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This community service activity aims to enhance students’ literacy through the application of ecoprint as an environmentally based creative learning medium at MAT Daarut Tahfidz Al-Ikhlas Banda Aceh. This program was motivated by the limited utilization of practice-based art activities as a means of strengthening students’ literacy. The implementation method employed a participatory-educative approach consisting of material socialization, ecoprint technique demonstrations, group-based hands-on practice, reflective discussions, and activity evaluation. The results indicate that students were able to understand the concepts and stages of ecoprint, produce works with various natural motifs, and demonstrate improvements in visual literacy and creativity. In addition, the activity increased students’ awareness of the use of natural materials and the importance of environmental friendly practices. Group-based activities also encouraged the development of social literacy through collaboration and communication among participants. Therefore, ecoprint can be considered an effective and contextual alternative learning medium to support the enhancement of students’ literacy in the school environment and has the potential to be sustainably developed.

This community service activity aims to improve the creativity and English language skills of students at Plempukan Elementary School, Kembaran, Ambal, Kebumen through Ecoprint tote bag making training. The method used includes three stages, namely preparation, implementation, and evaluation. In the preparation stage, the team compiled a contextual learning module and prepared natural materials for Ecoprint. The implementation stage began with an introduction to relevant English vocabulary, followed by direct practice in making tote bags with the guidance of a facilitator. Evaluation was carried out through assessment of work results and joint reflection. The results of the activity showed that students were able to master basic Ecoprint techniques, understand and use English vocabulary contextually, and show increased self-confidence and active participation in activities. This activity proves that learning based on creative practice can be an effective medium in improving language competence and art skills in an integrated manner.

This community service was conducted at MI Darul Hidayah involving 17 fifth grade students as subjects. Making ecoprints is a creative effort to introduce environmentally friendly concepts to students at Madrasah Ibtidaiyah (MI) Darul Hidayah. Ecoprint is a fabric dyeing technique using natural materials such as leaves, flowers and twigs, which produces unique patterns without using dangerous chemicals. This community service aims to provide innovative environment-based learning to students through ecoprint making activities, while increasing their awareness of the importance of environmental conservation. The methods used in this activity include planning, implementation and evaluation stages. Students are taught to choose natural materials, arrange patterns on fabric, and apply ecoprint techniques using a heating or pounding process. As a result, students were able to create simple ecoprint products such as tote bags with creative designs. Apart from that, this activity succeeded in increasing students' understanding of the concept of recycling, the use of organic waste, and the importance of protecting the environment. The conclusion of this community service shows that ecoprint activities not only strengthen students' fine motor skills, but also foster the values of love for the environment, creativity, and cooperation. It is hoped that this activity can become a sustainable educational program at MI Darul Hidayah to support environment-based learning.

This research aims to improve the creativity of elementary school students through ecoprint activities at SD 03 Kedungsuren and MI NU 58 Kedungsuren, Kaliwugu Selatan. The method used is Participatory Action Research (PAR) method. This research involved fourth grade students and was conducted through the stages of planning, action, observation, and reflection in a collaborative manner. This PAR method allows active involvement of students and teachers in learning to create a participatory and reflective environment. The results of this research show an increase in students' creativity in imagination, innovation, technical skills, as well as cooperation skills and appreciation of the environment. The findings provide positive implications for the development of environment-based creative learning methods, which can be used as a reference for other schools.