<![CDATA[Physical education is expected to develop motor competence and student character, yet school practice often emphasizes physical skills. This study examined the effect of the Teaching Personal and Social Responsibility (TPSR) model on student character in basketball learning. A quasi-experimental untreated control group design with pretest and posttest was employed. Participants were 83 seventh-grade students at SMP Negeri 1 Cikarang Utara, consisting of 43 students in the experimental class and 40 students in the control class. Character data were collected using a validated Likert-scale questionnaire and analyzed through descriptive statistics, Shapiro-Wilk normality tests, Levene's homogeneity test, paired-samples t-tests, and an independent-samples t-test. The experimental mean increased slightly from 103.16 to 103.51, whereas the control mean increased from 103.73 to 106.20. The experimental pretest-posttest difference was not significant (p = .844), and the posttest difference between groups was also not significant (p = .117). Thus, four TPSR meetings in one basketball unit did not produce a statistically significant improvement in student character. Longer and more consistent implementation across physical education units is recommended to support character internalization.]]>
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