<![CDATA[Character education is widely promoted in early childhood education, yet quantitative evidence from individual urban kindergartens in Indonesia remains limited. This study presents an illustrative simulated analysis of a structured six-week character education program specified for children aged 5–6 years at TK Joy Kids Makassar during July–August 2026. The simulated dataset reflected a quantitative quasi-experimental nonequivalent control-group design comprising 60 children, with 30 in an intervention class and 30 in a comparison class. The program integrated teacher modeling, picture-book discussions, role play, cooperative tasks, and daily habituation routines. The specified assessment instrument was a 20-item structured observation checklist measuring prosocial behavior and self-discipline. Actual participant-level field data were unavailable for manuscript development; consequently, all reported statistical results derive from simulated data. In the simulated analysis, both groups improved, with larger gains in the intervention group. ANCOVA controlling for baseline scores indicated statistically significant group differences in prosocial behavior, F(1, 57) = 16.73, p < .001, partial eta squared = .23, and self-discipline, F(1, 57) = 31.49, p < .001, partial eta squared = .36. These results illustrate an approach to evaluating character education through observable behavior rather than establishing empirical program effectiveness. The evaluation framework highlights routine-based pedagogy, teacher modeling, and consistent reinforcement as practical considerations. The simulated statistics must be replaced or verified against actual study data before submission.]]>
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