Ethics-Based Pedagogical Strategies for Character Formation in Elementary School Students

Abstract

This descriptive qualitative study examines how three elementary school teachers translate professional ethics into pedagogical practices associated with students’ character-related behavior in Kertosono, Nganjuk, Indonesia. Data were collected through interviews with three teachers and nine students, one classroom observations at each of three public schools, and instructional documents. The analysis identified assessment of learning needs, differentiated support, collaborative and democratic activities, and assessment and feedback as reported strategies. Their emphases differed: the teacher at Kutorejo described ongoing monitoring and additional support; the teacher at Pandantoyo emphasized accessible language and contextual examples. Interview and observation findings were not always identical: during the observed lessons, both self-confidence indicators were rated as occasionally evident at Pandantoyo and Pelem 1, while several assessment and feedback indicators were also rated as occasionally evident at Pelem 1. Teachers reported challenges involving parent-school expectation. Conceptually, the study interprets the teachers’ code of ethics as a guide to classroom decisions; practically, it identifies strategies and constraints; empirically, it compares evidence across three schools. The findings illustrate opportunities for character-related practice but do not establish causal or long-term changes in students’ character.