Character education in elementary schools (SD) is an important aspect in shaping a young generation that not only possesses intellectual intelligence but also strong moral values. This article aims to explore how the integration of character education can be applied within the context of learning in elementary schools. This research uses a qualitative method with a literature study approach, reviewing various sources on character education in SD and its implementation practices. The research findings indicate that character education integration can be carried out through a thematic approach in the curriculum, active learning models, and the role of teachers as role models. Challenges faced include time and resource limitations, as well as a lack of cooperation with parents and the community. As solutions, there is a need for the development of a character-based curriculum, teacher training, and the enhancement of synergy between schools, parents, and the community.

The advancement of information and communication technology has revolutionized educational paradigms, demanding the presence of innovative and contextual learning methods. One transformative approach that is increasingly being adopted in the context of elementary education is the Virtual Field Trip (VFT) a digital-based field trip simulation that allows students to explore various educational locations virtually. This article aims to thoroughly analyze the implementation of VFT in elementary-level learning using a qualitative approach based on grounded research and life-history methods. Through observation techniques, in-depth interviews, focus group discussions, and the analysis of digital and audiovisual documents, this study reveals three main findings:  (1) VFT can broaden students' horizons and sharpen their imagination by virtually bridging real learning experiences; (2) This approach enhances student engagement and enthusiasm through immersive visual and interactive presentations; and (3) Learning becomes more meaningful and contextual, as students can understand concepts directly and in an applied manner. The analysis shows that VFT is not only a pedagogical solution to physical and geographical limitations but also a strategic tool to promote critical thinking, global awareness, and cross-cultural understanding from an early age. Nevertheless, the effectiveness of VFT implementation is highly influenced by technological readiness, educators’ digital competence, as well as institutional and parental support. Therefore, a comprehensive and adaptive implementation strategy is needed to optimize the potential of VFT as an inclusive and sustainable future learning instrument in elementary schools.

Cooperative Learning has been proven effective in improving the quality of education, especially at the elementary school level. One popular cooperative learning model is the Think-Pair-Share (TPS) method. This method provides students with the opportunity to think independently, discuss with a partner, and share their thoughts with the larger group. This study aims to explore the optimization of the implementation of the TPS method in enhancing the cognitive and social abilities of elementary school students. Using a descriptive qualitative approach, this study analyzes how the implementation of TPS can affect students' understanding of the material as well as their social skills. The results indicate that the application of the TPS method not only improves students' cognitive abilities, such as mastery of subject matter and critical thinking skills, but also strengthens their social skills in interacting, communicating, and collaborating with classmates. This study recommends the integration of the TPS method into elementary school teaching practices to maximize students' potential in various aspects, both cognitive and social.

TIE DYE, a fabric dyeing technique that combines bright colors and unique patterns, which can be integrated into the context of art learning in elementary schools. At SDN Desa Salakbrojo, Kedungwuni, Pekalongan, the existence of the TIE DYE technique has begun to be introduced in the art education process, providing space for exploration of student creativity through a dynamic, colorful approach. This study aims to analyze the use of TIE DYE as an art learning method that can inspire students, improve fine motor skills, and introduce the concept of art in elementary education at SDN Desa Salakbrojo. This study uses a qualitative approach with a case study method. Data were collected through observation, interviews with teachers, and document analysis related to the implementation of the TIE DYE technique in learning. Data sources also include student work produced during the learning process. The results of this study indicate that TIE DYE can be used as an alternative learning method that is fun and effective in improving children's creativity and art skills. The use of this technique also provides new insights into how to integrate batik art into the elementary education curriculum, which can increase students' learning motivation and self-expression. Thus, TIE DYE can be part of the development of innovative art education in elementary schools. Keywords: tie dye reborn, jumputan batik, elementary school