SiPeDar is an e-learning platform developed by UST to facilitate learning from the campus academic community. The application of Information Technology is always related to user acceptance. Therefore, the purpose of this study is to obtain empirical evidence related to the acceptance of SiPeDar technology using the Theory of Acceptance Model (TAM) framework with the construct of perceived ease of use, perceived usefulness, attitude toward using, and acceptance of e-learning system (acceptance of e-learning system). The sample of this study was 77 students from UST Yogyakarta PGSD students who were randomly selected. The data collection technique employed a questionnaire distributed through Gform. The data analysis technique used is quantitative descriptive data analysis using the SPSS program. The results showed that the perceived ease of use of SipeDar and students' perceived usefulness towards SiPeDar were good. The students' attitude towards using SiPedar shows a reasonably good assessment category. SiPeDar's actual system usage shows a high level of usage among students.

This article describes how the implementation of Citizenship Education learning in the cultivation of character education in elementary schools with the method used in the literature review. There are 5 discussions in this article, namely the implementation of Civics learning in elementary schools, planting character education through Civics learning, how to instill character education strategies, obstacles, & expectations for implementing character education. The results obtained are that character education in elementary schools is a good step taken so that the Indonesian nation avoids a moral crisis, one way to instill character education is through Civics lessons, there are 7 strategies in character building, although character education faces obstacles in its implementation there are ways to h&le it, & hope that the quality of education & Indonesian students will improve from time to time.

The challenge of education in the current era of disruption is to produce children who are able to think creatively, critically, innovatively, and with interdisciplinary and multidisciplinary sensitivity. Moral learning needs to be done as early as possible, according to the stages of children's moral development. Children's moral development is facilitated through learning activities that aim to provide moral knowledge to children. Children's knowledge can be developed through stories that are held through learning activities. The moral development of children through methods supported by wayang media is expected to facilitate early childhood learning. The wayang media presented not only features characters that match the character of each character but is also equipped with dialogue that allows reciprocity between children and wayang characters.