Drum band is one of the extracurricular activities carried out at SD Negeri 1 Legian. The activity was carried out on Tuesday at the school yard. This extracurricular activity is able to build and grow certain characters in the students who participate in it. According to the Ministry of National Education and Culture, there are 18 values ​​developed in human, religious, namely honesty, tolerance, discipline, hard work, creative, independent, democratic, curiosity, national spirit, love for the country, respect for achievement, friendship. communicative, peace-loving, fond of reading, caring for the environment, and responsibility. Researchers will associate these 18 characters with the characters that can be raised from the drum band extracurricular at SD Negeri 1 Legian. This research use constructivism theory, behaviorism theory, and value theory. This type of research data consists of primary data and secondary data obtained from observation techniques, interviews, literature study, and documentation. The results showed the following: (1) The types of activities carried out in the drum band extracurricular at SD Negeri 1 Legian, namely, praying, arriving early, playing musical instruments, cleaning musical instruments, playing different musical instruments, practicing during the day, singing the national anthem, maintaining cleanliness at the practice site, reminding, and allowing students to worship during extracurricular activities, (2) The process of implementing drum band extracurricular activities at SD Negeri 1 Legian requires students to understand 4 main parts of the drum band extracurricular, namely, percussion, brass, color guard, and majororet, (3) The values ​​contained in the drum band extracurricular at SD Negeri 1 Legian are curiosity, responsibility, discipline, religious, independent, friendly / communicative, hard work, a spirit of tolerance, and care for the environment. Each of these values ​​if applied seriously will foster human character who has good morals and ethics.

<p>This study was conducted against of an alarming social phenomenon intolerant of differences, includes: the actions and words that, information on social media and various counter-productive behaviors. Almost in all aspects of life, the attitude of intolerance from one another appears, on the highway - the road user grabs the bow, in the place of the crowd in social action, up to the meeting room is shown to be unprepared to be different from one others. In short, it is not tolerant of pluralism. This concern, triggered the need to be redefined about the implementation of the teachings of goodness (characters building), especially for students. Various efforts have been made to define good behavior through education, including a national seminar on moral literacy in human development through education and movement on literacy formation.</p><p>Research on elementary school teachers, school principals, and school supervisors in four sub-districts in Badung regency, the method for obtaining data is through questionnaires, focus group discussions, and observations to elementary schools. The tendency to decrease the intensity of School Literacy Movement (SLM) implementation Hinduism for the habituation, development, and learning stages, both information from the Teacher (T), School Principle (SP) and School Supervisor (SS). Implementing SLM Hinduism include: reading 15 minutes at the beginning of learning, discussing books and reading together, and reading the lesson enrichment part. Programs that still need to be improved include: reading Hinduism books are relatively lacking due to difficulties in obtaining books on Hinduism and making info-graphic from reading as an effort to facilitate the building of the meaning of Hinduism reading.</p><p>As a conclusion, SLM Hinduism by Elementary Schools in Badung Regency, well implemented tends to be very good, reaching 3.6 for scale 4. The decrease occurred from the habituation stage (3.7), development (3.6), to the learning stage (3.5). This shows that SLM Hinduism implementation has not been optimally, especially at the learning stage. Implementation of habituation stage, “the movement of reading 15 minutes of non-lesson books before the lesson”. The implementation of the learning stage that has not been achieved is about “choosing enrichment books and Hinduism material and using Hinduism facilities as well as enrichment books to creatively write opinions based on reading material synthesized with other relevant disciplines as one facet literate in the Hinduism”.</p>

Media adalah alat yang digunakan untuk penunjang dalam proses belajar mengajar yang digunakan sebagai bentuk bantuan dalam menjelaskan suatu materi yang sulit untuk dijelaskan dengan menggunakan kata-kata verbal. Salah satu media yang bisa membantu guru adalah media animasi. Media animasi merupakan media dengan kumpulan gambar yang bergerak dan dilengkapi oleh audio sehingga bisa memberikan kesan hidup dan juga menyimpan pesan-pesan sesuai dengan materi yang dimasukan ke dalam media tersebut. Penelitian ini bertujuan untuk mengetahui respon siswa terhadap penggunaan media animasi di tengah masa daring pada kelas III di SD Saraswati 1 Denpasar. Metode yang digunakan adalah metode penelitian True Experimental Design dengan desain penelitian Non-equivalent Posttest only control group design. Sampel penelitian yang digunakan adalah siswa kelas III dengan jumlah 2 kelas, yaitu kelas III A dengan jumlah sampel 39 siswa yang akan diberikan perlakuan menggunakan media animasi dalam pembelajaran IPA. Data yang dikumpulkan diperoleh dari penyebaran test pilihan ganda dan di analisis menggunakan uji t. Hasil analisis dari perhitungan pada penelitian ini dapat disimpulkan dari Hasil hitung belajar kelompok kontrol diperoleh rata-rata sebesar 73,71. Hasil hitung belajar kelompok eksperimen diperoleh rata rata 81,28, setelah itu dilakukan uji t diperoleh thitung = 4,595 dan ttabel 1,993, dapat dikatakan thitung > ttabel maka H0 ditolak. Dengan demikian dapat disimpulkan bahwa terdapat pengaruh yang signifikan penggunaan media animasi terhadap hasil belajar muatan IPA siswa kelas III SD Saraswati 1 Denpasar. Selain perhitungan uji t perbedaan dapat dibuktikan dengan perolehan rata-rata pada kelompok posttest eksperimen rata-rata yang diperoleh sebesar 81,28 sedangkan pada kelompok posttest kontrol rata-rata yang diperoleh adalah sebesar 73,71. Dari hasil tersebut diperoleh beda rata-rata sebesar 7,56. Dilihat dari perbandingan beda rata-rata posttest maka dapat di simpulkan bahwa penggunaan media animasi memberikan dampak yang signifikan pada peningkatan hasil belajar IPA