Kemampuan  literasi pada  awalnya diartikan  sebagai keterampilan membaca dan menulis,  tetapi  pada  saat  ini  pengertiannya  mengalami  perkembangan.  Dalam ranah  pembelajaran,  kemampuan  literasi  merupakan  kemampuan  penting  yang harus dimiliki oleh setiap siswa untuk menguasai berbagai mata pelajaran. Sejalan dengan  penjelasan  dalam Kurikulum  2013  bahwa  bahasa  adalah  penghela  ilmu pengetahuan  maka  bahasa  Indonesia  merupakan  sarana  penyampai  ilmu pengetahuan. Dengan kata  lain, keterampilan berbahasa anak  terutama membaca dan  menulis  yang  diperoleh  melalui  pelajaran  bahasa  Indonesia,  sangat menentukan keberhasilan mereka dalam menguasai berbagai mata pelajaran  lain. Khusus  untuk  mata  pelajaran  bahasa  Indonesia  pengertian  literasi  lebih dipumpunkan pada keterampilan informasi. Kemampuan informasi mengacu pada beberapa  aktivitas,  yaitu  mengumpulkan  informasi,  mengolah  informasi,  dan mengomunikasikan informasi. Ketiga aktivitas tersebut tidak dapat dilepaskan dari keterampilan  membaca  dan  menulis,  yang  dilaksanakan  guru  dan  siswa  dalam proses  pembelajaran  di  kelas.  Aktivitas  semacam  ini  sesuai  dengan  tuntutan proses  pembelajaran  menurut  Kurikulum  2013  yang  dikenal  dengan  istilah pendekatan  saintifik.  Berkaitan  dengan  pelaksanaan  pembelajaran  literasi maka guru harus memperhatikan empat aspek, yaitu sumber belajar, bahan ajar, strategi pembelajaran, dan penilaian.

The main purpose of education in boarding schools is forming santri into human who believe, piety to God Almighty, well-characterized, and broad-minded, both in religious and general science. The multicultural education model in Islamic boarding schools is carried out through formal education and non-formal education by placing students in one room with different nationalities, ethnicities, cultures, and social status, in new orientation, examples of culture model in everyday life in the dormitory and in the community, through advices and seminars. Every teacher or religious teacher, while teaching both in formal education and in non-formal education has moral responsibility to implement multicultural education, mutual respect, and tolerance for fellow friends, respecting caregivers, Kiai, ustad, and older people. Every santri is very obedient and respects caregivers, kiai and ustad. Every santri meets with caregivers, kiai, and ustad always shake hands and kiss his hands while looking down as a form of obedience and respect for caregivers, kiai, and ustad. Multicultural education in Islamic boarding schools can be used as a medium to prevent santri radicalism, both thought radicalism, ideology, language speech, behavior, and actions.

There are many factors to determine the successful learning. One of the factor is the appropriate learning material. The foreign university students of Bahasa Indonesia in Unesa need the appropriate learning material that suit with their learning target. That are, skilfull in Bahasa (Indonesian language) and know culture in Indonesia. However, the learning material that provides in the classroom only focuses on the language skill, especially, it happens in Unesa. It provides the language knowledge and skill of Bahasa only. Which involved giving attention, speaking, reading, and writing. It has not involved acquaintance of culture in Indonesia. It consists of chapter which is arranged based on skill aspect not based on theme. Therefore, the learning material should be develop in order to help students learn Bahasa and know the diversity and uniqueness of culture in Indonesia. In this present study, the learning materials in the form of book which is completed the media, the exercises, and the evaluations within many themes of culture in Indonesia. It is also need that foreign university students of Bahasa need to be acquainted with culture in Indonesia to increase their knowledge and interest in learning of culture in Indonesia. This study is developmental study, used Thiagaranjan [1974] model, which consisted of four steps; define, design, develop, and disseminate. The results of this study could be useful for the lecturer and foreign speaker of Indonesian language for foreign speaker or BIPA (Bahasa Indonesia untuk Penutur Asing) in Unesa.

This research focused on the main character Sudrun in Agus Sunyoto's novel, Sastra Jendra Hayuningrat Pangruwating Diyu. The novel tells the story of Sudrun's journey to get closer to Allah, and finally meeting people who guide him in finding that path. This research used psychosufistic theory and a qualitative descriptive approach to describe and explain the aspects concerned with Sudrun's spiritual journey. The research data were obtained by listening and taking notes. The purpose of this study was to describe the personality of the character Sudrun and his journey in getting closer to Allah.

This study aims to find and describe the character education model for students studying in Islamic boarding school, East Java Province, as a medium to prevent radicalism. Empirically, Islamic boarding schools have a very strong culture in implementing character education through both formal and non-formal education. The formal education can be taught by discipline, cleanliness, obedience to the rules, respect for caregivers and teachers, the spirit of seeking knowledge, and simplicity. Meanwhile, the non-formal ones include discipline in congregational and midnight prayer, respect for caregivers or teachers, and respect for all people. By implementing such education model, all students' activities are very solid and always oriented on good and religious activities to avoid student radicalism behaviors including but not limited to thought, speech, and deeds. Character education has been applied in Islamic boarding schools for a long time period through students' daily habits and various good examples from their caregivers, coaches, and teachers in the form of behaviors, ethics, morals, and language speech. Such education can further be used as a medium to prevent student radicalism expressed in the form of words, thoughts and actions. This study contributes to the development of education based on character building applied in formal and non-formal education as well as in public schools and private schools.