<![CDATA[This study aims to evaluate the implementation of character education in Indonesia from 2011 to 2022, focusing on its focus, scope, and achievements. Library research, in which articles are examined, was used as the method of this study. A semi-systematic literature review was conducted using predefined keywords on Google Scholar. Articles were screened with structured inclusion criteria based on citation counts and topic relevance to improve transparency and reduce selection bias. The review examines four analytical dimensions: policy implementation, pedagogical models, management strategies, and assessment practices. Findings indicate strong regulatory commitment, particularly through Curriculum-13 and subsequent policy reinforcement. However, operational implementation varies across institutions due to differences in teacher capacity, leadership, and organizational readiness. Pedagogically, character education is integrated through thematic instruction, habit-building practices, and project-based learning, yet often lacks prioritization of constructs and alignment with developmental stages. Management capacity significantly influences sustainability, while assessment remains the most methodologically fragile dimension due to the difficulty of measuring affective and virtue-based constructs. Overall, although character values are widely emphasized, structural coherence, standardized evaluative constructs, and developmental-stage alignment remain limited. This study provides an evaluative framework to strengthen policy relevance and operational consistency in future character education reforms in Indonesia.]]>
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