Development in the field of education is not merely aimed at the development of intellectual intelligence, even which is no less importantis the character building. This matter because the character is higher in value than intellectuality. Stability of life depends on the character possessed. It because the characters make people able to survive, has the stamina to keep fighting, and able to overcome the disadvantage meaningfully. Thus, the impact of character development is not only on social behavior, but also affects academic achievement. Developinglearners' character in an increasingly complex and changing world is not a simple task. Education should be properly denned, as the best means to trigger resurrection and move the times. Schools across the world must be the best place to build the character, among them extra-curricular activities. In this regard, this paper will discuss the importance of character education through extracurricular activities with subsections as follows (1) the nature of education of character, (2) character development as education needs, and (3) extra-curricular activities as container of character development.

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The era of globalization requires all parties to improve the quality of their competence through education, whether formal education, non-formal, or informal. Vocational Education (VE) is one form of non-formal education activities that can answer these demands. However, from the observed phenomenon, it is known, many of the VE course graduates are not ready to work based on the ability they achieved. Allegedly this unpreparedness is caused by achievement motivation factor. Therefore, this study aims to see the relationship and contribution of achievement motivation with and to the preparedness of VE course participants in Learning Activity Centers of Padang City. This study was designed with correlational research design with a population of 40 people. Samples are drawn by random sampling technique, as much as 80% of the population, ie 32 people. Data were analyzed by simple regression analysis technique. Based on the research findings, it was concluded that achievement motivation correlated significantly with working preparation VE course participants with the price of rX of 0.807. Thus, it is known that achievement motivation contributes significantly to the job preparedness of VE course participants. In this regard, it is necessary to develop the achievement motivation by all parties involved in the educational activities.

The aims of this study were to describe the implementation of the thematic learning process  using a constructivist approachin the third grade of SDN 05 Alang Rambang Pesisir Selatan. This study uses the classroom action research method and is completed across several stages of planning, implementation, observation, and reflection. The subjectsof the research were the third grade of SDN 05 Alang Rambang Pesisir Selatan. The data collection in the study used two assessments: namely,observation and the assessment sheet. The progress and improvementobtained during the two-cycle learning process shows that through theimplementation of constructivism approaches in the thematic learning process, it canimprove learning outcomes. The research findings show that the use of a constructivist approach can improve the thematic learning process. This increase can be seen from the average percentage of assessment of lesson plans in the first cycle is 73.2, teacher aspect assessment is 57.5, the implementation of student aspects in cycle I is 59.5, while mathematics learning outcomes are 59.7, social studies are 62.73, and Indonesian 65.75. Cycle II the average percentage of assessment of lesson plans in cycle II is 80.25, teacher aspect assessment is 80, student aspect implementation in cycle II is 82, while mathematics learning outcomes are 87.6, Social Studies is 78.5, and Indonesian language is 81.1. The research findings show that the use of a constructivist approach can improve the thematic learning process

The purpose of this study is to find out the use of technology for teaching and learning in digital area. The research method is literature review or literature study, which contains theories relevant to research problems. The result of the use of technology for teaching and learning in digital area are Computer-Based Learning, computer networking, Online learning environment, Social Media and a paradigm shift. Learning in the digital era is complex and dynamic since it involves mix of work, social life and education system that we need to understand alongside the different theories of education and learning.