Integrating Character Education and Social Studies in Elementary School: Prospective Professional Teachers’ Experiences

I Gede Wahyu Suwela Antara; Ida Bagus Yoga  Swadnyana; Kadek  Yudiana; Ni Putu Piki Pia Arini; I Wayan  Lasmawan; I Wayan  Kertih

doi:10.23887/ivcej.v7i1.81005

Authors

I Gede Wahyu Suwela Antara Universitas Pendidikan Ganesha, Singaraja, Indonesia https://orcid.org/0000-0001-6742-0817
Ida Bagus Yoga Swadnyana Universitas Pendidikan Ganesha, Singaraja, Indonesia
Kadek Yudiana Universitas Pendidikan Ganesha, Singaraja, Indonesia
Ni Putu Piki Pia Arini Universitas Pendidikan Ganesha, Singaraja, Indonesia
I Wayan Lasmawan Universitas Pendidikan Ganesha, Singaraja, Indonesia
I Wayan Kertih Universitas Pendidikan Ganesha, Singaraja, Indonesia

DOI:

https://doi.org/10.23887/ivcej.v7i1.81005

Keywords:

Prospective Profesional Teacher, Character Education, Social Studies

Abstract

Character education in elementary school is an important aspect in forming morale and students' ethics at their stage of development. This study aims to explore the understanding and experiences of pre-service professional teachers in integrating character education with social studies instruction in elementary schools. Employing a mixed-method approach, data were collected through structured questionnaires and in-depth interviews with 124 student teachers enrolled in the teacher education program. The findings indicate that pre-service teachers possess a solid understanding of character education concepts and the importance of their integration into social studies instruction. The researcher implements various strategies such as thematic approaches, project-based learning, and group discussions to instill moral values. However, challenges include time constraints, lack of resources, and insufficient specialized training. The necessary support includes continuous training, access to adequate resources, and mentoring from experienced educators. The study concludes that although pre-service teachers have a strong theoretical understanding, a holistic approach involving training support, resources, and policies is required to enhance the effectiveness of character education integration in social studies instruction. Recommendations for future research include expanding the sample size and employing longitudinal methods for more in-depth and sustained observations.

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