This present study aims to describe the pattern of partnerships between schools and families in basic education as part of character building for students in the context of informal learning in primary schools. The study was conducted using a descriptive qualitative approach with 9 school principals and committee members as participants. Participants were recruited from both public and private schools based on regional representation. Data analysis was conducted inductively by linking of family involvement aspects with interactive analysis. The results showed that character building is the responsibility of both the schools and families which is achieved through priority programs implemented in all elementary schools. These programs involved institutional cooperation, family-school collaboration at home and family-teacher communication. The study also found that involvement in all elementary schools was mostly represented by mothers (85%). Character building can also be done by accelerating school-family partnership in a more informal learning context. Through this families and schools go hand in hand promoting culture of achievement, literacy related habits five principles which comprise smile, greeting, say hello, polite, well-mannered and five involvement which are corporation, community leaders in the villages, universities, family and city government. Involving families in children's education evidently provides confidence, comfort and enthusiasm in learning at home and at school.Artikel ini bertujuan untuk mendeskripsikan pola kemitraan antara keluarga dan sekolah dalam pendidikan dasar sebagai bagian dari pembentukan karakter siswa dalam konteks pembelajaran informal di sekolah dasar. Penelitian ini dilakukan dengan pendekatan kualitatif deskriptif dengan partisipan 9 kepala sekolah dan komite sekolah. Peserta direkrut dari sekolah negeri dan swasta berdasarkan keterwakilan wilayah. Analisis data dilakukan secara induktif dengan mengaitkan aspek keterlibatan keluarga dengan analisis interaktif. Hasil penelitian menunjukkan bahwa pembangunan karakter merupakan tanggung jawab sekolah dan keluarga yang dicapai melalui program prioritas yang dilaksanakan di semua sekolah dasar. Program-program ini melibatkan kerjasama kelembagaan, kerjasama keluarga-sekolah di rumah dan komunikasi keluarga-guru. Studi ini juga menemukan bahwa keterlibatan di semua sekolah dasar sebagian besar diwakili oleh ibu (85%). Pengembangan karakter juga dapat dilakukan dengan mempercepat kemitraan sekolah-keluarga dalam konteks pembelajaran yang lebih informal. Melalui ini keluarga dan sekolah bahu membahu mempromosikan budaya berprestasi, lima prinsip terkait kebiasaan literasi yaitu senyum, sapa, sopan, santun, menanyakan kabar dan lima keterlibatan yaitu korporasi, tokoh masyarakat di desa, perguruan tinggi, keluarga dan pemerintah kota. Melibatkan keluarga dalam pendidikan anak ternyata memberikan rasa percaya diri, kenyamanan dan semangat dalam belajar di rumah dan di sekolah.

AbstrakPenelitian ini bertujuan untuk mendeskripsikan pentingnya analisis terhadap implementasi pendidikan berbasis budaya (Perda no 5 Tahun 2011) di Daerah Istimewa Yogyakarta khususnya pada Lembaga Kursus dan Pelatihan (LKP) sebagai layanan pendidikan masyarakat. Penelitian ini menggunakan pendekatan kualitatif. Hasil penelitian menunjukkan bahwa 1) sosialisasi pendidikan berbasis budaya dilakukan secara terstruktur dari tingkat propinsi hingga lembaga penyelenggara kursus melalui workshop, TOT, seminar, FGD; 2) Tingkat kesiapan LKP dalam menjalankan pendidikan berbasis budaya dari aspek isi, proses, sarana prasarana dan sumber daya manusia terlibat dalam layanan pendidikan masyarakat ini berbeda-beda. Terdapat 46 LKP di DIY dengan kualifikasi terakreditasi BANPNF ada sebagian yang belum sepenuhnya menerapkan pendidikan berbasis budaya; 3) Beberapa kesulitan yang teridentifikasi kaitannya dengan implementasi Perda no 5 Tahun 2011 tentang pendidikan berbasis budaya ini meliputi kompleksitas permasalahan yang dihadapi LKP, kesulitan dalam mencari indikator pendidikan berbasis budaya berdasarkan nilai-nilai luhur budaya Yogyakarta sehingga tidak mudah untuk diintegrasikan ke dalam materi pembelajaran, waktu yang digunakan untuk menyusun kurikulum berbasis budaya ke dalam format-format yang baru sangat panjang dengan tim yang sering berganti-ganti sehingga terkesan melelahkan. Kata kunci: pendidikan berbasis budaya IMPLEMENTATION ANALYSIS OF CULTURE-BASED EDUCATION IN NON-FORMAL EDUCATIONAL INSTITUTIONS IN YOGYAKARTA Abstract This research aims to describe the importance of cultural-based education implementation analysis (Province Regulation no 5 Year 2011) in the Yogyakarta Special Province, especially in the Institute of courses and Trainings as a service for community education. This is a qualitative research. Results show that 1) cultural-based education socialization carried out structurally from province level to the Institute of Courses and Trainings through workshops, Training of Trainers, Conference, and Forum Group Discussions; 2) The readiness level of the Institute of Courses and

