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The English Fun Tales program is a community service activity aimed at improving children's English literacy through the use of picture books. This activity was carried out at Rumah Belajar Jadi Mulya, Salatiga, which serves as a non-formal learning center for children from the surrounding area. The background of this program stems from the limited access of children in the area to attractive, interactive, and developmentally appropriate English learning resources. The implementation method includes: (1) providing English picture books selected according to the children's language ability and age; (2) guided shared reading activities; (3) simple discussions about story content to train comprehension; and (4) creative activities such as drawing story characters, role-playing, or story retelling. This approach is designed to combine cognitive, affective, and psychomotor aspects, so that children not only understand vocabulary and language structure but also develop imagination, self-confidence, and reading interest. The implementation results show an increase in reading interest, expansion of English vocabulary, and children's courage in expressing themselves orally. In addition, social interaction among participants becomes more positive through collaborative activities. This program is expected to serve as a model for English literacy learning based on picture books that can be replicated in other learning communities with local context adjustments.

Artistic creativity is an essential aspect of child development, contributing to imagination, fine motor skills, and self-confidence. However, limited access to art-based activities and excessive gadget use have reduced opportunities for children to develop creativity, particularly in rural areas such as Dogang Village, Langkat Regency. This community service program aimed to enhance children’s artistic creativity through the socialization of bracelet-making using paracord as a form of simple and practical non-formal education. The study employed a descriptive qualitative approach, with data collected through observation, interviews, and documentation involving children who participated in the activity. The socialization process included the introduction of tools and materials, demonstrations of basic knotting techniques, and hands-on practice with direct assistance. The results indicated that participants were able to master several basic techniques, including simple knots, braided patterns, and double (cobra) knots, which contributed to improved creativity, precision, social interaction, and self-confidence. In addition to its educational impact, the bracelets produced demonstrated economic potential, with an affordable selling price starting from Rp.5,000 per unit. Therefore, this activity not only supports the development of children’s artistic creativity but also provides opportunities for sustainable micro-enterprise development within the local community.

The low interest and engagement of lower-grade primary school students in literature serve as an important introduction to this study. The aim of this Community Service Program (PKM) was to enhance children’s literary abilities through the use of three innovative media: word cards, short story videos, and descriptive texts. The study employed an experimental method with a pretest–posttest control group design and a Classroom Action Research (CAR) approach based on Kemmis & McTaggart (1988), carried out among grades I–III students at SD Katolik Roworeke 2, Ende (approximately 25–30 students per class). Results showed a statistically significant improvement in the experimental group compared to the control group, especially in literary element comprehension and literary appreciation. Word cards enriched vocabulary, story videos increased visual appeal and understanding, while descriptive texts trained literacy and imagination skills. The interactive and contextual learning process proved effective in fostering reading interest, teacher creativity, and students’ literacy enthusiasm. In conclusion, this method is recommended for adoption by Indonesian Language and Literature teachers in lower grades. Future research should expand sample size, include diverse literary works, and explore supporting factors influencing method effectiveness.

The low interest and engagement of lower-grade primary school students in literature serve as an important introduction to this study. The aim of this Community Service Program (PKM) was to enhance children’s literary abilities through the use of three innovative media: word cards, short story videos, and descriptive texts. The study employed an experimental method with a pretest–posttest control group design and a Classroom Action Research (CAR) approach based on Kemmis & McTaggart (1988), carried out among grades I–III students at SD Katolik Roworeke 2, Ende (approximately 25–30 students per class). Results showed a statistically significant improvement in the experimental group compared to the control group, especially in literary element comprehension and literary appreciation. Word cards enriched vocabulary, story videos increased visual appeal and understanding, while descriptive texts trained literacy and imagination skills. The interactive and contextual learning process proved effective in fostering reading interest, teacher creativity, and students’ literacy enthusiasm. In conclusion, this method is recommended for adoption by Indonesian Language and Literature teachers in lower grades. Future research should expand sample size, include diverse literary works, and explore supporting factors influencing method effectiveness.

The school's fifth-grade kids receive jumputan batik instruction with the goal of enhancing both their creative abilities and extracurricular accomplishments. One batik-making technique that makes use of the tie-dye procedure is jumputan batik. Jumputan batik is made by tying thread in specific areas of the material and then dipping it in dye to create a unique design. In order to ensure that activities may be carried out efficiently and have the greatest possible influence on students' development, the process of carrying out this community service is structured from planning to evaluation. As a result, kids are able to freely and creatively express themselves through art-related activities. Students can make their own designs and patterns when making jumputan batik, which promotes original and creative thinking. The ability to create original designs is made possible by the jumputan batik process, which incorporates tie-dye elements. Pupils can use their imagination to create motifs, patterns, and color combinations that represent their own personalities and concepts. Students' critical and creative thinking abilities are greatly enhanced by this creative process. According to the findings, students now possess much greater creativity, self-confidence, discipline, and teamwork. In addition to teaching pupils traditional batik techniques, this instruction aids in the development of social and character traits that will benefit them greatly throughout their life. It is anticipated that by exposing more students to Indonesian art and culture, this instruction would be expanded and perpetuated. It is anticipated that by exposing more students to Indonesian art and culture, this instruction would be expanded and perpetuated.

This article aims to examine the role of picture books in enhancing language skills in early childhood from the perspective of children's literature studies. Picture books are considered an effective medium in supporting children's language development because they combine visual and narrative elements that enrich the child's learning experience. Through picture books, children can not only develop vocabulary but also understand language structure, improve listening and speaking skills, and stimulate their imagination. This indicates that engaging and educational picture books can enhance children's language skills, particularly in word recognition, sentence development, and storytelling abilities. Therefore, picture books are a highly beneficial tool in improving language skills in early childhood and should be considered in early childhood education curricula.    

