Integrating Character Education into Elementary Civic Education: A Kohlbergian Perspective on Moral Development

Abstract

This study investigates the integration of character education into Civic Education (PPKn) learning in elementary schools from the perspective of Lawrence Kohlberg’s theory of moral development. The research was conducted in three elementary schools in Lampung using a qualitative mini-research approach. Data were collected through teacher interviews, classroom observations, and student discussions. The findings reveal that character education is integrated into Civic Education through various strategies, including group discussions, collaborative learning, teacher role modeling, reflective activities, and the development of positive habits. These strategies aim to foster essential character values such as honesty, responsibility, discipline, tolerance, and cooperation among students. The study also found that most students remain at the preconventional and early conventional stages of moral development, where their behavior is largely influenced by external factors such as school rules, teacher supervision, rewards, and social acceptance. Several challenges were identified, including peer influence, inconsistencies between school values and students’ social environments, and limited opportunities for moral reflection. To address these challenges, teachers employ contextual learning methods, provide positive role models, encourage reflective thinking, and collaborate with parents to reinforce character values beyond the classroom. The study concludes that the successful integration of character education in Civic Education requires continuous support from teachers, families, schools, and the wider community to promote students’ moral growth and character development