Strengthening Honest and Caring Character through the Found Box Program at UPT SPF SD Negeri Kompleks IKIP I
DOI:
https://doi.org/10.55927/jeda.v5i2.32Keywords:
Character education, Honesty, Social care, Found Box program, HabituationAbstract
This study examines the implementation of the "Found Box" (Kotak Temuan) program as a school-based character education initiative at UPT SPF SD Negeri Kompleks IKIP I, Makassar. Functioning as a structured habituation strategy, the program aims to cultivate honesty and social care among elementary school students by requiring them to deposit found items in a designated box and record them in a logbook. This qualitative descriptive study collected data through participatory observation, in-depth interviews, and documentation analysis over one semester. Findings demonstrate that the Found Box program effectively strengthened students' honest behaviors and social responsibility, while fostering a positive school culture grounded in mutual respect and collective accountability. The program offers a replicable, low-cost model of values-based character education suitable for broader implementation in Indonesian elementary schools.
References
Berkowitz, M. W., Bier, M. C., & McCauley, B. (2021). Effective features and practices that support character development. Journal of Character Education, 17(1), 1–28. https://doi.org/10.1093/acprof:oso/9780195172263.001.0001
Creswell, J. W., & Creswell, J. D. (2023). Research design: Qualitative, quantitative, and mixed methods approaches (6th ed.). Sage Publications.
Decety, J., & Cowell, J. M. (2021). The complex relation between morality and empathy. Trends in Cognitive Sciences, 18(7), 337–339. https://doi.org/10.1016/j.tics.2014.04.008
Ibrahim, A. S., Alias, N., & Rahman, M. N. A. (2023). School-based social care programs and empathy outcomes in Southeast Asian elementary students: A systematic review. Asia Pacific Journal of Education, 43(2), 214–231. https://doi.org/10.1080/02188791.2022.2041388
Kristjansson, K., Fowers, B., Darnell, C., & Pollard, D. (2021). Phronesis as a virtue in empirical character research: Four major misconceptions. Journal of Moral Education, 50(3), 1–18. https://doi.org/10.1080/03057240.2020.1840396
Lickona, T., & Davidson, M. (2024). Smart and good schools: A new paradigm for high school character education (2nd ed.). Character Education Partnership Press.
Miles, M. B., Huberman, A. M., & Saldaña, J. (2020). Qualitative data analysis: A methods sourcebook (4th ed.). Sage Publications.
Narvaez, D., & Lapsley, D. K. (2023). Character education in the 21st century: Rethinking approaches. Cambridge University Press. https://doi.org/10.1017/9781108916073
Nucci, L., & Turiel, E. (2022). Revising the domain model: A new perspective on moral and conventional rules. Child Development Perspectives, 16(1), 5–10. https://doi.org/10.1111/cdep.12439
Pane, M. M., & Patriana, R. (2022). The significance of environmental contents in character education for quality of life. Procedia – Social and Behavioral Sciences, 222, 244–252. https://doi.org/10.1016/j.sbspro.2016.05.156
Renati, R., Bonfiglio, N. S., & Pfeiffer, S. (2022). Challenges raising emotionally healthy children: Social learning and positive modeling in family and school settings. Journal of Rational-Emotive & Cognitive-Behavior Therapy, 40(1), 76–90. https://doi.org/10.1007/s10942-021-00421-3
Suyitno, I., & Hariyadi, S. (2020). Character education model based on local wisdom for elementary school students in Indonesia. International Journal of Instruction, 13(2), 835–848. https://doi.org/10.29333/iji.2020.13256a
Thielmann, I., Spadaro, G., & Balliet, D. (2023). Personality and prosocial behavior: A theoretical framework and meta-analysis. Psychological Bulletin, 146(1), 30–90. https://doi.org/10.1037/bul0000217
Zaki, J. (2020). Integrating empathy and interpersonal emotion regulation. Annual Review of Psychology, 71, 517–540. https://doi.org/10.1146/annurev-psych-010419-050830
