<![CDATA[The rise in bullying and juvenile delinquency reflects a decline in the character of the younger generation. This phenomenon highlights the urgent need for character education, particularly at the junior high school level. This is because students are in the early adolescent transition phase, a period often marked by instability, making them vulnerable to negative influences and deviant behavior. This study aims to: a) describe the implementation of the PCC program in strengthening character; and b) identify the factors that facilitate or hinder the strengthening of character education through the PCC program. The strategies for strengthening character education via the PCC program were analyzed using Thomas Lickona’s theoretical framework, comprising Moral Knowing, Moral Feeling, and Moral Action. The study employed a qualitative approach using a case study design. Data collection was conducted through interviews and supplemented by observations, documentation, and questionnaires completed by 52 seventh-grade students. Data were analyzed using the Miles and Huberman model, employing a deductive-inductive coding approach. The findings indicate that the PCC (Character-Building Program) strengthens character through direct, experiential learning such as residential living, collaborative tasks, reflection, acts-of-kindness projects, and character-exploration activities rather than through the verbal delivery of content. Furthermore, the implementation of the PCC is supported by the school’s commitment, the involvement of character ambassadors, the Matahati Care Center, and parents, while challenges include the physical and psychological conditions of the students. The long-term sustainability of these character changes warrants further longitudinal study.]]>
