Teacher Strategies In Character Strengthening In Pancasila Education Learning For Grade II Students At SDN 1 Sesait

Abstract

This study aims to examine and describe the strategies employed by teachers in strengthening students' character through Pancasila Education learning among second-grade students at SDN 1 Sesait, as well as to identify the supporting and inhibiting factors affecting its implementation. This research employed a qualitative approach with a case study in SDN 1 Sesait. Participants consisted of the principal, the second-grade teacher, and second-grade students. Data were collected through observation, interviews, and documentation, and were analyzed using the Miles and Huberman model, comprising data reduction, data display, and conclusion drawing. Data validity was ensured through source and technique triangulation. The findings reveal that character strengthening was implemented through four main strategies, namely role modeling, habituation, group discussion, and independent assignments, integrated into Pancasila Education learning. The character values developed included discipline, responsibility, honesty, cooperation, and tolerance. Supporting factors included school support, effective collaboration with parents, and a conducive learning environment, while inhibiting factors included differences in students' characteristics, limited parental supervision, and the influence of the social environment outside school. Therefore, teachers' strategies play a significant role in shaping and strengthening students' character through Pancasila Education learning.