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This study aims to describe the implementation of environmental literacy through the One Student One Plant Movement program at MI Muhammadiyah Gawang. The research method uses a descriptive qualitative approach. Data collection techniques are carried out using questionnaires and documentation. This program is designed through three main stages, namely environmental literacy socialization, program implementation, and plant care assistance. The results of the study indicate that the program is effective in improving students' environmental literacy, evidenced by the average student environmental literacy score of 62.8 before the program (pretest) with a sufficient category and 82.4 after the program (posttest) with a good category, which indicates an increase of 19.6 or 31.2% in environmental literacy scores. This program also contributes to positive changes in student behavior, such as increased awareness of environmental cleanliness and initiatives in caring for plants. Through these activities, students not only gain knowledge about the environment but also real-life experience in maintaining and caring for plants, connecting theory with practice. This program has succeeded in increasing student awareness and involvement in environmental issues, and can be used as a model for similar programs in other schools.

This article analyzes Anies Baswedan's leadership in driving the national literacy campaign during his tenure as Indonesia's Minister of Education and culture from 2014 to 2016. This study uses a qualitative approach with a case study method, with data sources in the form of policy documents, program reports, and literature related to leadership and literacy. The results showed that the transformational leadership style implemented by Anies Baswedan was effective in building a common vision and motivating various stakeholders to actively participate in national literacy programs, especially the School Literacy Movement (GLS). The leadership is able to foster a culture of sustainable literacy in schools and communities, although still faced with challenges in the form of limited resources and access gaps. Overall, Anies Baswedan's leadership contributed significantly to improving the quality of education and strengthening national literacy as an important foundation to face the challenges of 21st Century Education. Keywords: transformational leadership, Literacy Campaign, School Literacy Movement, Anies Baswedan, literacy culture, education policy, 21st Century Education.

This community service activity aimed to foster financial literacy awareness and develop wise financial behavior from an early age through the “Early Saving Movement” socialization program for fifth-grade students of SDN Antasan Besar 7 Banjarmasin. The activity was conducted face-to-face using an interactive approach that included the delivery of educational materials, group discussions, question-and-answer sessions, simple simulations of money management, and the administration of pre- and post-activity questionnaires to measure changes in students’ knowledge and attitudes. The results of the analysis showed a significant increase in students’ motivation to save by 93% and an improvement in their understanding of the benefits of saving by 58%. These findings indicate that direct socialization methods accompanied by active student engagement are effective in enhancing elementary school students’ financial literacy and interest in simple and practical financial management. However, challenges were still found in controlling students’ consumptive behavior, which is influenced by the family environment and daily social interactions. Therefore, follow-up efforts are needed in the form of regular saving habit programs and the involvement of parents and teachers in supervising students’ financial behavior. Overall, this activity had a positive impact on shaping students’ discipline, responsibility, and financial independence from an early age.

This study aims to describe the application of visual elements and interpret the expressive meaning in elementary school students' artwork themed "My Surrounding Environment." The approach used is descriptive qualitative with visual analysis techniques. The research subjects consist of ten works from fourth-grade students, analyzed based on four main aspects: line, shape, color, and composition. Data were collected through documentation of the artwork, observation of the learning activities, and reflective notes from the teacher. The results show that lines are used by the children as a means of expressing emotions and movement; geometric and organic shapes reflect symbolic representations of their visual experiences; bright colors such as green, blue, and yellow indicate positive feelings toward the environment; and simple compositions show an intuitive balance typical of elementary school age. Expressively, the students' artwork conveys values such as cooperation, responsibility, and care for nature. The findings emphasize that visual arts education in elementary schools plays a crucial role in developing visual literacy, ecological awareness, and character formation through a creative, reflective, and contextual process.