Artikel ini bertujuan menjelaskan tentang Kampung Ramah Anak sebagai program perlindungan sosial yang dapat berkembang melalui pendekatan budaya dilaksanakan di Kelurahan Tegalejo Yogyakarta. Penelitian dengan metode kualitatif dengan FGD, observasi dan wawancara mendalam sebagai teknik pengumpulan datanya. Data dianalisis secara deskriptif untuk diintepretasi kebermaknaannya. Hasil penelitian menunjukkan bahwa perlindungan sosial melalui program KRA merupakan konsep yang dibangun pemerintah Kota Yogyakarta untuk memenuhi hak hidup, belajar, perlindungan dan partisipasi anak dalam pembangunan. Secara kultur, masyarakat menanggapinya dengan prinsip kebersamaan, komitmen, mengintegrasikan makna ramah anak dalam bentuk berbagai kegiatan yang melibatkan orang tua, anak muda dan tokoh masyarakat. KRA dikembangkan melalui (1) mengucapkan deklarasi kawasan tanpa rokok dalam setiap pertemuan pengurus RW; (2) membangun keakraban orang tua-anak seperti kerjasama, persatuan, toleransi yang dibingkai dalam kegiatan yang inovatif, edukatif, menyenangkan seperti outbond, gerak tari dan seni tradisional.Development of child friendly social protection in Yogyakarta City AbstractThis article aims to explain about Child Friendly Village (KRS) as a social protection program that can develop through cultural approach implemented in Tegalejo Village Yogyakarta. Research with qualitative method with FGD, observation and in-depth interview as data collection technique. The data were analyzed descriptively to interpret their meaningfulness. The results showed that social protection through the KRA program is a concept developed by the Yogyakarta city government to fulfill the right to live, learn, protect and participate in development. Culturally, the community responds with the principle of togetherness, commitment, integrating the meaning of child-friendly in the form of various activities involving parents, young people and community leaders. KRA is developed through (1) declaring a non-smoking area declaration in every RW committee meeting; (2) establishing parent-child familiarity such as cooperation, unity, tolerance that is framed in innovative, educational, fun activities such as outbound, dance movements and traditional arts.

Generally, gifted students are known as students who have incredible ability in learning faster. The ability in learning faster of gifted students which exceed their peer needs special education services properly to avoid students being underachiever. This article will present the definition, history and representation of how Indonesia government support education for gifted students in the last one decade. The development of gifted students in Indonesia is affected by the policy from Ministry of Education and Culture. This effect is showed by the government policy by developing some new programs and stopping the program for gifted students. The concern of the negative impact on the potential gifted students who are not being served will be discussed. The implication of the study showed theoretically the support of the government on gifted students' education is improving. However, practically, the government decision in gifted students' program development is limited by a stiff policy which causes inflexibility of gifted students. Besides students are not allowed to be free in deciding their chosen which is appropriate to their potential, this policy caused worries on the psychology aspect of the gifted students. This article provides the alternatives of decision making through some rational programs to solve the government worriedness.

This study aimed to describe activity within the child-friendly village program youth through participatory activities and youth empowerment. This research is a qualitative approach with a grounded theory method and setting of the research activity is the youth of the Tegalrejo District. Informants in this study include both youth and community leaders. The data collected through means of observation, documentation, and interviews. The data analysis technique used is the interactive analysis. Triangulation is done to explain the validity of the data from various sources. These results indicate that youth empowerment includes: a) the reason for the involvement of the youth including recreational interests, concern for the community, self-awareness, a stepping stone to the level of education, job readiness, and as a form of worship, b) youth empowerment seen from planning, implementation, evaluation, and even development, and c) factors supporting the involvement of the youth, their self-awareness and the support of administrators and community leaders. While the inhibiting factors such as the differences in leisure time, the impact of youth empowerment seen from the personal, academic, and vocational skills gained. Therefore, child-friendly village program it can be one of effort. To conclude, in addition to the youth program from the government, the child-friendly village program is seen to increase youth empowerment. Empowerment showed in the impact of youth involvement in the activities of the child-friendly village program.