Character Education for Improving the Ethics of Elementary School Students: A Qualitative Study at SD Negeri Maguwoharjo 1 Depok

Abstract

Students’ ethical behavior remains a concern in Indonesian elementary schools, where dishonesty, indiscipline, and a lack of respect for teachers and peers continue to emerge. This study aimed to explore how character education is implemented to improve students’ ethics at SD Negeri Maguwoharjo 1 Depok. A descriptive qualitative approach was employed. Nine participants, comprising three homeroom teachers of Grades 4, 5, and 6 and six students, were selected purposively. Data were collected through in-depth interviews, observation, and documentation, analyzed thematically, and checked through source and technique triangulation. The findings show that honesty, responsibility, respect, discipline, and politeness were consistently reinforced through two complementary routes: integration into classroom learning, such as assignments, homework, and group discussions, and habituation through daily school routines, such as classroom duties, flag ceremonies, greetings, and compliance with school rules. These values were manifested in observable behavior, including respecting peers, obeying rules, fulfilling responsibilities, and communicating politely. The study suggests that character education becomes meaningful when moral understanding is connected to repeated practice, teacher modeling, and a supportive school environment. However, the findings are limited to a single school with a small number of participants and do not establish a causal effect; broader and longitudinal studies are therefore recommended.