This article aims to describe the efforts to build religious, honesty, discipline, and student ‘s curiosity characters through HOTS-based online Civics learning. The implementation uses a qualitative approach with the case study method, which is implemented in the Indralaya class Civics learning process. Data were collected through observation, interviews, and documentation, then analyzed using three stages from Miles & Huberman, namely data reduction, data display and data verification/conclusion. The results show that building religious , honesty, discipline, and student curiosity characters in HOTS-based Civics learning can be pursued even though the implementation is online learning system. This character development is carried out through various activities, starting from planning, implementing student-oriented learning, and comprehensive assessment. However, this does not mean that apart from the four characters, there is no need to develop other characters. It means that other characters are still built but in line with each learning outcomes and each meeting's subject matter.

Education is an important thing for humans to need because it functions to prepare human resources in the nation's development process. There are several characteristics in formal education, namely: having a clear curriculum, applying certain conditions for students and teaching staff must meet certain classifications. A person's ability to achieve success in life is determined by how much his ability to think in facing and solving life's problems. Someone who has the ability to think critically will always evaluate an activity to conclude everything that is factual. This research uses qualitative methods and literature study approaches. The results of the study describe: 1. Educational Zones: Higher Order Thinking Skills (HOTS); 2. Student Zone: Higher Order Thinking Skills (HOTS) in the Orientation of Increasing Critical Thinking; 3. Higher Education Zone: Reflections on Critical Thinking. The conclusion obtained is that HOTS is said to be good because it can find problems, solve problems and in the process of problem solving involves thinking processes of analyzing, evaluating, creating. This is because in the learning process students are actively involved to search for and find various concepts of knowledge so that it will increase creativity, innovation ability and critical thinking processes of students in solving a problem. If this continues to be honed, we will be able to compete in the 4.0 industrial revolution era.

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This study was aimed at increasing High Order Thinking Skills (HOTS) of third semester Citizenship Education (CE) students in Social Psychology of Learning course through the application of Six Thinking Hats Method (STH). PendahuluanDalam pencapaian tujuan pendidikan di sekolah, sudah tentu seorang pendidik sangat memerlukan pengetahuan tentang psikologi, sebab dalam pendidikan di sekolah banyak melibatkan orang, diantaranya peserta didik, pendidik, administrator, masyarakat dan orang tua peserta didik. Oleh karena itu, agar tujuan pendidikan dapat tercapai secara efektif dan efisien, maka setiap orang yang terlibat dalam pendidikan tersebut seyogianya dapat memahami tentang perilaku individu sekaligus dapat menunjukkan perilakunya secara efektif. Untuk itulah maka mahasiswa FKIP sebagai seorang calon guru perlu memahami psikologi sosial. Di program studi PPKn, matakuliah ini diberikan pada semester III dengan bobot 2 SKS. Sebagai mata kuliah yang penting dan wajib bagi mahasiswa program studi PPKn FKIP UNSRI, maka diperlukan pelaksanaannya perlu dimaksimalkan agar dapat mencapai tujuan secara efektif. Selama ini dosen pengasuh mata kuliah ini sudah menggunakan berbagai metode pembelajaran diantaranya metode diskusi, tanya jawab, ceramah, dan pemberian tugas. Metode pembelajaran yang digunakan sebenarnya merupakan metode yang sudah lama digunakan dan sudah biasa digunakan sehingga bisa disebut sebagai metode konvensional. Penggunaan metode ini mempunyai dampak yang kurang baik bagi mahasiswa.Adapun kelemahan dari pembelajaran dengan metode ini yaitu mahasiswa kurang mampu memecahkan masalah secara kritis yang terkait dengan materi pembelajaran yang memerlukan pemecahan masalah, selain itu mahasiswa

Tujuan artikel ini adalah untuk mengidentifikasi dan mengintegrasikan nilai-nilai kearifan lokal masyarakat dalam memperkuat integrasi nasional melalui pendidikan multikultural. Penelitian ini dilakukan dengan menggunakan pendekatan kualitatif dengan metode studi kasus. Nilai-nilai kearifan lokal masyarakat dalam adat pernikahan kelima suku tersebut secara umum terdiri dari nilai ketuhanan, persatuan, dan kerakyatan yang tercermin dalam prosesi sebelum pernikahan, saat pernikahan, dan setelah pernikahan. Dengan demikian, nilai-nilai kearifan lokal masyarakat tersebut pada dasarnya merupakan nilai-nilai yang secara umum terdapat di setiap daerah yang dapat memperkuat integrasi nasional.-------------------------------------------------------------------------------------------------------------------------------------This article was aimed at identifying and integrating local wisdom values fostering national integration through multicultural education. It was a qualitative research with case study as its method. Local wisdom values embedded in the all of five tribes’ marriage are the believe in God, Humanity, unity, and democracy. In other words, these local wisdom are in common among society members and can enhance national integration.