Implementation of Model Strengthening Religious Character Education and Nationalists at Muhammadiyah Plus Elementary School City of Salatiga Academic Year 2017/2018

The Character-Building Reinforcement (PPK) in Muhammadiyah Plus Elementary School of Salatiga is to strengthen the students being religious and nationalist. The aim of this research is to identify the application and the success of the Character Building Reinforcement; religious and nationalist in Muhammdiyah Plus Elementary School of Salatiga year 2017/2018. This is qualitative descriptive research, the data is taken from the interview, observation, and documentation. The data analysis technique is using data collection, data reduction, data display, verification, and conclusion confirmation. The result is the application of the implementation model of Character Building Reinforcement; religious and nationalist in Muhammadiyah Plus Elementary School of Salatiga year 2017/2018 is applied in academic, non academic, and self-development, whereas the success in other program and school wisdom are 1) Characterbased program as a prime program to the value of religious and nationalist habituation. 2) The culture of the school to characterize the students through four things, they are routines, spontaneous activities, exemplary, and conditioning. 3) Character learning or Nobel character model of the students is holistic, integrated, and balanced according to graduate competence standard, through simple habituations in the classroom. 4) Active participation of the community to build good communication with public and private institutions and the local community. 5) Parents' involvement as the stakeholder makes the parents be active in the Mudarrisa: Jurnal Kajian Pendidikan Islam, Vol. 11, No. 2, 2019 102 implementation of the Character Building Reinforcement in Muhammadiyah Plus Elementary School of Salatiga, especially in religious and nationalist education.

nationalist, independent, mutual cooperation, integrity that focuses on learning, habituation , and school acculturation, so that the strengthening of character education is expected to change the behavior and ways of thinking and acting for the whole of the Indonesian nation for the better (Tim PPK Kemendikbud, 2007).
Character is interpreted as the basic thing possessed by every human being (Suryanti & Widayanti, 2018). While other opinions state that character is a relatively stable personal trait of an individual that is the basis for standard behavior in accordance with social values and norms (Dasim, 2012). Someone who has a strong character is able to make him a dignified and respected by others (Zarkasi & Kusaeri, 2018). Good character is a concept that contains good knowledge, embraces something good and does good things too (Katilmiş, 2011).
Character education is a deliberate effort in growing objective virtues namely human qualities that are good for individuals and good for the whole society (Zubaedi, 2015). Character problems characterized by declining moral morals cause the fading of social responsibility and solidarity as well as the fading of nationalism, such as fights between community groups, student fights, and juvenile delinquency and even children of elementary school-age children become serious problems. One effective way to strengthen children's character is through strengthening character education in schools. Instilling the values of character building in schools needs an example of a school that carries out activities to strengthen character education.
Character building in schools can be applied through various activities such as learning activities, extracurricular activities, and harmonics in schools (Sardjijo, 2017). Strengthening of religious character can be done through school principal regulations, implementation of teaching and learning activities, extracurricular activities, culture and behavior that are carried out by all school members continuously (Sahlan, 2010). Religious character shows the strength of faith in God Almighty.
While the nationalist character is a way of thinking, behaving, and doing that shows loyalty, care, and respect for the nation, and the state above self and group interests (Sukatman et al., 2019).

Muhammadiyah Plus Salatiga Elementary School (SDM Plus) is
one of the schools implementing a character education strengthening program for children. Leading private schools are in demand by people whose parents have very high trust. This is evident from the enthusiasm of parents who are enthusiastic about sending their children to school.
Although they have to pay more, because of its many advantages it does not become a problem for parents. Some of the advantages of SDM Plus Salatiga include a habitual and cultural character and religious culture program, increasing academic and non-academic achievements each year and being a reference for Muhammadiyah schools.
Some studies that support religious and nationalist character education are Mustoif's research (2018) with the title Character education implementation for students in grade IV SDN 5 Sindangkasih regency of Purwakarta West Java (Mustoip, 2018). This study shows, the character values pursued by the school are religious values, discipline, independence, respect for achievement, communicative, and responsibility in accordance with the vision and mission of the school. Safitri (2015) in his research Implementation of Character Education through School Culture in SMP N 14 Yogyakarta (Safitri, 2015). The results showed that school culture is an important thing that Other data sources are students' memory book documents, interviews with PAI teachers, students and student guardians through religious and nationalist activities.

DISCUSSION
Character education can instill character values to students as a foundation for the formation of a quality generation that is able to live independently in everyday life. So that later can be human beings who have the principle of a truth that can be accounted for. SDM Plus Salatiga as a school with character in the process has planned and implemented models for strengthening religious character education and nationalist character from the beginning before the school year began by holding In

Involvement of Parents as Stakeholders
Parents' involvement is also in several activities that reflect nationalist character such as involvement in commemorating national days such as