Abstrak: Penelitian ini bertujuan untuk menggali, mengkaji, dan mendiskripsikan pelaksanaan pendidikan karakter disiplin di sekolah dasar dan diharapkan dapat ditemukan kebijakan yang mendukung keberhasilan pendidikan karakter. Penelitian ini pendekatan kualitatif. Penelitian dilakukan di SD Muhammadiyah Sapen Yogyakarta, dengan subjek kepala sekolah, guru, dan siswa. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi. Teknik pemeriksaan keabsahan data yang digunakan adalah teknik triangulasi. Hasil penelitian menunjukkan bahwa dalam melaksanakan pendidikan karakter disiplin di SD Muhammadiyah Sapen dilakukan melalui sembilan kebijakan, yaitu (1) membuat program pendidikan karakter; (2) menetapkan aturan sekolah dan aturan kelas; (3) melakukan sholat Dhuha dan Sholat Dhuhur berjamaah; (4) membuat pos afektif di setiap kelas; (5) memantau perilaku kedisiplinan siswa di rumah melalui buku catatan kegiatan harian; (6) memberikan pesan-pesan afektif di berbagai sudut sekolah; (7) melibatkan orang tua; (8) melibatkan komite sekolah; dan (9) menciptakan iklim kelas yang kondusif.Kata Kunci: pendidikan karakter disiplin, sekolah dasar PENDIDIKAN KARAKTER DISIPLIN DI SEKOLAH DASARAbstract: This study aims to explore, examine, and describe on implementation of discipline character education in elementary school and found a variety of policies that must be implemented to support the success of character education discipline. This study is a qualitative approach. This research was conducted in Muhammadiyah Sapen Yogyakarta Elementary School, with the subject principal, teachers, and student. Data were collected through observation, interviews, and documentation. Data validity used is the technique of triangulation. The results showed that in implementing character education of discipline in Muhammadiyah Sapen Yogyakarta Elementary School conducted through nine policies that (1) create a character education program; (2) define the rules of the school and classroom rules; 3) Duha and the Dhuhr prayer together; (4) make a post in the affective; (5) monitor the behavior of the students discipline in the home through daily activity logbook; (6) provide affective messages in various corners of the school; (7) involve parents; (8) involve the school committee; and (9) create a classroom climate that is conducive.

The study describes a model of living values education in teaching materials and its impact on the civic disposition of students. It employs the design of research and development in Civic education department, Indonesia University of education. The model of living values education in teaching materials is an integration of the living values in the teaching materials presented in the framework of the material. It includes introduction, keyword, map of concepts, subject matter, discussion, living values, conclusions, reflection on the value application, and references. The application of the model of living values education in teaching materials significantly affects students' civic disposition.

This article reviews the 21st century competence of the Civic Education curriculum in Indonesia. It is deemed necessary to be examined considering the industrial Era characterized by very strict competition, demanding that every citizen have adequate ability to deal with global competition. This study aims to see how the Civic Education Curriculum in Indonesia accommodates 21st century competences that must be possessed by students. The method used in this study used a qualitative approach to identify the curriculum of Civic Education 2013 revised with the competency indicator of the 21st century citizen and see what competencies have been accommodated in implementing Curriculum 2013. The findings are generated by this research that in principle the basic concept of 21st century skills is present in the ongoing curriculum. The conclucion of the study shows that in the 2013 Curriculum document, 21st century citizen competences are accommodated, both affective competences such as attitude and characters as well as cognitive and psychomotor abilities such as the ability to be creative and innovate, critical thinking, problem solving, commuicate, collaborate and literacy capabilities. But in the learning process still category very little in development of student creativity to answer the various demands of learning in the curriculum 2013 Civic Education results revised.

Pancasila is five fundamental values which are idealized to be a civilized society. The society which is based on the values, cultural and spirituality of its people that is reflected in Divinity value, Humanity values, Unity, Democracy and social justice. Therefore this paper aimed to provide a theoretical and philosophical foundation that Pancasila is essentially a civilized society's illustration of Indonesian people. By the value of Almighty God as a foundation as well as spirituality for creating civilized society who is humanist, nationalist, democratic and socially justice. Certainly this study used analytic descriptive method by searching data and using literature studies as the source. The conclusion showed that Pancasila is a collection of Indonesian people's fundamental values which is used as an illustration and the goal of creating Indonesian people's civilized society who is Religious, humanist, nationalist, democratic and socially justice, in other words for the Indonesian people, a civilized society is a Pancasila society.

Penelitian ini bertujuan untuk (1) mengetahui karakteristik perkembangan social, emosional dan moral pada anak usia sekolah dasar, dan (2) untuk mengetahui implikasi perkembangan social, emosional, dan moral anak terhadap pembentukan sikap social pada anak usia sekolah dasar. Metode penelitian yang digunakan dalam penelitian ini adalah studi pustaka dengan teknik pengumpulan data melalui lembar checklis untuk memilih sumber primer dan sumber sekunder yang akan dijadikan rujukan. Hasil penelitian menunjukkan bahwa karakteristik perkembangan social, emosi, dan moral anak  sekolah dasar sudah menyadari akan peran sosial, agama, ras, dan status social ekonomi dari teman sebayanya, menerima stereotif budaya dan sikap dewasa terhadap statusnya sehingga menimbulkan kesadaran kelompok dalam bersikap di lingkungan sosialnya.  Karakteristik tersebut akan menetap sampai masa kanak-kanak akhir dan akan terus berlanjut sampai mereka dewasa jika pendidik memberikan stimulus dalam melanjutkan tugas perkembangannya secara matang.  Stimulus tersebut berupa bimbingan, arahan, dan memberikan lingkungan social  budaya yang baik dan sehat dalam perkembangan social, emosi, dan moralnya sehingga berimplikasi pada pembentukan sikap social yang baik. Agar kemampuan sosialisasi anak meningkat tugas pendidik adalah membimbing dan mengarahkan mereka untuk belajar menerima dan melaksanakan tanggung jawab, belajar bersaing dengan orang lain, belajar berprilaku social yang baik, belajar bekerja sama, belajar dari orang dewasa, belajar kepada kelompok sebaya, belajar menyesuaikan diri dengan standar kelompok, belajar bermain mengembangkan fisiknya, belajar berbagi, dan belajar bersikap sportif. Yang paling utama adalah pola asuh yang baik dari orang tua sebagai madrasah pertama bagi anak-anaknya dalam membentuk anak yang berakhlakul karimah sebagai wujud sikap social yang baik dalam lingkungan masyarakat.