The purpose of this study was to describe of teacher' stages of concern in constructing lesson plan. The approach used in this study was a descriptive study. The number of population of this study were 500 primary school teachers. Meanwhile, the research sample were 50 teachers. A random sampling technique in the form of the lottery was used to get samples. Data were collected, classified, processed and analyzed by using the norms of the group in the calculation of percentile. The findings of this study were eight teachers (16 %) in a stage of concern called at the stage of 0 (stage of awareness), nine teachers (18 %) have a stage of concern at the level of I (stage of information); eight teachers (16 percent) have a stage of concern at the level of II (stage of personal); four teachers (8 %) have a stage of concern at level of III (stage of management); eight teachers (16 %) have a stage of concern at the level of IV (consequence); ten teachers (20 %) have a stage of concern at the level V (collaboration) and three teachers (6 %) have stage of concern at the level of VI (refocusing).

character education and Values growth normally happens over various years and inside various situations. Since relatives are the primary people with whom one comes into contact the impact of the family keeps on being critical to a kids's values  and character development. This reality is especially suitable in the preschools and early school years. As understudies progress through state funded schools, it is significant that their training give instructional chances, unequivocal and verifiable that help them build up their convictions about what is correct and great.

This study established the extent of comprehension of the competence of elementary school teachers in the implementation of the 2013 curriculum in Bengkulu. This research used methodological descriptive methods. This study clarified the extent of comprehension of the competence of elementary school teachers in the implementation of the curriculum for 2013. The study focused on 50 elementary school teachers in Bengkulu. This research contributed to the extent of understanding the personality competence of elementary school teachers in the implementation of the 2013 curriculum. The data collection was carried out using a questionnaire and a paper. The questionnaire was used to collect data on the extent of understanding the personality skill of teachers in primary school on 2013 curriculum. The expert was responsible for figuring out and confirming that the questionnaire was correct. The document was obtained and checked and processed using a percentage statistical system. The analysis of the data then concluded. The results obtained in detail that the level of comprehension of personality competence of teachers of Primary School in Bengkulu for 2013 curriculum is graded as very understanding.

The purpose of this study was to analyze the effect of training methods and work ethic on students' work competencies. The focus of teaching implementation is observed using two training methods, namely: on the job training method using internship training and simulasi method using simulation. The initial work ethic of students is limited to low and high categories. This type of research is a quasi-experimental with a 2 × 2 factorial design. The research population is all students of class XI of the Hospitality Accommodation Department at SMK Negeri 7 Bengkulu City, totaling 123 people. The sample was selected using the intact group technique from four classes selected to be two learning classes as the experimental group. The selected class is drawn by lottery to determine the treatment of the internship training and simulasi methods. Each treatment group was grouped based on low work ethic and high work ethic. The research instrument is a work competency assessment sheet and student work ethic. The data analysis technique used is 2-way analysis of variance. The results of the study can be concluded that: (1) the average work competence of students using the internship training method is higher than those using the simulation method. (2) The average work competence of students who have a high work ethic is higher than students with a low work ethic. (3) There is an interaction effect between training methods and work ethic on the work competence of students. (4) Students with a high work ethic who take part in the internship training method have higher work competencies compared to the simulation method. (5) Students with a low work ethic who take part in the internship training method have lower work competencies than those using the simulation method.

The purpose of this study was to examine: The effect of discussion and recitation methods on learning achievement, the effect of independent and dependent cognitive styles on learning achievement, the interaction between learning methods and cognitive style on learning achievement, whether learning achievement by using the discussion method with independent cognitive style was higher than the recitation learning method, whether learning achievement using the discussion method with a dependent cognitive style was higher than the recitation method. This research used quantitative research methods, the type of research was quasi-experimental factorial 2x2 with a population of 173 students and the sample was 61 students. The data collection technique used was a test of cognitive style and learning achievement. The analysis technique used two way ANOVA test and t-test. The results of hypothesis testing concluded: There was an influence of discussion learning methods and recitation learning methods on learning achievement, there was an influence of cognitive style on learning achievement, there was an interaction between learning methods and cognitive styles on student learning achievement, learning achievement using the discussion method of students who had independent cognitive style was higher than the dependent, learning achievement using the recitation method of students who had an independent cognitive style was not higher than the independent.