Penelitian ini bertujuan untuk mendeskripsikan muatan nilai karakter yang terdapat pada materi pembelajaran sastra buku siswa kelas X kurikulum 2013 edisi revisi 2017 Bahasa Indonesia. Sumber data dalam penelitian ini adalah buku paket Bahasa Indonesia untuk SMA/MA/SMK/MAK kelas X kurikulum 2013 terbitan Kemendikbud. Metode yang digunakan dalam penelitian ini adalah deskriptif kualitatif yaitu suatu metode yang bertujuan untuk mendeskripsikan keadaan objek penelitian berdasarkan fakta-fakta yang ada.Teknik pengumpulan data yang digunakan adalah membaca,menandai, mengklarifikasi, menginterpretasikan. Teknik analisis data dalam penelitian ini menggunakan teknik analisis isi.Hasil analisis nilai karakter pada materi pembelajaran sastra yang terdapat pada BAB IV dan BAB VIII pada buku siswa kelas X kurikulum 2013 edisi revisi 2017 hanya memiliki 17 nilai karakter yang terkandung didalamnya meliputi: 1) religius, 2) jujur,3) toleransi, 4) disiplin, 5) kerja keras, 6) mandiri, 7) demokratis, 8) rasa ingin tahu, 9) semangat kebangsaan, 10) cinta tanah air, 11) menghargai prestasi, 12) cinta damai, 13) bersahabat atau komunikatif, 14) gemar membaca, 15) peduli lingkungan, 16) peduli sosial, dan 17) tanggung jawab. Jumlah pemunculan masing masing nilain karakter dalam sikap religius sebanyak 30 kali , jujur sebanyak 14 kali,toleransi sebanyak 3 kali, disiplin sebanyak 1 kali, disiplin, kerja keras sebanyak 9 kali, mandiri sebanyak 2 kali, demokratis sebnayk 2 kali, rasa ingin tahu sebanyak 3 kali, semangat kebangsaan sebanyak 6 kali, cinta tanah air sebanyak 3 kali, menghargai prestasi sebanyak 3 kali,cinta damai sebanyak 3 kali, bersahabat atau komunikatif sebanyak 2 kali,gemar membaca sebanyak 1 kali, peduli lingkungan sebanyak 3 kali ,peduli sosial sebanyak 29 kali , dan tanggung jawab sebanyak 4 kali.Nilai karakter yang dominan adalah religius dan peduli sosial.Berdasarkan hasil identifikasi yang disampaikan diatas,dapat disimpulkan bahwa dalam materi pembelajaran sastra dalam buku paket siswa Bahasa Indonesia kurikulum 2013 edisi 2017 lebih terfokus pada pembelajaran dalam hal pendidikan karakter religius dan peduli sosial.

Driving School is a school that focuses on developing student learning outcomes holistically by realizing the Pancasila Student Profile which includes competence and character starting with superior human resources (principals and teachers). The Motivating School Program is a refinement of the previous school transformation program. The Motivating School Program will accelerate public/private schools in all school conditions to move 1-2 stages further. The program is carried out in stages and is integrated with the ecosystem until all schools in Indonesia become the Motivating School Program. The first batch of the Driving School Program (PSP) for the 2021/2022 academic year has already started. There are 2,500 schools selected from 111 city districts that run the program. The Driving School Implementing School can inspire other schools to take part in the Mobilizing School Program. Motivating School teacher mentoring program. Initially the target was 61,000 people, now it is 23,145 people, with the budget dropping from Rp. 389.3 billion to Rp. 247.7 billion. Likewise with disaster-safe education units. The target is to decrease from 1,530 institutions to 1,290 institutions, with the budget falling from Rp. 152.1 billion to Rp. 115.9 billion.

This study aims to find out the implementation of Occupational Health and Safety (OHS) training for company doctors at OHS Training Center Medan.; the obstacles in the implementation of OHS training of corporate doctors in OHS Training Center Medan.; the efforts implemented on the company's OHS doctor training.  This research is a qualitative descriptive research and data collection techniques including, interviews, observations, and documentation. The subjects in the study were 10 people and the data validity technique used was source triangulation. The results showed that the implementation of OHS for company doctors at The OHS Training Center Medan has been carried out; the obstacles to the implementation of OHS from the human factor such as there are still participants who do not comply with the rules. Obstacles from environmental factors are; the amount of Personal Protective Equipment has not met the needs of trainees, there has been no OHS warning in the practice room, lack of instructor supervision during practice in the field; the efforts to overcome obstacles in the implementation of OHS, such as providing socialization, the availability of personal protective equipment and work safety equipment for participants, reprimanding participants who violate the rules and imposing strict sanctions for violators of the code of conduct who commit repeated violations.