<![CDATA[This study aims to describe the strategies of social studies teachers in instilling anti-bullying character in eighth-grade students at SMP Negeri 2 Surabaya and SMP Luqman Al Hakim Surabaya, and to analyze the similarities and differences in the planning, implementation, and evaluation strategies of social studies learning in both schools. The study used a qualitative approach with a comparative study design. Data were collected through interviews, observations, and documentation. The results showed that social studies teachers in both schools have a strategic role in shaping anti-bullying character through a systematically designed learning process. In the planning stage, SMP Negeri 2 Surabaya uses the Problem Based Learning (PBL) and Team Game Tournament (TGT) models, while SMP Luqman Al Hakim applies differentiated learning. In the implementation stage, both schools use collaborative activities to develop empathy and tolerance, but SMP Luqman Al Hakim has an advantage in the form of continuous character development through the boarding school system. In the evaluation stage, both schools emphasize observing social behavior, with SMP Luqman Al Hakim having a more comprehensive evaluation scope through the Boarding Report. Supporting factors include school policies, learning strategies, teacher role models, and collaboration between school members. Inhibiting factors include heterogeneity of student character, the influence of the peer group, verbal bullying, family background, and limited learning time. This study concludes that the success of instilling anti-bullying character is not only determined by the social studies teacher's learning strategy but also influenced by the support of the educational environment that can strengthen character values in the students' daily livesc]]>
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