The focus which studied about educational institution in establishment the character; scope of informal education connection with the character establishment; contribution of family educational institution in establishment of children character. Searching process shows that education institution of formal-informal-nonformal have an important responsibility and strategic in establishment of children character; and informal educational institution has the main responsibility and first one in establishment of children character. The contribution of informal educational institution is very significant in establishment of children character, in family education preceded by the process of children education, love and affection touching, make the children accustomed, and provide an axample become founder formed of children character up to the children grow become adult with intact personality.

This study aims to analyze the reaction in the doses of cow manure and liquid organic fertilizer and their reaction to the increase of farmer's revenue in a livestock-integrated farming system in Gorontalo. This study was performed in Gorontalo from March to July 2021. The study employed a 2-factor factorial design based on the randomized block design (RBD). The first factor is the cow manure dose and the second factor is the liquid organic fertilizer dose. Data were analyzed using ANOVA and the Tukey Honest Significant Difference (HSD) test. The results of the study concluded that the most optimal cow manure dose was 10 tons ha-1 to produce maize at a rate of 5.70 tons ha-1. 20 cc/14 L liquid organic fertilizer was able to generate the most optimal production of 5,67 tons ha-1. Integrating 10 tons ha-1 cow manure with 20 cc/14 L liquid organic fertilizer can generate the most optimal production amounting to 6.83 tons ha-1.

The implementation of character education in formal educational environments have effective influence in addressing the phenomenon of anarchism, the imposition of the will, brawl learners, the proliferation of drug dealers and users, environmental crisis, a moral crisis, and various other social fatologi tendencies. Formal education is an education system that is organized, purposeful, and measurable. Curriculum 2013 orientates and emphasizes on the strengthening of the moral, affective, and value of the concept of KI-1 (spiritual attitude), KI-2 (social attitudes), KI-3 (knowledge), and KI-4 (application of knowledge). Implementation of character education in the Curriculum in 2013 can be developed by integrating cognitive, affective, and psycho-motoric aspects. In addition, to encourage and facilitate the realization of synergies between formal, non-formal and informal education, and encourage teachers to continue to improve the competence and their role model is another form of implementation of Curriculum 2013.

Seiring dengan semakin besarnya perhatian serta ikhtiar pemerintahuntuk menggenjot peningkatan kualitas (mutu) pendidikanberbasis karakter, muncul fenomena penyelenggaraan pendidikanberpola boarding school. Jika ditelisik sejarah pendidikan Indonesia,dalam kaitannya dengan fenomena tumbuh kembangnya polapenyelenggaraan pendidikan boarding school, ditemukan bahwa secarasubstantif pola boarding school bukan merupakan pola pendidikan baruyang tidak memiliki riwayat pola pendidikan ke-Indonesiaan. Polapendidikan boarding school memiliki kemiripan dengan pola pendidikanpesantren. Selain itu, jika ditelusuri pemikiran-pemikiran tokohpendidikan seperti Ki Hajar Dewantara yang mendirikan PendidikanTaman Siswa (1922), Muhammad Syafe’i yang mendirikan RuangPendidikan Indonesische Nederlandsche School (RP INS) kayutanam(1925), dan K.H. Ahmad Dahlan yang mendirikan Madrasah IbtidaiyahDiniyah Islamiyah (1911), didapati setidaknya tiga tokoh ini secarakontekstual telah meletakkan ide-ide dasar bahkan menginspirasitumbuh kembangnya pola pendidikan boarding school di tanah air.Dari gagasan beberapa tokoh tersebut, boarding school disimpulkansebagai pendidikan transformatif dengan beberapa alasan; (1) boardingschool memprioritaskan proses integrasi capaian pembelajaran antarakongnitif, afektif, dan psikomotorik; (2) boarding school mengupayakanpenyatuan lingkungan pendidikan, yaitu; lingkungan pendidikanformal, norformal, dan informal; (3) boarding school memadukan poladan muatan kurikulum, antara sekolah dan pondok pesantren.