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Education in Indonesia is currently supposed to be able to create a quality human being and character. Many people who have a broad knowledge but do not have good morals, giving rise to various problems related to morals. The formation of character students can begin from family, school and community. In developed countries the formation of character can start by applying an appropriate curriculum. By using scientific learning, curriculum 2013 is expected to form the character of students in accordance with the 18 characters that are desired by the Government, that is: religious, honest, tolerance, discipline, hard work, creative, independent, democratic, curiosity, passion, love of the fatherland, to appreciate the achievements, communicative, peace-loving, an avid reader, care for the environment, social care, and responsibility. The character values that are integrated in the scientific learning through observing activities, ask yourself, try, analyze, and communication. With a scientific approach in the curriculum of 2013, educators are able to make learning more fun, more active, more challenging, and more to give space to the students to develop their creativity and potential, and make students become more self help in addressing a problem. Keywords: 2013 Curriculum, Scientific Learning, Character Education

Background: Autism, now increasingly referred to as autism spectrum disorder (ASD) is a set of clinical phenotypes mirroring an early-onset neurodevelopmental disorder affecting social communication, imagination, and behavior. Children with ASD develop differently from other children. They also have challenges in interacting and communicating with others. These challenges can affect their development and learning. This study aimed to determine factors associated with the risk of autism in children under five. Subjects and Method: This was a case control study carried out at two special schools for children with development problem in Tangerang, Banten, from February to March 2018. A sample of 200 children aged 1-5 years was selected by fixed disease sampling, consisting of 50 children with autism and 150 normal children. The dependent variable was autism. The independent variables were family income, maternal education, maternal age, gestational stress, chemical exposure, nutritional intake, fever at pregnancy, growth and development impairment, and mumps-measles-rubella (MMR) vaccine. Data on immunization status, growth and development were taken from medical record. Data on the other variables were collected by questionnaire.The data were analyzed by path analysis. Results: The risk of autism increased with chemical exposure (b= 2.86; 95%CI= 0.77 to 4.96; p= 0.007), gestational stress (b= 2.45; 95% CI= 0.60 to 4.30; p= 0.010), growth and development impairment (b= 1.69; 95% CI= -0.24 to 3.61; p= 0.086), and maternal age ?35 years (b= 2.82; 95% CI= 0.73 to 4.92; p= 0.008). Autism decreased with good nutritional intake (b= -2.08; 95%CI= -3.88 to -0.28; p= 0.023). The risk of autism was indirectly affected by fever at pregnancy, chemical exposure, family income, and maternal education. MMR vaccine did not affect the incidence of autism (b= 1.12; 95% CI= -2.11 to 4.36; p= 0.500). Conclusion: The risk of autism increases with chemical exposure, gestational stress, growth and development impairment, maternal age ?35 years, and decreases with good nutritional intake. MMR vaccine does not affect the incidence of autism in children.

Background: Autism is a developmental disorder characterized by troubles with social interaction and communication, and by restricted and repetitive behavior. Autism is caused by a combination of genetic and environmental factors. Risk factors include certain infections during pregnancy such as rubella as well as valproic acid, alcohol, or cocaine use during pregnancy. The controversy surrounding other proposed environmental causes, such as a certain vaccine, has been disproven. This study aimed to determine the biopsychosocial and environmental determinants of autism in children under five in Tangerang, Banten. Subjects and Method: This was an analytic observational with a cross-sectional design. This study was conducted at several special schools for children with special need children in Tangerang, Banten. A sample of 200 children under five, consisting 50 children with autism and 150 children without autism was selected for this study by fixed disease sampling. The dependent variable was the incidence of autism. The independent variables were maternal age, stress in the gestation period, maternal education, family income (with under or over Minimum Wage Limit/ MWL), and exposure to chemicals. The data on autism was collected by M-CHAT questionnaire. Stress during pregnancy was measure by Depression Anxiety Stress Scale (DASS). Other data were taken from mother and child logbook. The data were analyzed by logistic regression analysis in Stata 13. Results: The risk of autism in children under five increase with maternal age ≥ 35 years (b= 4.60; 95% CI= 1.03 – 20.55; p