Practical activities in learning science often experience constraint in terms of tools, materials, places and time. These constraints hinder the acquisition of facts, concepts and theories of science. The purpose of this study was to develop a learning media in the form of virtual laboratory to teach Science (symbiotic). In developing virtual laboratory media, the steps that should be followed include defining problem, designing system, programming, testing, operational and maintenance and evaluation. This media is valid and easy to be used in learning science at primary school. The instruments used in this study were observation and questionnaires. Four grader students were involved as the subject of the study. The results of expert validation and practitioners indicated that this media is feasible and can be used in learning science. Virtual laboratory learning media enable to visualize abstract concepts of substance or events into more concrete concepts for primary school students. Interesting and concrete learning media can develop students’ interests in learning science.

<p><span lang="EN-US">Community service activities aim to increase motivation and help parents in parenting. The method consists of several stages: (1). Counseling for parents by motivating parents to support their children's learning, material delivery activities, sharing sessions, ending with questions and answers, (2). Counselling for students, mainly grades 5 and 6, who will face exams to be motivated to study harder. The activities consist of delivering motivational materials for students, question and answer activities, and writing letters to their parents containing the goals that students want to achieve. Implementing the motivation and parenting classes goes according to the planned program. Parents and students were enthusiastic about participating in this training. Some suggestions include the need for regular mentoring activities, bearing in mind the limited knowledge of the community regarding parenting because parents are the first and primary source of education for children.</span></p>

Pembelajaran tematik tidak terlepas dengan pembelajaran seni. Salah satu materi pada kurikulum 2013 yaitu Seni Budaya dan Prakarya atau sering disebut dengan SBDP. Adapun muatan pada SBDP meliputi semua cabang seni yaitu seni tari, seni musik, seni rupa, dan seni drama. Berdasarkan hasil observasi awal dan wawancara dengan beberapa guru Sekolah Dasar (SD) di Kecamatan Sukun Kota Malang terutama pada Gugus 2 yang berjumlah 10 SD, materi SBDP dalam prakteknya mayoritas guru SD terfokus pada pembelajaran seni rupa dikarenakan media yang mudah dan bagi guru SD yang bukan dari bidang seni, mempelajari seni rupa dirasa lebih mudah. Seni tari dan seni musik diperlukan skill dan keterampilan khusus. Namun tidak menutup kemungkinan menjadi bisa jika dipelajari melalui pendampingan serta pembuatan sumber belajar yang menarik seeprti pembuatan konten video yang sesuai dengan perkembangan abad 4.0. Pelaksanaan program pengabdian ini akan dilaksanakan dalam empat sesi. Sesi pertama penyampaian tentang pembelajaran seni dalam muatan SBDP, sesi kedua tentang pengembangan konten video tari, sesi ketiga penyampaian ilmu harmoni pada instrumen musik dan keempat demonstrasi karya peserta berupa konten video tari yang telah dikembangkan dengan dikolaborasikan dengan instumen musik harmoni.

Teachers have difficulty in linking concepts between subjects to a theme, due to the lack of thematic learning media that can help teachers in linking concepts between subjects in SDN Sidorejo 2. Teachers need paspop learning media that can support students in learning to use thematic approaches (Language Indonesia, Natural Sciences and SBdP). The purpose of this study was to develop and analyze the influence of paspop media on SBdP material in class V. The research development of the media uses the four D method (define, design, develop and disseminate). The results of the validation of media experts and material experts were 87.50% and 88% with very decent criteria. Data attractiveness of the media for students scored with a percentage of 91% categorized very well. Student learning outcomes using the media Bapang mask postpop stated that students who completed totaled 28 with a percentage of 87.5%. Abstrak: Guru kesulitan dalam mengaitkan konsep antar mata pelajaran pada suatu tema, karena kurang tersedianya media pembelajaran tematik yang dapat membantu guru dalam mengaitkan suatu konsep antar mata pelajaran di SDN Sidorejo 2. Guru membutuhkan media pembelajaran paspop yang dapat mendukung siswa dalam belajar menggunakan pendekatan tematik (Bahasa Indonesia, IPA dan SBdP). Tujuan penelitian ini untuk mengembangkan dan menganalisis pengaruh media paspop pada materi SBdP di kelas V. Penelitian pengembangan media tersebut menggunakan metode four D (define, design, develop dan disseminate). Hasil validasi ahli media dan ahli materi sebesar 87,50% dan 88% dengan kriteria sangat layak. Data kemenarikan media bagi siswa memperoleh nilai dengan persentase 91% berkategori sangat baik. Hasil belajar siswa  dengan menggunakan media paspop topeng Bapang menyatakan bahwa siswa yang tuntas berjumlah 28 dengan persentase 87,5%.