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The low reading interest and literacy skills of elementary school children in Indonesia remain a problem that requires creative and sustainable solutions. Factors such as limited access to quality books, a lack of reading habits at home, and uninteresting learning approaches are often the causes of a weak literacy culture among students. To address this problem, the Student Community Service Program (KKN) of Sebelas Maret University students in Singodutan Village implemented an activity aimed at fostering a culture of literacy in children through a Reading Book Content-Based Project at SDN 3 Krisak. The concept of this activity integrates reading activities with the creation of creative projects that are appropriate to the content of the reading, so that students not only understand the text but are also able to process the information into real products. This study used a qualitative approach with a phenomenological research type to understand students' experiences during the activity. Data were collected through observation, documentation, and literature review, which were then analyzed descriptively. Activities included selecting reading books appropriate to students' ability levels, shared reading, discussions about the reading content, and the creation of creative projects such as posters, picture stories, or artwork inspired by the reading material. The results of the activity showed an increase in student participation in reading activities, an increase in interest in books, and an improvement in their ability to process information into creative works. Furthermore, students demonstrated greater self-confidence when presenting their work to their classmates.

The rapid development of technology has made it increasingly important for the younger generation to acquire digital literacy skills at an early age. As technology becomes an integral part of daily life, it is essential to introduce fundamental programming concepts to students to prepare them for the future. This community service program aims to introduce 5th-grade students at Elementary School Emmaus Kediri to basic programming concepts using the Scratch platform. The program adopted the Project-Based Learning (PjBL) method, which emphasizes interactive learning through hands-on activities. The one-day session involved 17 students, who underwent a structured process consisting of a pre-test, material delivery, hands-on practice of creating simple animations, and a post-test. The learning materials included an introduction to the Scratch interface, how to use sprites, and basic coding blocks to develop simple animation projects. The evaluation results indicated a significant increase in students' understanding of basic programming concepts. The majority of participants successfully created simple animation projects using coding blocks and sprites, demonstrating their ability to apply the learned concepts. The students showed high enthusiasm throughout the learning process, indicating a strong interest in digital learning and coding. The high level of engagement further supports the potential for expanding similar programs in the future. This community service activity proved effective in introducing computational thinking and fostering creativity among elementary school students. It also demonstrated the effectiveness of interactive and hands-on learning approaches in enhancing students' digital literacy. As a result, this program has the potential to be implemented in other schools to promote early exposure to programming and support the development of digital skills among young learners

The rapid development of technology has made it increasingly important for the younger generation to acquire digital literacy skills at an early age. As technology becomes an integral part of daily life, it is essential to introduce fundamental programming concepts to students to prepare them for the future. This community service program aims to introduce 5th-grade students at Elementary School Emmaus Kediri to basic programming concepts using the Scratch platform. The program adopted the Project-Based Learning (PjBL) method, which emphasizes interactive learning through hands-on activities. The one-day session involved 17 students, who underwent a structured process consisting of a pre-test, material delivery, hands-on practice of creating simple animations, and a post-test. The learning materials included an introduction to the Scratch interface, how to use sprites, and basic coding blocks to develop simple animation projects. The evaluation results indicated a significant increase in students' understanding of basic programming concepts. The majority of participants successfully created simple animation projects using coding blocks and sprites, demonstrating their ability to apply the learned concepts. The students showed high enthusiasm throughout the learning process, indicating a strong interest in digital learning and coding. The high level of engagement further supports the potential for expanding similar programs in the future. This community service activity proved effective in introducing computational thinking and fostering creativity among elementary school students. It also demonstrated the effectiveness of interactive and hands-on learning approaches in enhancing students' digital literacy. As a result, this program has the potential to be implemented in other schools to promote early exposure to programming and support the development of digital skills among young learners

This community service activity aims to strengthen the character development of elementary school students through training in creating digital applications using the Thunkable platform. In the midst of the digital era and the challenges of the Industrial Revolution 4.0, character education is an essential aspect that must be instilled from an early age, alongside cognitive competence. Elementary schools, as the foundation of education, play a strategic role in shaping children’s personalities, including embedding positive character values. This activity was conducted at SD Moria in Sorong City and involved 24 students from grades 5 and 6, selected based on their interest and readiness. The training used a Project-Based Learning approach, where students were actively engaged in creating simple application projects. Throughout the process, students not only learned basic programming skills using Thunkable but also developed key values such as teamwork, responsibility, independence, creativity, and curiosity. Despite facing challenges such as limited devices and internet access, the students demonstrated remarkable enthusiasm. Thunkable proved to be an effective tool for interactive and enjoyable learning. Students were able to directly develop their creative ideas through designing user interfaces and application functions. This provided a meaningful learning experience that motivated students to continue exploring and trying new things. The activity showed that technology-based learning can serve as a strategic means to holistically shape students' character. Overall, this initiative demonstrated that digital application development training can serve as a character education model based on technology that is highly relevant for elementary education. This program is expected to serve as an educational innovation example that encourages the integration of digital literacy and character education in Indonesian elementary schools.

