Purpose: Kelompok Wanita Tani (KWT) Cemara is a program that develops agricultural products from Landasan Ulin Tengah in the Liang Anggang District, Banjarbaru. Product feels have not been a massive number of simply processed snack products. The nutritional snack product has the potential to be developed considering that human and natural factors are very abundant but have not been empowered and organized. The introduction of nutraceutical theory and the potential from Landasan Ulin Tengah Village likely moringa leaves and swamp sepat fish. Furthermore, activities include training on the manufacture of nutraceuticals and marketing products.Research methodology: KWT Cemara as partners participated in UPT BPP Liang Anggang enthusiastically according to the schedule. The target of the activity of KWT Cemara follows very well and can be understood with the material.Results): The participants were very enthusiastic and reluctant to ask questions if they did not understand the demonstration of the materials.Limitations: Can assistance in marketing products that can be made by the public and provide education for PIRT or halal certificates for nutraceutical products.Contribution : This activity be useful for the products that can be developed by KWT Cemara

Purpose: The aim of this research was to analyze the implementation of a third-generation teaching program to improve students' literacy skills at SD Negeri 3 Ngabeyan Sukoharjo. Methodology/approach: This study used qualitative field research methods with descriptive-analytic data analysis. Results: The results of this research state that the optimization of libraries in these schools is still weak, as evidenced by the lack of a workforce, absence of e-literacy, and minimal book collections. The implementation of learning on campus is carried out in three stages: planning, implementation, and evaluation. At the planning stage, students make learning plans but do not create a learning syllabus. The learning methods used in implementing learning are the Reading Aloud method, tutorial guidance, lectures, card sorting, problem-solving, reward and punishment, and project-based learning market days. We then evaluated learning using formative and summative assessments. Limitations: To focus on one goal to produce maximum results, this research is limited to developing the literacy skills of students at SD N 3 Ngabeyan. Literacy includes the ability to read, write and count Contribution: This research has theoretical and practical contributions. Theoretically, this research can be one of the developments in literacy science and can be a reference source for further research. Practically, this research can contribute to elementary school educational institutions in general in developing students' literacy skills and become a guide for students in subsequent campus teaching programs. Novelty: This research found that the campus program teaching the third generation at SD N 3 Ngabeyan was very significant in improving students' literacy skills. This is proven by changes in students' abilities before and after the program.

Purpose: To improve reading and writing skills to increase the critical thinking ability of students at SMAN 1 Mulak Ulu, Lahat Regency. Methodology/approach: This training was conducted at SMAN 1 Mulak Ulu, with a total of 25 students participating. The methods used were lectures, class discussions, field observations in the school area, and writing a short observation report. Reading activities were carried out independently by giving books to the students. Evaluation is carried out by assessing observation reports and collecting participants' responses regarding the training via Google Forms. Results/Findings: The participants were very enthusiastic about actively asking and answering the instructor's questions. Interactive activities were carried out in the form of field observations, reading books, writing a short observation report, and  a summary of the book reading. Evaluation of the observation reports showed that 64% of the participants had good writing skills. On average, participants had good knowledge of linguistic rules, but their ability to summarize reading still needs to be improved. Most participants stated that this program made a very good contribution to improving their skills and knowledge of writing scientific papers and reading. Thus, this kind of training needs to be continued to improve students' critical thinking abilities. Limitations: The number of participants was relatively small and only in one school. Training is still limited to literacy, so it needs to be developed for other skills Contribution: This training is very useful for students to improve their literacy skills.