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This community service program aims to enhance teachers’ competence in developing Higher Order Thinking Skills (HOTS)-based assessment items to support improved performance in the Computer-Based National Assessment (ANBK) at SMP Negeri Kletek. The main problem faced by the partner school is the limited understanding of teachers in designing assessment instruments that measure higher-order thinking skills, as well as insufficient ability to develop literacy- and numeracy-oriented questions aligned with ANBK characteristics. This condition has resulted in suboptimal learning evaluation quality and limited student readiness for national assessment. The program employed a Participatory Action Research (PAR) approach, emphasizing the active involvement of participants throughout all stages. The implementation included the planning stage through needs assessment and problem identification, the action stage through training and mentoring in HOTS-based item development, the observation stage through evaluation of participants’ work, and the reflection stage to identify achievements and challenges. Data were collected using pre-test and post-test, observation, and reflective discussions. The results indicate an improvement in teachers’ understanding and skills in developing HOTS-based items, as reflected in higher post-test scores. Teachers were able to design competency-based blueprints, contextual stimuli, and analytical, evaluative, and creative questions. This program effectively strengthens teachers’ professional competence and school readiness for ANBK.

The Teaching Campus Program provides students with direct experience in collaborating with teachers and principals to improve the quality of learning, particularly in literacy, numeracy, and technology adaptation. This study aims to evaluate the implementation of the Teaching Campus Program Batch 8 among students of the Faculty of Engineering, Padang State University (FT UNP). This study uses a program evaluation research type with a quantitative approach. The research population consisted of 35 students, all of whom were sampled using total sampling technique. The research variable was the evaluation of the implementation of the Campus Teaching Program based on the CIPP (Context, Input, Process, Product) evaluation model. Based on the results of the study, the evaluation of the implementation of the Campus Teaching Program among FT UNP students was overall “Fairly Good”. This provides learning experiences outside the campus and improves student skills. However, efforts to improve the quality of each evaluation dimension, especially in terms of student placement relevant to their study programs, clarity of guidelines, and preparatory curriculum, are necessary to achieve the “Very Good” category and maximize the program's contribution.

Numeracy is an important skill that elementary school students must have, but in reality it is still relatively low because learning tends to be conventional and less contextual. Numeracy does not only include the ability to count, but also the ability to understand, use, and interpret numbers and data in various daily life contexts. One of the causes of low student numeracy is a learning approach that is less interesting and not related to real situations. This study aims to test the effectiveness of the contextual learning model (Contextual Teaching and Learning/CTL) in improving students' mathematical numeracy skills. The research design used was a one-group pretest-posttest experiment with 23 fifth-grade students of SDN 002 Teluk Bintan as subjects. The instrument in the form of a numeracy test was given before and after the implementation of CTL, then the data were analyzed using prerequisite tests (normality and homogeneity) followed by a paired sample t-test. The results showed a significant increase in students' numeracy skills. The average pretest score of 24.78 increased to 73.91 in the posttest with a significance value of 0.000 <0.05. This increase proves that CTL is effective in helping students master numeracy through a learning process that links mathematical concepts with real experiences. Thus, the contextual learning model can be an alternative learning strategy that is relevant for increasing elementary school students' numeracy, while emphasizing the importance of implementing a more applicable approach in mathematics learning.

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

Teaching Assistance is part of the MBKM (Merdeka Belajar Kampus Merdeka) program which aims to improve students' literacy and numeracy skills and provide opportunities for students to learn and develop themselves. One of the target schools for this program is SMP Negeri 4 Mauliru. This program includes various strategies, including optimizing reading corners equipped with picture illustrations to attract students' interest as well as casual reading activities aimed at improving reading habits. Apart from that, this program also involves distributing multiplication brochures to strengthen students' understanding of numeracy as well as making literacy and numeracy posters with the aim of providing a deeper understanding while strengthening educational messages about the importance of literacy and numeracy.  The main aim of this program is to improve students' literacy and numeracy skills, as well as support the development of basic abilities and create a fun learning environment. The results show that this program has a positive impact by increasing literacy and numeracy skills, as well as students' learning motivation and interest in reading.

The school actively participates in coaching and monitoring all student activities to avoid bullying, especially against educators. All student activities can also be reviewed in the coaching process, and parents are expected to provide guidance to prevent bullying that ultimately harms them. Ideally, this community service activity is to provide material about bullying. The purpose of this socialization activity is to help children at GKPS Elementary School in accordance with the character of a noble generation. In addition, this activity has the aim of being a synergy between teacher partners and schools in developing learning, and encouraging creativity and innovation in Hinaa. So that increased literacy and numeracy are achieved and bullying can not occur in elementary schools.

