<![CDATA[Abstract: The implementation of character education is a path to building a more moral education. This research aims to describe the teacher's perception of the implementation of character education at SD YAPITA Surabaya. This research uses a descriptive qualitative design with one class IV teacher as a participant, who was selected through purposive techniques with the criteria of having at least two years of teaching experience, directly involved in learning and familiarization activities, and willing to provide in-depth information. Data was collected through semi-structured in-depth interviews and analyzed using thematic analysis to identify the meaning patterns of participants' answers. The research results found three main themes, namely: (1) teacher habituation and familiarity as the basis for character formation; (2) integration of character values in learning and school culture; and (3) implementation challenges, including the influence of the external environment, low parental involvement, and limited time and facilities. This finding shows that character education in YAPITA Elementary School is applied through school routines, integration of grades in subjects, as well as activities that support character internalization such as discipline, responsibility, empathy, and cooperation. This research makes an important contribution by emphasizing that teacher perception plays a central role in the success of character education, especially in Islamic-based elementary schools. The research implications emphasize the need for collaboration between schools, parents, and the community as well as the improvement of teacher competence to strengthen the sustainability of character education programs.Abstrak: Penerapan Pendidikan karakter merupakan sebuah jalan untuk membangun pendidikan yang lebih bermoral. Penelitian ini bertujuan untuk mendeskripsikan persepsi guru terhadap implementasi pendidikan karakter di SD YAPITA Surabaya. Penelitian ini menggunakan desain kualitatif deskriptif dengan satu guru kelas IV sebagai partisipan, yang dipilih melalui teknik purposive dengan kriteria memiliki pengalaman mengajar minimal dua tahun, terlibat langsung dalam kegiatan pembelajaran dan pembiasaan, serta bersedia memberikan informasi secara mendalam. Data dikumpulkan melalui wawancara mendalam semi-terstruktur dan dianalisis menggunakan analisis tematik untuk mengidentifikasi pola makna dari jawaban partisipan. Hasil penelitian menemukan tiga tema utama, yaitu: (1) pembiasaan dan keteladanan guru sebagai dasar pembentukan karakter; (2) integrasi nilai karakter dalam pembelajaran dan budaya sekolah; dan (3) tantangan implementasi, meliputi pengaruh lingkungan luar, rendahnya keterlibatan orang tua, serta keterbatasan waktu dan fasilitas. Temuan ini menunjukkan bahwa pendidikan karakter di SD YAPITA diterapkan melalui rutinitas sekolah, integrasi nilai dalam mata pelajaran, serta kegiatan yang mendukung internalisasi karakter seperti kedisiplinan, tanggung jawab, empati, dan kerja sama. Penelitian ini memberikan kontribusi penting dengan menegaskan bahwa persepsi guru memegang peran sentral dalam keberhasilan pendidikan karakter, khususnya di sekolah dasar berbasis Islam. Implikasi penelitian menekankan perlunya kolaborasi antara sekolah, orang tua, dan masyarakat serta peningkatan kompetensi guru untuk memperkuat keberlanjutan program pendidikan karakter.]]>
