Implementation of Character Education through the Teaching Campus Program as an Effort to Strengthen Students’ Character Values

This study aims to analyze the implementation of social studies learning as strengthening character education in elementary schools. The research method used is a qualitative descriptive method with data collection techniques in the form of observation, interviews, and documentation studies. The research subjects were social studies teachers and sixth grade students at an elementary school in Manggarai Regency. The results of the study show that social studies teachers have implemented character education in social studies learning through various activities, such as discussions, questions and answers, presentations, and educational games. The implementation of character education is also seen in students' attitudes and behavior, such as discipline, self-confidence, and social awareness. The obstacles encountered in the implementation of character education are the teacher's lack of understanding of the concepts and goals of character education, limited learning time, and limited resources and facilities. The school is trying to overcome these obstacles, such as increasing teachers' understanding of character education, using technology in learning, and collaboration between schools and communities in strengthening character education in elementary schools. Keywords: Implementation, Social Studies Learning, Character education This study aims to analyze the implementation of social studies learning as strengthening character education in elementary schools. The research method used is a qualitative descriptive method with data collection techniques in the form of observation, interviews, and documentation studies. The research subjects were social studies teachers and sixth grade students at an elementary school in Manggarai Regency. The results of the study show that social studies teachers have implemented character education in social studies learning through various activities, such as discussions, questions and answers, presentations, and educational games. The implementation of character education is also seen in students' attitudes and behavior, such as discipline, self-confidence, and social awareness. The obstacles encountered in the implementation of character education are the teacher's lack of understanding of the concepts and goals of character education, limited learning time, and limited resources and facilities. The school is trying to overcome these obstacles, such as increasing teachers' understanding of character education, using technology in learning, and collaboration between schools and communities in strengthening character education in elementary schools. Keywords: Implementation, Social Studies Learning, Character education This study aims to analyze the implementation of social studies learning as strengthening character education in elementary schools. The research method used is a qualitative descriptive method with data collection techniques in the form of observation, interviews, and documentation studies. The research subjects were social studies teachers and sixth grade students at an elementary school in Manggarai Regency. The results of the study show that social studies teachers have implemented character education in social studies learning through various activities, such as discussions, questions and answers, presentations, and educational games. The implementation of character education is also seen in students' attitudes and behavior, such as discipline, self-confidence, and social awareness. The obstacles encountered in the implementation of character education are the teacher's lack of understanding of the concepts and goals of character education, limited learning time, and limited resources and facilities. The school is trying to overcome these obstacles, such as increasing teachers' understanding of character education, using technology in learning, and collaboration between schools and communities in strengthening character education in elementary schools. Keywords: Implementation, Social Studies Learning, Character education This study aims to analyze the implementation of social studies learning as strengthening character education in elementary schools. The research method used is a qualitative descriptive method with data collection techniques in the form of observation, interviews, and documentation studies. The research subjects were social studies teachers and sixth grade students at an elementary school in Manggarai Regency. The results of the study show that social studies teachers have implemented character education in social studies learning through various activities, such as discussions, questions and answers, presentations, and educational games. The implementation of character education is also seen in students' attitudes and behavior, such as discipline, self-confidence, and social awareness. The obstacles encountered in the implementation of character education are the teacher's lack of understanding of the concepts and goals of character education, limited learning time, and limited resources and facilities. The school is trying to overcome these obstacles, such as increasing teachers' understanding of character education, using technology in learning, and collaboration between schools and communities in strengthening character education in elementary schools. Keywords: Implementation, Social Studies Learning, Character education This study aims to analyze the implementation of social studies learning as strengthening character education in elementary schools. The research method used is a qualitative descriptive method with data collection techniques in the form of observation, interviews, and documentation studies. The research subjects were social studies teachers and sixth grade students at an elementary school in Manggarai Regency. The results of the study show that social studies teachers have implemented character education in social studies learning through various activities, such as discussions, questions and answers, presentations, and educational games. The implementation of character education is also seen in students' attitudes and behavior, such as discipline, self-confidence, and social awareness. The obstacles encountered in the implementation of character education are the teacher's lack of understanding of the concepts and goals of character education, limited learning time, and limited resources and facilities. The school is trying to overcome these obstacles, such as increasing teachers' understanding of character education, using technology in learning, and collaboration between schools and communities in strengthening character education in elementary schools. Keywords: Implementation, Social Studies Learning, Character education This study aims to analyze the implementation of social studies learning as strengthening character education in elementary schools. The research method used is a qualitative descriptive method with data collection techniques in the form of observation, interviews, and documentation studies. The research subjects were social studies teachers and sixth grade students at an elementary school in Manggarai Regency. The results of the study show that social studies teachers have implemented character education in social studies learning through various activities, such as discussions, questions and answers, presentations, and educational games. The implementation of character education is also seen in students' attitudes and behavior, such as discipline, self-confidence, and social awareness. The obstacles encountered in the implementation of character education are the teacher's lack of understanding of the concepts and goals of character education, limited learning time, and limited resources and facilities. The school is trying to overcome these obstacles, such as increasing teachers' understanding of character education, using technology in learning, and collaboration between schools and communities in strengthening character education in elementary schools. Keywords: Implementation, Social Studies Learning, Character education This study aims to analyze the implementation of social studies learning as strengthening character education in elementary schools. The research method used is a qualitative descriptive method with data collection techniques in the form of observation, interviews, and documentation studies. The research subjects were social studies teachers and sixth grade students at an elementary school in Manggarai Regency. The results of the study show that social studies teachers have implemented character education in social studies learning through various activities, such as discussions, questions and answers, presentations, and educational games. The implementation of character education is also seen in students' attitudes and behavior, such as discipline, self-confidence, and social awareness. The obstacles encountered in the implementation of character education are the teacher's lack of understanding of the concepts and goals of character education, limited learning time, and limited resources and facilities. The school is trying to overcome these obstacles, such as increasing teachers' understanding of character education, using technology in learning, and collaboration between schools and communities in strengthening character education in elementary schools.

