Implementing Thomas Lickona’s Three Components of Character Education in Elementary Civic Education: Teachers’ Practices and Challenges

Abstract

This study aims to analyze Thomas Lickona's concept of character education and its implementation in Civic Education (PKn) in shaping students' character. The research employed a qualitative approach using interviews, observations, and documentation as data collection techniques. The participants consisted of elementary school teachers who actively implement character education in the learning process. Data were analyzed descriptively through data reduction, presentation, and conclusion drawing. The findings indicate that Thomas Lickona's character education framework consists of three interconnected components: moral knowing, moral feeling, and moral action. In PKn learning, these components are implemented through contextual discussions, role-playing activities, storytelling, reflection, and character habituation programs. The study also reveals that teachers play a crucial role as role models in fostering students' moral values, while collaboration between schools and families significantly supports character development. However, challenges such as excessive gadget use and the influence of social media can hinder the effectiveness of character education. In conclusion, Thomas Lickona's character education concept remains highly relevant to PKn learning because it promotes the development of responsible, disciplined, tolerant, and morally conscious citizens. Effective character education requires systematic integration of moral values into learning activities, school culture, and family support