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Th e objective of this study was to describe the implementation of integrated education in Nur Hidayah Islamic Integrated Senior Secondary School of Sukoharjo, Central Java, Indonesia. It used the analytic descriptive-qualitative method with the case study approach. Th ere are seven main principles of integration in the learning process, namely: integration of human potentials, integration of institutions, integration of curriculum, integration of learning domains, integration of three centers of education, integration of theory and practice, and integration of learning activities. Th e impact of the integrated education can form intact personality which encompasses religiosity, morality, intellectuality, high motivation, leadership, healthy lifestyle, self-reliance, work ethics and discipline, and socio-political awareness. Th us, models of integrated education can be implemented in senior secondary schools.

Civic education in Indonesia is a general compulsary subject within the scope of general education. Theoretically, civic education has to instill the values of nationalism and patriotism. However, in its implementation, civic education faces several obstacles. The obstacles are not only in terms of materital, method, and evaluation, but also from the students who are mostly Muslims. In obtaining the data, qualitative approach was applied. As a result, several challenges were faced in the implementation of civic education either from the Muslim students or the environment such as the poor morality, the separation of curricular narratives of civic education and religion, the rejection of nasionalism and patriotism value, the weak tolerance, the development of increasingly liberal human rights, and the spread of sexual behavior. Such condition represents civic education as a subject that tries to create good citizens that do not have a connection with moral teaching based on religious narratives that have become a belief and are ingrained in Muslims.

-The purpose of this study is to determine whether school culture develops character education in elementary school. This is a quantitative investigation and the instrument named "School Culture" was used for this study. The variables of the school culture are school's vision and mission, school's tradition, principal's role, professional collaboration, relation in school, collegiality, students' involvement, and parents' and society's cooperation. The inventories were applied to 22 elementary schools of Yayasan Salib Suci in West Java, Indonesia. The statistical findings indicated that school culture has influence to develop the character education. The most significant influence is the relation among the members of the school community. The key to the success of the improvement of the quality of the school is how each member of the school interacts with each other. A positive pattern of relationship and communication will have a significant role in developing the school, students' character education, and increasing students' achievement.