<![CDATA[Character education in primary schools requires learning strategies that integrate authentic experiences with the development of positive values among students. This study aimed to describe the implementation of the Business Day program, analyze character development through this best practice, and identify the supporting and inhibiting factors in its implementation at SD Islam Surya Buana Malang. This research employed a qualitative approach using a case study design. Data were collected through interviews, non-participant observations, and document analysis, and were analyzed using thematic analysis supported by source and technique triangulation to ensure data credibility. The findings revealed that Business Day was implemented through planning, implementation, and evaluation stages involving students actively in every process. The program fostered independence, responsibility, honesty, discipline, collaboration, communication, creativity, self-confidence, social awareness, and problem-solving skills through experiential learning. Its successful implementation was supported by the school's commitment, teachers' roles as facilitators, parental involvement, and students' active participation, while challenges related to students' confidence, financial transaction skills, and limited implementation time became valuable learning experiences. Therefore, Business Day can be regarded as a best practice in entrepreneurship-based character education that is worthy of replication in primary schools and Islamic elementary schools.]]>
Copyrights © 2026
