This study aimed to examine the role of parents in developing numeracy literacy skills in early childhood. This study uses a quantitative research design. The population in this study amounted to 100 respondents with research subjects, namely parents who have school-age children. The sampling technique used is the total sampling technique. The data analysis technique in this study used descriptive statistical techniques. The results showed that the role of parents in the development of numeracy literacy in early childhood was good, with a percentage of 79.68%. These results are supported by the suitability of the results on each question item which includes parents' efforts to improve literacy skills and numeracy literacy skills in early childhood. In this case, it can be interpreted that the role of the family is very important in increasing literacy. The development of numeracy literacy skills in children is the family's responsibility, especially parents as the first and foremost educators for children. Therefore, literacy, as the ability to identify information needs, seek, retrieve, process, and communicate information, must be improved.

Pendidikan kebencanaan menjadi salah satu tema pembelajaran bagi anak usia dini dalam rangka mengenalkan berbagai macam bencana dan cara mengantisipasi bencana. Pada dasarnya pembelajaran pada anak usia dini bersifat student centered, maka diharapkan pendidik dapat mengoptimalkan potensi anak melalui  model pembelajaran berbasis alam dan lingkungan sekitar. Berdasarkan analisis situasi tersebut, diperlukan pendampingan penyusunan dokumen KTSP pendidikan kebencanaan pada satuan PAUD. Lokasi pelaksanaan kegiatan pengabdian kepada masyarakat di Kabupaten Nganjuk, Jawa Timur. Metode yang dilaksanakan untuk kegiatan pengabdian adalah identifikasi, curah pendapat, FGD (Focus Group Disscusion), serta evaluasi dan refleksi. Hasil dari kegiatan pengabdian kepada masyarakat ini adalah pelaksanaan pendampingan pendidikan kebencanaan bagi pendidik PAUD dapat dikatakan sangat efektif bagi sasaran. Ketercapaian pelaksanaan kegiatan didasarkan pada beberapa komponen yakni: (a) target jumlah peserta pendampingan; (b) tujuan pendampingan; (c) target materi yang telah direncanakan; dan (d) kemampuan peserta pendampingan dalam penguasaan materi. Beberapa pendampingan yang diikuti oleh peserta, yaitu berupa integrasi RPP Pendidikan Kebencanaan ke dalam dokumen KTSP di tingkat satuan pendidikan seperti , rencana program semester, rencana pelaksanaan pembelajaran mingguan ( RPPM ) serta rencana pelaksanaan pembelajaran harian ( RPPH ) yang disusun oleh pendidik. Tema yang ada diintegrasikan dengan materi pendidikan kebencanaan yang telah dipilih dan disesuaikan dengan kondisi di masing-masing satuan PAUD. Dalam implementasinya, pendidik diwajibkan untuk menyampaikan dan menyisipkan materi kesiapsiagaan terhadap bencana di dalam pembelajaran di pembelajaran.

Online learning that has been carried out at the formal and informal levels is thought to be able to influence student learning outcomes. Learning independence of students is suspected to be one of the predictors that can also affect learning outcomes. This study tries to prove the effect of learning on learning outcomes with or without predictors of the influence of independent learning. This research uses a causal design with path analysis method. 50 out of 180 students of LBB Kumon Waterplace Surabaya were selected to be the research sample using purposive sampling and the formula for 25% of the population. Data analysis using SPSS application with linear regression test. The results of the study showed that online learning with or without intervention from the independent learning of students affected learning outcomes (p < 0.05). The contribution of online learning without an independent learning intervention is 57.9%, while the contribution of online learning with an independent learning intervention is 60.2%. This study proves that there is an effect of online learning with or without independent learning interventions on student learning outcomes.Keywords: Online learning, independent learning, learning outcomes