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The purpose of this service is to develop a social studies education curriculum based on local wisdom in elementary schools, in order to introduce local cultural values and traditions to students. The method used is with document analysis and interviews with teachers and education experts to gain a deep understanding of the implementation of the curriculum based on local wisdom. The findings of this service show that a curriculum based on local wisdom can improve students' understanding of their own culture and enrich social studies learning materials. The contribution of this service is the creation of a social studies education curriculum model that not only teaches social knowledge but also instils local values that are relevant to the daily lives of students in elementary schools, which in turn can strengthen the cultural identity and character of the nation.

This research aims to explore changes in social psychology approaches in education to increase empathy and tolerance in schools. The study used a qualitative design with student analysis units, teachers, and school staff in several secondary schools. Data sources were obtained through in-depth interviews, observations, and documentation studies related to policies and programs that support empathy and tolerance learning. Data collection techniques include semi-structured interviews with teachers and students, observation of social interactions in schools, and analysis of school policy documents. Data analysis was carried out using a thematic approach to identify patterns that emerged from the perspective of students and teaching. The research findings suggest that a social psychology approach that is more based on students' social experiences and emotional involvement can increase the level of empathy and tolerance among them. The contribution of this research is to provide insight into the importance of integrating social psychology in education as a strategy to form better students' social character, as well as offering practical guidance for schools in implementing the values of empathy and tolerance in the curriculum.

This study aims to analyse the paradigm change of character education in shaping national identity in secondary school through a qualitative approach. The unit of analysis of this study is a secondary school that implements character education as part of learning policies and practices. The research design uses descriptive qualitative studies, with the main data sources coming from principals, teachers, and students. Data was collected through in-depth interviews, observations of learning and school activities, and analysis of school curriculum and policy documents. Data analysis was carried out using inductive thematic analysis, accompanied by triangulation of sources and techniques to increase the validity of the findings. The results of the study show that the paradigm change in character education is no longer understood as teaching normative values alone, but as a contextual learning process that is integrated into school culture and educational management practices, thus contributing significantly to strengthening students' national identity. The contribution of this research lies in the enrichment of theoretical and practical perspectives on character education, particularly in demonstrating the importance of paradigm transformation and systemic integration of character education in the formation of national identity in secondary schools.

This study aims to analyse the paradigm change of character education in shaping national identity in secondary schools, focusing on the role of education management in the implementation of the character curriculum. This study uses a qualitative research design with the unit of analysis being a high school that applies a character curriculum. The data sources consist of principals, teachers, and students, which are collected through in-depth interviews, observations, and documentation. The data analysis technique uses a thematic approach to identify patterns in the implementation of character education and its influence on the formation of national identity. The findings of the study show that education management has a key role in ensuring the effective implementation of the character curriculum, which has an impact on improving students' understanding of national values. The contribution of this research is to provide insight into the importance of the role of education management in supporting the character curriculum to form a strong national identity among students.