<![CDATA[This study aims to describe teacher strategies in character building for students with diverse learning characteristics at SD Negeri Rawailat Cileungsi. Using a descriptive qualitative approach, data were collected through in-depth interviews with four key informants and participatory observation. Data validity was tested through source and technique triangulation, as well as member checking. The results indicate that character building does not rely on a uniform approach, but rather on concrete and repetitive differentiated strategies. The primary strategies include: (1) adjusting targets into micro-steps; (2) affective approach by building emotional connections; (3) direct modeling and experiential learning; (4) language adjustment and use of visual media; (5) structured routines; and (6) heterogeneous grouping. The main supporting factors are functional collaboration among teachers and synergy with parents, while inhibiting factors include large class sizes and the absence of specific planning documents. Teachers respond through creative adaptive efforts such as a tiered monitoring system and home visits. This study concludes that character internalization requires consistency in adaptive strategies and a supportive ecosystem within the framework of the Merdeka Curriculum.]]>
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