This study aims to provide an understanding of the dynamics of the life of the people of Sorong, West Papua related to the harmony of education in family and community life. Harmony, in this case, is related to the mixing of religions in one household, framed in the philosophy of local wisdom called “One Furnace-Three Stones”. This study uses a phenomenological qualitative design. Data were collected through field notes, interviews, and documentation techniques. Data analysis was carried out using the Miles, Huberman, and Saldana techniques: data condensation, data display, and verification/conclusion drawing, as well as data validity using data triangulation techniques. The results showed that the practice of one furnace-three stone became the local wisdom of the people of Sorong, West Papua, namely understanding each other's beliefs about the religion they embraced without having to intervene in the beliefs of other families. The local wisdom creates harmony in education because it focuses on the educational aspect of self. If the education is good for the local community, then all will provide support from the family, youth leaders, and traditional leaders. Internal and external factors cause the supporting factors in realizing harmony in education. Meanwhile, the inhibiting factor in realizing the harmony in education is the low economic background, which narrows the opportunity for children to choose the education they want.
This paper found that the character of education at Averos High School was successfully implemented since in 2010. The implementation of character education was carried out through the internalization of character values in the syllabus and lesson plans. The character values were explicitly taught in teaching activities that include in initial, core and closing activities. In addition, the implementation of character education was carried out with exemplary and habituation that were integrated in daily life of student. The character education was both taught in class and practically implemented outside the classroom through extracurricular activities. Furthermore, the implementation of the character education was examined through three aspects, namely cognitive, affective, and psychomotor aspect. The assessment through these three aspects was carried out continuously in formal learning activities in the classroom and outside the classroom. Finally, the study also reported some factors supporting the internalization of character values, namely family, the headmaster, educators, environment and facilities while time that student spending in the school, and community participation were reported as constraints
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