<![CDATA[Background: Character education plays a vital role in shaping students’ behavior and attitudes, particularly in the development of social character during adolescenceSocial Science, as a subject that discusses human relationships and social phenomena, serves as a strategic medium for internalizing character values. Objective: This study aims to examine the implementation of character education through integrated Social Science learning in shaping the social character of junior high school students. Method: A descriptive qualitative approach was employed in this study, which was conducted at Al Hasib Junior High School, Pakis District, Malang Regency in 2024. Data collection techniques included interviews, observations, and documentation. Data were analyzed using Miles and Huberman’s interactive model. Result: The findings show that the implementation of character education at Al Hasib Junior High School is conducted through three main school programs: (1) curriculum development that integrates character values into learning materials; (2) extracurricular and school-wide activities designed to cultivate students' social behavior; (3) evaluation mechanisms to assess character development; and (4) the application of core character pillars. Conclusion: Integrated Social Science learning can be effectively utilized as a vehicle for character education, especially in fostering social character among junior high school students. The structured programs and institutional policies at Al Hasib Junior High School have successfully supported this educational goal. Originality/Value: This study offers conceptual and practical novelty in the field of Social Science education and character pedagogy by uncovering a comprehensive implementation model integrating curriculum design, school-wide/extracurricular activities, behavioral evaluation mechanisms, and core character pillars regarding the internalization and formation of students' social character within the context of a private junior high school setting (Al Hasib Junior High School, Malang), an area that has received limited empirical examination. These findings enrich empirical evidence and serve as a strategic reference for curriculum developers and educational policymakers to design structured, subject-based character education programs.]]>
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