<![CDATA[Social awareness and civic responsibility are important components of character development among elementary school students. However, globalization and digital technology have increasingly influenced children’s patterns of social interaction and may encourage more individualistic behavior. This study explored how collaborative learning and school habituation practices support the development of social awareness and civic responsibility among elementary school students, as well as how teacher role modeling, school culture, and parental support reinforce this process. The study employed a qualitative descriptive approach involving 14 fifth-grade students and one classroom teacher at SDN Kraton 6, Maospati, Magetan, Indonesia. Data were collected through observation, semi-structured interviews, and documentation and were analyzed using thematic analysis. The findings indicated that collaborative learning supported students’ social awareness by encouraging cooperation, communication, mutual respect, and shared problem solving. School habituation practices including classroom-cleaning schedules, mutual cooperation activities, flag ceremonies, moral discussions, and daily discipline routines supported civic responsibility by providing repeated opportunities for students to practice discipline, participation, responsibility, and care for shared environments. Teacher role modeling, positive school culture, and parental support further reinforced the internalization of these social and civic values. The study highlights the importance of integrating collaborative instructional practices, continuous school habituation, and supportive educational environments to promote sustainable character development among elementary school students.]]>
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