This study aims to analyze and describe the role of teachers in internalizing the character of caring for the environment through learning social studies at SD Negeri Gading Trenggalek. This research is motivated by the importance of instilling the character of caring for the environment from an early age in the midst of increasing environmental problems. This requires the active role of teachers in integrating the values of caring for the environment into learning so that students not only understand cognitively, but also be able to apply them in daily life.
This study uses a qualitative approach with a descriptive method. Data collection techniques are carried out through interviews, observations, and documentation. The research subjects include school principals, classroom teachers and students IV, V, and VI. Data analysis is carried out based on the Miles and Huberman model, namely data reduction, data presentation, and conclusion drawn.
The results of the study show that the role of teachers in internalizing the character of caring for the environment through learning of science at SDN Gading Trenggalek is implemented through ten roles which include Educator, Manager, Administrator, Supervisor, Leader, Innovator, Motivator, Dynamizer, Evaluator, and Facilitator. The ten roles of teachers are implemented holistically and continuously to optimize the process of internalizing the character of environmental care in students. The internalization strategy is carried out through three stages, namely first: the delivery of information or material, second: practice in learning, and third: habituation. The methods implemented by teachers in internalizing values are PjBL (Project Based Learning), PBL (Problem Based Learning), CTL (Contextual Teaching and Learning), Outdoor Learning (Learning Outside the Classroom, and daily habits.
The results of internalizing grades showed changes in students' behavior that was more concerned about the environment. Supporting factors for the internalization of values at SDN Gading Trenggalek include teacher examples, the use of varied and contextual IPAS learning methods and media, giving appreciation to students, the environment and support of school programs, and support from the family environment. Meanwhile, the inhibiting factors include low student self-awareness, low student confidence level, student psychological development period, limitations in waste management system, and lack of support from the family environment.