<![CDATA[General Background Civic instruction serves a fundamental function in shaping foundational character traits and social habits among young children. Specific Background The second-grade demographic at SDN Sinar Jaya consists of only three individuals, presenting a unique classroom dynamic that requires specific pedagogical adaptation. Knowledge Gap Moral theories taught in schools frequently remain abstract, lacking direct habituation mechanisms that convert theoretical citizenship concepts into tangible, daily collective actions. Aims This implementation seeks to instill shared responsibility and mutual assistance through the execution of a daily scheduled task rotation. Results Observational evaluations indicated that participants successfully completed assigned physical chores, such as sweeping and arranging chairs, achieving high assessment scores between 12 and 13. Additionally, participants demonstrated spontaneous initiative by voluntarily aiding peers who encountered difficulties during their respective assignments. Novelty Leveraging a micro-group environment enables highly intensive teacher mentoring, converting basic classroom maintenance into a deeply personalized pedagogical instrument for character formation. Implications Embedding scheduled practical activities within daily educational schedules offers teachers an actionable strategy to ensure abstract social values materialize as permanent behavioral traits. Highlights: Scheduled physical chores successfully transformed abstract moral theories into concrete daily actions. Observational assessments revealed high participant compliance and excellent micro-group performance metrics. Personalized teacher guidance triggered spontaneous peer assistance and shared responsibility among learners. Keywords: Character Building, Habituation Method, Social Learning, Shared Responsibility, Micro Cohort]]>
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