Elementary school is the most basic level of formal education for children, so character education is important at this level. Moreover, the negative impact of information disclosure and technological advancement has penetrated the behaviour of elementary school students. This study aims to analyse the strategies and challenges in implementing character education in several elementary schools based on general interpretations of practitioners' experiences in the field. This is a qualitative study with a phenomenological approach. The subjects of this study consisted of 5 principals, 27 class teachers, and 55 parents. Sampling in this study used snowball sampling technique. The data collection method used interviews. Data analysis, including: data display, data condensation, and conclusion drawing. The results of this study show that the implementation strategy of education in elementary schools, in the form of: character education implementation strategies through teaching and learning activities, extracurricular activities, exemplary, and habituation. Challenges faced by elementary schools in implementing character education include: incomplete school facilities, bad family conditions, and unsupportive community conditions. The conclusion of this study shows that: (1) elementary schools have not yet implemented a holistic character education implementation strategy, i.e. the implementation of character education through co-curricular activities; and (2) The main challenge of implementing character education in elementary schools is bad family conditions.

In elementary school, the implementation of education for children is very weak, so it cannot guarantee character education learning. This study aimed to determine the impact of character education on student behavior at Gandasoli State Elementary School. This research uses a qualitative method, which is descriptive research. Data collection techniques were conducted by interview, observation, and documentation. Character education in elementary schools can be implemented through the learning process, school regulations, and extracurricular activities. The implementation applied at Gandasoli State Elementary School has six characteristics, namely: Implementation of tolerance character education, implementation of honest character education, implementation of hard work character education, implementation of creative character education, and implementation of discipline character education. The results of the research conducted on the behaviour of students at Gandasoli State Elementary School in the implementation of character education is follows. This can be seen from the results of observations that the behaviour of students who are taught religious values, honesty, tolerance, and discipline values are higher when students are at school.

Implementation of character education will create superior human resources in all aspects of personality. This study aims to explore the essential core of character education in elementary schools and explore the similarities and differences in character education applied in elementary schools in Malaysia and Indonesia. This research used a descriptive qualitative approach with the comparative method, and the type of research used was library research. Data collection techniques included researching and identifying data through various documents from scientific publications in journals, national and international articles, and applicable laws and regulations. The results of a literature review on character education in elementary schools in Malaysia and Indonesia show similarities and differences in the concepts, programs, and implementation of character education in the two countries.A comparison of character education in Indonesia and Malaysia can be a valuable basis for improving these two countries' character education systems and drawing lessons that can be applied in other countries.

Purpose: This research compares disciplinary character education in Indonesian and New Zealand elementary schools. Method: The method used in this research is descriptive qualitative with a literature review study design; the type of research is a comparative literature review. The data obtained from this research is secondary data. Data collection techniques use listening techniques and note-taking techniques. Data validity uses check and recheck methods, researcher validity, and source triangulation. The data analysis used is (1) data reduction, (2) data presentation, and (3) data conclusions. Result: The results of this research show that, in implementing character education in elementary schools in Indonesia and New Zealand, there are several similarities in rules, punishments, and rewards. (1) The purpose of having rulesau in schools is to improve student discipline, (2) punishment for students who violate discipline in Indonesian and New Zealand schools both receive punishment, namely students are given a warning, request sorry, and getting extra assignments, (3) awards for students who have applied discipline in Indonesian and New Zealand elementary schools. Students get extra points and appreciation by saying "good or good." The differences in the implementation of disciplinary character education in elementary schools in Indonesia and New Zealand can be seen from the time habits, uniforms and learning attitudes. Application: The novelty of this article is that it compares disciplinary character education in Indonesian and New Zealand elementary schools using the literature review study method.