This service aims to identify factors that influence literacy and numeracy and evaluate the effectiveness of the literacy and numeracy improvement program in Nelela Village, SD N 173653. This study uses a quantitative descriptive approach with samples of students in grades 4, 5, and 6. Data were collected through literacy and numeracy tests, questionnaires, observations and interviews. The results of this service indicate that the average achievement of students in literacy and numeracy is still below the national standard, and the proportion of achieving the standard is still low. Factors such as limited resources, lack of teacher training and minimal parental support are cited as the main obstacles in improving literacy and numeracy skills. The literacy and numeracy improvement program implemented has succeeded in increasing the average student achievement, although there are still some obstacles that need to be overcome. The data shows that the average literacy and numeracy scores of students increased significantly after participating in this program. In addition, this service found that interactive learning methods and the use of educational technology have great potential to increase student interest and motivation. This service provides practical advice on improving literacy and numeracy in primary schools, including providing adequate learning resources, teacher training and development, using technology in learning and increasing parental involvement and support. By implementing these recommendations, it is hoped that the literacy and numeracy skills of students at SD N 173653 will improve significantly so that they are better prepared to face the next stage of education and academic challenges in everyday life.

Community service activities are one of the compulsory courses to train students to establish the knowledge and skills they have in a learning process according to their respective fields of study. The purpose of the mini PkM is to improve children's literacy and numeracy skills in Namo Suro Baru Village, Sibiru-Biru District, Deli Serdang Regency, by using a more contextual and applicable nature-based learning approach, encouraging children to be more active and creative in the learning process through direct experience in nature, so that they can understand and apply the concept of literacy and numeracy in their daily lives, increase children's concern for their environment, through learning that utilizes nature as a learning medium, and introduces them to the importance of biodiversity and good environmental management. So that the results of this PkM are that children show an increase in reading simple words and sentences. They also began to be able to write basic words better. Children who were initially only able to count numbers in a limited way, are now able to do simple calculations faster and more accurately. Activities carried out outdoors make children more active and enthusiastic in learning. Keywords: Numeracy, Literacy, Natural Environment.

Literacy and numeracy programs play a crucial role in improving education quality, especially at the elementary school level. This study aims to optimize literacy and numeracy programs through a structured mentoring approach at SDN Grujugan Larangan, Larangan Luar Village, Larangan Subdistrict, Pamekasan Regency. The research method used is action research with qualitative and quantitative approaches. The qualitative approach is used to understand teachers' and students' perceptions of the mentoring program, while the quantitative approach is applied to measure the improvement in students' literacy and numeracy skills after participating in the program. The results indicate that structured mentoring significantly enhances students' literacy and numeracy skills, as evidenced by the increased average scores in reading, writing, and arithmetic. Furthermore, active teacher involvement in the mentoring process contributes to the program's success. Thus, implementing a structured mentoring program can be an effective model to improve the quality of primary education in rural areas.

Numeracy is not only the responsibility of mathematics teachers, but also the responsibility of all non-mathematics teachers, namely teachers who teach subjects other than mathematics. The approach needed is cross-subject numeracy. Based on the results of interviews with partner schools, it was obtained that teachers in these schools still have minimal knowledge about numeracy literacy and numeracy reinforcement in non-mathematics lessons. The solution offered is to provide reinforcement of numeracy literacy materials and provide reinforcement of non-mathematics or cross-subject numeracy literacy materials so that non-mathematics teachers can also improve students' numeracy in subjects other than mathematics. The implementation mechanism consists of 3 main stages, namely the planning stage, the implementation stage, and the evaluation stage. Evaluation of program implementation is measured from the increase in participants' knowledge from pretest to posttest and the participant's response questionnaire to this activity. Based on the results of the community service, it can be concluded that this activity makes a good contribution to increasing the knowledge and understanding of SMP Terpadu Darul Dakwah teachers regarding cross-subject numeracy literacy and examples of learning activities to strengthen numeracy literacy in subjects other than mathematics. The number of participants who experienced an increase in score from pretest to posttest was 100%, meaning that all participants in the activity experienced an increase in knowledge. In addition, it can also be seen from the average pretest of 48 and the average posttest of 75.5. The overall process of implementing this activity went well and smoothly. This activity also received a positive response from the participants with a score percentage of 90.25%.

