Tujuan penelitian ini adalah mengembangkan bahan ajar tematik berbasis kearifan lokal wilayah Sragen untuk meningkatkan hasil belajar kognitif siswa. Jenis penelitian yang digunakan adalah penelitian riset dan pengembangan yang mengacu pada model 4-D. Teknik pengumpulan data yang digunakan yaitu observasi, angket, nilai pre-tes dan post-test. Hasil penelitian pengembangan ini berupa bahan ajar tematik berbasis kearifan lokal yang memenuhi kriteria valid dengan hasil validasi ahli materi mencapai 84%, hasil validasi ahli desain 88%, dan hasil validasi ahli pembelajaran 86%. Hasil uji coba kemenarikan bahan ajar tematik berbasis kearifan lokal mencapai 72% dan nilai rata-rata post-test siswa mencapai 90,2%. Hasil uji-t pada perhitungan manual dengan tingkat kemaknaan 0,10 diperoleh hasil thitung > ttabel yaitu 1,288 > 0,691 artinya H0 ditokak dan H1 diterima. Hal ini menunjukkan bahwa produk yang dikembangkan memiliki tingkat efektifitas yang tinggi sehingga layak digunakan dalam pembelajaran dan dapat meningkatkan hasil belajar siswa kelas IV MI Ma’arif Slendro Kabupaten Sragen.

This study aims to describe the thoughts of K.H. Bisri Mustofa’s moral education in the books of Mitro Sejati and Ngudi Susilo and its relevance with the development of character building in Indonesia. To describe the concept of moral education in the aforementiod books, content analysis was used to grasp the main messages of the books. The finding showed that the thoughts of K.H. Bisri Mustofa’s moral education were relevant with the development of character building proclaimed by the government. The relevancyecould be found in the foundational thinking about moral education contended by K.H. Bisri Mustofa and character education in Indonesia, encompassing the importance of humanism in social interaction, moral degradation among adolescents, and the erosion of Eastern culture by Western culture.  Relevance was also found in the five main character values ​​that were prioritized in the implementation of the development of character building in which each value is relevant to KH. Bisri Mustofa. These values ​​include religious, integrity, nationalist, independent, and mutual cooperation.

This study aims to explain the meaning of ornaments contained in the Jami Kajen Mosque and its contribution in strengthening character education of children in Madrasah Ibtidaiyah. This research is a qualitative descriptive study with a philosophical interpretative approach to find the meaning behind the mosque's ornaments then relate it to teaching material of PAI MI and find its contribution to the strengthening of the character education of MI students. The results showed, first, the ornaments contained in the Jami Kajen Mosque contained philosophical meaning in containing Islamic teachings and local wisdom conveyed by Shaykh Mutamakkin through art. Ornaments with symbolic meanings are found in the Jami Kajen Mosque, namely the sculpture of Kuntul Nucuk Bulan, Naga Aji Saka, Gajah-Trisula-Taman, Corresponding Board, and Mosque Sky Calligraphy. The teachings conveyed came from Islamic teachings sourced from the Qur'an and Hadith as well as teachings from Javanese tradition and culture. Second, ornaments with the meaning of the content of Islamic teachings and local culture in the Jami Kajen Mosque make a major contribution to the strengthening of the character of MI students through learning based on local wisdom of the Jami Kajen Mosque as a source of learning and learning media. Active learning and contextual learning to strengthen the character of MI students can be done by making the ornaments of the Jami Kajen Mosque as the basis of learning of PAI MI.

Penelitian ini bertujuan untuk mengetahui faktor apa saja yang menjadi penghambat guru dalam mengimplementasikan pembelajaran tematik di Madrasah Ibtidaiyah. Jenis penelitian ini adalah penelitian deskriptif kualitatif dengan lokasi penelitian di MI Al Hikmah Kajen Margoyoso Pati dan subjeknya guru MI kelas 1 dan kelas 4. Teknik pengumpulan data yang diguankan dalam penelitian ini adalah teknik observasi, wawancara dan dokumentasi. Sementara itu, data hasil penelitian dianalisis menggunakan teknik analisis diskriptif melalui beberapa tahapan, yaitu reduksi data, display data, mengambil kesimpulan dan verifikasi. Hasil penelitian menunjukkan bahwa faktor penghambat guru MI dalam pembelajaran tematik yaitu faktor internal guru dan faktor eksternal. Faktor internal guru terletak pada rendahnya kompetensi profesional terkait pembelajaran tematik, hal ini terjadi karena guru tidak mendapatkan pelatihan atau workshop yang cukup. Sedangkan faktor eksternal yakni kondisi siswa yang belum bisa calistung (untuk kelas 1) serta siswa yang terbiasa dengan pembelajaran berbasis mata pelajaran (untuk kelas 4) sehingga guru harus bekerja ekstra keras dalam pembelajaran. Untuk mengatasi hambatan tersebut, guru berusaha meningkatkan kompetensi profesionalnya dengan mendalami pembelajaran tematik secara otodidak serta berbagi pengalaman dengan guru lain sehingga dapat lebih memahami konsep dan implementasi dari pembelajaran tematik.

This written to make an explain edupreneurship who are given by education institution –included is college– to him educate participant so that entrepreneur mental educate participant have growing up. The hopes edupreneurship can shaping creative character and independent from educate participant. Range from to selection learning strategy who are exact and agree with child learning style. So that multiple intelligences theory from Howard Gardner can be phenomenological in the edupreneurship strategy application. Edupreneurship strategy based multiple intelligences to do with educate participant activity used with one of intelligences or some intellegences collaboration in the edupreneurship learning.