Abstract. The purpose of this study is to provide an alternative model of professional learning community for primary school teachers in improving the knowledge and professional skills. This study is a qualitative research with case study method with data collection is an interview, observation and document and triangulation technique for validation data that focuses on thirteen people 5th grade elementary school teacher. The results showed that by joining a professional learning community, teachers can share both experience and knowledge to other colleagues so that they can be able to continue to improve and enhance the quality of their learning. This happens because of the reflection done together before, during and after the learning activities. It was also revealed that by learning in a professional learning community, teachers can learn in their own way, according to need, and can collaborate with their colleagues in improving the effectiveness of learning. Based on the implementation of professional learning community primary school teachers can be concluded that teachers can develop the curriculum, the students understand the development, overcome learning difficulties faced by students and can make learning design more effective and efficient.

The purpose of this study is to provide an alternative for teachers in preparing teaching materials adapted to track students' mathematics learning in the classroom. This study is a qualitative research with case study method with data collection is a triangulation technique that focuses on 13 people of 5th grade elementary school teacher. The results showed that Hyphotetical Learning Trajectory greatly assist teachers in planning their mathematics teachings, especially in developing teaching materials in a coherent, logical, contextual, and cutting-edge, so that the learning is given to more effectively and efficiently. It was also revealed that the practice of teaching mathematics teacher in the classroom along with lesson plans they have prepared beforehand. Based on the implementation of Hyphotetical Learning Trajectory on mathematics teachers, it can be concluded that the knowledge and skills of teachers in teaching mathematics were well developed; the materials presented are in-depth; it can identify students’ learning; it can anticipate the strategy, representation, and misconceptions of students, so that it can provide an inclusive appropriate the learning needs of their students.

Reading is a source of knowledge, so the importance of reading skills that must be possessed by each individual, but the lack of public awareness in reading literacy in Tamansari Village, Pulomerak District. This community service in its implementation uses a survey method, with the targeted target being the community in Tamansari Village. The result of the implementation of this service is that it can increase reading literacy slowly for the local community, especially children. Based on the activities that have been carried out, it can be concluded that through the development of community reading parks and a good approach with the community in Tamansari Village about the benefits of reading, it can move people to start getting used to visiting Al-Barokah community reading parks and reading books

Non-formal education has a long history in Indonesia, first appearing in the pre-colonial period and continues to grow today. In today's era, the development of non-formal education is very helpful as self-development and improving the quality of learning citizens and can improve the quality of dignity and quality in life. The purpose of this article is to find out the trend of the development of Non-Formal Education in Indonesia. This literature review article uses references sourced from scientific reference articles and books, then analyzed descriptively. The results of after the Indonesian independence revolution in 1945, many non-formal education activities were held, such as eradication of illiteracy, citizenship courses, school broadcasting, women's courses, scouting courses and adult courses conducted in vocational education.

No abstract