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"Gotong royong is social capital found in most of Indonesian sub-cultures. In gotong royong institution we find social values, collective spirit, mutual collective trust, and organization aimed at common progress. Roles of gotong royong are significant in alleviating Indonesian from undeveloped economy of basic needs and foreign dominance. Gotong royong institution revitalization is necessary to involve people through deep participation in order to implement good governance. Upper aspect of gotong royong is norms. It is possible to improve social structure through gotong royong both at local and national levels. Collective, focused movement of this institution enables the government to establish self-reliance society based on social justice. Therefore it needs political will from all stakeholders both at regional and central levels."

"Ilmu Sosial dan Budaya Dasar (ISBD), menjadi salah satu basis ilmu pengetahuan sosial dan kebudayaan yang perlu dan harus diajarkan. Pengejewantahan dari masyarakat berbudaya tinggi dalam masyarakat Indonesia dengan memberikan pengetahuan dasar tentang nilai-nilai sosial dan kebudayaan, diharapkan bisa menjadi contoh dalam masyarakat umum untuk berperilaku berbasiskan kebudayaan masing-masing"

"Teaching Indonesian in formal schools today is regarded as a challenge by many Indonesian teachers. In a country like Indonesia, in which language situation is very complex due to many languages and dialects (and also the fast-growing English usage in big cities), this phenomenon can be understood. Since the country?s independence, there have been several curricula?one of them is Kurikulum Berbasis Kompetensi (competence-based curriculum), the newest being Kurikulum Tingkat Satuan Pendidikan (Unit Level of Education-Based Curriculum). The latter seems to be regarded as the most ideal curriculum, because it can be adjusted to the regions? policy. The problems are that there are still Ujian Nasional (national examination) and that the ?readability? of the curriculum is still a big question for many teachers. This paper is focused on the elementary school teacher?s strategies on applying the curriculum. This paper also discusses the curriculum, some principles on language learning, and the emergence of literary matters."

"R.M. Noto Soeroto was one of the Indonesian writers who wrote in Dutch.His poems and essays in Dutch were well appreciated by both the Dutch andthe Indonesian society in the Netherlands. He published his works in Oedaya:Majalah bergambar untuk Indonesia, a magazine (1923-1931) that was founded byhim. His works can be categorized as Dutch-East Indies literature. Most of hisworks in Dutch were written when he lived in the Netherlands and describethe Javanese culture. This article is an analysis on three of Soeroto?s poems.These three poems present flowers as theme, two poems are from his anthologyMelatiknoppen: gedichten in proza (1915) and one poem from De geur van moedershaarwrong (1922). Flowers are most usually seen as a symbol for women, andthus represent the idea of femininity. However, the flowers in these three poemsrefer to the idea of masculinity. Jasmine is no longer a symbol limited to thefeminine gender. In Javanese culture, the jasmine flower attached to the hairis a symbol of femininity. The flower wrapped around the kris is a symbol ofmasculinity. Furthermore jasmine is a symbol for struggle. This article tries todemonstrate the presence of masculinity through the use of flowers and theirrole as an image of masculinity in Noto Soeroto?s poems."