<![CDATA[Abstract: Character education in elementary schools requires culturally meaningful experiences so that social values are practiced rather than merely understood. This study aimed to describe the implementation of character education based on the local wisdom of belangar, identify the values internalized, analyze its contribution to students’ social attitudes, and examine supporting and inhibiting factors at SD Negeri 1 Surabaya Utara, East Lombok. A descriptive qualitative approach with a case study design was employed. Participants comprised the principal, two fifth-grade teachers, 30 fifth-grade students, and five parents selected according to their involvement in the program. Data were collected through observation, semi-structured interviews, supporting questionnaires, and documentation. Analysis followed the interactive model of Miles, Huberman, and Saldaña through data collection, condensation, display, and conclusion drawing; credibility was strengthened through source, technique, and time triangulation. The findings show that belangar values were integrated through voluntary donations, visits to bereaved or ill community members, school cleaning, cooperative learning, contextual storytelling, and teacher modeling. These activities internalized mutual cooperation, empathy, responsibility, teamwork, respect, sincerity, discipline, and social care. Triangulated evidence indicated positive tendencies in students’ willingness to help peers, cooperate in groups, communicate politely, respect others, and care for their environment. Implementation was strengthened by school leadership and family-community participation, but constrained by the occasional nature of belangar events, limited time and facilities, and uneven student understanding. The study demonstrates that pedagogically adapting local solidarity practices can contextualize character education, although the findings do not establish causal effectiveness. Abstrak: Pendidikan karakter di sekolah dasar memerlukan pengalaman yang bermakna secara budaya agar nilai sosial dipraktikkan, bukan sekadar dipahami. Penelitian ini bertujuan mendeskripsikan implementasi pendidikan karakter berbasis kearifan lokal belangar, mengidentifikasi nilai yang diinternalisasikan, menganalisis kontribusinya terhadap sikap sosial siswa, serta mengkaji faktor pendukung dan penghambat di SD Negeri 1 Surabaya Utara, Lombok Timur. Penelitian menggunakan pendekatan kualitatif deskriptif dengan desain studi kasus. Partisipan terdiri atas kepala sekolah, dua guru kelas V, 30 siswa kelas V, dan lima wali murid yang dipilih berdasarkan keterlibatan dalam program. Data dikumpulkan melalui observasi, wawancara semi-terstruktur, angket pendukung, dan dokumentasi. Analisis mengacu pada model interaktif Miles, Huberman, dan Saldaña melalui pengumpulan, kondensasi, penyajian data, serta penarikan kesimpulan; kredibilitas diperkuat melalui triangulasi sumber, teknik, dan waktu. Hasil penelitian menunjukkan bahwa nilai belangar diintegrasikan melalui sumbangan sukarela, kunjungan kepada keluarga yang berduka atau anggota komunitas yang sakit, kerja bakti, pembelajaran kooperatif, cerita kontekstual, dan keteladanan guru. Kegiatan tersebut menginternalisasikan gotong royong, empati, tanggung jawab, kerja sama, saling menghargai, keikhlasan, disiplin, dan kepedulian sosial. Bukti yang ditriangulasi menunjukkan kecenderungan positif pada kesediaan siswa membantu teman, bekerja sama dalam kelompok, berkomunikasi santun, menghargai orang lain, dan peduli terhadap lingkungan. Pelaksanaan diperkuat oleh kepemimpinan sekolah serta partisipasi keluarga dan masyarakat, tetapi dibatasi oleh kegiatan belangar yang tidak rutin, keterbatasan waktu dan sarana, serta pemahaman siswa yang belum merata. Adaptasi pedagogis praktik solidaritas lokal dapat mengontekstualkan pendidikan karakter, meskipun temuan tidak membuktikan efektivitas kausal.]]>
