Tujuan penelitian ini adalah untuk mengetahui upaya penanaman pendidikan karakter di sekolah dasar berdasarkan teori struktural fungsional Talcott Parsons. Pendekatan penelitian ini yaitu kualitatif deskriptif dengan metode observasi dan telaah literatur. Objek materil yaitu upaya penanaman pendidikan karakter di SD Negeri Trayu dengan objek formal pendekatan struktural fungsional Talcott Parsons. Analisis data yang digunakan adalah analisis sinkronisasi antara upaya penanaman pendidikan karakter dilapangan dengan teori struktural fungsional Talcott Parsons. Teori Talcott Parsons yaitu masyarakat sebagai suatu sistem saling berhubungan dan saling bergantung. Faktor terpenting dari suatu integrasi sistem sosial yaitu kesepakatan. Kemudian Talcott Parsons mengembangkan konsep imperatif fungsional untuk membuat sistem bertahan. Konsep imperatif ini biasanya disebut sebagai AGIL, yang merupakan singkatan dari Adaptation, Goal attainment, Integration, dan Latency. kesimpulannya bahwa penanaman pendidikan karakter di sekolah dalam hal ini dianalisis dengan pendekatan teori struktural fungsional Talcott Parsons melalui 4 tahap yaitu; tahap penetapan dengan tujuan penanaman pendidikan karakter goal attaintment, tahap adaptation sebagai proses adaptasi peserta didik dengan tata tertib dan kebiasaan di sekolah dalam  rangka mencapai tujuan pendidikan karakter, tahap integration penanaman pendidikan karakter dapat diintegrasikan dengan kegiatan intrakurikuler, ko-kurikuler, dan ekstrakurikuler. Kemudian pada tahap latency strategi penanaman pendidikan karakter harus dilaksanakan secara terus menerus atau berkesinambungan.

As can be seen from the draft ofthe Law ofMarriage (RUU Perkawinan), some new ideas ofmarital aspects have been included in its chapters and articles. However, in some areas, more critical suggestions are still needed to make the draft more rel evant with the social dynamics. This article tn'es to analyze three aspects ofthe draft, polygamy, status and authority of spouses, and the last, problems relate divorce. Further, the article also gives the solution for those areas.

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This research is focusing on the epistemological pattern of Islamic education during the Abbasid dynasty, especially during the Caliph Harun ar-Rashid. This study is library research using a historical approach. The research findings indicate that the background influencing the development of educational epistemology during the Abbasid dynasty, especially during the Caliph Harun is the translation movement, the construction of Bait al-Hikmah, the high number of Islamic educational institutions such as kuttab / maktab, low education in the palace, procurement of bookstores, the existence of Knowledge Convention, optimizing the function of mosques, madrasas for the public, and providing houses for ulema. More, the existence of scientists around the Caliph Harun promoted the progress of science, civilization, and Islamic education. In addition, the advance of political stability and economic circumstances during the Caliph Harun had also made scientific activity, Islamic education, and knowledge development becomes maximum. Moreover, Islamic education epistemology during the Caliph Harun can be mapped into three major streams of the underlying theory of knowledge, first, rational knowledge; second, sensory knowledge; and third, knowledge of Kasyaf through revelation or intuition. Several forms of knowledge developed from the epistemological style of Islamic education include the science of interpretation, the science of hadith, the science of kalam, the science of language, and the science of Tasawuf. Epistemology of Islamic education spawned many methods for scientific study such as nadzr, tadabur, tafakur, bayyinah, burhan, mulahzah, tajrib, istiqra, qiyas, tamsil, ta'wil, dzati, HISSI, khayali, aqli, syibhi, and more.

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