This community service program was held at SD Negeri 102028 Dusun II Sei Parit, Sei Rampah District, Serdang Bedagai Regency, with a focus on applying the principles of sharia economic justice. This goal is achieved through education about the prohibition of usury and savings initiatives from an early age. This activity was motivated by the lack of Islamic financial literacy among children, especially related to the risk of usury and the urgency of frugal behavior and financial responsibility. The method chosen is a participatory-educational approach, which includes socialization, simulation and habituation, prioritizing the active involvement of students. The activity is divided into two main phases, namely usury education and saving education, utilizing animated films, educational games and picture stories. The impact of this service shows an increase in students' insight into the concept of riba, discipline in frugality, and the growth of awareness to manage money wisely according to Islamic guidance. Children are now beginning to understand that money is a mandate that must be used correctly and halal. In addition, this program also encourages the formation of the character of responsibility, trust and justice in the participants. Therefore, this program makes a significant contribution in building a children's mentality based on the principles of sharia economic justice and is worthy of being used as a prototype of Islamic financial education at the elementary school level.

Cancer is one of the leading causes of death in Indonesia, and its prevention can begin at school age through the adoption of healthy lifestyle behaviors. Low health literacy among students, teachers, and parents poses a challenge in cancer prevention efforts. This community service program aimed to improve knowledge, awareness, and healthy lifestyle behaviors in the school community through the School Cancer Awareness Movement at UPT SDN 060831 Medan. The method used was Participatory Action Research (PAR), which actively involved students, teachers, and parents. The program stages included preparation, joint planning, interactive education, training for teachers and Cancer Ambassadors, practical actions such as Fruit Day and morning exercise, and evaluation. The results showed an average increase in student knowledge by 38% and teacher knowledge by 42%, the development of healthy habits such as bringing healthy lunches, reducing unhealthy snacks, and participating in physical activities. Additionally, new school practices emerged, such as regular Fruit Day, morning exercise, and the establishment of a Cancer Information Corner. This program proved effective in fostering behavioral change and building a culture of healthy living in the school environment.

The Literacy Care Movement Program is a form of community service by KPPM students implemented in Simanungkalit Village with the aim of increasing interest in reading and literacy culture among the community, especially elementary school children. This activity uses a qualitative research method with a case study approach, which focuses on the planning process, implementation, participation, and results and impacts of the program. The implementation of the program begins with coordination with village officials, site reviews, independent construction of Literacy Cottages, and socialization to partner schools. Various literacy activities are carried out interactively, including reading and writing classes, which are closed with a literacy competition as the peak of the event. The evaluation shows that the activities are effective and receive high enthusiasm from students, teachers, and the community. This program has succeeded in creating an alternative learning space and motivating the community to care more about the importance of literacy. In the future, the sustainability of the program needs to be maintained by involving the local community so that the spirit of literacy continues to grow and develop.

The purpose of this research is to see how Digital Literacy: Understanding Norms and Ethics in the Online Field. In general, this study aims to assess the extent of understanding and practice of digital ethics in various groups. Measuring interventions (workshops/socialization) in improving ethical behavior online. Identify gaps in areas prone to norm violations, such as privacy breaches, unauthorized uploads, and the spread of hoaxes. Develop a model or recommendation for literacy programs that is grounded in social norms and values. Research methods The form of this research is descriptive, analytical, and critical. Therefore, the author can comprehensively explain how Digital Literacy: Understanding Norms and Ethics in the Online Field. In this study, the author optimally used two data sources related to this research, namely. Primary data sources and secondary data sources. The result of this study is that digital literacy and ethics are effective in reducing hoaxes and hate speech. Strengthening methods include e-learning, digital media, and school literacy movements. The challenges are the limited skills of students, the lack of parental supervision, and the need for teachers who need to continue to develop.

This community service is driven by by the implementation of innovative programs in strengthening literacy and numeracy cultural methods. Therefore, innovation is needed in the application of (MacaLas) literacy to help improve and train students' abilities in reading, writing and conveying ideas. This research uses qualitative methods by collecting data through interviews, observation and document collection. The results of research at MI Al Makmur show that teachers implement various things through (MacaLas) activities at MI Al Makmur Mayangrejo which are carried out regularly with varied learning. method for running the (MacaLas) program. Apart from the variety of methods, the learning media and syntax used also vary. One of the unresolved concerns is the low interest in reading among Indonesian students. Moreover, when books are the only source of information, reading activities have not become a primary need for Indonesia's young generation. Now, even though knowledge can be accessed through various media and e-books are available anytime and anywhere, the level of interest in reading in Indonesia is still relatively low. Reading activities have not yet become a priority in people's lives in the country, School Literacy Movement initiatives have progressed through several levels, beginning with routine reading habits, moving into development, and culminating in integration within learning activities The positive impacts seen are student attitudes that reflect a high literacy ecosystem