This study aims to examine the Model of Student Character Education in Elementary Schools and Madrasah Ibtidaiyah in Banda Aceh City. The type of research used is field research, a qualitative approach with a descriptive-analytical method. The research location is two Elementary Schools (SD) and two Madrasah Ibtidaiyah (MI) in Banda Aceh. Data collection techniques through interviews, observations and documentation studies. The theories used are Thomas Lickona's character education theory, Ratna Megawangi 's PHBK (Character-Based Holistic Education) character education theory and Imam Al-Ghazali's character education theory. The results of the study found that first, the planning of student character education in Elementary Schools and Madrasah Ibtidaiyah in Banda Aceh City was carried out through preparation of learning programs, preparation and development of learning methods, development of teaching materials, determining learning media and developing assessment systems, preparation of learning rosters and learning schedules. Second; the implementation of student character education in Elementary Schools and Madrasah Ibtidaiyah in Banda Aceh City is carried out through intracurricular, co-curricular and extracurricular components. Third; the implications and models of student character education in Elementary Schools and Madrasah Ibtidaiyah in Banda Aceh City gain a comprehensive understanding and experience of religious values, discipline values, independent values and responsibility values in school life, family and society. The novelty findings of this study are that the character education model in Elementary Schools and Madrasah Ibtidaiyah in Banda Aceh City is based on role models or uswah hasanah.

The aim of this research is to evaluate how to implement character education in elementary schools using an ecological approach. The approach applied is qualitative research. Data was obtained from observation, interviews and document research. Research finds that the best way to implement character education is to create a conducive school environment, integrate character values in learning, involve parents and the community, utilize the natural environment, and develop character-based extracurricular programs. By considering the relationship between students and the surrounding environment, the implementation of character education in elementary schools can be effective through an ecological approach. The results of the study show that the implementation of character education using an ecological approach in elementary schools provides a comprehensive and contextual framework. This method allows schools to create a comprehensive learning environment, where characters are not only taught in theory but also practiced in various everyday situations by students.

The aims of this study are to describe: 1) the implementation of environmental awareness character education; 2) the obstacles in the implementation of environmental learning; 3) tips to support the success of environmental awareness character education in elementary schools. The writing method used is a literature study which contains theories relevant to the research problem. The results showed that the implementation of environmental awareness character education in elementary schools was carried out in three stages, namely: 1) integrated learning planning strengthening environmental care character education. 2) Implementation of integrated learning to strengthen environmental awareness character education. The teacher integrates the values ​​of environmental awareness by utilizing the environment as a learning resource, and arranges classes so that the implementation of environmental awareness characters can run well. 3) Integrated learning assessment of the achievement of environmental awareness character through positive habits both at home, at school, and in the community. The obstacles in implementing character education are students' low understanding of environmental cleanliness, inadequate facilities and the indecision of the rules made by the school. The tips taken to support the success of environmental awareness character education in elementary schools, namely: 1) implementation of an environment-based curriculum in schools; 2) participatory based environmental activities; and 3) management of supporting facilities that are environmentally friendly. Thus, it can be concluded that the implementation of environmental awareness character education in schools can run well if there is work between the important components in education, namely teachers, students, parents, and the community.

character has an important role in forming students' personalities from an early age, especially at elementary school level. One of the main character values ​​that needs to be instilled is discipline education, which is the basis for forming a responsible and orderly attitude in everyday life. This research aims to examine the implementation of disciplined character education in elementary schools as well as the factors that support and hinder its implementation. The method used is qualitative research with the aim of exploring, studying and describing the implementation of character education in elementary schools. Data was collected through observation, interviews with teachers. And data on all students of SDN KUBANG LABAN SERANG DISTRICT, totaling 40 students consisting of 20 male students and 20 female students who have different characters and SDN KUBANG LABAN SERANG DISTRICT has rules and regulations where the rules must be carried out by female students. The results of the research show that disciplined character education can be incorporated into the educational process effectively (successfully achieving goals) through habituation activities, teacher example, and rules. However, the implementation of character education also faces obstacles such as lack of parental involvement. application outside the school environment. This research recommends the need for synergy between schools and teachers to instill disciplinary character on an ongoing basis.

