Lack of appreciation of local culture on the part of the public is a continuing concern for many governments. In the Indonesian context, the national and regional governments have a vision to preserve local cultural knowledge as a means to foster the spirit of Unity in Diversity [Bhinneka Tunggal Ika], Indonesia's national motto. Education has been seen as an appropriate forum for fulfilling this aim, and local culture has been incorporated into various school subjects in the curriculum. It has been the policy of the Ministry of National Education that primary school teachers of English as a foreign language (EFL) be responsible for giving students the ability to use English and also an understanding of local culture. Interpretation of policy varies depending on location, however, and may also depend on the individual characteristics and background of teachers. This paper, which is based on a case study conducted in Solo, Central Java, Indonesia, will discuss the ways in which primary EFL teachers contribute to the maintenance of local cultural knowledge. While it has been suggested that language learning is enhanced by study of the culture associated with it (see, for example, Risager, 2007), this paper will argue that learning English as the target language is not always corresponding with learning the culture of the target language (C2). As seen from the students' mastery of English in two different primary schools in Solo, Central Java, Indonesia is supported by using the language to teach about local culture, such as through traditional folktales translated into English. It concludes that the use of local cultural material in the teaching of English as a foreign language serves a dual purpose: supporting mastery of the target language (L2) while also enabling teachers to fulfill their obligation to teach about local culture (C1).The data here presented were obtained through semi-structured interviews with primary EFL teachers and students at one public school and one private school in Solo, Central Java, Indonesia. Using teachers' lesson plans related to the use of folktales as medium for teaching EFL as well as fostering the spirit of 'unity in diversity' amongst the students was another significant instrument to investigate and to collect data about their teaching practice and pictures were considered the most appropriate ones for obtaining students' response.

Instilling the character of nationalism in students can be done through literacy programs with folklore media. Therefore, it is necessary to analyze the content of character education in folklore. The purpose of this study was to describe the content of nationalism character education in folklore from Wonogiri (Central Java) as a literacy medium for elementary school students. This research is a qualitative descriptive study with a content analysis model. The results of the analysis found that the main values of the character of nationalism include: (1) respecting, maintaining, and appreciating the diversity of cultures and ethnic groups, (2) discipline and obeying the law, (3) protecting the environment, (4) love for the homeland, (5) Achieve and excel, (6) Willing to sacrifice. The conclusion of the study shows that not all the main values of the character of nationalism are contained in every folklore, therefore teachers as literacy implementers must be able to add these deficiencies from other sources so that they can contribute to inculcating the character of nationalism in students.

Javanese culture has become unfamiliar to the millennial generation, even though character values in Javanese culture are excellent. Javanese culture is mainly introduced traditionally, one of which is the tembang macapat. The research aimed to describe character education, including planning, implementation, and evaluation in tembang macapat, which is taught in primary school, particularly in high grades, in grades four, five, and six. This research applied qualitative research with phenomenological methods. The data collection techniques used interviews, observation, and documentation. Triangulation was used to test the validity of the data. The data analysis techniques consisted of data collection, data reduction, data display, verification, and conclusion. Then it presented and concluded from the data that has been analyzed. The findings were as follows: 1) Planning for tembang macapat learning by analyzing the initial conditions of Primary School character education activities; 2) The tembang macapat learning was implemented once a week in the morning assembly and created tembang macapat poster; 3) Evaluations of tembang macapat learning instilled in students were the character of brotherhood, togetherness, affection, courtesy, respectfulness, and humility. Therefore, it concluded that the tembang macapat of gambuh, mijil, and dhandanggula can be used to strengthen primary school character education.

Teaching materials are needed by teachers and students to facilitate the learning process, appropriate LKPD will greatly assist learners in understanding lessons that require practice or hands-on experience. IPA learning is one of the materials that require experimental activities. Science experiments are learning methods in natural science that provide opportunities for students to experience an experiment themselves so as to find answers to various problems. The description of the analysis of participants' worksheet development needs (LKPD) based on science experiments on the learning of elementary school science (SD) class V became the focus of this research. This research uses qualitative methods with this type of case study research. The subject of study consisted of three V-class teachers from SD Negeri in remote areas of Eromoko Subdistrict, Wonogiri Regency. The subject of the study was determined by purposive sampling which was based on the teacher with the highest number of learners in the class. The technique of collecting data is taken with interviews, questionnaires, and documentation. The technique of analyzing data used in this study are milles and hubberman analysis techniques. Test the validity of data used triangulation techniques. The results of this study show that IPA learning activities still use conventional methods with lectures and assignments, there is no LKPD that facilitates students to carry out practicum activities with science experiment methods, therefore based on the analysis of needs in the field, it is necessary to hold the development of science experiment-based LKPD IPA for elementary school V grade students

Penelitian ini bertujuan mendeskripsikan internalisasi Pendidikan karakter disiplin siswa pada saat pembelajaran tatap muka terbatas. Metode dalam penelitian ini yaitu metode Kualitatif jenis fenomenologi. Sumber data dalam penelitian ini yaitu kepala sekolah, guru dan Siswa.  Teknik pengumpulan data yang digunakan dalam penelitian ini adalah  observasi dan wawancara (interview). Dalam penelitian peneliti menggunakan triangulasi untuk menguji keabsahan data.yaitu Teknik dan Sumber. Hasil penelitian menunjukkan Internalisasi pendidikan karakter disiplin selama pembelajaran tatap muka terbatas yang di SDN 1 Wonogiri dilakukan melalui Pembiasaan, Keteladanan dan Penciptaan Suasana Kelas yang kondusif. Bentuk pembiasaan dilakukan dengan cara 1) Penerapan protokol Kesehatan. 2) Melakukan 3S (Senyum, salam, sapa). 3) siswa memakai seragam sekolah yang ditentukan. 4) siswa datang 10 menit sebelum pembelajaran dimulai.  5) siswa berdoa sebelum dan setelah pembelajaran. 6) siswa terlibat aktif selama pembelajaran. Keteladanan dilakukan guru dengan 1). menunjukkan kejujuran dalam segala tindakan. 2).Bersikap sopan santun. 3). Berani dalam melakukan hal-hal yang baik. Pada penciptaan suasana kelas yang kondusif,  guru  melakukan perencanaan, melaksanakan kegiatan pembelajaran dan melakukan evaluasi.