The discourse of interreligious harmony and tolerance has been widely discussed within countless forums. However, the phenomenon of religious disharmony, which is among other marked with social clashes, has been erroneously manipulated into intergroup conflicts among interreligious adherents. Such interreligious disharmony, viewing from simplistic category, has been commonly caused by two factors. The first is an internal factor, i.e. the factor which influences a person to behave based on his/her understanding to religious doctrines he/she subscribes such as radical-extreme, subjective-fundamental, exclusive, and literal behaviors. The second is an external factor, i.e. hedonistic and opportunistic behaviors. The article seeks to discuss interreligious harmony in the Village of Balun, Turi, Lamongan. The village is a home to three different religions, namely Islam, Christianity, and Hinduism. Regardless of such difference the Balun people have successfully created harmony among them. The study finds that there has been sort of values transformation of humanism education in the village. The values such as human rights, tolerance, solidarity, familial relationship, and social justice are culturally transformed through what so-called the Forum of Solidarity for Balun People (Forum Keakraban Warga Balun/FKWB).

This article is intended to capture the extent to which PAI teachers are prepared to implement the 2013 Curriculum at the SMA and SMK levels in Sidoarjo. Readiness is seen from the planning, process, and assessment. This research is a qualitative research with interview data collection technique, observation and documentation study. The main data sources in this study were PAI teachers at SMAN 3 and SMK Antarctica 1 Sidoarjo. The results showed that in general the readiness of PAI teachers in implementing the 2013 curriculum at SMAN 3 Sidoarjo and SMK Antarctica 1 Sidoarjo was good, starting from aspects of planning, implementation and assessment of learning. However, a number of obstacles were found, namely in the aspect of learning planning including the lack of understanding of PAI teachers about the 2013 curriculum; in the aspects of the implementation of learning including not being able to apply the scientific approach to the maximum; on aspects of learning assessment including the number of instruments and assessment formats that must be prepared.

Education is the most important element in building a nation, even often said the progress of a nation can be seen from how good the quality of education in the country. Therefore, it can be said that between education and the State influence each other. For example, in Indonesia, the role of the government is very large in determining the quality of education, if the quality of education in Indonesia is good, it will bring progress to the nation. So, it has become imperative for the Government to continue to make efforts to improve the quality of education, starting from improving the curriculum, learning strategies, even to the level of policy (the enactment of Regional Autonomy) where education is the responsibility of the central government (centralistic) then turns to the authority of the Regional Government of Provinces, Districts / Municipalities is very influential (decentralist). This paper will discuss more deeply the third point of one of the efforts to improve the quality of education mentioned above. Whether this decentralization policy is the best solution in education or still leaves various problems, and more where are the positive values between centralization and decentralization towards improving the quality of education in Indonesia.