Focusing on the study of historical artifacts of art found in the Aceh Coastal region, this study seeks to analyze ornamental diversity as an aesthetic phenomenon that has a meaningful relationship with 1. Continuation of history, 2. Links in the search for cultural identity, and 3 Balancing cultural values in Acehnese society . Throughout history, the art of embroidering gold threads, woven silk fabrics, stabbing weapons, jewelry art, and wood carvings have been the hallmark of Aceh beach crafts that in their development consistently used their identity motifs. The intended identity motif is a motif that shows the cosmopolitanism of Aceh regarding pre-Islamic cultural influences and influences originating from friendly countries. The diplomatic relations which brought the influence of Persia and the Moghul dynasty from India occurred at the golden peak of Aceh's art history, especially during the times of Iskandar Muda and Iskandar Thani, although in the end, the clearest artistic trend emerged, namely all Islam. Aceh's design patterns in a stylish form become geometric shapes. The characteristic of decoration in the coastal communities of Aceh is influenced by Arabic concepts, is the development of a sense of beauty that is free from natural myths and is done by developing abstract patterns taken from floral motifs, foliage shaped and polygon shapes as a process of balancing cultural values.

The curriculum is a strategic basis for the design of education; education in a country must aim to become independent and empower every human being who takes an education. This article examines the education unit-level curriculum (KTSP) in historical subjects. Using the literature study method, researchers conduct research by collecting a number of books, articles, magazines, and other text sources related to the problem and research objectives. The results show that the Education Unit Level Curriculum (KTSP) is a curriculum compiled and implemented by every element of education in Indonesia. The purpose of implementing KTSP is for education units to give authority (autonomy) to each educational institution and to encourage schools to make participatory decisions in developing the curriculum for the sake of self-sufficiency and empowerment of every educational actor, especially in historical subjects. But KTSP is the same as any other curriculum with weaknesses and strengths. These weaknesses include a lack of human resources, minimal infrastructure, a lack of understanding of teachers about KTSP, and a reduction in teaching hours which causes a reduction in teacher income. Then there are also several advantages, namely: encouraging the realization of school autonomy, encouraging the ability of teachers, and allowing schools to arrange their lessons to suit the needs of students.Keywords: Analysis, KTSP, IKM, History Lesson.

The aims of this research are 1). prove the characteristics of Generation Z as the subject of character education, between theory and facts in the field, 2). find the possibility to reduce the gap between generations and unify the vision of character education, 3). formulate solutions and methods that can be applied so that the implementation of character education in schools can be more effectiveThe research method used is qualitative with phenomenology type. Methods of data collection using observation, interviews and questionnaires. The subjects of your research were junior high school students from several schools in Langsa City, Aceh and the border areas of North Sumatra. The informants who participated in this study were 44 students. Coming from 3 schools namely SMPN 2 Langsa, SMPN 3 Langsa and SMPN 1 Babalan, North Sumatra. The research was conducted in May 2021. The data validity technique used source triangulation and interactive analysis was used as a data analysis technique.The results of this study indicate that the characteristics of Generation Z are not fully owned by children in their early teens in research settings. In some cases, differences in character and values between teachers and students become obstacles to strengthening character education. Integrity character is the weakest character. Barriers to social relations in the development of Generation Z are caused by the fact that they are in the stage of finding their own identity and characteristics. In this situation, the teacher can take the role of guiding and providing support so that there is no gap between generations which results in culture shock between the teacher and student relationship. The initial conditions of the Z generation can be used as a reference for determining teacher efforts in obtaining keys in interpersonal relations with students and building an atmosphere that supports strengthening character education