<![CDATA[Early childhood character education often still relies on passive one-way instruction, even though this approach has proven to be less effective in instilling moral values than direct experience and interaction. This study aims to explore the perception of early childhood education teachers towards the implementation of the collaborative reflection model in character education, especially regarding relevance, feasibility, obstacles, and support needs in daily pedagogical practice. The study used a qualitative descriptive case study design involving educators at a daycare in Cileungsi, Bogor Regency, selected through purposive criterion sampling, with data collected through semi-structured in-depth interviews, pre- and post-observation binary questionnaires, and thetically analyzed field notes. The results showed that teachers' perceptions underwent a significant transformation, from technical concerns in the pre-observation phase regarding time constraints and difficulties in conditioning children, to full approval of the feasibility of the model after witnessing hands-on practice modeling in the classroom. Teachers also perceive this model to be effective in stimulating the child's high-level cognitive problem-solving skills, social-emotional development, and emotional regulation through the articulation of logical arguments and the discovery of independent solutions. The study concluded that structured collaborative reflection succeeded in operationalizing the basic assumptions of the Integrated Collaborative Reflection Model (ICRM) as a catalyst for converting abstract values into concrete behaviors as well as strengthening teachers' self-efficacy. Implicitly, early childhood education professional development programs need to emphasize modeling and hands-on experience, not just conceptual training, so that teachers are better prepared to adopt reflective practices in character learning. ]]>
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