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.

Early Childhood Education (PAUD) is very important for the intellectual, emotional, social, and physical development of children. PAUD SPS NUSA INDAH BUKIR in collaboration with KKN students from Bukir Village, Universitas PGRI Wiranegara Pasuruan held an art exhibition using sawdust to encourage children's creativity. Painting technique training and exhibition of works were included in the preparation, implementation, and evaluation process of the event. The results of the exhibition showed that sawdust helped children become creative and improved their fine motor skills, imagination, and social skills. Children felt more confident after receiving gifts. The involvement of KKN students in the exhibition showed the synergy between education and community service, which had a positive and sustainable impact. It is hoped that this exhibition will serve as a model for activities in PAUD that combine art, creativity, and environmental awareness.

Learning activities at the lower elementary school level are a process of preservation from kindergarten to elementary school level, in this case the learning principle applied in the lower grades is learning while playing. Activities that stimulate creativity either directly or embedded in other learning activities. One activity that can stimulate creativity is drawing and coloring. Coloring can increase students' imagination and concentration. Students are expected to be able to choose and combine colors correctly between their imagination and real objects. In the activity of coloring a picture, students will also be measured on how neat and clean the results are. Coloring will create a fun learning process. This research aims to measure how creative students are through coloring competition activities. The research method used is a qualitative method with data collection through observation, interviews and documentation. From the results of research that increases creativity through drawing and coloring activities above, it is clear that students will be more easily interested in playing activities and will be interested in colors. This coloring activity can make students express their thoughts and imagination.

Creative behavior has an important role in the world of management and innovation, especially in the era of globalization and increasingly fierce business competition. This research aims to explore the world of creative behavior, focusing on aspects of innovation, imagination, and its influence in everyday life. In addition to having a significant impact in the realm of business and management, creative behavior also has a great influence in everyday life, covering various aspects such as art, education, health, and social relations. The importance of creative behavior in the context of management is emphasized, where innovation and imagination are vital triggers of creativity. Furthermore, this study aims to identify the factors that influence an individual's level of creativity, with the hope of making a tangible contribution to the development of innovative management strategies. Through a deeper understanding of these factors, leaders and management practitioners can develop a holistic approach to encourage creativity in the work environment. By integrating the results of this study into management practice, it is hoped that a work environment that facilitates creativity, innovation and sustainable growth can be created

Science education in early childhood plays a crucial role in their cognitive and creative development. Science education in early childhood also has a vital role in supporting cognitive and creative development. This research aims to explore the benefits provided by science education in stimulating critical thinking, problem solving and innovation skills in children. Through qualitative and quantitative approaches, data is collected from various sources, including classroom observations, interviews with educators, and analysis of children's learning outcomes. The results showed that children who were involved in science activities from an early age showed significant improvements in cognitive skills such as memory, concentration and analytical abilities. Apart from that, science education has also been proven to encourage children's creativity by enriching their imagination and ability to think outside the box. This article concludes that the integration of science education in the PAUD curriculum not only supports children's intellectual development but also forms a strong foundation for creativity and innovation in the future. Therefore, it is important for educators and policy makers to recognize and prioritize science education as an essential component in early childhood education, science education must be a top priority in early childhood education strategies by educators and policy makers.

Community service is an urgent matter for the head of the Al-Amin Orphanage Children's Social Institution to assist orphaned children through assistance in increasing creative skills through making snacks. This aims to enable them to be creative and the results can become selling points if developed intensively. The assisted subjects were 20 poor elementary school age children. The activity time is from 01 September 2022 – 31 December 2022 every 15.30-17.00. The place of implementation is at the Al Amin Orphanage Children's Social Institution, Kedungturi Taman Sidoarjo. The result of the implementation of activities in this assistance is the development of the skills of orphaned children through assistance with techniques for making snacks. The steps taken were to form six groups to work together to express their ideas and imagination into a work. Each group is required to present their work and other groups evaluate their friends' work. With each result, the children are then trained to sell snacks resulting from their mentoring, so that every time there is an important event in Kedungturi village they always set up a sales stand to sell the snacks they made based on their mentoring experience over the past 4 months.

The use of learning methods using the STEAM method to develop student creativity. Also be the key to being in the future, so that it has the ability to participate in the next life. STEAM basically needs to be taught from an early age to children so that children can think creatively and critically and can solve problems. The goal is to stimulate children's creativity with the STEAM method. The method carried out in this research is a qualitative method. The subjects in this study were children aged 5 - 6 years with a total of 30 people. The results of children's research can respond to the stimulus given well, children are able to express their imagination into works, creating existing materials into works of aesthetic value.  

Islamic calligraphy is one of the cultural treasures of the Indonesian archipelago which must be preserved. Learning Islamic calligraphy increases the imagination, creativity and intellectual development of students. Of course, there are not many state school students who are talented in the art of calligraphy compared to private Islamic schools. But this does not mean that they do not have creativity in Islamic calligraphy. This community service activity aims to overcome this. Islamic calligraphy training activities use the Participatory Action Research (PAR) approach where the cycle includes KUPAR (to Know, to Understand, to Plan, to Action and to Reflection). This service activity was carried out for students at Wiradesa Public Middle School 2, Pekalongan Regency, for 2 weeks. The result of this community service activity in the form of training in the art of Islamic calligraphy is that Wiradesa 2 Public Middle School students are very enthusiastic in learning to write Islamic calligraphy. This is evidenced by the results of Islamic calligraphy that has been made by students of Wiradesa 2 Public Middle School, their writing is increasingly developing and according to the rules of Islamic calligraphy. With this training, students become confident to develop their creativity and express their imagination in the form of works in the form of Islamic calligraphy.