Abstract. The purpose of this research was developing a model of etnopedagogic-based character and entrepreneurship education in elementary school. The research location was indigenous village named Cikondang that sites in South of Bandung. The research was begun by identifying the local culture and also character and entrepreneurship values in local community. Furthermore, it developed learning models and learning tools within local wisdom-based character and entrepreneurial values. The research method was research and development method. The result of the trial showed that the model was effectively implemented. The learners felt happy dan enthusistic about carrying out various learning activiteis during the learning prosess. However, its overall implementation in the school education system need more of time that any of these values could be integrated in the behavior of all member of the school. Keywords: character, entrepreneurship, etnopedagogicAbstrak. Tujuan penelitian ini adalah mengembangkan model pendidikan karakter dan kewirausahaan yang berbasis etnopedagogis di sekolah dasar. Lokasi penelitian di Lingkungan Kampung Adat Cikondang di Kabupaten Bandung. Penelitian diawali dengan mengidentifikasi budaya lokal dan makna dari nilai-nilai karakter bangsa dan kewirausahaan yang ada di masyarakat setempat. Selanjutnya mengembangkan model pembelajaran dan perangkat pembelajaran yang memiliki muatan karakter bangsa dan kewirausahaan berbasis kearifan lokal. Metode yang digunakan dalam penelitian ini adalah penelitian dan pengembangan. Hasil ujicoba menunjukkan bahwa model tersebut efektif dilaksanakan, terbukti saat proses pembelajaran berlangsung peserta didik merasa senang dan antusias melaksanakan berbagai aktivitas dalam pembelajaran. Namun demikian untuk penerapan secara menyeluruh pada sistem pendidikan di sekolah masih memerlukan waktu yang cukup panjang agar setiap nilai-nilai tersebut dapat terintegrasi dalam perilaku semua warga sekolah.

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This paper begins with the emergence of problems in the implementation of education about the role of the school/madrasah library. Library as one of the important factor in improving the

Character development in higher education is carried out, among others, through lectures on Islamic Education. This Islamic Education course, based on the characteristics of the material, is a subject that is full of value and has the potential to be the spearhead of character education. The implication of this assumption is that the learning paradigm in the lectures of Islamic Education should reflect the application of the principles and models of character education that emphasize aspects of value education and affective education. Private Islamic universities basically have more opportunities to develop the Islamic Education curriculum, both as a realization of higher education autonomy and as a result of the curriculum construction by the university itself. The implication is that the learning of Islamic Education will get the expected achievements, especially the formation of student characters in harmony with the religious values that have been taught to them. In fact, lectures on Islamic Education often use approaches that emphasize the transfer of knowledge. The Islamic Religious Education learning model needs to be developed and articulated based on constructivism models and centered on students as active learners, while lecturers play a role as mediators, dynamists, catalysts and inspirer of learning. The implementation of the development of the learning model is that Islamic Education lecturers need to develop pedagogical competencies in a sustainable manner. With these dynamics lectures on Islamic Education can be expected to be an effective educational and learning tool for the formation and strengthening of religious character.

Abstract. Tahfidz house is a form of non-formal education that focuses on Al-Quran education with varying difficulties due to monotonous learning methods or programs and lack of managerial, so that the continuity of education is not achieved optimally. The purpose of this study was to determine the management of the kafana program at the house of tahfidz khoiru ummah in the form of planning, implementation and evaluation. The method used is a case study with a qualitative approach, the data collection used is by observation, documentation and in-depth interviews so that research activities are carried out by examining problems and theories through the existing literature followed by direct field research to obtain accurate data. With the results of research, planning; a. Determine the goals to be achieved; b. Make an annual activity plan; c. Determine the costs that will be incurred to carry out program activities plans that are adapted to current conditions and situations; d. Determine the schedule or time limit, an activity to be carried out; e. Equip facilities to support the smooth running of program activities. Implementing the program is quite good where each program has been prepared carefully starting from the aspect of personnel, needs for infrastructure, materials and also the time of implementation. Even so, due to several obstacles and obstacles such as the saturation point and the current pandemic, so that there are programs that are not carried out according to a predetermined schedule. Evaluating ongoing programs is carried out in various ways such as daily observations and observations on every activity carried out by children, using photo folios, connecting books, direct communication with parents, and reports on child development. The results of the supervision will be used as corrective action or future program development. Abstrak. Rumah Tahfidz merupakan salah satu bentuk pendidikan nonformal yang menitikberatkan pada pendidikan Al-Qur'an dengan berbagai kesulitan karena metode atau program pembelajaran yang monoton dan kurangnya manajerial, sehingga keberlangsungan pendidikan tidak tercapai secara optimal. Tujuan dari penelitian ini adalah untuk mengetahui pengelolaan program kafana di rumah tahfidz khoiru ummah dalam bentuk perencanaan, pelaksanaan dan evaluasi. Metode yang digunakan adalah studi kasus dengan pendekatan kualitatif, pengumpulan data yang digunakan adalah dengan observasi, dokumentasi dan wawancara mendalam sehingga kegiatan penelitian dilakukan dengan menelaah masalah dan teori melalui literatur yang ada dilanjutkan dengan penelitian lapangan langsung untuk mendapatkan hasil yang akurat. data. Dengan hasil penelitian, perencanaan; sebuah. Menentukan tujuan yang ingin dicapai; B. Membuat rencana kegiatan tahunan; C. Menentukan biaya yang akan dikeluarkan untuk melaksanakan rencana kegiatan program yang disesuaikan dengan kondisi dan situasi saat ini; D. Menentukan jadwal atau batas waktu, suatu kegiatan yang akan dilakukan; e. Melengkapi fasilitas untuk menunjang kelancaran kegiatan program. Pelaksanaan program sudah cukup baik dimana setiap program telah dipersiapkan secara matang mulai dari aspek personel, kebutuhan sarana prasarana, bahan dan juga waktu pelaksanaan. Meski begitu, karena beberapa kendala dan kendala seperti titik jenuh dan pandemi saat ini, sehingga ada program yang tidak terlaksana sesuai jadwal yang telah ditentukan. Evaluasi program yang sedang berjalan dilakukan dengan berbagai cara seperti observasi harian dan observasi terhadap setiap kegiatan yang dilakukan anak, menggunakan folio foto, buku hubung, komunikasi langsung dengan orang tua, dan laporan perkembangan anak. Hasil pengawasan akan digunakan sebagai tindakan korektif atau pengembangan program di masa mendatang.