Purpose: This research aims to compare the implementation of disciplinary character education in elementary schools in Indonesia and Japan. Methodology: The method used in this research is descriptive qualitative with a literature study design and comparative literature review type. Data sources come from online journal articles, article websites, school websites, and YouTube videos. Results: The research results show that (1) Indonesian and Japanese elementary schools' school and class regulations exist. (2) There are regulations outside of learning in Indonesian and Japanese elementary schools. (3) Punishment in Indonesian elementary schools can use a points system, whereas Japanese elementary schools use a group peer pressure system. (4) Consistency in the form of habituation in Indonesian elementary schools is carried out through worship activities and daily notes. In contrast, in Japanese elementary schools, it is carried out through routine activities of cleaning the school (o- sōji), lunch (kyuushoku), and character education learning (doctors), and students are used to bying strict rules since childhood. (5) Student consistency in class in Indonesian and Japanese elementary schools is established through routine activities according to the learning sequence. Applications/Originality/Value: The novelty of this research is that this research compares the implementation of disciplined character education in Indonesian and Japanese elementary schools using the literature review method.

Character education in elementary schools requires special attention to apply it in the lives of students in order to form a strong noble character foundation attitude, environmental problems often occur in Indonesia and the lack of environmental awareness by fourth grade students at SD Negeri Siasem 04, thus students can carry out any of the following: one character value, namely caring for the environment in daily life, in developing efforts to improve the surrounding environment.
 This study aims to describe the implementation of character education caring for the social and non-social environment, and various kinds of obstacles that exist in SD Negeri Siasem 04. Using qualitative research types. The primary data of the study were students, while the secondary data were the principal and teachers, as well as other supporting documents. The data collection techniques in this study used observation, interviews and documentation. The data obtained were analyzed by data reduction techniques, data display and drawing conclusions or verification. Test the validity of the data using triangulation techniques and sources.
 The results showed that 1) The implementation of environmental care character education in SD Negeri Siasem 04 was carried out through, a) Environmentally friendly school policies, b) Implementation of an environment-based curriculum,
 
 c) Participatory-based environmental activities, d) Management of environmentally friendly supporting facilities, 2) Obstacles in implementing environmental care character education at SD Negeri Siasem 04, namely, a) Not including Adiwiyata schools. Lack of awareness of students and lack of understanding of students about the vision, mission and goals of the school, b) The curriculum is not independent and students lack understanding of the environment c) Lack of awareness of school residents to protect the environment. d) Students lack awareness to buy healthy food and damaged supporting facilities.

This research aims to analyze the implementation and challenges of character education in Social Sciences (IPS) learning in elementary schools. The method used is a literature study by examining various related sources obtained from various scientific articles on the Google Scholar page relating to the implementation and challenges of character education in elementary schools, especially in social studies learning. The results of the research show that the implementation of character education in school learning can be done in various ways, such as integrating character values ​​into social studies learning material, using various learning methods to develop student character, teacher example, customizing daily activities to support the character development carried out. by the school to create a positive culture and climate. However, the implementation of character education in social studies learning in elementary schools faces various challenges, such as limited teacher understanding, lack of role models from the environment, and minimal parental support. Therefore, serious efforts are needed from various parties, including schools, families and communities, to overcome these challenges and create a future generation with character.

This research was conducted to find out, explore, study, and describe the implementation of disciplinary character education in elementary schools and expected to help find the right policies to support the successful implementation of character education. The type of data used is secondary data. This research uses the literature study method. The data obtained were collected, analyzed, and concluded obtain conclusions about the literature study. Based on the research results, literature studies from several research results and journal articles indicate that implementation school policies by establishing good cooperation between all school residents and school committees can increase the success of the implementation of character education in elementary schools.

This research aims to describe the implementation of character education in elementary schools. The research method used survey by distributing questionnaires by Google form which then were analyzed descriptively and quantitatively. These questionnaires were distributed to principals and teachers in elementary schools in Indonesia and Malaysia. Results of the research show that the implementation of character education consisting of initial assessment of character education implementation, vision, socialization of strengthening character education implementation, mission and formulation of strengthening character education, policy design of strengthening character education, program design of strengthening character education, implementation of strengthening character education, evaluation of strengthening character education program implementation which has been implemented by different values in Indonesia and Malaysia. By this research, it is expected that there will be an illustration on the implementation of strengthening character education which can be used as a reference so there will be superior schools and ones encouraging the presence of characterized students.

The application of character education during the Covid-19 pandemic underwent changes that needed to be adapted to conditions, one of which was character education in elementary schools. This study aimed to know the implementation of character education using the QR Code at SDIT Mutiara Cendekia Lubuklinggau. This study was conducted by implementing qualitative method. The data were collected through documentation and interviews with two teachers and the principal of the school while the data analysis was conducted through inductive techniques, through steps of data reduction, data display and drawing conclusion. The research findings showed the following results: 1) character education was still carried out despite the Covid-19 pandemic; 2) the use of QR code technology in the form of photos or videos made them attractive for the students Thus, the character education by using QR codes for character education at SDIT Mutiara Cendekia Lubuklinggau could run well regardless of the Covid-19 pandemic.