Implementation of Honesty Canteen Program as Character Education Strategy in Elementary Schools

Abstract

Integrity character, particularly the value of honesty, among elementary school students often faces significant challenges. Studies on cheating in exams and reports from teachers and school supervisors provide concrete evidence that this issue remains relevant and requires serious attention. The aim of this research is to describe the implementation of the honesty canteen program as a character education strategy at State Elementary School 10 Regol Garut. A qualitative approach using a case study method was employed in this research. Data collection techniques included observation and in-depth interviews. Data analysis followed the Miles and Huberman model, utilizing data condensation, data display, and conclusion drawing/verification techniques. The findings indicate that integrity character education in elementary schools is carried out through four activities: routine activities, spontaneous activities, exemplary activities, and conditioning, with the implementation of two systems, namely self-service and active student involvement. However, several challenges persist, such as some students' difficulty in practicing honesty, income disparities, and implementation constraints. Efforts to address these challenges include issuing warnings, providing guidance, and enhancing service quality and management. This study provides a comprehensive overview of the implementation of the honesty canteen program as part of efforts to enhance the integrity character of elementary school students.