenting patterns and their impacts, it is hoped that this study can provide useful understanding for parents, educators, and schools to build constructive cooperation between families and educational institutions. This study uses a qualitative method through a literature review approach. The data used comes from trusted databases such as Google Scholar, Web of Science, and Scopus which are sources of information in the form of articles, journals, books, and other scientific publications. The literature reviewed was selected based on the following criteria: published in the last 10 years and discusses the impact of parenting patterns on student learning outcomes. The findings of this study reveal that parenting patterns are a key factor in determining learning outcomes. Supportive and participatory parenting patterns shape positive attitudes, high motivation, and learning responsibilities in children. Active parental involvement is a major element in students' academic success.

Motivation can be defined as the drive to do something, or as the needs, desires, and urges that drive individuals to act. In the context of education, motivation plays a role as an important psychological process in determining the extent to which students strive to achieve learning goals. At the end of each learning unit, students take a test to measure their progress towards these goals, and the results are known as learning achievement. This study focuses on the relationship between students' learning motivation and their academic performance, especially in science lessons at SD Negeri Wanajaya 03. The results of the analysis show that students' enthusiasm or motivation to learn has a direct correlation with learning achievement in class. In general, the higher the students' intrinsic drive, the better the academic performance shown. This finding emphasizes the importance of learning strategies that can improve student motivation in a sustainable manner.

Learning media has an important role in supporting the achievement of maximum learning objectives. When viewed from the way students learn, we know that in one class students have different ways of learning, some learn quickly using audio, visual, and some see the form concretely. then this study aims to determine the effect of using wordwall learning media on student learning outcomes in IPAS class IV SD Negeri 10 Langkai Kota Palangka Raya. The method used in this research is experimental research method. The design used in this research is One-group Pretest-Posttest Design. Sampling in this study used saturated sampling technique (total sample) because the researcher used all members of the population as samples with a total of 17 respondents. Pre-Test and Post-Test are used to determine student learning outcomes in the form of questions with a form of content. Based on the results of the Paired Sample T-Test test, the sig.2-tailed result is 0.001, this value is greater than 0.05, so Ha is accepted and Ho is rejected. Meanwhile, when compared to the tcount value with the ttable, there is a tcount value of 16,000> 1,746 from the ttable value, so Ha is accepted and Ho is rejected. So it is concluded that there is a positive effect of the use of wordwall learning media on student learning outcomes in IPAS subjects on the material of natural appearances and their utilization in class IV SD Negeri 10 Langkai Kota Palangka Raya.

This study aims to examine the impact of the Jigsaw cooperative learning strategy on student learning outcomes at the secondary school level. Using a literature review method, the research synthesizes theoretical perspectives on cooperative learning, detailed applications of the Jigsaw model, and empirical findings from previous studies that focus on its effects across cognitive, affective, and psychomotor domains. The findings indicate that the Jigsaw strategy significantly improves students’ cognitive achievements and fosters affective development such as motivation, empathy, and positive attitudes toward learning. In addition, this strategy enhances students’ social interaction skills and promotes collaborative behavior, contributing to a more inclusive and engaging classroom environment. The collaborative nature of the Jigsaw model allows students to take responsibility for their own learning while also supporting their peers, which contributes to deeper understanding and retention of the material. These outcomes suggest that the Jigsaw method is an effective instructional approach for enhancing student engagement and academic performance. The implications of this study emphasize the importance of providing professional development opportunities for teachers to effectively implement the Jigsaw strategy. Furthermore, schools are encouraged to foster a classroom climate that supports teamwork and active student participation. Overall, this review highlights the Jigsaw model as a promising pedagogical tool for improving student outcomes and fostering 21st-century skills in secondary education settings.

This study investigates the impact of Habitat for Humanity Indonesia's Decent Housing Program on improving the quality of life of poor residents in Marga Mulya Village. The research aims to evaluate the role of community empowerment through the program in increasing access to decent housing, as well as to assess its broader impacts on education, health, and the economic conditions of the beneficiaries. Using a qualitative research method with a case study approach, data were collected through in-depth interviews with program participants and key stakeholders. The findings show that the Decent Housing Program has significantly improved access to adequate and safe housing for the poor. In the field of education, improved housing conditions have created a more conducive environment for children to study, leading to greater learning motivation and better academic achievements. In terms of health, better sanitation facilities and healthier living environments have reduced the risk of infectious diseases and contributed to the residents' overall physical and mental well-being. Economically, access to stable and decent housing has reduced household expenditures on home repairs, allowing families to allocate more resources toward productive economic activities. However, the study also identified several challenges that need to be addressed to further enhance program effectiveness. These challenges include the location of housing projects that are difficult to access, which affects residents' mobility and access to public services, and issues related to the quality of construction that require continuous monitoring and improvement. Overall, the study highlights the positive contribution of the Decent Housing Program while providing recommendations for its future development.

