Merajalelanya korupsi menandai bahwa persoalan pendidikan karakter bangsa harus menjadi perhatian semua pihak, pemimpin bangsa, aparat penegak hukum, pendidik dan tokoh-tokoh agama, golongan dan lain sebagainya. Pembangunan karakter harus dibentuk. Studi ini dilakukan berangkat dari keprihatinan saya persoalan yang dihadapi bangsa Indonesia dalam hal pendidikan karakter, lalu menganalisis fakta-fakta yang ada, dan dari sana menawarkan berbagai alternatif penyelesaian. Dari hasil analisis dan pembahasan, didapatkan kesimpulan bahwa pembangunan karakter jika ingin efektif dan utuh mesti menyertakan tiga institusi, yaitu keluarga, sekolah dan masyarakat. Karena itu, langkah pertama yang harus dilakukan adalah menyambung kembali hubungan dan educational networks yang nyaris putus antara ketiga institusi pendidikan ini. Tanpa tiga institusi itu, program pendidikan karakter sekolah hanya menjadi wacana semata tidak akan berhasil karena tidak ada kesinambungan dan harmonisasi. The current state of corruption should encourage every citizens of the nation, all parties, the leaders of the nation, law enforcement officials, educators and religious leaders, to focus their attention to character building. Character development should be established as part of the national strategy to improve nation’s life. The study begins from my concern about the backwardness of character education in Indonesia, and then from there I attempts to propose alternative solutions. The article concludes that to be successfull, character development should include the participation of three important institutions of social life: family, school and community. Therefore, the first step  is  to reconnect the educational institutions with other institutions. Without the three institutions, the school character education program is only a discourse which will not succeed because there is no continuity and harmonization.

Elementary school students are an age group that is vulnerable to nutrition. This is due to the rapid growth and development of children and relatively busy school schedules. Optimization of development in children requires adequate nutrition from the point of view of quality and quantity and requires attention in terms of stakeholders. Children of primary school age are at risk of having nutritional problems related to nutrition, growth and development. The main purpose of this socialization is to provide knowledge to students about the importance of balanced nutrition in children of primary school age. The method used in this activity is storytelling. During the socialization period, the students were very enthusiastic, many asked questions and there was a two-way communication. The provision of nutrition education on storytelling and singing methods went smoothly at SDN 12 Sungai Pinang. Follow-up is needed regarding socialization activities for the implementation of student diets with balanced nutrition.

the future challenge in creating and building the strong education toward national curriculum should be based on the local wisdom. The local wisdom here relates to life values coming from the grass root life. The capability and flexibility of curriculum adapting to the era change occur when the local wisdom as the life movement is implemented and inserted in each of curriculum development and its use. This paper has the objective to identify the local wisdom materials, to analyze their positions contributing to national curriculum building, and to reformulate the framework of curriculum development based on the local wisdom. The method used in this research is theoretical review with a qualitative approach. The additional data to complete and perfect the theoretical review analysis is based on the secondary data relating to the local wisdom. The research result states that the local wisdom values such as tolerance, mutual cooperation, and traditional herb are the glue to maintain the unity of the nation indifference and variety. Such local wisdom values should be integrated into the national curriculum so that the classroom activities are able to contribute towards the embedment of local values to students.

The study aimed to describe and analyze the implementation strategy of independence values in learning activities as well as it's supporting and inhibiting factors through the application of a qualitative approach with a multi-site design. Data collection techniques used include interviews, observations, and document studies and the data obtained were individually analyzed before a cross-site data analysis was applied. The results showed the strategy to implement the development of children's independence value at TK Negeri Pembina Rantau and TK Penerus Bangsa PGRI was integrated into learning activities through habituations, both by teachers at school and parents at home. It was conducted through daily, weekly, monthly, and annual activities. As a result, children's independence values have been successfully well-developed. Several supporting factors for this development include parents, environment, facilities and infrastructure, qualified teachers, and collaboration with outside institutions. However, several factors also inhibit this development and they include less supportive parents, as well as children's particular emotions and conditions.