<![CDATA[This study aimed to describe teachers’ humanistic strategies in strengthening character education and supporting the psychosocial adaptation of early grade students at SDN 138 Palembang. This research used a descriptive qualitative approach supported by field observations during the Teaching Practice Program (PLP) and literature studies. Data were collected through observation, interviews, documentation, and supporting references related to humanistic learning and character education. The results showed that teachers applied several humanistic strategies such as giving motivation, using friendly communication, providing appreciation, and creating a comfortable learning atmosphere. At the beginning of the observation, several students appeared shy, lacked self-confidence, and experienced difficulties interacting with their peers. Through the implementation of humanistic strategies applied by the teacher, the students demonstrated positive changes, including increased participation, self-confidence, discipline, and social interaction skills within the school environment. Therefore, the teacher’s humanistic strategy was considered effective in supporting character development and psychosocial adaptation among lower-grade elementary school students.]]>
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