This research discusses about the building factors of digital literacy competentses for parents. The sample of this research were 45 correspondences, using a random sampling method. This research shows the forming factors of digital literacy on parents by using multivariate approach in the form of factor analysis on parents which resulted in the scientific fact that there were three forming factors of digital literacy on parents. The first factor consists of interaction with gadgets (0.615 loading factor), downloading applications in the gadgets (0.67 loading factor), using Internet Explorer to find information (0.611 loading factor), using social media as a discussion platform (0.704 loading factor), using all of the applications (0.578 loading factor), using a Personal Hotspot (0.639 loading factor). Those first six factors will be called the capability of using gadgets and internet factors. The second factor consists of assistance in using gadgets (0.861 loading factor) which will be called the time availability to assist in accessing information. The third factor consists of digital literacy factors (-0.574 loading factor) and choosing educative websites for children (0.772 loading factor) which will be called the selection of quality literacy contents. Based on the result of the Paired Sample T-Test with the significance level of 0.000, there is a significant difference between before and after Parenting Program was executed, which was 11.8368.

Individualized Educational Program (IEP) merupakan salah satu dokumen terpenting dalam pendidikan anak-anak dengan kebutuhan khusus untuk membantu membuat kemajuan dan mengoptimalkan pertumbuhan dan perkembangan setiap anak. Tujuan dari pengabdian kepada masyarakat ini adalah untuk memberikan pendampingan kepada guru yang mengajar di kelas inklusi dalam menyusun perencanaan pembelajaran individual (IEP) yang saat ini belum dirancang oleh guru, khususnya guru di lembaga TK untuk memfasilitasi kebutuhan anak berkebutuhan khusus. Kegiatan pengabdian ini dilaksanakan dengan pemberian materi secara daring oleh tim pengabdian dengan menggunakan zoom meeting, dilanjutkan dengan penyusunan IEP dan FGD hasil  penyusunan RPPH Individual dengan menggunakan media whatsapp group sebagai sarana diskusi. Adapun peserta yang menjadi sasaran dalam pengabdian ini adalah 20 orang guru TK yang mengajar di kelas inklusi di wilayah Kota Semarang. Hasil dari pengabdian masyarakat ini menunjukkan bahwa kegiatan pengabdian yang dilaksanakan berjalan dengan lancar dan berhasil dalam memberikan pengetahuan bagi guru TK dalam merancang pembelajaran individual di kelas inklusi.

This research has been done to respond the lower range of students’ cognitive ability in group A to recognize shape of geometry in Al Irsyad kindergarten Pemalang. The main question in this research was is there any influence in using the educational games tools on the cognitive ability in geometry of students in kindergarten A? This research aimed to find out is there any influence of Educational Games Tools (APE) on students ‘ability in recognizing the shape of geometry. The subjects of this research are students in group A in Al-Irsyad kindergarten, Pemalang. This research used quantitative approach with the types of pre-experiment and research design one group pre-post test where the researcher observed before and after the treatment.. The researcher chooses the samples with purposive sampling, there are 30 students. This study find out the average of pre-test score 1,83  lower than the average of post-test score 3,07. Statistic examined with normality test using one sample kolmogorov smirnov test find out the score 0,200 > α = 0,05, with the normal distributional data. From the Paired T-test program SPSS 24.0 version find out the result score Sig as 0,00 < 0,05 and score -thitung <-ttabel (-28,358 < -2,0452). Therefore, Ho refused and Ha accepted. We can conclude that APE influence on the students’ cognitive ability in to recognize students geometry group A.

The research is aimed to know the effect of development activities in entrepreneurship based on local culture for early childhood in kindergarten institution.