The purpose of this study is (1) to describe the implementation of character education through extracurricular musical at SD N 2 Balong, Kecamatan Samigaluh, Kabupaten Kulon Progo, Yogyakarta. (2) to describe the character values formed through extracurricular musical at SD N 2 Balong, Kecamatan Samigaluh, Kabupaten, Kulon Progo, Yogyakarta. (3) to describe the supporting factors and inhibiting factors in implementing character education through extracurricular Karawitan SD N 2 Balong, Kecamatan Samigaluh, Kabupaten, Kulon Progo, Yogyakarta. Data collection techniques in this study are using observation, interview, and documentation techniques. The results showed that at SD N 2 Balong, Kecamatan Samigaluh, Kabupaten Kulon Progo, Yogyakarta (1) already implementing character education through musical extracurricular that is to make a habit of praying at the beginning and end of the activity, introducing Javanese culture. (2) character values that have been formed through musical extracurricular activities namely, religion, cooperation, responsibility, independence, cooperation, cultural love, and self-confidence. (3) supporting factors are support from schools, ladies and gentlemen, students, parents, facilities. While the inhibiting factors are distance, facilities, trainers, and time allocation of activities.

The impact of the Covid-19 pandemic has almost affected all human activities in this world, one of which is the field of education. Various strategies in fulfilling education are implemented through an online system according to the health protocol recommended by the government. The strengths and weaknesses of the implementation of education using this online system are dynamic in itself for both tutors and students. This study aims to review how the process of implementing education using an online system. As researchers and practitioners of education, the implementation of learning with this online system has its challenges because it cannot meet face to face directly but the material presented must be understood by students. Tamansiswa in this case still inherits the teachings of Ki Hadjar Dewantara which in its implementation are very useful in online learning needs. The method of honing, loving, fostering in the implementation of learning is expected to be an effective strategy for the implementation of learning. This study uses a descriptive qualitative research approach so that researchers can describe and answer problems of a current phenomenon or event. Regarding the implementation of learning with an online system, the researcher uses one of the concepts of Ki Hadjar Dewantara's teachings, namely sharpening, compassion, fostering in single variables as well as correlation and/or comparison of various variables. It can be understood that the descriptive research method is a method used to tell the situation in the field supported by facts obtained by observing and examining in-depth to find understanding and the truth of the data.

Penelitian ini bertujuan mendeskripsikan analisis estetika karawitan Jawa dalam kaitannya dengan nilai-nilai luhur Tamansiswa. Penelitian ini menggunakan metode penelitian kualitatif dengan pendekatan studi kasus yaitu mengamati secara langsung ke lapangan dengan melakukan wawancara kepada pelaku seni, lembaga, dan masyarakat sekitar. Hasil wawancara digunakan untuk memperoleh informasi tentang kekuatan, kelemahan, peluang, dan hambatan dari masing-masing kelompok karawitan yang ada dilingkungan Tamansiswa. Hasil wawancara di analisis menggunakan analisis SWOT kemudian dipetakan dengan matriks EFAS dan IFAS. Tujuan akhir dari penelitian ini adalah merumuskan strategi analisis estetika pada karawitan jawa yang berada di Yogyakarta dan khususnya berada di lingkungan Tamansiswa. Gamelan dan Tamansiswa menjadi satu kesatuan estetika karena nilai yang terkandung dalam gamelan itu sendiri erat dengan ajaran Tamansiswa yaitu Tri Saksi Jiwa (Cipta, Rasa, Karsa) cipta selalu terkait dengan bentuk instrument gamelan sedangkan rasa adalah manifestasi dari hasil yang di bunyikan dari gamelan kemudian karsa adalah ciri khas kebudayaan yang meliputi kekuatan gotong-royong (kebersamaan) dalam menyajikan pertunjukan gamelan. This study aims to describe the aesthetic analysis of Javanese Karawitan in relation to noble values Tamansiswa. This research uses qualitative research methods with a case study approach that is observing directly to the field by conducting interviews to artists, institutions, and the surrounding community. Interview results are used to obtain information about the strengths, weaknesses, opportunities, and obstacles of each karawitan groups that exist in Tamansiswa. The result of interview in analysis using SWOT analysis then mapped with EFAS and IFAS matrix. Gamelan and Tamansiswa become a unity of aesthetics because the value contained in the Gamelan itself is closely related to the teachings of Tamansiswa Tri Saksi Jiwa (Cipta, Rasa, Karsa) Cipta is always associated with the form of Gamelan instruments. While Pain is a manifestation of the sounds of gamelan. Then Karsa is a cultural characteristic that includes the power of mutual cooperation (togetherness) in presenting gamelan performances. PendahuluanGamelan jawa merupakan kumpulan dari instrument tradisional yang masih ada dan berkembang di tanah jawa. Gamelan kehadiranya membawa beberapa dampak yang signifikan bagi perkembangan seni budaya Indonesia. Secara filosofis gamelan jawa merupakan satu bagian yang tak terpisahkan dari kehidupan masyarakat

The process of students’ character instillation was carried out in Masehi Temanggung elementary school to establish ethics, character and moral attitudes that can be used by the students as the role models in their environment. The characters that are intended to be established in Masehi Temanggung elementary school is the students’ character that is naturally established, in a sense that the change of the students’ behavior is due to their self-motivation based on what they do everyday; and not just merely due to the school obligation. The researchers employed qualitative approach method by observing thoroughly the students’ behavior occurred in the school setting. It is expected that the results from the direct observations will be able to portray the reality hidden in that situation. The evaluation method is used to analyze the information that is relevant to the students’ behavior at school and the next stage is classifying those data into two categories: first category is the students’ behavior that needs to be supervised and the second category is the students’ behavior that deserve the reward. In conclusion, making it as their habits can do the process of students’ character instillation. The students’ habits of good deeds are also carried out through games, for example by playing traditional games and toys (dolanan). There is a moral value implied in the traditional games and toys that is good to support the students’ character instillation.

Ki Hadjar Dewantara's teachings which have accumulated as Tamansiswa's teachings are so prerequisite for noble values of manners. One of the teachings in the form of the concept of education formulated by Ki Hadjar Dewantara is the Three Education Centers as teacher saka strengthening character education for the younger generation. The purpose of this study was to describe the application of the Three Education Centers in Taman Muda Ibu Pawiyatan as an effort to strengthen student character education, and explain the supporting and inhibiting factors and describe the results of the implementation of the Three Education Centers. This research is a descriptive qualitative research with the subject of this study are residents of Pawiyatan Ibu Muda School in Yogyakarta, which is the center of elementary school students' education level. Data collection techniques used are observation of recording techniques, and in depth interview techniques. The data validity checking technique uses source triangulation techniques. This study has the benefit of implementing the concept of the Three Education Centers that become the school culture in Taman Muda Ibu Pawiyatan. In addition, the long-term benefits of this study, namely the concept of three education centers can be cultured and implemented holistically in every educational environment.