<![CDATA[This study aimed to describe the implementation of character education in Balinese language learning through gancaran material for Grade XI students at SMAN 8 Denpasar, identify its obstacles and efforts, and explain its implications for students and the learning process. This study used a qualitative descriptive approach. Data were collected through observation, interviews, literature study, and documentation involving the principal, Balinese language teacher, and Grade XI students. Data were analyzed through data reduction, data presentation, and conclusion drawing. The results showed that character education was implemented through planning, learning activities, and evaluation. The teacher integrated character values into learning objectives, teaching materials, classroom activities, group discussions, assignments, and reflection. The character values developed included discipline, responsibility, collaboration, communication, creativity, critical reasoning, politeness, and respect for Balinese culture. The main obstacle was students’ limited understanding of Balinese, especially refined Balinese. The teacher addressed this by using bilingual explanations, contextual examples, guided discussions, and opportunities for students to retell satua in their own words. Thus, gancaran can be used as a meaningful medium for integrating language learning, local cultural preservation, and character education.]]>
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