This study aims to identify the effect of “jellyfish” learning media on numeracy skills for grade II students at SDN 06 Ciputat on multiplication material. Based on initial observation early observations, students had difficulty mastering the concept of multiplication due to monotonous learning procedures and the lack of use of interactive media. The research was conducted through 4 meetings with a simple experimental approach including a pre-test, implementation of the “jellyfish” media, and a post-test to evaluate the learning outcomes. post-test to evaluate the learning outcomes. The results showed that the “jellyfish” media was able to increase students' understanding of multiplication multiplication material, as well as increasing their active involvement in the learning process. learning. The classroom atmosphere became more exciting and interactive, so that students were more focused and motivated. students are more focused and motivated. The teacher also gave a positive reaction to the use of this media, because it can facilitate the delivery of material that is often considered difficult by students. students think is difficult. This study concludes that the “jellyfish” media is jellyfish” media is efficient as a learning tool to improve the numeracy. numeracy skills of grade II students, especially in multiplication material. It is hoped that the same media can be implemented in other materials to support more creative and controversial math learning. support more creative and contextual math learning.

this activity aims to analyze the implementation of the Teaching Activity Program, School Administration and Participating in the School Activities at State Elementary School 01 Sebetung Menyala. This research was conducted at State Elementary School 01 Sebetung Menyala. The researcher used a descriptive qualitative approach. This research was conducted from September 02, 2024 to January 10, 2025. The subject in this study were students from class I to VI at State Elementary School 01 Sebetung Menyala. The data sources in this study were primary data sources and sekuder data sources. Primary data sources, namely the author, can be obtained from the implementation of Field Experience Practices Program at State Elementary School 01 Sebetung Menyala and sekuder data source, namely obtained from a reference source of various research journals that comply with this research. Data collection techniques used are observations directly with the principals to see each corner of the school and documentation by taking several photos used as evidence. The approach method used on the implementation of this Field Experience Practice program is a direct empowerment method through the stages that have been compiled by the Field Experience Practices committee. The result that this program has a positive impact on students, teachers, and schools. This is indicated by the fact that students participate in the learning given then show better literacy levels and numeracy.  

The MBKM (Free Learning Independent Campus) activity is an activity that is required for every student at the Faculty of Teacher Training and Education, Widya Mandira Catholic University, Kupang, to disseminate new knowledge and gain factual experiences from the place where field activities are carried out, in order to improve the teacher competency of prospective students. Teacher. MBKM activities outside of class are carried out through community service. Community service is carried out through literacy and numeracy learning assistance activities for lower grade elementary school students in Liliba Village RT 39, RW 11, Oebobo District, Kupang City, East Nusa Tenggara Province. Learning assistance activities aim to improve literacy and numeracy skills. This community service method uses community service activities in the form of learning support activities for lower grade elementary school students which are participated in by students in grades 1-3. The results of this research show that literacy is going well and there is good development in literacy and numeracy skills.

Papua Province remains at the top in addressing illiteracy issues. The Community Literacy Development Index (IPLM) in Papua Province stands at 20.02, significantly lower than the national IPLM average of 64.48. In 2022, it was reported that the literacy rate among individuals aged 15–59 in Papua Province was 81.53%, indicating that nearly 20% of this age group in the province is still unable to read, write, or perform basic arithmetic.  According to the head of the South Papua Province Education and Culture Office, over 36,252 children who should be attending primary to senior high school are either out of school or have dropped out. Merauke Regency contributes the highest numbers compared to other regencies. The purpose of this community service initiative is to provide literacy and numeracy (calistung) education to children who have dropped out or never attended school. The implementation method comprises three stages: planning, execution, and evaluation.The results of three months of calistung teaching at *Bevak Pintar* showed significant improvement in the reading, writing, and arithmetic skills of children who had dropped out of school or had never attended school.

The change of the curriculum to the Independent Curriculum made the National Exam (UN) officially change to the Minimum Competency Assessment (AKM). The evaluation carried out in the National Assessment consisted of reasoning ability using language (literacy), reasoning ability using mathematics (numeracy), and strengthening character education. Despite the lack of significant improvement in Indonesia's literacy, numeracy, and science skills rankings over the past 18 years, the country consistently ranks in the bottom 10 in PISA test results. Facing the current Independent curriculum, teachers must be able to teach based on literacy and numeracy skills, because this is the indicator in AKM and PISA-based assessments. If teachers master literacy and numeracy skills, then teachers can convey materials related to literacy and numeracy clearly and correctly for students. Teachers are expected to innovate to develop student competencies through various lessons through student-centred teaching. This Community Service is a community partnership program in collaboration with SMKN 3 Lhokseumawe. Service activities are by providing material on literacy and numeracy-based learning. During the service program, teachers are given knowledge about literacy and numeracy, the form of questions, and the number of percentages of questions in the AKM, which are useful for strengthening teachers' literacy and numeracy.