This research is motivated by the problem of the available LKPD still not being This research is motivated by the problem of the available LKPD still not being optimal in terms of development and use so that students are less interested in participating in learning. This is due to the lack of teacher motivation in creating innovative LKPD. Have never developed Student Worksheets (LKPD) based on Project Based Learning (PjBL) in learning, especially in science and science learning. Based on these problems, this research aims to develop PjB-based LKPD for science and science learning in class IV elementary schools that is valid, practical and effective. The type of research carried out is development research using the ADDIE development model. The test school was class IV students at SDN 12 Sintuk Toboh Gadang, while the research school was class IV students at SDN 11 Lubuk Alung. The research results obtained that the LKPD had a material validity level of 84.9%, language validity 88.8%, media validity 87.5% in the valid category. while the practicality test at the trial school obtained a percentage of 93.33%, for the teacher response questionnaire and 93.4% for the student response questionnaire in the very practical category. Furthermore, the practicality test at the research school obtained results of 90% for the teacher response questionnaire and 92.16% for the student response questionnaire in the very practical category. In the LKPD effectiveness test in the trial school the percentage was 89.64% and in the research school the percentage was 93% with both categories being very effective. It can be concluded that PjBL-based LKPD in grade IV elementary school science learning can be declared valid, practical and effective for use in the learning process.

This study aims to analyze the effectiveness of using various learning strategies in improving the quality of learning in elementary schools. Learning strategies are an important component that teachers must prepare to create an effective, interesting learning process that is in accordance with the characteristics and needs of students. This study uses a qualitative approach with data collection techniques through observation, interviews, and documentation in several elementary schools. The results of the study indicate that the application of active, cooperative, contextual, and project-based learning strategies can significantly increase student participation, motivation, and learning outcomes. Teachers who are able to choose and adapt learning strategies according to the material and class conditions play an important role in creating a participatory and productive learning environment. In addition, teacher training and the use of discussion and interaction methods have been shown to improve the quality of learning management in the classroom. In conclusion, the effectiveness of learning strategies is greatly influenced by the ability of teachers to design and implement student-centered methods, as well as the support of a conducive learning environment. The implications of this study are expected to be a reference for teachers and schools in choosing and developing appropriate learning strategies to improve the quality of education in elementary schools    

History learning in elementary schools plays an important role in shaping students' understanding of past events and instilling national values. However, the conventional approach that is still widely applied often results in low student interest and participation in history learning. This article aims to analyze various interactive and creative methods in history learning in elementary schools through a literature review. Interactive methods, such as group discussions, role-playing, and the use of digital media, as well as creative methods, such as storytelling, concept maps, and exploration-based projects, have been shown to increase student engagement and deeper understanding of historical concepts. Various studies have shown that the application of these methods not only increases students' learning motivation but also develops critical, analytical, and collaborative thinking skills. In addition, the use of technology such as educational applications and historical simulations further enriches students' learning experiences, making them more contextual and relevant to everyday life. However, the application of this method still faces challenges, such as limited resources, teacher readiness, and support from the school environment. Therefore, an appropriate implementation strategy is needed, including teacher training and the provision of adequate learning facilities. This literature review is expected to provide insight for educators and researchers in developing more effective and interesting history learning methods for elementary school students.    

This study aims to identify the problems of learning methods of Natural and Social Sciences (IPAS) in grade IV students of SDN 060866. The results showed that conventional teacher-centered learning methods were still dominant, causing low student interest and learning outcomes. Most students have not reached the Minimum Completion Criteria (KKM) with a percentage of completeness of only 25%. Teachers face obstacles such as lack of student interest, a less conducive learning environment, and limitations in applying innovative learning methods. To overcome this, teachers plan to implement project-based learning methods that are more interactive and relevant to students' daily lives. This study concludes that more varied and student-centered learning strategies are needed to improve students' motivation and learning outcomes.