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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Sang Pencerah: Jurnal Ilmiah Universitas Muhammadiyah Buton Community Development Journal: Jurnal Pengabdian Masyarakat Community Empowerment Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Journal of English Language and Education Journal of Education Research Journal Of Human And Education (JAHE) Arus Jurnal Psikologi dan Pendidikan TAKSONOMI Jurnal Pengabdian Masyarakat dan Riset Pendidikan Journal of Elementary School AIQU: Journal Multidiscipliner of Science Jurnal Pengabdian Riset Masyarakat Madani Mimbar Sekolah Dasar
Suruambo, Juharmin
Universitas Muhammadiyah Buton
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Economics, Econometrics & Finance Education Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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Phenomenological Study of Character Education Practices in Baubau City Elementary Schools La Ode Fajrul Islam Sabti; Juharmin Suruambo; La Ode Sahrin Djalia; Jufri Jufri
Mimbar Sekolah Dasar Vol. 13 No. 2 (2026)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/mimbar-sd.v13i2.64

Abstract

This research is motivated by the persistent gap between the character values taught normatively in the curriculum and the actual practices experienced by students in their daily lives in elementary schools. Character education often remains declarative and has not fully addressed the experiential and subjective meaning dimensions of learners. Therefore, this study aims to gain an in-depth understanding of character education practices as well as the meanings constructed by teachers and students through their lived experiences. This research employs a qualitative approach with a phenomenological design focusing on the participants' lived experiences. Data were collected through in-depth interviews, participatory observation, and documentation, then analyzed thematically to reveal the essence of the character education experience. The findings indicate that character education is perceived as lived experiences integrated into students' daily lives through habituation, teacher role modeling, and contextual school culture. The process of internalizing values occurs gradually through social interaction, emotional engagement, and reflection on experiences. The integration of values in learning and the use of local wisdom have been shown to strengthen the relevance and depth of value understanding. Nevertheless, the implementation of character education still faces challenges such as value inconsistency between school and the external environment, the dominance of cognitive orientation in the curriculum, and limited teacher pedagogical readiness. Thus, character education requires an integrative, contextual, and collaborative approach so that the internalization of values can take place holistically and sustainably.
Co-Authors Abdul Rahim Acoci Adzila, St. Nur Ahmad Daholu Ainun Hidayanti Akhier, Muhammad Alim, Juflyn Ani Pratiwi Azaluddin Firman Alamsyah Mansyur Imelda Artinayu Indrawan, Yongky Juflyn Alim Jufri Jufri La Ode Fajrul Islam Sabti La Ode Sahrin Djalia Lariyos, Zidan Linda Lestari Maudin Muh. Dimas Saputro Muhamad Ridwan Rudiyasa, Muh. Yasmin Rudiyasa, Yasmin Rusli Safaat4, Safaat4 Saf’at Satrino, Satrino Sulfasyah Sulfasyah, Sulfasyah Tarno Warda, Syah Atul Yongki Indrawan Yustiani