<![CDATA[Indonesia’s Kurikulum Merdeka positions collaboration and self-discipline as core dimensions of the Pancasila Student Profile, yet recent classroom-level evidence shows these competencies often remain at a moderate level among elementary students, with collaborative behaviour still constrained by individualistic tendencies and dependence on teacher guidance. This study examines how karawitan, the Javanese traditional gamelan ensemble art, strengthens collaborative and disciplinary character among elementary school students at SDN 03 Kober, Purwokerto. Using a qualitative case study approach, data were collected through participant observation, in-depth interviews with students, the art instructor, homeroom teachers, and the principal, as well as documentation across a 45-day field programme (January–February 2026). Thematic analysis was applied through an integrated framework combining Situated Learning theory and Embodied Cognition theory. Findings show that collaborative character is constructed through ensemble synchronisation understood as legitimate peripheral participation within a community of practice, while disciplinary character is constructed through the embodied repetition required to maintain rhythmic adherence to gendhing composition. These two mechanisms operate independently yet reinforce one another, offering a parsimonious account of how a single cultural practice cultivates two distinct character dimensions simultaneously, with implications for culturally grounded character education design in Indonesian primary schools.]]>
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