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.

Purpose: This community service aims to develop ecoprint creative fabric-making skills that involve the dyeing process with natural dyes and to improve understanding of financial management in a simple business for homemakers so that housewives can contribute to earning additional income. Methodology: The activities carried out in this service activity are: socialization program, socialization is carried out by downloading representatives of housewives by explaining the objectives of the activity and plans for service activities. Training making ecoprints, this activity m conduct ecoprint skills training and accompany trainees to practice ecoprint techniques. To make ecoprints can be done through scouring on new fabrics, mordanting fabrics, proses ecoprint and fixation process. Results/findings: As a result of the service, participants could make tablecloths and hijabs with the application of ecoprint skills. Participants were able to manage simple business finances. In contrast, service participants were motivated to start entrepreneurship and calculate the cost of goods sold to help improve the family economy. Conclusion: Participants can make artisans' ecoprint fabrics by bringing up a new image of their designs and branding as environmentally friendly Muslim fashion craftsmen; participants can also calculate the cost of goods sold to sell prices with profits to improve the family economy.