<![CDATA[Abstrak Literasi gizi dan numerasi siswa sekolah dasar di Indonesia masih rendah. Sebagian besar siswa belum memahami konsep gizi seimbang "Isi Piringku", cara pengolahan pangan yang sehat, serta belum memiliki kemampuan numerasi kontekstual. Kegiatan pengabdian ini bertujuan meningkatkan pemahaman siswa SDIT Harum Karawang tentang ketiga aspek tersebut melalui edukasi interaktif. Kegiatan pengabdian pada 149 siswa kelas V SDIT Harum Karawang menggunakan desain one-group pretest-posttest melalui edukasi interaktif mengenai literasi gizi “Isi Piringku”, pengolahan pangan sehat, dan literasi numerasi. Hasil evaluasi menunjukkan peningkatan rata-rata skor pengetahuan dari 8,28 menjadi 8,97 dengan perbedaan yang signifikan berdasarkan uji Wilcoxon. Edukasi visual dan permainan interaktif terbukti efektif meningkatkan fokus dan pemahaman siswa. Namun, kegiatan ini memiliki keterbatasan karena belum mengukur kemampuan numerasi gizi secara spesifik serta retensi pengetahuan jangka panjang. Diperlukan pengembangan media seperti "Kartu Piringku", integrasi praktik pengolahan pangan, dan evaluasi berbasis soal cerita numerasi pada kegiatan mendatang. Kata kunci: isi piringku; literasi gizi; literasi numerasi; pengolahan pangan; sekolah dasar. AbstractNutrition literacy and numeracy among Indonesian elementary students remain low. Most students lack an understanding of the balanced nutrition concept ("Isi Piringku"), healthy food preparation methods, and contextual numeracy skills. This community service aimed to improve these three aspects among fifth-grade students at SDIT Harum Karawang (n=149) using interactive education. A one-group pretest-posttest design was employed. Education was delivered via visual presentations and interactive games across three sessions: Balanced Nutrition "Isi Piringku," Little Chef (healthy food preparation), and Numeracy Literacy. Knowledge scores increased from 8.28 to 8.97 (Wilcoxon test, p < 0.05), indicating significant improvement. Visual and game-based education effectively enhanced students' focus and understanding. However, limitations include the lack of specific measurement of nutritional numeracy skills and long-term knowledge retention. Future activities should develop media such as "My Plate Cards," integrate food preparation practices, and use numeracy story problems for evaluation. Keywords: elementary school; food processing; my plate; nutrition literacy; numeracy literacy.]]>
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