The objective of this study is to analyse the affectivity of satua (Balinese folklore)-based character education in the instructions of civic education in primary schools in Buleleng Regency, Bali. This study used the experimental design in testing the affectivity of folklore-based instructions in the competency and character of primary school students. The instruments used to collect data in this study were questionnaires, test of learning outcomes, score inventory and self-evaluation. The questionnaire was designed to find out the feasibility of folklore-based instructions. The test on learning outcomes was used to find out their scores. The data analysis used the multivariate analysis of variance. The results of the study indicated that a) learning using Balinese folklore is better than conventional learning in students’ civic knowledge, b) learning using Balinese folklore is better than conventional learning in students’ attitude and c) learning using Balinese folklore is better than conventional learning in students’ skills. Keywords: Balinese folklore, civic education, character education

This study analyses the differences in knowledge, attitudes and multicultural skills of primary school students divided into two learning models, namely a multicultural-based learning model and a student team achievement division (STAD). This study used a quasi-experiment with two control classes and two experimental classes which were determined through random sampling. Prior to being randomised, an equivalence test was carried out to ensure all classes were equal. The experiment used was a post-test-only control group design with multicultural knowledge test instruments, multicultural attitude inventories and observation guidelines of multicultural skills. The results show that the multicultural knowledge, attitudes and skills of students who took multicultural-based learning model syntax were better than students who took the STAD type of cooperative learning model. The mean score of multicultural knowledge, multicultural attitudes and multicultural skills were 25.60, 147.95 and 121.05, respectively. Meanwhile, students who took the STAD learning model showed the mean score of multicultural knowledge, multicultural attitudes and multicultural skills were 22.88, 128.08 and 114.27, respectively. The syntax of a local genius-based learning model is easier for teachers and students to understand the learning steps. This makes learning more challenging, fun, values-based and meaningful for students’ real lives. Keywords: Model syntax, multicultural, knowledge, attitude, skill.

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Abstract-This study was aimed at; (1) analyzing and formulating a synthetic local genius-based character teaching model and (2) analyzing a limited trial result of local geniusbased character teaching model. This study was an adapted classroom action research using observation guide, interview guide, learning achievement test and documentation study as the research instruments. The syntax of this local genius -based character teaching model was developed based on sadguna. Sadguna comprises sandhi, jana, sana, srya, wirgha and wisesa. This local genius-based character teaching gives more stress on cooperation process to produce knowledge, attitude, and moral skill. The results showed that the syntax of the model is very easy to apply and to understand by the students because it is very familiar for them. Students' learning achievement also showed an increase in moral knowledge and moral attitude.