The changing times that followed the development of technology made the education system management must be updated to suit the needs and conditions of the environment. In this article, we look for information about the education system in two different countries, namely Japan and Indonesia. The purpose of this research is to find out the integration between the two countries that have different education management systems. The research method used is a descriptive qualitative method. In this research also, the research method is based on the philosophy of postpositivism, using natural conditions or objects. The instrument used to find out information on the education system in each school uses 10 questions and looks for curriculum information data in general in each country. The findings in this study found that, although the management of the education systems of the two countries was slightly different, Indonesian students could compete to continue their tertiary education to developed countries. Besides, the education system in Japan does not make students from Indonesia experience difficulties.

The cooperative learning model is part of a learning structure that has a broad scope. Inside there are approaches, strategies, methods and techniques. One important aspect of a learning model is syntax, which is the standard steps that must be taken in implementing the model. The purpose of this study is to develop management learning system on teaching materials based on active learning in cooperative learning. The collected-data can be in the forms of poll result, stuffing and field notes on the instrument activity sheet on the state of implementation of lectures and learning. Data were analyzed using statistical methods. Hypotheses were tested using t-tests to see the impact of cooperative learning models. The results of this research are: (1) teaching materials based on active learning and (2) article related to active-cooperative learning. The results of the expert validation of learning, teaching materials to be eligible, for subsequent use in learning. In relation to the advantages of using the cooperative learning model which is proved can make a positive interdependence; recognition in responding to individual differences; students are involved in class planning and management; a relaxed and pleasant class atmosphere; establishing a warm and friendly relationship between students and teachers; and having many opportunities to express pleasant emotional experiences.

Numerical ability is very help students understand the material, analyze any problems, and apply math concepts in daily life so that numerical abilities of students is a factor that can affect learning outcomes. Determine the effect of learning model Scramble and learning model with SAVI (Somatic, Auditory, Visual, and Intellegence) on the ability of numerical be the purpose of this article. The design of the research used Quasy Experimental Design, with the instrument used for the study in the form of test numerical ability. Data analysis used the T-test. Based on the results of the research concluded that the learning model Scrambler and learning model SAVI has a significant influence on numerical ability. And both of them is a model of learning which is equally effective against numerical abilities in order to improve learning outcomes is more optimal. But model pembelajaran SAVI is more effective than learning models scramble.

The paper highlights professional education management to empowerenvironmental and spiritual values as a source of learning and to improvecommunication and collaboration in o r der to enhance mental revolution. Asleaders of educational institutions, school principal is required to be more seriousin realizing the intensity, extensity, clarity value on maximum quality. Teachersas agents of a mental revolution sho u ld improve their competence especiallyin translating the curriculum in the learning activities so that they are varied,fun, democratic, and meaningful so as to build the personality and behavior ofstudents. Commitment and cooperation between the principal, the teachers, thecommunity, and the government in est a blishing noble values will accelerateIndonesia civilized nations as expected by the movement of a mental revolution.Key words: school principal, mental revolution, holistic education, values

Objectives The ability to solve problems is to gain knowledge and motivation in the problem solving process of students. The researcher used the IMPROVE and OSBORN learning models to improve problem solving skills. The IMPROVE and OSBORN learning models emphasize the development of optimal mathematical skills and generate new ideas in the process of problem solving. This research is used to see the impact of the IMPROVE learning model and OSBORN learning model which is better in mathematical problem solving abilities. This research uses the Quasy Experimental Design method. Hypothesis testing uses an independent sample test. The conclusion of the study is the mathematical problem solving ability of students who use the IMPROVE learning model is better than the mathematical problem solving abilities of students who use the OSBORN learning model.

The main goal in character education is to achieve noble character to create a harmonious human life, helping each other, being fair, and having a balanced relationship in social life. Because of that, instilling character in students is fundamental so that when they grow up, they can become the next generation of solid character. This study uses library research that compares the concept of learning the character of al-Ghazali and Thomas Lickona. The research method carried out in this study was carried out with several steps, such as collecting qualitative data based on reputable data sources and analyzing data to obtain final results. The study results show that Al-Ghazali's educational method is a traditional nuanced method of "lecture and uswah hasanah". Furthermore, Al-Ghazali's educational materials are all forms of teachings contained in the Islamic religion. More clearly and concretely, the concept of education initiated by Al-Ghazali contains two elements: transcendence (rububiyyah: divine) and humanization. Meanwhile, the concept of character learning initiated by Thomas Lickona formulates character learning that involves all components in the education process, both family, school, and community. In addition, the character learning process, according to Thomas Lickona is an effort that involves three aspects of intelligence, including cognitive through moral knowing, affective through moral feeling, and psychomotor through moral acting as follows: The purpose of character learning is to help students become intelligent and good in manners.

Studies on inclusive education in non-formal institutions such as PKBM (Center for Community Learning Activities) have not been widely carried out. Whereas PKBM also accepts students with various backgrounds. The inclusion of children with disabilities in the same learning environment with other children in PKBM HSPG Homeschooling Yogyakarta can show how inclusive education is practiced in non-formal institutions. Taking PKBM as a case study, this paper examines interesting practices that characterize PKBM HSPG Homeschooling Yogyakarta. Data were obtained from tutors, students, and parents. Through a synergy strategy of mentoring and flexibility of inclusive education curriculum, PKBM HSPG Homeschooling Yogyakarta has facilitated the practice of inclusive education for children with disabilities in informal education system. Studi tentang pendidikan inklusif di lembaga nonformal seperti PKBM (Pusat Kegiatan Belajar masyarakat) belum banyak dilakukan. Padahal PKBM juga menerima peserta didik dengan berbagai ragam latar belakang. Bergabungnya anak berkebutuhan khusus dalam lingkungan belajar yang sama dengan anak-anak lain di PKBM HSPG Homeschooling Yogyakarta dapat menjadi bukti pendidikan inklusif yang mencakup lembaga formal dan nonformal. Menggunakan studi kasus, penelitian ini mengkaji praktik menarik yang menjadi ciri khas PKBM HSPG Homeschooling Yogyakarta. Data diperoleh dari tutor, peserta didik, dan orang tua. Melalui strategi sinergi pendampingan dan fleksibilitas kurikulum pendidikan inklusif, PKBM HSPG Homeschooling Yogyakarta telah memfasilitasi praktik pendidikan inklusif bagi anak dengan kebutuhan khusus maupun umum.

This paper aims to examine the character value internalization of responsibility of the traditional/adat community, explain the cultural values and norms adopted by the adat community as well as ways/processes of internalizing the character of responsibility to preserve the ancestral traditions they believe in. This research is descriptive qualitative research. The data collection conducted through field research and literature study. The data were analyzed through data reduction, data display, and conclusion drawing. The results showed that the Formation of character began with individual members of the community who possesses values based on the goals they were trying to achieve; the character of adat community is formed by the cultural values they adopted and then formed a personal character that was typical of adat community. These cultural values are instilled in the process of character internalization of responsibility which is a characteristic of civilized or cultured human beings, carrying out their duties and obligations, which they supposed to do, to themselves, society, environment (natural, social, and cultural), the state and The One Almighty God, and the responsibility of preserving ancestral heritage.