<![CDATA[Penelitian ini bertujuan untuk mendeskripsikan proses pelaksanaan pembelajaran Seni Budaya dan Prakarya (SBdP) dan penerapan nilai-nilai pendidikan karakter pada peserta didik kelas IV di Sekolah Dasar Negeri Totogan. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan desain case study, melibatkan satu guru kelas dan sembilan belas peserta didik kelas IV yang ditentukan melalui purposive sampling. Data dikumpulkan melalui observasi, wawancara mendalam, dokumentasi, dan angket sebagai data pendukung, diuji keabsahannya dengan triangulasi, serta dianalisis menggunakan interactive model dari Miles dan Huberman. Hasil penelitian menunjukkan bahwa pelaksanaan pembelajaran SBdP belum berjalan optimal akibat keterbatasan sarana dan bahan praktik serta rendahnya minat sebagian peserta didik, sehingga guru dituntut berinovasi menyajikan materi secara kreatif. Penerapan pendidikan karakter melalui pembelajaran SBdP terwujud dalam tujuh nilai karakter, yaitu religius, jujur, disiplin, cinta tanah air, kerja keras, kreatif, dan menghargai prestasi, dengan capaian yang bervariasi antarindikator. Disimpulkan bahwa pembelajaran SBdP berkontribusi nyata terhadap tumbuhnya nilai karakter peserta didik, meskipun implementasinya masih perlu diperkuat melalui optimalisasi sarana dan penguatan peran guru sebagai motivator dan fasilitator. This study aims to describe the implementation process of Arts and Crafts (SBdP) learning and the application of character education values among fourth-grade students at Totogan State Elementary School. This study employed a descriptive qualitative approach with a case study design, involving one classroom teacher and nineteen fourth-grade students selected through purposive sampling. Data were collected through observation, in-depth interviews, documentation, and a supplementary questionnaire, validated through triangulation, and analyzed using the interactive model proposed by Miles and Huberman. The findings indicate that the implementation of SBdP learning has not been optimal due to limited facilities and materials as well as low interest among some students, requiring teachers to innovate creatively in delivering the material. The application of character education through SBdP learning was reflected in seven character values, namely religiosity, honesty, discipline, patriotism, hard work, creativity, and appreciation of achievement, with varying levels of attainment across indicators. It is concluded that SBdP learning makes a tangible contribution to fostering students' character values, although its implementation still requires strengthening through improved facilities and a more active teacher role as motivator and facilitator. ]]>
