The pros and cons of the full-day school system in Indonesia have occurred for a long time. However, the pesantren (boarding school), which uses more than a full day school system, is in fact more and more attractive to parents because it can educate their children more thoroughly. It turns out that the Ki Hadjar Dewantara (KHD) education concept also states that the boarding school system is the best for national education. With content analysis, KHD's documents are analyzed in this literature study, especially regarding the concept of education in the boarding school system. KHD tries to protect the nation's assets, namely children, through preserving their own cultural traditions and teaching values that are in accordance with the life of the nation and state through the three centers or three education centers, namely family, school, and community. To realize the success of the three centers of education in one place, KHD gave the idea that the boarding school system is the most ideal to be implemented for the character, intellectual and social manners.

Abstrak Kompetensi kewirausahaan Kepala sekolah harus terwujud secara konkrit. Namun faktanya masih sedikit sekolah dasar yang mempraktikkan kewirausahaan. Padahal kewirausahaan adalah penopang kemandirian sekolah. Tujuan penelitian ini adalah untuk mendeskripsikan bagaimana praktik kewirausahaan di sekolah dasar dengan megambil lokasi penelitian di MIN 1 Kota Bandung, Indonesia. Dengan pendekatan kualitatif, data dikumpulkan melalui observasi, wawancara, dokumentasi, serta FGD (Focus Group Discussion). Hasil penelitian menunjukkan bahwa praktik kewirausahaan ini muncul karena adanya peraturan Menteri pendidikan nasional yang mensyaratkan kompetensi kewirausahaan yang harus dimiliki kepala sekolah. Kepala sekolah telah menjadi penggagas, pelaku dan pengontrol langsung program kewirausahaan di MIN 1 Kota Bandung melalui manajemen yaitu dari perencanaan, pelaksanaan dan penilaian yang mendapatkan dukungan dari guru, siswa dan orang tua. Keunikan pelaksanaan kewirausahaan di MIN 1 Kota Bandung terlihat pada program BESEK ENERGI (Bekal Sekolah Enak Begizi) yang dikelola langsung oleh kepala sekolah. Program ini dilaksanakan setiap hari secara bergiliran, mulai dari kelas 1 sampai dengan kelas 6, yakni bekal sarapan siswa diganti dengan makan roti seharga Rp. 3.500,- oleh produsen roti bekerjasama dengan MIN 1 Kota Bandung sebagai distributornya. Untuk menghindari kebosanan, produsen roti secara cerdas menyajikan variasi makanan, sedangkan untuk anak kurang mampu mendapatkan subsidi silang agar tetap dapat menikmati roti, yang diambilkan dari dana infaq siswa yang dikelola oleh bendahara masjid madrsasah. Meskipun terlihat sebagai program ringan, ternyata dapat menjadi tambahan gizi siswa. Program ini juga telah memberikan keuntungan berupa sebuah mobil operasional madrasah.   Kata kunci: Praktik Kewirausahaan, Madrasah Ibtida’iyyah, dan Islamic Elementary School   Abstract The entrepreneurship competence of the principal must be realized concretely. But, there are still few elementary schools that practice entrepreneurship. Though entrepreneurship can support for school independence. The purpose of this research is to describe how entrepreneurial practices in elementary schools, in MIN 1 Bandung City, Indonesia. With a qualitative approach, data is collected through observation, interviews, documentation, and FGD (Focus Group Discussion). The results showed that this entrepreneurial practice arose because of the regulation of the Minister of National Education which requires entrepreneurial competencies that must be owned by the principal. The principal has been the initiator, actor and direct controller of the entrepreneurship program at MIN 1 Bandung City through management, namely planning, implementation and assessment, and got the support from teachers, students and parents. The uniqueness of entrepreneurship implementation in MIN 1 Bandung City is seen in the BESEK ENERGI (Bekal Sekolah Enak Begizi) program which is managed directly by the principal. This program is carried out every day in turn, starting from grade 1 to grade 6, namely students' breakfast provisions are replaced by eating bread for Rp. 3,500, - by bread producers in collaboration with MIN 1 Bandung City as the distributor. To avoid boredom, bread producers intelligently serve a variety of food, while for children less able to get cross subsidies in order to still be able to enjoy bread, which is taken from the student infaq fund managed by the treasurer of madrsasah mosque. Although it looks like a light program, it can be an additional student nutrition. This program has also provided benefits in the form of an operational car for madrasah.   Keywords: Entrepreneurial Practices, Madrasah Ibtida'iyyah, and Islamic Elementary School.

The issue of character education in Indonesia needs to be handled professionally from effective planning, implementation and supervision. This case study using qualitative approach with the phenomenology inductive to find a model of character education in MTs and MA NU Assalam. The technique of collecting data is done by interviews, observation and documentation. Data is analyzed through stages <em>data collection, data reduction, data display</em> and <em>conclusion.</em> The results of this study indicate that: (1) the concept of character education in Assalam MTs and MA NU is based on environmental integration by developing academic religious characters namely religious, sincerity, exemplary, and loving the goodness of honesty, discipline, responsibility, communicative, and self control ( 2) System character education planning is based on a systemic-integrative model. The system is implemented in a way formation of a conducive environment (<em>bi'ah</em>), <em>habitualization</em> (habituation), <em>personification</em>, a model of a person's kyai (<em>role model</em>) behavior, integration of extracurricular and intra-curricular activities and programs. The surveillance system uses internal control management through system orderly and book <em>attitude</em> , and external through <em>home</em> <em>visit</em> . Based on the results of this study, it is a concept in the form of <strong>a character education model</strong> <strong>based on</strong> <strong>environmental</strong> <strong>integration,</strong> <strong><em>Role Model</em>,</strong> <strong>personification, and habitualization.</strong>

The Industrial Revolution 4.0 era to the Society 5.0 era requires adaptation for the teacher’s competencies. So, the primary objective of this paper is to look into Ki Hadjar Dewantara's thoughts on the qualifications to be an ideal teacher. This study is a content analysis of Ki Hadjar Dewantara's thoughts regarding teachers. The result, according to Ki Hadjar Dewantara, suggests that education necessarily requires the presence of a teacher who meets comprehensive competency qualifications, particularly the exoteric/outer and esoteric/inner dimensions. Teacher has both physical (body) and intellectual (rationale) intelligence, while the esoteric dimension is a pure heart and noble character. A teacher's mandatory task is to educate in the three centers of education: family, school, and community, with comprehensive competencies should be introduced to the four teacher competencies (pedagogic, personality, professional, and social), and two dimensions competencies (esoteric and exoteric). So that teachers can recognize students with a noble character, an intelligent conscience, and are physically healthy in their daily lives.

Personal Competences of teacher in the Regulation of the Minister of National Education in 2008 are faithful, cautious and Consistent in applaying religious life and tolerant. Therefore, teachers should have consistency in implementing their spiritual attitudes in learning to be role models for learners. No exception Teachers in MA Qodiriyah Harjowinangun Demak Dempet especially who teach the clusters of Islamic Religious Education (Qur'an Hadith, Fiqh, Aqidah Ahlak and SKI). To know more about their spiritual attitudes, used field research with qualitative approach, data obtained by observation and interview then analyzed descriptively with phenomenology approach. From this study it is found that MA Qodiriyah teachers a have implemented the spiritual potential of nafsaniyyah (consisting of reason, heart and lust) and ruhaniyyah (consisting of spirit and fitrah). Then they implement with various practices outside learning, among others, memorize the Qur'an certain letters, istighatsah, night prayers, and follow tarekat. While at the learning start with praying together and keep holy with wudlu.