This study described the practice of Education for Sustainable Development (ESD) along with the supporting factors of the implementation of ESD in three elementary schools (SD) which are referred to as pilot education schools in Surabaya, namely SD Al Irsyad, Citra Berkat Primary Schooland Putat Gede I Surabaya Elementary School. The study used a qualitative approach with comparative descriptive methods. The instrument used in the form of in-depth interviews and documentation studies. Data analysis techniques included data reduction, data presentation and verification. The results of this study indicated that sustainable development practices that have been implemented in the Primary School in Surabaya take place (1) as diverse as conservation which includes the stages of preservation, restoration, adaptation and revitalization and ecoliteracy to facilitate so students can build connections, awareness and experience, (2) has been supported by the commitment of the school community and the leadership of the school principal as outlined in various policies and integrated into curricular and extracurricular activities, and (3) has shown a number of development indicators sustainable in the field of education. Based on the linkages of the three main aspects of ESD, it appears that practices implemented in schools are still dominantly focused on environmental activities. However, there have been efforts to link environmental activities with social and economic activities through entrepreneurship week, cultural appreciation shows and other collaborations and participation that involve the participation of school members, the community and other policy makers even though in a limited scope and simple activities.

Educators have a role to develop teaching materials, include for Higher Education. In connection with the use of these teaching materials, the facts obtained about this in the Social Studies Basic Concepts Course, they still have teaching materials specically made by the Social Sciences team ini Departement of Elementary School UNESA. So, we must to produce some of materials for advanced social concepts subjects are available. Ebook teaching materials selected practical and flexible in use. This study aims to produce products consisting of e-book and also measure the response from expert aboaut validity, anda from student about. Practicality, and attractiveness. The development model uses in this study is the ADDIE Model, which contains Analysis, Design, Development, Implementation, Evaluation. The subjects of this study were undergraduate students of PGSD FIP UNESA. The results of this study are ebooks for te next Social Studies Basic Concept Courses compiled based on RPS and become materials that can be used in UNESA e-Learning System.

The purpose of this study was to describe the experiences of elementary school teachers in developing students' social skills during online learning during the covid-19 pandemic. This study was explored using a qualitative approach with a phenomenological type of study, by examining the experiences of 10 elementary school teachers in developing students' social skills. Data collection in this study used semi-structured interview techniques. The teacher's strategy in forming groups based on the distance between students' homes, making it easier for students to work with their teams. The learning method used to develop social skills is discussion and assignment. The teacher gave reinforcement verbally, using words to motivate students. Classroom management to run effectively and efficiently includes making class rules, giving examples and habituation. Teachers agree that learning social skills is very important in preparing students to live in society.

ABSTRAKImplementasi Gerakan Literasi Sekolah (GLS) masih dihadapkan pada sejumlah kendala diantaranya (1) program literasi masih belum tersosialisasikan dengan baik, (2) pemahaman peserta terhadap strategi implementasi gerakan literasi masih terbatas, (3) berdasarkan analisis kebutuhan guru menghendaki pengalaman praktis mengintegrasikan literasi ke dalam pembelajaran. Kendala tersebut dialami oleh guru-guru SD di Kelompok Kerja Guru (KKG) Kecamatan Tosari Kabupaten Pasuruan. Tujuan kegiatan ini untuk memfasilitasi kelompok sasaran yang difokuskan (1) pembuatan media literasi baik secara konseptual teoritis maupun praktik, (2) strategi implementasi program literasi di sekolah. Metode pelaksanaan kegiatan meliputi alur tahapan kegiatan, cara kerja dan output/luaran kegiatan pengabdian pada masyarakat. Cara kerja meliputi (1) pembagian materi sesuai bidang keahlian, (2) pendampingan peserta melalui curah gagasan, tanya jawab dan diskusi, praktek simulasi dan demontrasi, (3) pendampingan berkelanjutan, (4) dokumentasi hasil pelatihan dan pendampingan. Sementara luaran kegiatan meliputi (1) modul pelatihan, (2) produk literasi hasil pendampingan, (3) rancangan strategi implementasi media literasi dalam pembelajaran. Hasil pelatihan dan pendampingan diantaranya peserta memahami dengan baik esensi program GLS dan prosedur merancang dan membuat sumber dan media literasi, mempraktikan pembuatan beberapa media literasi literasi seperti big book, mini book, pop-up book, gambar cerita, content poster dan word wall, serta peserta pelatihan menyampaikan tingkat kepuasaan yang tinggi atas materi dan pendampingan pelatihan yang telah dilaksanakan.