The change of the curriculum to the Independent Curriculum made the National Exam (UN) officially change to the Minimum Competency Assessment (AKM). The evaluation carried out in the National Assessment consisted of reasoning ability using language (literacy), reasoning ability using mathematics (numeracy), and strengthening character education. Despite the lack of significant improvement in Indonesia's literacy, numeracy, and science skills rankings over the past 18 years, the country consistently ranks in the bottom 10 in PISA test results. Facing the current Independent curriculum, teachers must be able to teach based on literacy and numeracy skills, because this is the indicator in AKM and PISA-based assessments. If teachers master literacy and numeracy skills, then teachers can convey materials related to literacy and numeracy clearly and correctly for students. Teachers are expected to innovate to develop student competencies through various lessons through student-centred teaching. This Community Service is a community partnership program in collaboration with SMKN 3 Lhokseumawe. Service activities are by providing material on literacy and numeracy-based learning. During the service program, teachers are given knowledge about literacy and numeracy, the form of questions, and the number of percentages of questions in the AKM, which are useful for strengthening teachers' literacy and numeracy.

The low level of student activity in their numeracy skills is a problem in the Mathematics learning process. Research conducted at SDN Jajar Tunggal III/452 Surabaya showed the results that interactive media in learning was very influential in the students' learning process. The use of Puzzle Math interactive media aims to increase the activity of class 1 students who are in the transition phase from PAUD to play while playing. The data collection technique uses the Classroom Action Research (PTK) method which is carried out in 2 cycles, from the results of observations, written tests and student activity during the learning process.

Inclusive education is one of the efforts to realize educational services for children with special needs as regulated in Permendiknas No. 70 of 2009. Magetan Regency was declared an inclusion district in 2017. Based on the 2023 education report card data, junior high school students have the lowest achievement in numeracy literacy compared to elementary and high school students, namely only 41.14%, almost close to the poor category (<40%). Based on the results of interviews with Special Assistant Teachers (GPK), data was obtained that slow learner students had difficulty using writing in the Mathematics learning process. The training activity for making learning videos using OpenShoot videos was carried out using direct practice, mentoring and evaluation methods. The aim of the training is to develop GPK's digital competency. The result of this training is learning media in the form of numeracy literacy learning videos for slow learner students.

Kuliah Kerja Nyata (KKN) is one of the lecture programs that must be provided and implemented by every university in order to achieve one of the goals and tri dharma, namely Pengabdian Kepada Masyarakat (PKM). Mata Lombu is one of the villages selected to carry out the KKN program, but as a village in Indonesia, it is generally not free from several problems. Based on observations and social analysis carried out, there are various problems that need to be addressed including: (1) lack of community understanding regarding local food processing, (2) lack of understanding of farmers regarding preventing pests in crops, (3) lack of literacy and numeracy among students. Elementary and junior high schools in the village, (5) limited access to clean water, and (6) limitations of MSMEs (Micro, Small and Medium Enterprises) in creating jobs. Based on a number of problems found during observations and social analysis, and the description in the background, the main objective of all these programs is to fulfill community service and empowerment in Mata Lombu Village through a project action planning framework or Project Action Plan (PAP). The series of Unkriswina Sumba Regular KKN activity methods includes the stages of program planning, implementation and evaluation. The results of this activity show that this activity can increase insight, understanding and new knowledge regarding local food, making bokashi fertilizer, making natural pesticides, and tutoring, and can increase crop yields, food security, reduce the impact of environmental pollution, and increase value. increase the economy of village communities.

One of the learning activities that can improve the quality of student learning is to provide a variety of teaching methods and learning media that can engage students' enthusiasm during the learning process. Based on the results of reading literacy tests, Indonesia has not yet reached the standard score of 493 set by the OECD. Literacy is very important for daily life, therefore the Ministry of Education in Indonesia provides opportunities for students to develop their creativity in improving literacy, numeracy, and the quality of learning in schools. Students assist educators in varying teaching methods or media to make learning active, interactive, and enjoyable. One enjoyable learning media is utilizing technology, such as the Let's Read digital library. This research uses a qualitative research method with a case study research design, and the techniques used in this research include observation, practice, and direct documentation in teaching activities in the classroom using the Let's Read media.