<![CDATA[The development of courteous character remains a concern in Grade IV at SDN 182 Pekanbaru because some students use impolite language, show insufficient respect for teachers during instruction, and require guidance in interacting with peers. This study aimed to analyze teachers’ strategies for developing students’ courteous character. The study employed a qualitative approach with a case study design and was conducted from August 11 to 13, 2026. Data were collected from Grade IV teachers and students through observation, in-depth interviews, and documentation. The data were analyzed using the Miles and Huberman interactive model, while their trustworthiness was strengthened through triangulation. The results identified five main strategies: habituation, guidance, advice, role modeling, and the enforcement of school rules. Habituation was implemented through prayer activities and the use of polite language; guidance was provided through teachers’ direct involvement; advice was delivered using gentle language; role modeling was demonstrated through words and actions; and school rules were enforced through reprimands and educational sanctions. Overall, students’ courteous character was categorized as fairly good, although some students still required guidance in using polite language with their peers. This study concludes that teachers’ strategies play an important role in developing courteous character and need to be implemented consistently. These findings imply that schools need to strengthen habituation, role modeling, guidance, and rule enforcement to establish a sustainable culture of courtesy.]]>
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