This study aims to analyze the effect of critical thinking ability, learning independence, and mutual cooperation attitude in the P5 dimension of the Merdeka Curriculum on the learning achievement of IPAS class V UPT SPF SDN Inpres Perumnas I Makassar students, both partially and simultaneously. This study used a quantitative approach with a total sampling method, involving the entire population of 40 students from two classes. Data were collected through questionnaires and analyzed using multiple regression, t-test, and F-test with the help of SPSS 26. The results showed that partially, critical thinking ability (X1), student learning independence (X2), and mutual cooperation attitude (X3) had a positive and significant influence on IPAS learning achievement (Y). Simultaneously, the three variables also jointly influence student learning achievement.This finding confirms that the P5 dimension in the Merdeka Curriculum, especially in the aspects of critical thinking, learning independence, and mutual cooperation, plays an important role in improving students' IPAS learning achievement. Therefore, implementing learning strategies that encourage these three aspects can be an effective step in improving the quality of education in elementary schools

The aim of this research is to determine if the discussion method enhances student learning outcomes in social studies for SD/MI. A literature review approach was utilized to conduct this investigation. This method is based on several relevant articles that explore how discussion techniques influence learning outcomes in social studies at the SD and MI levels. Findings from various journals indicate that the discussion method significantly improves academic performance, and its implementation effectively boosts student achievement, particularly in social studies classes for elementary students.

This study aims to examine the role of the teaching assistance program in supporting grade IV student learning at MIS Fathul Iman Palangka Raya. Basic education, especially at the fourth grade level, plays an important role in the formation of students' cognitive, affective and psychomotor foundations. However, challenges in the implementation of learning, such as limited teaching staff, variations in student abilities, and limited time for individualized guidance, often hinder the achievement of effective learning. One of the proposed solutions is a teaching assistance program, where education students assist teachers in managing the classroom and give more attention to students who need additional guidance. This research reveals that teaching assistance can positively impact the learning process by creating a more interactive, inclusive and supportive learning environment for diverse students. It assists teachers in delivering materials, providing additional explanations and managing the classroom more effectively. In addition, the program also provides opportunities for students with different abilities to get the attention they need. Based on the results of the study, the teaching assistance program proved to be effective in improving the quality of learning and supporting students' optimal development.

This differentiated learning lesson study for the Lubuklinggau City Science Teacher Learning Community was carried out at Lubuklinggau City 5 Public High School on January 10-12, 2024 involving 20 science teachers at Lubuklinggau City 5 Public High School. This activity uses the Plan, Do, See and Redesign cycle. To measure participants' achievement using a pre-test and post-test before the activity. The Plan stage begins with identifying learning problems which include teaching materials, learning strategies, and who will act as a model teacher; The Do (implementation) stage, namely: (a) learning implementation activities carried out by one of the model teachers to put into practice the learning plans that have been prepared together, and (b) observation activities carried out by the teacher, the principal acting as an observer. In the See (reflection) stage, due to efforts to improve the learning process, lecturers and teachers then reflect on what is interesting, what things need to be improved and what things we need to leave behind. The results of the analysis show that differentiated learning lesson study is very useful in increasing scientific literacy. Lesson study has a positive impact on teachers collaborating and sharing good practices in scientific literacy teaching strategies so that they can improve the quality of learning and increase teacher pedagogical competence. Lesson study can develop skills in problem solving.

Children from scavenger families generally have relatively low education, some children even receive no education at all because the children of scavenger families come from families with a low social and economic life so they are unable to provide education to their children. In this case, it turns out that there are children who can survive and set a good example even though they live in a scavenger's stall with all their limitations, namely children who excel. This research aims to determine social support for children from scavenger families who excel. This research uses descriptive qualitative research. Data collection was carried out by observation, interviews and documentation. Determining informants using purposive sampling. The results of this research are emotional support in the form of attention, care and affection, appreciation support such as receiving praise and recognition of achievements, instrumental support in the form of meeting school equipment needs, information support for help when learning is difficult and social support in the form of being involved in group activities. Supporting factors are due to the desire of children who excel to continue school and inhibiting factors arise from the nature of the children and limited time to meet to provide support.

The word literacy is now very familiar to the public. We define someone who is literate as someone who is literate or can read.  Reading has a very strong cultural influence on the literacy development of students.  Unfortunately, student achievement at SDN Beru is still low.  Therefore, in community service in Beru village, we held a literacy movement program to increase interest in reading. The implementation method applied is to provide assistance by interacting directly with students through teaching and learning activities in the classroom. The goal is that students at SDN Beru can read. The result of this service is that students gain new knowledge from the literacy movement.