The problem encountered in this study is the lack of politeness character education in students which causes a lack of student politeness. This study aims to describe the form of adherence to the principle of politeness in language that comes from the social harmony of the community which can be used as a source of learning politeness for elementary school students. There are many studies on character education for students, but there are still few that discuss politeness character education through politeness learning resources from the social harmony of the community which is not widely studied by other researchers. This research uses qualitative research. The research design is a case study. The resource persons in this study were village heads, school principals, and teachers. In this study, the data collection techniques used were observation and interview techniques. In this study, researchers used triangulation to test the validity of the data, namely technical triangulation, and source triangulation. This research was conducted using interactive data analysis techniques, namely data collection, data reduction, data presentation, and concluding. The results showed that the language attitude of the people was polite and could be used as a source of learning politeness for elementary school students. The implementation of politeness learning resources that come from the social harmony of the community is obtained from the kenduri tradition, the wedding celebration tradition, and community service.

One of the central issues currently being discussed in the world of education is character education. Character education is experiencing disorientation, the fading of Pancasila values, and the shifting of life values as a result of globalization. This means that character education needs to be instilled from an early age, especially in elementary schools, one of which is independent character education. The aims of this study are to analyze the implementation of strengthening independent character education through "market day" for low grade students in elementary schools. This research uses descriptive qualitative research with a phenomenological research design. The research methods used are observation, interviews, and documentation. The validity of the data using triangulation of sources and techniques. Data analysis techniques include data collection, data reduction, data presentation, inference and verification. The results showed that in the market day program there were 3 stages, namely planning by holding monthly meetings by the school to form a market day management team, the implementation stage starting from students preparing goods stands, selling merchandise to bookkeeping and the evaluation stage once a week to monitor the development of student independence. The study used 5 independent indicators including doing their own work, taking initiative, not giving up, self-confidence and self-satisfaction, all indicators were fulfilled and indicated that the market day program was successful in being able to strengthen the independent character education of low-grade elementary school students in the very good category.

The problem encountered in this study is the lack of politeness character education in students which causes a lack of student politeness. The purpose of this study is to analyses the form of adherence to the principle of politeness in language that comes from the social harmony of the community which can be used as a source of learning politeness for elementary school students. This research uses qualitative research. The research design is a case study. The resource persons in this study were village heads, school principals, and teachers. In this study, the data collection techniques used was observation and interview techniques. In this study, researchers used triangulation to test the validity of the data, namely technical triangulation, and source triangulation. This research was conducted using interactive data analysis techniques, namely data collection, data reduction, data presentation, and concluding. The results showed that the language attitude of people was polite and could be used as a source of learning politeness for elementary school students. The implementation of politeness learning resources that come from the social harmony of the community is obtained from the kenduri tradition.

The challenges of the 21st century require students to be responsive to advances in science and technology. Students need to prepare 21st century skills known as 4C (Critical Thinking, Communication, Collaborative, and Creativity). So that in learning there needs to be integration of 21st century skills combined with thematic learning. This study aims to analyse the integration of 21st century skills in thematic learning in elementary schools. This type of research uses a qualitative descriptive approach. The subjects of this study were teachers and third grade students. Data collection techniques are using observation, interviews, and documentation. Data validity technique used is triangulation. The data obtained will be analysed by reducing data, presenting data, and drawing conclusions. The results of the research on the integration of 21st century skills in thematic learning are shown through the activities carried out during learning. 21st century skills are integrated through discussion activities, solving problems that require high-order thinking skills, conveying arguments, and the ability to think with creative, innovative, and imaginative ideas. Through these learning activities, it can be concluded that the integration of 21st century skills in thematic learning is able to increase student activity in learning, increase potential, develop student skills, develop soft skill and hard skill competencies possessed by students in mastering thematic learning at school.