<![CDATA[ABSTRACT Social Studies (IPS) in elementary schools is expected to develop social understanding, cultural awareness, and character; however, classroom practice may remain overly textual and detached from students' cultural worlds. This study analyzes the internalization of Bugis Sulapa Eppa values—Lempu, Acca, Warani, and Sipakatau—aligned with the prophetic traits of Siddiq, Fathanah, Amanah, and Tabligh in ethnopedagogy-based Social Studies learning. A descriptive qualitative approach was conducted at SD Islam Luqman Alhakim. Data were obtained through semi-structured interviews with classroom teachers and the principal, non-participant classroom observation, and document analysis involving teaching modules, learning materials, student worksheets, and learning documentation. Data analysis followed the interactive model of data collection, condensation/reduction, display, and conclusion drawing/verification, while credibility was strengthened through source and technique triangulation and member checking. The findings indicate that value internalization was embedded in learning objectives and implemented through storytelling of local wisdom, habituation, discussion and role play, and reflective activities. Lempu–Siddiq was manifested in academic honesty; Acca–Fathanah in critical and solution-oriented reasoning; Warani–Amanah in confidence and responsibility; and Sipakatau–Tabligh in respectful communication. School cultural congruence and curriculum flexibility supported implementation, whereas the limited availability of integrated teaching materials remained a major constraint. The study proposes prophetic ethnopedagogy as a contextual framework that connects local culture, spirituality, and character formation in elementary Social Studies without treating character education as a separate subject.]]>
