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Customary village is small group of people who still survive and consistently preserve the culture and belief of their ancestors. Local cultural values deserve to be promoted to the application of character education in school. The qualitative research understanding the life and local cultural values is carried out in the people of Kampung Adat Cirendeu in West Java. The local culture of the Kampung Adat Cirendeu people holds the principle of ngindung ka waktu and mibapa ka jaman which has the meaning of maintaining identity but still keeping abreast of the times. One of the local cultural values that still preserves until today is the culture of cassava-based food as a substitute for rice. This culture has been going on for a century and become an inspiration for the national food diversification program. One of the preservation efforts is through the example of their ancestors. Promotion and granting food culture values to the character education in schools involve various educational stakeholders (teachers, educators, governments, people, and customary peoples) that should give an example to the students. The most effective method is to form students with character and in the end they will be familiar with local food culture and does not depend on rice. Keywords: Character education, Kampung Adat Cirendeu, Exemplary. PENDIDIKAN KARAKTER NILAI-NILAI BUDAYA LOKAL MAKANAN DI MASYARAKAT KAMPUNG ADAT CIRENDEU JAWA BARAT MELALUI KETELADANANDesa adat adalah sekelompok kecil orang yang masih bertahan dan secara konsisten melestarikan budaya dan kepercayaan nenek moyang mereka. Nilai-nilai budaya lokal layak dipromosikan untuk penerapan pendidikan karakter di sekolah. Penelitian kualitatif yang memahami kehidupan dan nilai-nilai budaya lokal ini dilakukan pada masyarakat Kampung Adat Cirendeu di Jawa Barat. Budaya lokal masyarakat Kampung Adat Cirendeu memegang prinsip ngindung ka waktu dan mibapa ka jaman yang memiliki makna mempertahankan identitas tetapi tetap mengikuti perkembangan zaman. Salah satu nilai budaya lokal yang masih dipertahankan hingga saat ini yaitu budaya makanan berbasis singkong sebagai pengganti beras. Budaya ini telah berlangsung selama satu abad dan menjadi inspirasi bagi program diversifikasi pangan nasional. Salah satu upaya pelestariannya yaitu melalui contoh dari nenek moyang mereka. Promosi dan pemberian nilai-nilai budaya makanan untuk pendidikan karakter di sekolah melibatkan berbagai pemangku kepentingan pendidikan (guru, pendidik, pemerintah, masyarakat, dan masyarakat adat) yang harus memberikan contoh kepada siswa. Metode yang paling efektif yaitu membentuk para siswa dengan karakter dan pada akhirnya mereka akan terbiasa dengan budaya makanan lokal dan tidak bergantung pada beras. Kata kunci: Pendidikan karakter, Kampung Adat Cirendeu, teladan.

Abstrak:This paper aims to examine the application of social interaction learning models to improve the character of students. Social interaction model is a learning model that holds that the learning process is inseparable from the reality of life. Students are understood with the phenomena that exist in life, so the learning process is intended to prepare students to be able to interact widely in the community. In this case, students are taught about how to interact politely, harmoniously, democratically and uphold the values of civilization called character. The research method used is descriptive qualitative. By using a qualitative approach researchers are expected to be more flexible in understanding, observing and conducting more accurate reviews regarding the application of social interaction learning models to improve the character of students. The findings in this study can be concluded as follows: a) learning model of social interaction can improve the character of students manifested in social interaction better, b) the ability of students to interpret phenomena in society critically and politely, c) foster motivation intrinsic learners to character values. Kata Kunci: Model Penerapan Pembelajaran, Model Interaksi Sosial, Karakter Mahasiswa.

The research method used was qualitative. The research site of Mutiara Bangsa Health Vocational School, Purwakarta, West Java. The number of respondents was 38 grade X students. The results of the study were as follows: 1) The character education curriculum at Mutiara Bangsa Health Vocational School was arranged perfectly. 70% of the subject matter is in the form of practice and 30% is theory. 2). The character education model has been used by using the "Qishah or Story Model, Uswah or Exemplary Model, Habitual Model, Teaching Model, Priority Determination Model. Practical Model Priority Habitual Reflection Model". 3) Character education program. has been done . The achievement is at a good stage. 4) The implementation of the character education model has been carried out well. 5) Facing obstacles and strengthening the implementation of the character education model are carried out mutually and continuously work hand in hand to overcome obstacles. but only achieved good not yet perfect 6) The results of the implementation of the character education model have been good. Weight of Perfect Points A = 85-100. Good 76-84. Enough 66- 75. Less 50-65. The results of character education grow attitudes: 1). Religious. 2) Honest 3) Tolerance 4) Discipline 5) Hard work 6) Creative, 7) Independent, 8) Democratic 9) Curiosity Keywords: Model Development, Character Education Curriculum, Model. Program, Implementation, Overcoming obstacles, Result of implementation.

This study was aimed at determining the role of city government in cultivating character values based on Sundanese culture local wisdom to develop students' life skill; describing the process, and impact of character values education; investigating both supporting and inhibiting factors of character values education process in developing students' life skills. This study which applied case study was conducted at public and private madrasah aliyah in Bandung. The finding shows that the city government plays important role in developing the Sundanese culture-based character values by issuing a policy in the form of Regulation No. 9 of 2012 concerning the use and preservation of language, literature, and Sundanese script. Madrasah aliyah used learning and mentoring to implement character education program. Character education is supported by several factors and this study found some factors inhibiting character education process.

MTsN 01 Kota Gorontalo and MTsN 01 Bone Bolango are educational institutions that focus on character development and have programs that can shape the character of their students. The results showed that: First, interpersonal communication has a positive and significant effect on the quality of character education at MTsN 01 Kota Gorontalo and MTsN 01 Bone Bolango. Second, Teacher Pedagogic Competence has a positive and significant effect on the Quality of Character Education at MTsN 01 Kota Gorontalo and MTsN 01 Bone Bolango. Third, interpersonal communication and teacher pedagogic competence together have a positive and significant effect on the quality of character education at MTsN 01 Kota Gorontalo and MTsN 01 Bone Bolango. Fourth, Interpersonal Communication has a positive and significant effect on Student Learning Achievement. Fifth, Teacher Pedagogic Competence has a positive and significant effect on Learning Achievement at MTsN 01 Kota Gorontalo and MTsN 01 Bone. Sixth, interpersonal communication and teacher pedagogical competence together have a positive and significant effect on learning achievement at MTsN 01 Kota Gorontalo and MTsN 01 Bone Bolango.

Teacher welfare is indeed an important thing, because teachers need guarantees for the work they do. To Teachers need appreciation for their duties. Teachers have the responsibility to create quality learning in order to facilitate the achievement of the objectives of the subjects. The research method used in this research is a qualitative method. Teacher welfare is a guide for teachers to continue to be enthusiastic in carrying out their duties. Teachers of Islamic Religious Education subjects, will be happy if the clarity of the welfare of their work is guaranteed either by the government, or by the private sector if they are committed. The indicators of learning quality consist of: appropriate learning design and focus on standards, delivery of high quality learning, learner-centered, increasing students' activeness in learning, evaluating students, implementing positive behavior management strategies, clarity of learning for students. Learning has clear objectives, if the teacher can organize it well, the learning objectives will be achieved, otherwise it will not be achieved. With the existence of teacher welfare prepared by the government and the private, teacher must be more enthusiastic in teaching, learning will be more interesting, not boring. Innovation in learning Islamic Religious Education needs to be done so that it is of higher quality.