Integration Of Character Education In Pkn Learning In Elementary School: Case Study Pesawaran Regency and Bandar Lampung City

Abstract

Character education plays an important role in supporting students’ moral and social development at the elementary school level. This study examines the integration of character education into Civic Education (PKn), differences in teachers’ approaches across grade levels, and the challenges encountered in its implementation. A descriptive qualitative approach was employed, with data collected through semi-structured interviews with three classroom teachers teaching Grades III, IV, and V at different elementary schools in Pesawaran Regency and Bandar Lampung, Indonesia. The findings indicate that teachers integrated character values into Civic Education by connecting learning materials with students’ everyday experiences, modeling positive behavior, and establishing consistent classroom routines. The approaches varied across grade levels: Grade III emphasized imitation and direct habituation, Grade IV combined habituation with an understanding of underlying values, and Grade V placed greater emphasis on moral reasoning and the development of intrinsic awareness. The main challenges included inconsistencies in students’ behavior associated with differences in family environments and concerns about gadget use. Teachers addressed these challenges through consistent role modeling, classroom-based habituation, and communication with parents. These findings highlight the importance of adapting character education practices to students’ learning needs and strengthening collaboration between schools and families to support character development through Civic Education