This community service is driven by by the implementation of innovative programs in strengthening literacy and numeracy cultural methods. Therefore, innovation is needed in the application of (MacaLas) literacy to help improve and train students' abilities in reading, writing and conveying ideas. This research uses qualitative methods by collecting data through interviews, observation and document collection. The results of research at MI Al Makmur show that teachers implement various things through (MacaLas) activities at MI Al Makmur Mayangrejo which are carried out regularly with varied learning. method for running the (MacaLas) program. Apart from the variety of methods, the learning media and syntax used also vary. One of the unresolved concerns is the low interest in reading among Indonesian students. Moreover, when books are the only source of information, reading activities have not become a primary need for Indonesia's young generation. Now, even though knowledge can be accessed through various media and e-books are available anytime and anywhere, the level of interest in reading in Indonesia is still relatively low. Reading activities have not yet become a priority in people's lives in the country, School Literacy Movement initiatives have progressed through several levels, beginning with routine reading habits, moving into development, and culminating in integration within learning activities The positive impacts seen are student attitudes that reflect a high literacy ecosystem

The role of human resources for teachers (educators) in technological progress in the era of the Industrial Revolution 5.0 makes the world of education the most important part of changing the nation's civilization, because it is the implementer of the success of the learning process in the classroom. The government's policy on independent learning hopes to have a positive impact through various activities to grow and improve a culture of literacy, competence and character. Therefore, this service provides a form of service through the socialization of the school literacy movement in independent curriculum learning at SMP Muhammadiyah 01 Jember. The results of this service have provided an understanding of the importance of carrying out a massive school literacy movement by providing access to reading and providing facilities to students. This activity has strengthened the importance of teacher competence in developing and implementing ideas for literacy culture in schools through a text-rich environment, an affective social environment, an appropriate academic environment according to the independent curriculum, and providing a creative environment (makerspace). Thus, this service activity can have a positive impact on schools, especially teachers as implementers of the success of the learning process in the classroom in increasing student competence

The low interest in reading among children in Indonesia is a serious challenge in developing quality human resources in the future. A culture of literacy that has not been formed since early childhood has an impact on the weakness of children's critical thinking, analytical skills, and imagination. This article aims to examine various approaches to child empowerment in increasing interest in reading and literacy through literature studies. Several strategies analyzed include reading corners, school literacy movements, family-based reading programs, and creative approaches such as storytelling methods and the use of digital media. The results of the review show that a participatory approach that actively involves families, schools, and communities has proven to be more effective in increasing children's interest in reading and fostering sustainable literacy habits. In addition, the provision of relevant, varied, and enjoyable reading media for children is an important factor in strengthening a reading culture. Cross-sector synergy is needed to create a conducive literacy ecosystem from an early age.  

Socializing and improving literacy movement skills in schools have not yielded maximum results because of the low level of mentoring and training to improve literacy awareness and skills among students and teachers. Many teachers still assume that literacy is the responsibility of Indonesian language subject teachers. In addition, reading materials and texts available in schools have not been optimally utilized to develop students' literacy skills. The purpose of this study was to determine the use of folklore as a medium for strengthening Indonesian language literacy in the world of education. This study used a library research method to analyze the use of folklore as a medium for strengthening Indonesian language literacy. The results of the study showed that folklore has great potential in strengthening Indonesian language literacy. Folklore not only functions as an entertaining medium, but also as an effective learning tool to develop students' reading and writing skills. Through folklore, students can enrich their vocabulary, understand text structures, and improve their understanding of good and correct Indonesian. In addition, folklore also teaches moral, social, and cultural values ​​that are very relevant to students' daily lives. By introducing values ​​such as honesty, hard work, and respect for parents, folklore can educate students to have a good attitude in their lives. Folklore also plays an important role in introducing and preserving local culture, strengthening the nation's cultural identity, and increasing pride in Indonesia's cultural heritage.